Search results for: Schechter Chen
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Preservice Teachers’ Capacity to Teach Self-regulated Learning: Integrating Learning from Problems and Learning from Successes
This study aimed to explore the value of systematic learning from successes (LFS) during the practicum phase in teacher preparatory programs, beyond the more traditional approach based on learning from problems (LFP). Specifically, the authors were interested to examine how preservice physics teachers may capitalize on LFS or LFP or both to actually teach students self-regulated learning (SRL). The authors conclude that results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences.
Updated: Feb. 01, 2016
Toward Communal Negotiation of Meaning in Schools: Principals’ Perceptions of Collective Learning from Success
This study examines principals’ perceptions (mindscapes) about the notion and strategy of collective learning from faculty members’ successful practices. The study employed a qualitative topic-oriented methodology to explore principals’ mindscapes concerning collective learning from success in schools. The findings reveal that principals perceived the competitive culture and the comparison of professional abilities among faculty members as major determinants of a productive collective learning from success. Furthermore, principals envisioned their role in this interactive process as promoting a learning culture of inquiry, openness, and trust.
Updated: Oct. 27, 2011
Learning From Success as Leverage for a Professional Learning Community: Exploring an Alternative Perspective of School Improvement Process
This case study examined the evolving stages of a collective learning-from-success process at one comprehensive (middle and secondary) public school that participated in a national program aiming to foster ongoing collective professional learning. Data revealed that this collective process moved through three distinct stages: invitation and framework building; collective inquiry into colleagues’ professional successes; and experimentation and dissemination. This study reinterprets the professional learning community to include the collective learning-from-success process, thus providing a new outlook for linking concepts with practical capabilities in light of public school reality.
Updated: May. 25, 2010