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  • 1
    ISBN: 9783319028682
    Language: English
    Pages: Online-Ressource (XIV, 345 p. 99 illus, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Current trends in eye tracking research
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    Keywords: Psycholinguistics ; Consciousness ; Education ; Education ; Psycholinguistics ; Consciousness ; Aufsatzsammlung ; Elektrookulographie ; Augenfolgebewegung ; Blickregistrierung ; Blickverhalten ; Visuelle Wahrnehmung ; Interdisziplinäre Forschung
    Abstract: Our eye movements in response to visual stimuli reveal much about how we experience the world. Focusing on the latest developments in the multidisciplinary field of eye tracking research, this volume ranges across a wide spectrum of research applications, with four sections covering the plethora of practical uses to which our expanding knowledge can be put. They offer abundant evidence that eye tracking research and its methodologies offer new ways of collecting data, framing research questions, and thinking about how we view our world. As a result, we are discovering more about how the visual system works, as well as how it interacts with attention, cognition, and behaviour. Current Trends in Eye Tracking Research presents the work of more than 50 researchers and academics, showcasing groundbreaking studies and innovative ways of applying eye tracking technologies to interesting research problems. The book covers the current output of a number of pioneering research laboratories, detailing their work on eye tracking and the visual system, alignment and EEG data, marketing and social applications, and eye tracking in education. Featuring creative uses of existing technology as well as inventive implementation of new technology in a range of research contexts and disciplines, this new publication is compelling proof of the growing importance of this exciting and fast-moving area of scientific endeavor
    Description / Table of Contents: Introduction -- Section I: Eye Tracking and the Visual System -- The Active Eye: Perspectives on Eye Movement Research, Benjamin W. Tatler, Clare Kirtley, Ross G. Macdonald, Katy M. A. Mitchell, Steven W. Savage -- Eye Movements from Lab to Life, Benjamin W. Tatler -- Guidance of Attention by Feature Relationships: The End of the Road for Feature Map Theories? Stefanie I. Becker -- Gaze And Speech: Pointing Device and Text Entry Modality, T.R. Beelders and P.J. Blignaut -- Improving the Accuracy of Video-Based Eye-Tracking in Real-Time through Post-Calibration Regression, Pieter Blignaut, Kenneth Holmqvist, Marcus Nyström, Richard Dewhurst -- Gaze Shifts and Pen Velocity Minima during Line Copying with Consideration to Signature Simulation, Avni Pepe and Jodi Sita -- Degree of Subject's Indecisiveness Characterized by Eye Movement Patterns in Increasingly Difficult Tasks, Yannick Lufimpu-Luviya, Djamel Merad, Véronique Drai-Zerbib, Thierry Baccino and Bernard Fertil. The Use of an Infrared Eye Tracker in Evaluating the Reading Performance in a Congenital Nystagmus Patient Fitted with Soft Contact Lens: A Case Report, M. M. Shahimin, N. H. Saliman, N. Mohamad-Fadzil, Z. Mohammed, N. A. Razali, H. A. Mutalib and N. Mennie -- Section II: Aligning Eye Tracking and EEG Data -- Triangulating the Reading Brain: Eye Movements, Computational Models, and EEG, Ronan G. Reilly -- Oculomotor Control, Brain Potentials, and Timelines of Word Recognition during Natural Reading, Reinhold Kliegl, Michael Dambacher, Olaf Dimigen, Werner Sommer -- Measuring Neuronal Correlates of Reading with Novel Spread-Spectrum Protocols, Ronan G. Reilly -- The Quest for Integrating Data in Mixed Research: User Experience Research Revisited, Annika Wiklund-Engblom and Joachim Högväg -- Section III: Eye Tracking and Marketing and Social Applications -- Eye Tracking as a Research Method in Social and Marketing Applications, Mike Horsley -- Mobile Eye-Tracking in Retail Research, Dr Tracy Harwood, Martin Jones -- Private and Public: Eye Tracking Applications in Private and Academic Sector Marketing Research, En Li, James Breeze, Mike Horsley, Donnel A. Briely -- Eye Movement Evaluation of Signature Forgeries: inSights to Forensic Expert Evidence, A. G. Dyer, B. Found, M. L. Merlino, A. L. Pepe, D. Rogers and J. C. Sita -- A Role for Eye Tracking Research in Accounting and Financial Reporting? Lyn Grigg and Amy L. Griffin -- Eye Tracking during a Psychosocial Stress Simulation: Insights into Social Anxiety Disorder, Nigel Chen -- Using Saccadic Eye Movements to Assess Cognitive Decline with Ageing, Alison Bowling and Anja Draper -- Comparing Personally-Tailored Video- and Text-Delivered Web-Based Physical Activity Interventions - The Medium and the Message: An Eye-Tracking Study, Corneel Vandelanotte, Naya Persaud, Stephanie Bland, Mike Horsley -- Benefits of Complementing Eye Tracking Analysis with Think Aloud Protocol in a Multilingual Country with High Power Distance, Ashok Sivaji and Wan Fatimah Wan Ahmad -- Section IV: Eye Tracking and Education -- Eye Tracking and the Learning System: An Overview, Bruce Allen Knight, Mike Horsley & Matt Eliot -- A New Approach to Cognitive Metrics: Analysing the Visual Mechanics of Comprehension using Eye Tracking Data in Student Completion of High Stakes Testing Evaluation, Bruce Allen Knight and Mike Horsley -- Comparing Novice and Expert Nurses in Analysing Electrocardiographs (ECGs) Containing Critical Diagnostic Information: An Eye Tracking Study of the Development of Complex Nursing Visual Cognitive Skills, Marc Broadbent, Mike Horsley, Melanie Birks, Naya Persaud -- The Development and Refinement of Student Self-Regulatory Strategies in Online Learning Environments, Nayadin Persaud and Matt Eliot.
    Note: Description based upon print version of record
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  • 2
    ISBN: 9789400759022
    Language: English
    Pages: Online-Ressource (XXVII, 398 p. 23 illus, online resource)
    Series Statement: The Enabling Power of Assessment 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Designing assessment for quality learning
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    Keywords: Educational tests and measurements ; Education ; Education ; Educational tests and measurements ; Lernen ; Beurteilung ; Evaluation ; Lernerfolg
    Abstract: This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book's structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers' responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book's structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment - remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education
    Abstract: This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book’s structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment - remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education
    Description / Table of Contents: 1. Introduction: Assessment understood as enabling: A time to rebalance improvement and accountability goalsPART 1: Assessment Quality -- 2. Assessment as a generative dance: Connecting teaching, learning and curriculum -- 3. Student involvement in assessment of their learning -- 4. Large-scale testing and its contribution to learning -- 5. The role of assessment in improving learning in a context of high accountability -- PART 2: Becoming Assessment Literate -- 6. Assessment literacy -- 7. The power of learning-centered task design: An exercise in the application of the variation principle -- 8. Developing assessment tasks -- 9. Using assessment information for professional learning -- 10. Teachers’ professional judgment in the context of collaborative assessment practice -- 11. Developing assessment for productive learning in Confucian-influenced settings: Potentials and challenges -- PART 3: Teachers’ Responsibilities in Assessment -- 12. Looking at assessment through learning-colored lenses -- 13. Elements of better assessment for the improvement of learning: A focus on quality, professional judgment and social moderation -- 14. Enabling all students to learn through assessment: A case study of equitable outcomes achieved through the use of criteria and standards -- 15. Assessment and the reform of education systems: From good news to policy technology -- 16. Authentic assessment, teacher judgment and moderation in a context of high accountability -- 17. Formative assessment as a process of interaction through language: A framework for the inclusion of English language learners -- PART 4: Leading Learning and the Enabling Power of Assessment -- 18. Conceptualizing assessment culture in school -- 19. Preparing teachers to use the enabling power of assessment -- 20. Challenging conceptions of assessment -- 21. The place of assessment to improve learning in a context of high accountability -- PART 5: Digital Assessment -- 22. Designing next-generation assessment: Priorities and enablers -- 23. Seeds of change: The potential of the digital revolution to promote enabling assessment -- Index.
    Note: Description based upon print version of record
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  • 3
    Online Resource
    Online Resource
    Singapore : Springer Singapore
    ISBN: 9789812870896
    Language: English
    Pages: Online-Ressource (VII, 120 p. 20 illus, online resource)
    Series Statement: SpringerBriefs in Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Hew, Khe Foon Using blended learning
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    Keywords: Education ; Education ; Lernpsychologie ; Instruktionspsychologie
    Abstract: This book discusses evidence-based practices related to the use of blended learning in both K-12 and higher education settings. Specifically, this book features evidence-based practices in relation to the following five learning goals: (a) Fostering students’ attitude change toward country, (b) Helping students’ solve ill-structured design task problems, (c) Improving students’ critical thinking in assessing sources of information, (d) Improving students’ narrative and argumentative writing abilities and (e) Enhancing students’ knowledge retention and understanding. To achieve this aim, the authors draw upon their own research studies as well as some other relevant studies to reveal the pedagogical approaches, the specific instructional/learning activities, the technologies utilized and the overall framework for developing blended learning experiences
    Description / Table of Contents: IntroductionPromoting attitude change toward country: A theoretical framework and blended learning approach -- Solving design problems: A blended learning approach based on design thinking features -- Improving Social Studies students' critical thinking -- Improving students' argumentative writing and oral proficiencies -- Enhancing students' learning of factual and conceptual knowledge -- Future research directions for blended learning research: A programmatic construct.
    Note: Description based upon print version of record
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  • 4
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789400768574
    Language: English
    Pages: Online-Ressource (XVI, 482 p. 189 illus., 24 illus. in color, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Boone, William J. Rasch analysis in the human sciences
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    Keywords: Science Study and teaching ; Educational tests and measurements ; Educational psychology ; Statistics ; Education ; Education ; Science Study and teaching ; Educational tests and measurements ; Educational psychology ; Statistics ; Education ; Educational psychology ; Educational tests and measurements ; Science Study and teaching ; Statistics
    Abstract: Rasch Analysis in the Human Sciences helps individuals, both students and teachers, master the key concepts and resources needed to use Rasch techniques for analyzing data from assessments to measure variables such as abilities, attitudes, and personality traits. Upon completion of the text, readers will be able to confidently evaluate the strengths and weaknesses of existing instrumentation, compute linear person measures and item measures, interpret Wright Maps, utilize Rasch software, and understand what it means to measure in the Human Sciences. Each of the 24 chapters presents a key concept using a mix of theory and application of user-friendly Rasch software. Chapters also include a beginning and ending dialogue between two typical researchers learning Rasch, formative assessment check points, sample data fi les, an extensive set of application activities with answers, a one paragraph sample research article text integrating the chapter topic, quick-tips, and suggested readings. Rasch Analysis in the Human Sciences will be an essential resource for anyone wishing to begin or expand their learning of Rasch measurement techniques, be it in the Health Sciences, Market Research, Education, or Cognitive Sciences. “Rasch Analysis in the Human Sciences represents a much needed, practical, and approachable guide to the use of Rasch methods and models within the field of education in general and in STEM fields most particularly. With a future ever more guided by data-driven decision-making, it is essential that our educators become more familiar with fundamental measurement concepts. Dr. Boone’s new text provides readers with a powerful set of new skills, set within an accessible, easy to read framework.” Gregory Ethan Stone, Professor of Educational Foundations and Leadership, University of Toledo, Ohio, USA “Bill Boone’s book leads educators as well as doctoral students to using Rasch as a model for measurement and profound interpretation of data and provides a profound and understandable introduction into a difficult topic.” Hans E. Fischer, Professor of Physics Education, University of Duisburg-Essen, Germany “This book will be invaluable to those in the social sciences who want to improve the quality of our science through improved measurement.” Cynthia W. Kelly, Professor of Nursing, The University of Alabama, Tuscaloosa, Alabama, USA
    Description / Table of Contents: What is Rasch Measurement & How Can Rasch Measurement Help Me?Rating Scale Surveys, A Rasch Rating Scale Analysis (Step I)-Reading Data and Running an Analysis -- Understanding Person Measures -- Item Measures -- Wright Maps - First Steps -- Wright Maps - Second Steps Fit -- How Well Does That Rating Scale Work? How Do You Know, Too? -- Person Reliability, Item Reliability and More -- What is an Ogive? How do I Use It? -- Some Wright Map Nuance, How To Set the Probability of Success at 65% (or whichever percentage you wish to choose) -- Differential Item Functioning -- Linking Surveys and Tests -- Setting Pass/Fail Points and Competency Levels -- Expressing Competency Levels -- Quality of Measurement and Sample Size -- Missing Data:  What should I do? -- Combining Scales -- Multifaceted Rasch Measurement -- The Rasch Model and Item Response Theory Models:  Identical, Similar, or Unique? -- What Tables to Use? -- Key Resources for Continued Expansion of Your Understanding of Rasch Measurement -- Where Have We Been & What’s Next?.
    Note: Description based upon print version of record
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  • 5
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264203488
    Language: English
    Pages: Online-Ressource (219 p.) , ill.
    Series Statement: Educational Research and Innovation
    Parallel Title: Erscheint auch als Innovative learning environments
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    Keywords: Bildungsforschung ; Education ; Lernumwelt ; Bildungsforschung
    Abstract: How to design a powerful learning environment so that learners can thrive in the 21st century? OECD’s Innovative Learning Environments (ILE) is an ambitious international study that responds to this challenging question. The study earlier released the influential publication The Nature of Learning: Using Research to Inspire Practice. This companion volume is based on 40 in-depth case studies of powerful 21st century learning environments that have taken the innovation journey. Innovative Learning Environments presents a wealth of international material and features a new framework for understanding these learning environments, organised into eight chapters. Richly illustrated by the many local examples, it argues that a contemporary learning environment should: Innovate the elements and dynamics of its “pedagogical core”. Become a “formative organisation” through strong design strategies with corresponding learning leadership, evaluation and feedback. Open up to partnerships to grow social and professional capital, and to sustain renewal and dynamism. Promote 21st century effectiveness through the application of the ILE learning principles. In conclusion it offers pointers to how this can be achieved, including the role of technology, networking, and changing organisational cultures. This report will prove to be an invaluable resource for all those interested in schooling. It will be of particular interest to teachers, education leaders, parents, teacher educators, advisors and decision-makers, as well as the research community. “Much has been written about learning environments, and about innovation but nowhere will you find such a deep and cogent portrayal of the key principles as in the OECD's report, Innovative Learning Environments. Learners, pedagogical core, learning environments, partnerships, sustainability - it's all captured in this remarkable volume.” (Michael Fullan, OC, Professor Emeritus, OISE, University of Toronto) “Everyone in education is talking about innovation. What is different here is that the best of what we know about learning is at the centre and is richly illustrated with real cases to answer the question, ‘What will this look like?’” (Helen Timperley, Professor, Faculty of Education, University of Auckland) “From OECD's The Nature of Learning to Innovative Learning Environments, this second ILE volume inspires and guides all who are committed to creating , enacting and sustaining powerful learning. To know that this is possible - that we can and are creating ‘schooling for tomorrow’ today - is the gift of this book.” (Anthony Mackay: Co-Chair, Global Education Leaders Program; Chair, Innovation Unit UK) “What impresses me about this work is the clarity about the links between complex goals, processes and outcomes through a focus on innovative learning environments across the globe. Innovative Learning Environments manages both to bring alive the lived realities of very different people at the same time as distilling principles and key messages." (Philippa Cordingley, Chief Executive, Centre for the Use of Research and Evidence in Education (CUREE), UK) “As societies experience unprecedented and unpredictable change, schools and education systems are at the nexus of hope for the future. OECD’s report Innovative Learning Environments documents how educators in a number of countries are engaging in bold and forward-thinking innovations to renew, re-imagine and re-invent contexts for teaching and learning, and, most importantly, provides inspiration to take the journey.” (Professor Lorna Earl, President 2011-2013, International Congress for School Effectiveness and Improvement)
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  • 6
    ISBN: 9789264180772
    Language: English
    Pages: 266 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Educational research and innovation
    Parallel Title: Parallelausg. L'art pour l'art ? ; L'impact de l'éducation artistique
    Parallel Title: Parallelausg. ¿El arte por el arte? ; La influencia de la educacíon artística
    Parallel Title: Erscheint auch als Winner, Ellen, 1947 - Art for art's sake?
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    Keywords: Kunst ; Bildung ; Education ; Kunsterziehung ; Kreativität ; Kognitive Entwicklung ; Sozialkompetenz ; Ästhetische Erziehung ; Musische Erziehung
    Abstract: Arts education is often said to be a means of developing critical and creative thinking. Arts education has also been argued to enhance performance in non-arts academic subjects such as mathematics, science, reading and writing, and to strengthen students’ academic motivation, self-confidence, and ability to communicate and co-operate effectively. Arts education thus seems to have a positive impact on the three subsets of skills that we define as “skills for innovation”: subject-based skills, including in non-arts subjects; skills in thinking and creativity; and behavioural and social skills. This report examines the state of empirical knowledge about the impact of arts education on these kinds of outcomes. The kinds of arts education examined include arts classes in school (classes in music, visual arts, theatre, and dance), arts-integrated classes (where the arts are taught as a support for an academic subject), and arts study undertaken outside of school (e.g. private music lessons; out-of-school classes in theatre, visual arts, and dance). The report does not deal with education about the arts or cultural education, which may be included in all kinds of subjects.
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  • 7
    Online Resource
    Online Resource
    New York, NY : Springer New York
    ISBN: 9781461419549
    Language: English
    Pages: Online-Ressource (XVII, 235 p. 73 illus., 28 illus. in color, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Landriscina, Franco Simulation and learning
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    Keywords: Computer simulation ; Consciousness ; Education ; Education ; Computer simulation ; Consciousness ; Learning ; Educational technology ; Computer simulation ; Lernpsychologie ; Simulation
    Abstract: The main idea of this book is that to comprehend the instructional potential of simulation and to design effective simulation-based learning environments, one has to consider both what happens inside the computer and inside the students' minds. The framework adopted to do this is model-centered learning, in which simulation is seen as particularly effective when learning requires a restructuring of the individual mental models of the students, as in conceptual change. Mental models are by themeselves simulations, and thus simulation models can extend our biological capacity to carry out simulative reasoning. For this reason, recent approaches in cognitive science like embodied cognition and the extended mind hypothesis are also considered in the book.. A conceptual model called the "epistemic simulation cycle is proposed as a blueprint for the comprehension of the cognitive activies involved in simulation-based learning and for instructional design.
    Description / Table of Contents: Foreword; Preface; Acknowledgments; Contents; 1 An Introduction to Simulation for Learning; 1.1…The Simulation Paradox; 1.2…The Epistemic Status of Simulation; 1.3…Not All Simulations are Created Equal; 1.4…Differences Between Simulation and Games; 1.5…What is Simulation?; 1.6…The Need for a Multidisciplinary Approach; 1.6.1 Simulation Paradigm; 1.6.2 Learning Goals; 1.6.3 Curricular Development; 1.6.4 Cognitive Processes; 1.6.5 Epistemic Beliefs; 1.6.6 Activities and Outputs; 1.6.7 Instructional Strategies; 2 Simulation and Cognition; 2.1…Mental Models; 2.2…Mental Models as Simulations
    Description / Table of Contents: 2.3…Simulating Other Minds2.4…Grounding Cognition in Simulation; 2.5…Simulation and Metaphor; 3 Models Everywhere; 3.1…A Concept at the Crossroads of Different Disciplines; 3.2…From Logic to Representation; 3.3…Models and Problem Solving; 3.4…Types of Models; 3.5…The Pragmatic Perspective; 3.6…The Cybernetic Perspective; 3.7…A General Theory of Models; 4 Simulation Modeling; 4.1…From Models to Simulation; 4.2…Computational Models; 4.3…The Modeling and Simulation Process; 4.3.1 Project Description; 4.3.2 Conceptual Model; 4.3.3 Computational Model; 4.3.4 Simulation Program
    Description / Table of Contents: 4.4…Modeling and Simulation Paradigms4.5…Dynamical Systems Modeling; 4.6…From Mechanics to Everything Else; 4.7…Continuum Physics Modeling; 4.8…Molecular Dynamics; 4.9…Compartmental Models; 4.10…Agent-Based Modeling; 4.11…System Dynamics; 4.12…Cellular Modeling and Simulation; 4.13…Comparing Paradigms; 5 Simulation-Based Learning; 5.1…Simulation-Building Versus Simulation-Using; 5.2…The Cognitive Processes Involved in Simulation-Based Learning; 5.3…Simulative Reasoning in Science; 5.4…Model-Based Learning and Teaching; 5.5…Learning by System Modeling; 5.5.1 Computational Model Layer
    Description / Table of Contents: 5.5.2 User Interface Layer5.5.3 Instructional Support; 5.5.4 Complementary Activities; 5.6…A Cognitive Load Perspective; 5.6.1 Pre-Training; 5.6.2 Segmentation; 5.6.3 Sequencing; 5.6.4 Pacing; 5.7…Choosing the Right Mix; 6 Simulations for Thinking; 6.1…Cognitive Partnering; 6.2…Thinking (and Computing) Analogically; 6.3…Simulation and Language; 7 Simulation-Based Instruction; 7.1…Content and Process; 7.2…Crosscutting Concepts; 7.2.1 Patterns; 7.2.2 Cause and Effect: Mechanism and Explanation; 7.2.3 Scale, Proportion, and Quantity; 7.2.4 Systems and System Models
    Description / Table of Contents: 7.2.5 Energy and Matter: Flows, Cycles, and Conservation7.2.6 Structure and Function; 7.2.7 Stability and Change; 7.3…A Grounded Cognition Perspective on Simulation; 7.4…The Epistemic Cycle; AppendixSimulation Resources; References; Index
    Note: Includes bibliographical references and index
    URL: Cover
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  • 8
    ISBN: 9781441955463
    Language: English
    Pages: Online-Ressource
    Series Statement: Springer International Handbooks of Education 26
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. International handbook of metacognition and learning technologies
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    Keywords: Artificial intelligence ; Education ; Metakognition ; Lerntechnik ; Metakognition ; Lerntechnik
    Abstract: Education in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area.Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning.Identifies features designed to study or support metacognitve/SRL behaviors.Reviews how its specific theory or model addresses learners' metacognitive/SRL processes.Provides detailed findings on its effectiveness toward learning.Discusses its implications for the design of metacognitive tools.Examines any theoretical, instructional, or other challenges.These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors
    Note: Includes bibliographical references and index
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  • 9
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400750388
    Language: English
    Pages: Online-Ressource (VIII, 184 p, digital)
    Series Statement: Educational Research 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Educational research: the attraction of psychology
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    Keywords: Educational psychology ; Education ; Education ; Education Philosophy ; Educational psychology ; Psychologie ; Empirische Forschung
    Abstract: The closely argued and provocative contributions to this volume challenge psychology's hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They start from the core observation that modern psychology has successfully penetrated numerous domains of society in its quest to develop a properly scientific methodology for analyzing the human mind and behaviour
    Abstract: The closely argued and provocative contributions to this volume challenge psychology’s hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They start from the core observation that modern psychology has successfully penetrated numerous domains of society in its quest to develop a properly scientific methodology for analyzing the human mind and behaviour. For example, educational psychology continues to hold a central position in the curricula of trainee teachers in the US, while the language of developmental psychology holds primal sway over our understanding of childrearing and the parent-child relationship. Questioning the default position of modern psychology as a way of conceptualizing human relations, this collection of papers reexamines key assumptions that include psychology’s self-image as a ‘scientific’ discipline. Authors also argue that the dogma of neuropsychology in education has demoted concepts such as ‘emotion’, ‘feeling’ and ‘relationship’, so that they are now ’blind spots’ in educational theory. Other chapters offer a cautionary analysis of how misshapen notions of psychology can legitimize eugenics (as in Nazi Germany) and poison racial attitudes. Above all, has psychology, with its focus on individual merit, been complicit in hiding the impacts of power and privilege in education? This bracing new volume adopts a broader definition of education and childrearing that admits the essential contribution of the humanities to the proper study of mankind.This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
    Description / Table of Contents: Educational Research:The Attraction of Psychology; Copyright Page; Earlier Volumes in this Series; Contents; Chapter 1: Making Sense of the Attraction of Psychology: On the Strengths and Weaknesses for Education and Educational Research; References; Chapter 2: Struggling with the Historical Attractiveness of Psychology for Educational Research Illustrated by the Case of Nazi Germany; 2.1 Far Too Easy Hypotheses?; 2.2 Far Too Easy Phrasing of the Questions?; 2.3 Far Too Super fi cial Conclusions?; 2.4 Far Too Broad Generalisations: The Case of Educational Psychology in Nazi Germany
    Description / Table of Contents: 2.4.1 The Discursive Surface Layer of National Socialism2.4.2 "Uniform Fascist Rule Dissolved into a Chaos of Rival Responsibilities?" (Geuter, 1992 , p. 18); 2.5 The Continuing Need for Biographical Research; 2.6 Some Concluding Remarks; Sources; References; Chapter 3: On the Fatal Attractiveness of Psychology: Racism of Intelligence in Education; 3.1 The Problem: Intelligence and Social Status; 3.2 Education in a Nation of Morons; 3.3 Intelligence Testing in the Court; 3.4 On the Neutrality of Academic Psychology; 3.5 The Pseudo Neutrality of Testing Situations
    Description / Table of Contents: 3.6 Towards the Racism of Intelligence3.7 Conclusion; References; Chapter 4: Psychology in Teacher Education: Ef fi cacy, Professionalization, Management, and Habit; 4.1 Ef fi cacy; 4.2 Professionalization; 4.2.1 Learning Sciences; 4.2.2 Political Trends; 4.3 Policy and Management; 4.4 Habit; 4.5 Wrapping Up: Implications for Research in Teacher Education; References; Chapter 5: The Fatal Attraction of the Language of Developmental Psychology in Child-Rearing; 5.1 Introduction; 5.2 The Language of Developmental Psychology in Child-Rearing
    Description / Table of Contents: 5.3 The Language of Developmental Psychology in Relation to Child-Rearing and the Parent-Child Relationship: Normative Assumptions5.4 Parenting in an Age of Anxiety; 5.5 Conclusion; References; Chapter 6: Mirror Neuron, Mirror Neuron in the Brain, Who's the Cleverest in Your Reign? From the Attraction of Psychology to the Discovery of the Social; 6.1 Introduction; 6.1.1 How the Philosophy of Science Embraced the Social (and Also the Psychological); 6.1.2 How the Philosophy of Mathematics Is Reluctant to Embrace Anything; 6.1.3 Education: How to Vygotsky and Piaget?
    Description / Table of Contents: 6.2 The Special and Curious Case of Mathematics Education6.2.1 How Psychology Became Attractive for the Study of the Learning of Mathematics; 6.2.2 Beyond the Psychological; 6.3 Conclusion: Mirror Neurons at Last; References; Chapter 7: The Vocabulary of Acts: Neuroscience, Phenomenology, and the Mirror Neuron; 7.1 Rizzolatti and the Mirror Neuron; 7.2 Depsychologising Psychology: The Architecture of Research and Understanding; 7.3 Samuel Todes and the Umbilical Cord of Bodily Movement; 7.4 Objects and Things, Habitats, and Worlds; References
    Description / Table of Contents: Chapter 8: The Attraction of Neuropsychological Findings in Contemporary Educational Thinking, or Feeling, Emotion and Relationship as Blind Spots in Educational Theory
    Description / Table of Contents: 1. Making sense of the attraction of psychology: On the strengths and weaknesses for education and educational research -- 2. Struggling with the historical attractiveness of psychology for educational research illustrated by the case of Nazi-Germany -- 3. On the fatal attractiveness of psychology: Racism of intelligence in education -- 4. Psychology in teacher education: Efficacy, professionalization, management, and habit -- 5. The fatal attraction of the language of developmental psychology in child rearing -- 6. Mirror neuron, mirror neuron in the brain, who’s the cleverest in your reign? From the attraction of psychology to the discovery of the social -- 7. The vocabulary of acts: Neuroscience, phenomenology, and the mirror-neuron -- 8. The attraction of neuropsychological findings in contemporary educational thinking, or: Feeling, emotion and relationship as blind spots in educational theory -- 9. In defence of the humanities against the exaggerated pretensions of ‘scientific’ psychology -- 10. The theology of education to come -- 11. Learning is not education -- 12. Attention, commitment and imagination in educational research. Open the universe a little more! -- About the Authors -- Author Index -- Subject index..
    Note: Description based upon print version of record
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  • 10
    Online Resource
    Online Resource
    New York, NY : Springer New York
    ISBN: 9781461462743
    Language: English
    Pages: Online-Ressource (XIV, 88 p. 18 illus., 17 illus. in color, digital)
    Series Statement: SpringerBriefs in Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    RVK:
    Keywords: Adult education ; Education ; Education ; Adult education
    Abstract: Over the last years, increasing attention has been paid to Personal Learning Environments (PLEs) as an effective framework for lifelong learners, and to the need for a smooth integration of formal and informal learning. A wider and wider range of open source and free learning applications on the web are offering lifelong learners powerful tools to construct and characterise their own PLEs. Technologically speaking, this change of perspective manifests in a learning web where information is distributed across sites. However, knowledge management becomes an issue, and personalisation requires the support of semantics applied to social components. This work focuses on the characterisation of adult lifelong learners' PLEs by implicit and explicit tools of personalisation. The synergy of formal and informal learning in the dynamic construction of a lifelong learner's PLE has been explored. The SSW4LL (Social Semantic Web for Lifelong Learners) format has been devised, and the SSW4LL system, built on Moodle 2.0 integrated with an adaptive mechanism (conditional activities) and some tools of Social Semantic Web (Semantic MediaWiki, Diigo and Google+), has been designed, implemented and successfully validated as a device suitable to provide a dynamically personalised learning environment to the lifelong learner. Specifically, this volume thoroughly illustrates the implementation of the whole SSW4LL format in its validation course SSW4LL 2011, and discusses the results of a comprehensive literature review and the outcomes obtained from SSW4LL 2011. The integration of social software into formal learning environments can make a qualitative difference to giving adult lifelong learners a sense of ownership and control over their own learning and career planning, and can aid them to be effectively self-directed and self-regulated
    Abstract: This work focuses on the characterization of adult lifelong learners Personal Learning Environments (PLEs) by implicit and explicit tools of personalization. It aims aims toward creating a system for the development of a learning path for the characterisation of PLE for adult life learners. The synergy of formal and informal learning in the dynamic construction of a lifelong learners PLE is fully explored, with the recognition that the majority of learning, especially for life long learners, occurs outside traditional learning formats.Specifically, this volume discusses the design, implementation, and validation of the SSW4LL (Social Semantic Web for Lifelong Learners) format, and the the SSW4LL system, built on Moodle 2.0 integrated with an adaptive mechanism (conditional activities) and some tools of Social Semantic Web (Semantic MediaWiki, Diigo and Google+). With thoroughly grounded cases studies, this volume makes the case that these systems are suitable to provide a dynamically personalized learning environment to the lifelong learner. All of these environments are fully discussed and cases made for each as a tool for constructing adult learners' PLEs.?
    Description / Table of Contents: 1. From Formal to Informal Learning: Scenario, Conditioning Elements and Evolutionary Steps -- 1.1. Lifelong Learning: Definitions and Main Policies in Europe -- 1.1.1. Lifelong Learning: Definitions and European Union Benchmarks -- 1.1.2. European Policy Progress and Future Prospects -- 1.2. The Lifelong Learner: Characteristics, Needs Analysis and Expectations -- 1.2.1. Lifelong Learners' Features -- 1.2.2. Lifelong Learners' Needs Analysis and Expectations -- 1.3. Personalising Lifelong Learning: Approaches, Methodologies and Tools -- 1.3.1. Personalising Learning: A Common Understanding -- 1.3.2. PLE and Related Concepts -- 1.3.3. The Shift from Organisation-Centred to Learner-Centred Learning Environments. A Learning Theory for Adult Lifelong Learners -- 1.3.4. Implicit and Explicit Personalisation of Learning: Adaptive Mechanisms and Social Semantic Web -- 1.3.5. From the Social Web to the Social Semantic Web -- 1.4. Summary -- 2. The SSW4LL Format -- 2.1. Overview -- 2.2. Needs Analysis -- 2.3. Learning Paradigm and Strategies -- 2.3.1. Learning Strategies -- 2.3.2. Evaluation and Assessment -- 2.4. Technological Architecture: The SSW4LL System -- 2.4.1. Formal Learning Environment: Moodle 2.0 -- 2.5. Organisation -- 2.5.1. Technical Competences Required -- 2.5.2. Devices -- 2.5.3. Recommendations for an Optimal Implementation of the Format -- 2.5.4. Workflow and Procedures -- 2.5.5. Use Case Scenario -- 2.6. SWOT Analysis -- 2.7. Summary -- 3. Case Study: SSW4LL 2011 -- 3.1. Design -- 3.2. Implementation -- 3.2.1. Implementation of the SSW4LL System -- 3.2.2. Implementation of the Course SSW4LL 2011 -- 3.3. Evaluation and Discussion -- 3.4. Summary -- 4. Concluding Remarks -- 4.1. Conclusions -- 4.2. Future Directions -- Appendix: Glossary.
    Note: Includes bibliographical references
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  • 11
    ISBN: 9781461433293 , 1283933543 , 9781283933544
    Language: English
    Pages: Online-Ressource (XXXIII, 294 p. 69 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    RVK:
    Keywords: Computer science ; Social sciences Data processing ; Education ; Education ; Computer science ; Social sciences Data processing
    Abstract: This edited volume includes the most up to date, expanded, and peer reviewed papers from the 2011 CELDA Conference, focusing on the conference theme: Ubiquitous and Mobile Informal and Formal Learning in thr Digital Age. The contributions are aggressively interdisciplinary and cover such timely topics as social web technologies, virtual worlds and games, and location-based and context-aware learning environments. Informal and formal learning settings are explored and a myriad of concrete examples provided to assit the reader in developing curricula, programs, and courses on the topic.
    Description / Table of Contents: Ubiquitous and mobile formal and informal learning in the digital age -- Challenges and new perspectives -- Social web technologies for new knowledge representations -- Social web technologies for knowledge retrieval, creation, and sharing in formal and informal educational settings -- Virtual worlds and formal learning -- Virtual worlds and informal learning -- Game-based learning and assessment -- Location-based environments for learning -- Context-aware environments for learning -- Formal and informal learning integration -- Conclusions and future directions.
    Note: Includes bibliographical references and index
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  • 12
    ISBN: 9789264187504
    Language: English
    Pages: 138 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA
    Parallel Title: Erscheint auch als Grade expectations
    DDC: 378.198
    RVK:
    RVK:
    Keywords: Studium ; Studierende ; Bildungspolitik ; Bildungsverhalten ; OECD-Staaten ; Education ; Student ; Leistungsbeurteilung ; Lernmotivation
    Abstract: While enrolment in tertiary education has increased dramatically over the past decades, many university-aged students do not enrol, nor do they expect to earn a university degree. While it is important to promote high expectations for further education, it is equally important to ensure that students’ expectations are well-aligned with their actual abilities. Grade Expectations: How Marks and Education Policies Shape Students' Ambitions reveals some of the factors that influence students’ thinking about further education. The report also suggests what teachers and education policy makers can do to ensure that more students have the skills, as well as the motivation, to succeed in higher education. In 2009, students in 21 PISA-participating countries and economies were asked about their expected educational attainment. An analysis of PISA data finds that students who expect to earn a university degree show significantly better performance in math and reading when compared to students who do not expect to earn such a university degree. However, performance is only one of the factors that determine expectations. On average across most countries and economies, girls and socio-economically advantaged students tend to hold more ambitious expectations than boys and disadvantaged students who perform just as well; and students with higher school marks are more likely to expect to earn a university degree – regardless of what those marks really measure.
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  • 13
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400727182
    Language: English
    Pages: Online-Ressource (XVIII, 180p. 1 illus, digital)
    Series Statement: International perspectives on early childhood education and development 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Early childhood grows up
    RVK:
    RVK:
    Keywords: Early childhood education ; Education ; Education ; Early childhood education ; Kleinkinderziehung ; Vorschulerziehung ; Kleinkinderziehung ; Aufsatzsammlung ; Vorschulerziehung ; Aufsatzsammlung
    Abstract: Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands. This book reflects practitioner debates about fundamental questions such as whether or not their field of work is a profession at all. Two key arguments are presented. The first is that early years education has matured to the point that pedagogical and regulatory frameworks have been introduced and linked to a terminology of professionalism. This has opene
    Abstract: Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands. This book reflects practitioner debates about fundamental questions such as whether or not their field of work is a profession at all. Two key arguments are presented. The first is that early years education has matured to the point that pedagogical and regulatory frameworks have been introduced and linked to a terminology of professionalism. This has opene
    Description / Table of Contents: Foreword; References; Acknowledgements; Contents; About the Editors; About the Authors; List of Acronyms; Part I Professionalism in Local and Cross-National Contexts: Towards a Critical Ecology of the Profession; 1 Early Childhood Grows Up: Towards a Critical Ecology of the Profession; 1.1 Introduction; 1.2 Our First Argument: Early Childhood Education Has Grown Up; 1.3 Our Second Argument: Towards a Critical Ecology of the Early Childhood Profession; 1.4 The Framework of the Day in the Life Project; 1.4.1 Who Is the Early Years Professional?
    Description / Table of Contents: 1.4.2 Getting Organised: What We Did and How We Did It1.4.3 Choosing Case Study Research; 1.4.4 Working as a Learning Community; 1.4.5 Capturing the Practitioner's Day; 1.4.6 Presenting the Case Studies: Singularities Versus Generalisations; 1.5 Concluding Thoughts; References; 2 Relationships, Reflexivity and Renewal: Professional Practice in Action in an Australian Children's Centre; 2.1 Introduction; 2.2 Understanding and Defining the Field of Early Childhood in Australia; 2.2.1 Purposes of Early Childhood Provision: Care and/or Education?; 2.2.2 Regulating Quality; 2.2.3 Curriculum
    Description / Table of Contents: 2.3 The Case Study Site2.3.1 Overview; 2.3.2 Setting the Scene: Context and Staffing; 2.3.3 Profiling the Practitioner; 2.3.4 The Structure of Josie's Day; 2.3.5 Curriculum and Pedagogical Approaches; 2.3.6 Stepping Up to the Role of the Educator; 2.3.7 Being Professional -- Critical Self-Reflection and Ongoing Professional Learning; 2.4 Relationships, Reflexivity and Renewal; 2.4.1 Professionalism in Context; 2.5 Concluding Comments; References; 3 Leading and Managing in an Early Years Setting in England; 3.1 Recent Developments: An Overview; 3.1.1 Background; 3.1.2 Early Years Provision
    Description / Table of Contents: 3.1.3 The Early Years Curriculum3.1.4 The Early Years Workforce; 3.2 The Day in the Life Project in England; 3.2.1 The Setting; 3.2.2 The Practitioner: Julie; 3.2.3 Julie's Day; 3.2.4 Narrative Account of Julie's Day; 3.2.4.1 Situation 1: In the Office; 3.2.4.2 Situation 2: Group Story Reading; 3.2.4.3 Situation 3: Meeting with the Pre-school Teacher; 3.2.4.4 Situation 5: Meeting with the Senior Management Team; 3.2.4.5 Situation 9: Meeting with a Parent; 3.2.4.6 Situation 13: Discussion with a Key Worker; 3.2.4.7 Situation 14: Outdoor Play
    Description / Table of Contents: 3.2.4.8 Situation 15: Meeting with the Financial Director3.3 Discussion; 3.3.1 Managing and Leading; 3.3.2 Acting as a Professional; 3.3.3 Perspectives on Professionalism; 3.4 Summary; References; 4 Acting as a Professional in a Finnish Early Childhood Education Context; 4.1 The Finnish Macro-level Context for Professionalism in Early Childhood Education; 4.1.1 Organisation and Funding of Services; 4.1.2 Professional Development; 4.1.3 Multi-professional Working; 4.1.4 Curriculum Guidelines; 4.1.5 The Micro-level Context of the Practitioner
    Description / Table of Contents: 4.1.6 What Is Happening During the Typical Day of the Practitioner?
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  • 14
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789048139415
    Language: English
    Pages: Online-Ressource (XIII, 265p. 32 illus, digital)
    Series Statement: Professional and Practice-based Learning 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Human fallibility
    RVK:
    Keywords: Applied psychology ; Education ; Education ; Applied psychology ; Errors ; Fallibility ; Fehler ; Lernpsychologie
    Abstract: Christian Harteis
    Abstract: A curious ambiguity surrounds errors in professional working contexts: they must be avoided in case they lead to adverse (and potentially disastrous) results, yet they also hold the key to improving our knowledge and procedures. In a further irony, it seems that a prerequisite for circumventing errors is our remaining open to their potential occurrence and learning from them when they do happen. This volume, the first to integrate interdisciplinary perspectives on learning from errors at work, presents theoretical concepts and empirical evidence in an attempt to establish under what conditions professionals deal with errors at work productively in other words, learn the lessons they contain. By drawing upon and combining cognitive and action-oriented approaches to human error with theories of adult, professional, and workplace learning this book provides valuable insights which can be applied by workers and professionals. It includes systematic theoretical frameworks for explaining learning from errors in daily working life, methodologies and research instruments that facilitate the measurement of that learning, and empirical studies that investigate relevant determinants of learning from errors in different professions. Written by an international group of distinguished researchers from various disciplines, the chapters paint a comprehensive picture of the current state of the art in research on human fallibility and (learning from) errors at work.
    Description / Table of Contents: Human Fallibility; Series Editors' Foreword; Contents; Contributors; Chapter 1: The Ambiguity of Errors for Work and Learning: Introduction to the Volume; Perspectives on Errors at Work and Learning from Them; Overview of the Book; Scope and Audience; Organisation and Content; Part A: Errors, Their Learning Potential, and the Processes of Learning from Errors; Part B: Methodological Strategies; Part C: Learning from Errors in the Professions; Part D: Enabling Learning from Errors; References; Part I: Errors, Their Learning Potential, and the Processes of Learning from Errors
    Description / Table of Contents: Chapter 2: Errors and Learning from Errors at WorkErrors, Learning and Work; Performance and Errors at Work: The Social Dimension; Performance and Errors at Work: The Personal Dimension; Relational Basis for Understanding What Constitutes Errors at Work and Human Fallibility; Situational; Cultural; Personal; Learning from and Through Errors at Work; Workplaces Affordances; Personal Bases; References; Chapter 3: Tracing Outcomes of Learning from Errors on the Level of Knowledge; Introduction; Processes, Prerequisites and Outcomes of Learning from Errors
    Description / Table of Contents: What Can Be Learnt from Errors? Existing Results and Open QuestionsKnowledge-Based Error Anticipation; Transfer of Lessons Learned from Errors; Counter-Productivity of the Results of Learning from Errors; Negative Knowledge as an Outcome of Learning from Errors; Theoretical Conception; Acquisition of Negative Knowledge; Representation of Negative Knowledge; Application of Negative Knowledge; Challenges for Research on Negative Knowledge; Researching Employees' Error-Related Knowledge: Conceptual and Methodological Conclusions
    Description / Table of Contents: Consider the Embeddedness of Negative Knowledge in Structures of Experiential KnowledgeConsider the Embeddedness of Error-Related Knowledge in a Particular Sociocultural Context; Comparatively Focus on Two Ways to Externalise Knowledge: Verbalisation and Application in Practical Tasks; References; Chapter 4: Towards a Theory of Negative Knowledge (NK): Almost-Mistakes as Drivers of Episodic Memory Amplification; Negative Knowledge: To Know What Is Wrong Helps in Understanding What Is Right; Almost-Mistakes/Nearby-Mistakes/Near-Misses: A New Learning Framework; Previous Research
    Description / Table of Contents: Negative Knowledge: A Remembering TaskNegativity in Itself: Some Anthropological Considerations; Applauding Mistakes or Almost-Mistakes: On the Necessity of Demythologizing the "Right" Mistake; Fostering the Error Culture Through Near-Miss in Firms; Discussion; References; Chapter 5: Professional Knowledge Is (Also) Knowledge About Errors; Knowledge Is Power; Complex Professional Activities Are Not Free from Errors; How Knowledge Is (Undesirably) Affected: Inert Knowledge - Problems of Knowledge Application; Using Errors and Ambiguities as Starting Point to Reconsider the Concept of Knowledge
    Description / Table of Contents: Implications for the Practice of Knowledge-Intensive Professions
    Note: Description based upon print version of record
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  • 15
    ISBN: 9789460917875
    Language: English
    Pages: Online-Ressource (X, 130 p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Speaking of Teaching …: Inclinations, Inspirations, and Innerworkings
    RVK:
    Keywords: Teaching ; Teachers ; Education ; Education ; Schimpfwort ; Selbstverteidigung
    Abstract: Preliminary Material -- Invitation to the Inner World of Educators /Avraham Cohen -- Foreword /Gary Poole -- Becoming a Daoist Educator /Avraham Cohen -- The Artistry of Teaching /Marion Porath -- Attending to the World Differently /Anthony Clarke -- Education for Enlightenment /Heesoon Bai -- Poetic Inquiry /Carl Leggoeggo -- Living Inquiry /Karen Meyer -- Having Spoken of Teaching /Avraham Cohen -- About the Authors of Speaking of Teaching.
    Description / Table of Contents: Speaking of Teaching . . .; TO THE PEOPLE WHO MATTER TO USAS TEACHERS; INVOCATION; TABLE OF CONTENTS; INVITATION TO THE INNER WORLD OFEDUCATORS; MUSINGS AND REFLECTIONS ON THE GROUP MEMBERS; REFERENCES; FOREWORD; REFERENCES; BECOMING A DAOIST EDUCATOR; AND, JUST WHAT DID I LEARN INSCHOOL TODAY?; REFERENCES; BECOMING A DAOIST EDUCATOR:THE PEDAGOGY OF WU-WEI: Inner Life within the Dao-Field; WE ARE ALL THE PROBLEM; TEACHERS, GREAT AND ALL; WHAT IS DAOISM? WHAT IS ZEN? WHAT IS INNER WORK?; GOING BEYOND; DAOISM; ZEN; INNER WORK; FIRST REIFICATION, THEN DISINTEGRATION, THEN NEW GROUND
    Description / Table of Contents: SUMMING UP NOWIN THE WORLD; A DREAM FROM MY INNER AND UNCONSCIOUS WORLD; REFERENCES; THE ARTISTRY OF TEACHING; THE ARTISTRY OF TEACHING; REFERENCES; DEVELOPING THE ARTISTRY OF TEACHING; A DEVELOPMENTAL ROAD MAP TO ARTISTRY IN TEACHING; REFERENCES; ATTENDING TO THE WORLD DIFFERENTLY; DISTRACTIONS; BURGEO AND BACK! OR:Living Pedagogically: Catching Oneself in the Act of Being Attentive toPedagogy; BURGEO; BURGEO AND BACK!; LIVING PEDAGOGICALLY; INNER WORK?; A RENDERING OF THE OTHER IS ALWAYS AT SOME LEVELA RENDERING OF SELF; A CONSCIOUSNESS OF BEING IN THE WORLD; REFERENCES
    Description / Table of Contents: EDUCATION FOR ENLIGHTENMENTACADEMIC SANGHA:Experiment in Being Here-and-Now; REFERENCES; ENTERING THE FIELD OF BEING: Inner Work and Education for Enlightenment; INNER WORK; Reminder One: Look for the Original Face; THE ORIGINAL FACE BEFORE I WAS BORN; Reminder Two: Affirm the primacy of being over having/doing; PLEASE LEAD ME TO THE FIELD OF BEING; Reminder Three: Awaken and Nurture the Soul; BOOTSTRAPPING MY SOUL; Reminder Four: Play not Panic; LEARNING TO PLAY; REFERENCES; POETIC INQUIRY; POETIC INQUIRY; REFERENCES; LIVING POETICALLY: A Teacher's Credo; REFERENCES; LIVING INQUIRY
    Description / Table of Contents: LIVING INQUIRY: A Splinter and a BookFIELD NOTE: AS THE CROW FLIES; REFERENCES; A CLOSER LOOK; REFERENCES; HAVING SPOKEN OF TEACH: Life, Death, Pedagogy, and the Fine Art of Being Human; REFERENCES; ABOUT THE AUTHORS OF SPEAKING OFTEACH
    Note: Includes bibliographical references
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  • 16
    ISBN: 9789460919398
    Language: English
    Pages: Online-Ressource (VIII, 256 p, digital)
    Series Statement: Advances in Learning Environments Research 3
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Interpersonal Relationships in Education: An Overview of Contemporary Research
    RVK:
    Keywords: Teacher-student relationships ; Interpersonal relations ; School personnel management ; Education ; Education ; Lehrer ; Verhalten ; Schüler ; Zwischenmenschliche Beziehung
    Abstract: Preliminary Material /Theo Wubbels , Perry den Brok , Jan van Tartwijk and Jack Levy -- Introduction to: Interpersonal relationships in education /Theo Wubbels , Perry den Brok , Jan van Tartwijk and Jack Levy -- Teacher-student relationships and adolescent competence at school /Kathryn R. Wentzel -- Understanding discordant relationships between teachers and disruptive kindergarten children /Jantine L. Spilt and Helma M.Y. Koomen -- An observational study of teachers’ affilliation and control behaviours towards kindergarten children /Debora L. Roorda , Helma M. Y. Koomen and Frans J. Oort -- Elementary teachers need to recognize bullying before it peaks at the middle school /Janet M. McGee -- Exploring patterns of interpersonal relationships among teachers /Nienke M. Moolenaar , Alan J. Daly and Peter J.C. Sleegers -- School principal-staff relationship effects on school climate /Heather E. Price -- The impact of teacher and principal interpersonal behaviour on student learning outcomes /Maria Georgiou and Leonidas Kyriakides -- The ecology of curriculum enactment /Walter Doyle and Dennis Rosemartin -- Relations among beginning teachers’ self-reported aggression, unconscious motives, personality, role stress, self-efficacy and burnout /Philip Riley , Helen M.G. Watt , Paul. W. Richardson and Nilusha de Alwis -- Students’ perceptions of their teachers’ classroom management in elementary and secondary science lessons and the impact on student achievement /Katharina Fricke , Isabell van Ackeren , Alexander Kauertz and Hans E. Fischer -- Teacher-student interpersonal behaviour in the turkish primary to higher education context /Sibel Telli and Perry den Brok -- Teacher-student interpersonal relationships during the first year of secondary education /Ridwan Maulana , Marie-Christine Opdenakker , Perry den Brok and Roel J. Bosker -- Let’s make things better /Theo Wubbels , Mieke Brekelmans , Perry den Brok , Jack Levy , Tim Mainhard and Jan van Tartwijk -- Notes on Contributors /Theo Wubbels , Perry den Brok , Jan van Tartwijk and Jack Levy.
    Abstract: This book brings together recent research on interpersonal relationships in education. Clearly, positive teacher-student relationships strongly contribute to student learning. Problematic relationships on the other hand can be detrimental to student outcomes and development. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, teacher learning thrives when principals facilitate accommodating and safe school cultures. The contributions to this book are based on presentations at the first International Conference on Interpersonal Relationships in Education: ICIRE 2010 held in Boulder, Colorado, the United States and include among others keynote addresses by Kathryn Wentzel, Walter Doyle and Theo Wubbels. The chapters help explain how constructive learning environment relationships can be developed and sustained. Contributions come from among others educational and social psychology, teacher and school effectiveness research, and communication and language studies, among other fields. They cover relationships of teachers with individual students and among peers, and relationships between teachers and teachers and principals
    Description / Table of Contents: Interpersonal Relationships in Education; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; 1. INTRODUCTION TO: INTERPERSONAL RELATIONSHIPS IN EDUCATION; CONTENTS OF THE BOOK; THEORETICAL PERSPECTIVES; Developmental Psychological Theory; Interpersonal Theory; Dynamic Systems Theory; Social Network Theory; School Effectiveness Theory and School and Class Climate; Classroom Management Theories; INSTRUMENTS; Student-Teacher Relationship Scale; Questionnaire on Teacher Interaction (QTI); Students' Perceptions of Classroom Management; Observational Measures; CONCLUSION; REFERENCES; STUDENT ORIENTED
    Description / Table of Contents: 2. TEACHER-STUDENT RELATIONSHIPS AND ADOLESCENT COMPETENCE AT SCHOOLINTRODUCTION; DEFINITIONS AND CONCEPTUAL MODELS; Defining Teacher-Student Relationships; Defining Motivation at School; Explanatory Models; INTEGRATION AND EXTENSION OF THEORETICAL PERSPECTIVES; Evidence of the Interactive Influence of Emotional Support and Expectations fromTeachers on Motivation; Methodological Challenges; Theoretical Challenges; REFERENCES; 3. UNDERSTANDING DISCORDANT RELATIONSHIPS BETWEEN TEACHERS AND DISRUPTIVE KINDERGARTEN CHILDREN: An Observational Study of Teachers' Pedagogical Practices; INTRODUCTION
    Description / Table of Contents: PERSPECTIVES ON GENDER DIFFERENCESPRESENT RESEARCH; METHOD; Sample and Selection; Measures and Procedures; Analyses; RESULTS; DISCUSSION; REFERENCES; 4. AN OBSERVATIONAL STUDY OF TEACHERS' AFFILLIATION AND CONTROL BEHAVIOURS TOWARDS KINDERGARTEN CHILDREN: Associations with Teacher-Child Relationship Quality; INTRODUCTION; Interpersonal Theory; Developmental Systems Model of Teacher Child Relationships; Child Characteristics and Teachers' Interactive Behaviours; PRESENT STUDY; METHOD; Sample and Selection; Instruments; Analyses; RESULTS; DISCUSSION; Qualifications; NOTES; REFERENCES
    Description / Table of Contents: 5. ELEMENTARY TEACHERS NEED TO RECOGNIZE BULLYING BEFORE IT PEAKS AT THE MIDDLE SCHOOLINTRODUCTION; Bullying is Developmental; Perceptions of Students; STATEMENT OF THE PROBLEM; Research Question; METHODS; Background Information; Population; Sample Size; Instrumentation; Description of Instrument by Sections; Instrument Reliability and Validity; Data Collection; Data Analysis; LIMITATIONS OF STUDY; RESULTS; Teacher Demographic Variables; Where, What Grade, and How Often Teachers Intervene?; What Students, Parents and Teachers Should Do to Prevent Bullying; DISCUSSION
    Description / Table of Contents: Significance of the StudyFuture Studies; Final Comments; REFERENCES; SCHOOL ORIENTED; 6. EXPLORING PATTERNS OF INTERPERSONAL RELATIONSHIPS AMONG TEACHERS: A Social Network Theory Perspective; INTRODUCTION; SOCIAL CAPITAL THEORY; SOCIAL NETWORK THEORY; SOCIAL NETWORK MECHANISMS; THE CONTENT OF NETWORKS IN SCHOOLS; The Content of Resources Affects the Structure of a Social Network; NETWORK FORMATION IN SCHOOLS; Characteristics of Individuals, Relationships, and Context Shape Social Networks; Individual Behaviour Shapes Social Networks; NETWORK EFFECTS IN SCHOOLS
    Description / Table of Contents: Network Structure Affects Teacher and School Outcomes
    Note: Includes bibliographical references
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  • 17
    ISBN: 9781461435464
    Language: English
    Pages: Online-Ressource (XXVII, 461 p. 78 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Developmental psychology ; Education ; Education ; Developmental psychology ; Lerntechnik ; Schulleistungsmessung ; Aufsatzsammlung
    Abstract: The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning that is taking place in the virtual worlds or informal settings. accordingly, aligning learning and assessment is the core for creating a favorable and effective learning environment. The edited volume will cover the current state of research, methodology, assessment, and technology of game-based learning. There will be contributions from international distinguished researchers which will present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. The edited volume will be divided into four major parts.
    Description / Table of Contents: Assessment in Game-Based Learning; Preface; Contents; About the Authors; Reviewers; Chapter 1: Assessment for Game-Based Learning; 1.1 Games: A Historical Synopsis; 1.2 Games and Learning; 1.3 Implementation of Assessment into Games; References; Part I: Foundations of Game-Based Assessment; Chapter 2: Are All Games the Same?; 2.1 Introduction; 2.2 Paradigms of Serious Games Research; 2.2.1 Games as Interventions; 2.2.2 Games as Interactive Tools; 2.2.3 Immersive Games; 2.3 Assessing Learning from Brainage 2; 2.4 Assessing Learning with Spore; 2.5 Assessing Learning in the World of Warcraft
    Description / Table of Contents: 2.6 Discussion and ConclusionReferences; Chapter 3: The Role of Construct De fi nition in the Creation of Formative Assessments in Game-Based Learning; 3.1 Introduction; 3.2 Formative Assessment; 3.2.1 The Role of Feedback in Formative Assessment; 3.2.2 The Role of Student Mindfulness; 3.3 Existing Work on Formative Assessment in Games; 3.4 Speci fi cation of Learning Goals; 3.4.1 The Role of Constructs; 3.4.2 Construct Validity; 3.4.2.1 Threats to Construct Validity; 3.4.2.2 Sources of Evidence for Construct Validity; 3.4.3 Reliability; 3.5 The Process of Construct De fi nition
    Description / Table of Contents: 3.5.1 Theory Speci fi cation3.5.2 Construct Generation; 3.5.3 Develop Test Items; 3.5.4 Construct Re fi nement; 3.6 The Role of Norming in the Avoidance of Arbitrariness of Scale; 3.7 Conclusion and Future Directions; 3.7.1 Format of Formative Assessments; 3.7.2 Student Response to Feedback; References; Chapter 4: Games, Learning, and Assessment; 4.1 Introduction; 4.2 Games; 4.2.1 Core Elements of Good Games; 4.2.2 Good Games as Transformative Learning Tools; 4.3 Evidence of Learning from Games; 4.3.1 Deep Learning in Civilization; 4.3.2 Gamestar Mechanic and Systems Thinking
    Description / Table of Contents: 4.3.3 Epistemic Games4.3.4 Taiga Park and Science Content Learning; 4.4 Assessment in Games; 4.4.1 Evidence-Centered Design; 4.4.2 Stealth Assessment; 4.5 Conclusion; References; Chapter 5: Three Things Game Designers Need to Know About Assessment; 5.1 Introduction; 5.2 Assessment Design Is Compatible with Game Design; 5.2.1 Principles of Learning; 5.2.2 Interaction Cycles; 5.2.3 The Bottom Line; 5.3 Assessment Is Not Really About Numbers; It Is About the Structure of Reasoning; 5.3.1 Evidence-Centered Assessment Design; 5.3.2 Reliability and Validity
    Description / Table of Contents: 5.3.3 Implications of Assessment Principles for Design5.3.4 The Bottom Line; 5.4 Address Key Assessment Constraints from the Beginning; 5.4.1 The Site Design Study; 5.4.2 Implications for the Design Process; 5.4.3 The Bottom Line; 5.5 Discussion; References; Part II: Technological and Methodological Innovations for Assessing Game-Based Learning; Chapter 6: Patterns of Game Playing Behavior as Indicators of Mastery; 6.1 There Is No Digital Games Science; 6.2 The Serious Games Confusion; 6.3 The Art of Context; 6.4 Patterns of Experience Exempli fi ed; 6.5 Patterns of Game Playing Experience
    Description / Table of Contents: 6.6 Fundamentals of a Playing Science
    Note: Description based upon print version of record , pt. 1.Foundations of game-based assessment.Are All Games the Same? , The Role of Construct Definition in the Creation of Formative Assessments in Game-Based Learning , Games, Learning, and Assessment , Three Things Game Designers Need to Know About Assessment , Assessment for Game-Based Learning , pt. 2.Technological and methodological innovations for assessing game-based learning.Patterns of Game Playing Behavior as Indicators of Mastery , Taking Activity-Goal Alignment into Open-Ended Environments: Assessment and Automation in Game-Based Learning , Information Trails: In-Process Assessment of Game-Based Learning , Timed Report Measures Learning: Game-Based Embedded Assessment , Driving Assessment of Students' Explanations in Game Dialog Using Computer-Adaptive Testing and Hidden Markov Modeling , Assessing Learning Games for School Content: The TPACK-PCaRD Framework and Methodology , Implementing Game-Based Learning: The MAPLET Framework as a Guide to Learner-Centred Design and Assessment , Innovative Assessment Technologies in Educational Games Designed for Young Students , pt. 3.Realizing Assessment in Game-Based Learning.Interactivity3 Design and Assessment Framework for Educational Games to Promote Motivation and Complex Problem-Solving Skills , Measurement Principles for Gaming , Using Institutional Data to Evaluate Game-Based Instructional Designs: Challenges and Recommendations , Examining Students' Cultural Identity and Player Styles Through Avatar Drawings in a Game-Based Classroom , Measurement and Analysis of Learner's Motivation in Game-Based E-Learning , Assessment of Student's Emotions in Game-Based Learning , Designing for Participation in Educational Video Games , Computer Games as Preparation for Future Learning
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  • 18
    ISBN: 9783531197197
    Language: German
    Pages: Online-Ressource (X, 320 S., 12 Abb.)
    Series Statement: Studien zur Schul- und Bildungsforschung 47
    Series Statement: Studien zur Schul- und Bildungsforschung
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Studien zur Schul- und Bildungsforschung
    Parallel Title: Buchausg. u.d.T. Köhler, Sina-Mareen, 1980 - Freunde, Feinde oder Klassenteam?
    DDC: 303.327
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    Keywords: Science Study and teaching ; Education ; Deutschland ; Japan ; Internationale Schule ; Peer-Group
    Abstract: Forschungsstand und empirischer Zugang -- Internationale Schulen, Deutsche Auslandschulen und deren Schülerschaft -- Peerbeziehungen im Klassenverband -- Peerbeziehungen in der Schule und Kulturbegriff -- Design und Methode -- Rekonstruktionen und Fallbeschreibungen: Klassen und Gruppen -- Schule als Peerwelt und Beziehungsformen -- Peerbeziehungen in globalen mobilen Schulklassen
    Abstract: Globale Schulen wie die 'Internationale Schule' in Deutschland und die 'Deutsche Auslandsschule' in Japan rahmen den schulischen Zusammenhang durch die Ausrichtung des Schulprofils nicht nur auf die curricularen Lern- und Bildungsprozesse, sondern auch auf die pädagogisch-professionelle Unterstützung der Kinder, Jugendlichen und Familienangehörigen in der Migrationssituation. Schule als organisatorischer Rahmen bietet hier die einzige gemeinschaftliche Erfahrungs- und Erlebnisbasis für die Peers, die als kollektive Praxen, Orientierungen und Reflexionen empirisch untersucht werden. Im Einzelnen zeigt die Studie auf, dass Peerbeziehungen als existentielle performativ vollzogene Beziehung zu rekonstruieren sind. Zudem sind sie als reflexive Beziehungskonstruktion dekonstruierbar und es wird klar, dass eine systematische Auseinandersetzung mit den individuellen Selbstauskünften zur Bestimmung der Reziprozität der Peerbeziehung erforderlich ist. Erst dann ist zu verstehen, wer Freund oder Feind ist oder ob eine Klasse tatsächlich als 'Team' agiert
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  • 19
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400721173 , 1283456184 , 9781283456180
    Language: English
    Pages: Online-Ressource (XVIII, 206p, digital)
    Series Statement: Explorations of Educational Purpose 20
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Science History ; Phenomenology ; Education ; Education ; Science History ; Phenomenology ; Education Philosophy ; Lernpsychologie ; Neugier
    Abstract: The desire for knowledge is an abiding facet of human experience and cultural development. This work documents curiosity as a sociohistorical force initiating research across the disciplines. Projects generated by theoretical curiosity are presented as historical and material practices emerging as expressions of embodied knowledge and experience. The shifting cultural, philosophical and practical relations between theory and curiosity are situated within classical, medieval, early modern and contemporary communities of practice. The Practice of Theoretical Curiosity advocates for a critical, a
    Abstract: The desire for knowledge is an abiding facet of human experience and cultural development. This work documents curiosity as a sociohistorical force initiating research across the disciplines. Projects generated by theoretical curiosity are presented as historical and material practices emerging as expressions of embodied knowledge and experience. The shifting cultural, philosophical and practical relations between theory and curiosity are situated within classical, medieval, early modern and contemporary communities of practice. The Practice of Theoretical Curiosity advocates for a critical, a
    Description / Table of Contents: Preface; A Just Curious Introduction; Contents; 1 First Questions; Curiosity in Classical Inquiry; The Fall of Theory; Attending Medieval Minds; Notes; 2 A Taming of the Passions; Reading Republics; Passions, Affects, and Social Space; Powers of the Curious; The Encyclopedie and the Philosophes; Notes; 3 Pedagogies of Curiosity; On American Utility; Habits of Embodiment; Social Science as Accomplice; Calculating Reason; Critical Interventions; 4 The Sphinx; The Everyday; Striking the Matches; Experiments in the Aleatory; Inaugural Events; Notes; 5 Curiosity and the Question; Embodying Thought
    Description / Table of Contents: EnworldingChiasms; Sense and Sight; A New Materialism; 6 Thinking Life; Genetic Capital; Technics and Culture; Zoographics; Genomic Sovereignty; Notes; 7 Minds, Limits, and Spaces; Figuring Futures; Martian Interlude; Does Technology Think; Limit Forms; Notes; References; Index;
    Note: Description based upon print version of record
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  • 20
    ISBN: 9789400728462
    Language: English
    Pages: Online-Ressource (VIII, 247p. 29 illus, digital)
    Series Statement: Advances in Business Education and Training 4
    Series Statement: SpringerLink
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    Parallel Title: Buchausg. u.d.T.
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    Keywords: Curriculum planning ; Education, Higher ; Education ; Education ; Curriculum planning ; Education, Higher ; Lerntechnik
    Abstract: Richard G. Milter
    Abstract: Core concepts in education are changing. For example, professional performance or expertise is not uniquely the fruit of specialist knowledge acquired at professional schools, but the sum of influences exerted by a complex web of continuous learning opportunities for which an individual is well (or ill) prepared by their schools and their workplace. The key contributory factors to professional expertise are how professional schools connect to professional practice, how schools prepare graduates for continuous learning, and how the workplace endorses continuous development. Thus, the question this volume addresses - how to design learning and working environments that facilitate the integration of these three elements - is at the heart of contemporary pedagogical theory. The authors also ask a second vital question: how do we educate learners that go on to maximize their life's learning opportunities by regulating their own ongoing learning? Learning at the Crossroads of Theory and Practice argues that with the theory of learning at a crossroads, this is an unprecedented opportunity for learning about learning. The book sheds light on different elements of this challenge: integrating theory and practice in business education, generating and fully exploiting workplace learning opportunities, and enriching our classrooms by coupling theoretical knowledge with the richness of real-life experience.
    Description / Table of Contents: Preface; Contents; Chapter1 Learning at the Crossroads of Theory and Practice: An Overview; Chapter Overview; Part 1. Integrating Theory and Practice in Business Education; Part 2. Workplace Learning; Part 3. Classroom Enrichment; Part 4. Bridging the Gap; References; Part I Integrating Theory and Practice inBusiness Education; Chapter 2Enhancing the Academic Internship LearningExperience for Business Education-A CriticalReview and Future Directions; Introduction; A Literature Review: The Functions of an Internshipfor Students, Companies, and Business Schools
    Description / Table of Contents: Academic Internships Prepare Business Studentsfor the Labor MarketCompanies are Looking for Future Employees; Business Schools Improve Their Curriculum; A Need for Integration of Expectations and Supportfor Internship Supervision at a Distance; Method; Results; Students Ask for High-Quality Internships; Companies Receive First Choice of Best Students; Business Schools Want to Facilitate the AcademicInternship Experience; Collaboration Between the Three Stakeholders; Discussion; Limitations and Future Research; References
    Description / Table of Contents: Chapter 3Combining Formal and Non-formal Learningfor Undergraduate Management StudentsBased in LondonPurpose and Background; The Module Structure and Theoretical Underpinning; The Process of Evaluation and Redesign; Issues Identified; Implications for Innovation and Practice; References; Chapter 4Work-Based Learning VersusWork-RelatedLearning-An Exploration of the PossibilitiesofWork-Related Learning Through a Reviewof the Venture Matrix at Sheffield HallamUniversity, UK; Introduction; Work-Related and Work-Based Learning; The Venture Matrix
    Description / Table of Contents: Evaluation of the Student Experience of Venture MatrixDiscussion; Conclusion; Appendix; References; Part II Workplace Learning; Chapter 5What Keeps Low- and High-QualifiedWorkersCompetitive: Exploring the Influence of JobCharacteristics and Self-Directed LearningOrientation onWork-Related Learning; Introduction; Job Characteristics and Work-Related Learning; A Self-directed Learning Orientation and Work-Related Learning; Present Lacunae Regarding the Active Learning Hypothesis; Research Questions; Method; Measures; Analyses; Results; Respondents; Descriptives
    Description / Table of Contents: Predictors of Work-Related LearningRespondents; Descriptives; Predictors of Work-Related Learning; Conclusions; Discussion Results; Limitations; Implications for the Practice of Workplace Learning both in Education and at Work; References; Chapter 6The Use of Personal Development Plans(PDPs) in Organizations and the Roleof Its Perceived Purpose; Introduction; Theoretical Background; What is a PDP?; An Example from Practice; Striving for Various Purposes; Supporting Conditions; Supporting Conditions Related to the Employee; Supporting Conditions Related to the Assessment Context
    Description / Table of Contents: Research Question
    Note: Description based upon print version of record
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  • 21
    Online Resource
    Online Resource
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    ISBN: 9783531928036 , 3531928031
    Language: German
    Pages: 1 Online-Ressource (405 Seiten) , 89 Abb.
    Edition: 1st ed. 2011
    Parallel Title: Erscheint auch als Schmitz, Edgar Einsatz und Rückzug an Schulen
    DDC: 305.2
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    Keywords: Lehrer ; Schulleiter ; Burnout-Syndrom ; Engagement ; Sociology ; Social groups ; Psychology ; Education ; Developmental psychology ; Sociology of Family, Youth and Aging ; Behavioral Sciences and Psychology ; Sociology ; Education ; Developmental Psychology
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  • 22
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048195695 , 1283085739 , 9781283085731
    Language: English
    Pages: Online-Ressource (X, 200p, digital)
    Series Statement: Educational Linguistics 12
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Education Psychology ; Fremdsprachenunterricht ; Selbstgesteuertes Lernen
    Abstract: This book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct. The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual's language learning.
    Description / Table of Contents: Acknowledgements; Contents; List of Appendices; List of Figures; List of Tables; 1 Introduction; 1.1 Introduction; 2 What Is Self-Concept?; 2.1 Understanding Self-Concept; 3 Understanding Self-Concept in the FLL Context; 3.1 Introduction; 4 How Do Learners Form Their Self-Concepts?; 4.1 Introduction; 5 Internal Frames of Reference in FL Self-Concept Formation; 5.1 Defining Internal Factors; 6 External Frames of Reference in FL Self-Concept Formation; 6.1 Defining External Factors; 7 Implications for Educators and Researchers; 7.1 Introduction; References; Appendix A Example Consent Form
    Description / Table of Contents: Appendix B Bio-data of Interview ParticipantsAppendix C Open-Ended Interview Guidelines; General Background About Self; About Self as Language Learner; General About Language Learning; Any Questions for Me?; Appendix D Written Narrative Descriptions: Guidelines; You as a Language Learner Guidelines; Appendix E Autobiographies: Guidelines; Your Language Learning Life History; Appendix F Referencing Conventions for Data Extracts; Glossary and Abbreviations; Terminology; Expressions Used in the Data Transcripts; Index
    Note: Includes bibliographical references and index
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  • 23
    Online Resource
    Online Resource
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    ISBN: 9783531933658 , 3531933655
    Language: German
    Pages: 1 Online-Ressource (266 Seiten) , 14 Abb.
    Edition: 1st ed. 2011
    Parallel Title: Erscheint auch als Lobstädt, Tobias Tätowierung, Narzissmus und Theatralität
    DDC: 306.42
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    Keywords: Erwachsener ; Selbstwertgefühl ; Regulation ; Narzissmus ; Tätowierung ; Theatralität ; Jugendkultur ; Biografisches Interview ; Knowledge, Sociology of ; Education ; Sociology ; Sociology of Knowledge and Discourse ; Education ; Sociology
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  • 24
    ISBN: 9783531927183 , 3531927183
    Language: German
    Pages: 1 Online-Ressource (297 Seiten) , 20 Abb.
    Edition: 1st ed. 2011
    Parallel Title: Erscheint auch als Wulf, Christoph Die Geste in Erziehung, Bildung und Sozialisation
    DDC: 370
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    Keywords: Geste ; Pädagogik ; Interaktion ; Education ; Education ; Aufsatzsammlung
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  • 25
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400702714
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Innovation and Change in Professional Education 6
    DDC: 658.3124
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    Keywords: Education ; Curriculum planning
    Abstract: The contributing authors of this multidisciplinary text agree that workplace learning truly is extraordinary when it is marked by structural congruence and a positive synergy among the intended and formal preparation of professionals, that tacit learning occurs within the hidden curriculum, and that the subsequent demands, both formal and tacit, are embedded in subsequent workplace settings. Thus, for this text, these authors explore research and practice literature related to curriculum, instruction and assessment of professionals' learning in the workplace and the implications for best practices. But what makes this book truly unique is that the authors examine that literature in the context of four professions - education, nursing, medicine and clergy - at the point of those professions wherein students are learning during the degree program stages of their education. Extraordinary Learning in the Workplace is broken into four main sections. Part I explores curriculum, both formal and hidden. Part II focuses on conceptions and theories of learning and instruction and is intended to inform the work of educators with regard to components of professional education that occur in the practice settings of the workplace. Part III covers assessment, using medicine as its example to argue that assessment has remained largely unchanged for years, thus making the multiple choice questions tests introduced in the 1950s the de facto gold standard for 'quality' assessment. And Part IV focuses on the training of the instructors, visiting the three key themes of relationships, activities or tasks, and work practices.
    Description / Table of Contents: Overview: The Reasons for Writing This Book; Contents; From the Series Editors; Contributors; Part I Curriculum; 1 Conceptual Perspectives and the Formal Curriculum; 2 The Hidden Curriculum, Structural Disconnects, and the Socialization of New Professionals; Part II Learning and Instruction; 3 Conceptions and Theories of Learning for Workplace Education; 4 Coaching, Mentoring, and Supervision for Workplace Learning; Part III Assessment; 5 Conceptual Perspectives: Emerging Changes in the Assessment Paradigm; 6 Assessment: Practical Strategies Applied to the Professions; Part IV Implementation
    Description / Table of Contents: 7 Faculty Development for Workplace Instructors8 Envisioning the Future; Author Index; Subject Index
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  • 26
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 1283117754 , 9789400706309 , 9781283117753
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Explorations of Educational Purpose 15
    DDC: 370.11/5
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    Keywords: Education ; Educational psychology ; Education Psychology ; Pädagogische Psychologie ; Kritische Pädagogik
    Abstract: This book simultaneously contributes to the fields of critical pedagogy and educational psychology in new and innovative ways by demonstrating how critical pedagogy, postformal psychology, and Enlightenment science, seemingly separate and distinct disciplines, are actually part of the same larger, contextualized, complex whole from the inner most developmentally-fixed biological context of human faculties to the perpetually shifting, socially and politically constructed context of individual schema and human civilization. The texts uniqueness stems from its bold attempt to connect the postformal critical constructivist/pedagogy work of Joe Kincheloe and others to Western science through a shared, although previously misunderstood, critique and rejection of crude forms of social control, which the psychologists call behaviorism and Western scientists identify as mechanical philosophy. This book therefore argues that critical pedagogy which includes, among others, anarchist, Marxist, feminist, Indigenous (globally conceived), Afro-Caribbean/American, and postmodern traditionsand critical/constructivist educational psychology have much to gain by engaging previously rejected work in critical solidarity, that is, without compromising ones values or democratic commitments. The goal of this book is therefore to contribute to this vision of developing a more transgressive and transformational educational psychology.
    Description / Table of Contents: Preface; Contents; 1 Introduction; Part I Psychological and Critical Foundations; 2 Paradigms and Knowledge: Understanding the Field of Cognitive Studies and Educational Psychology; From Ancient Greece to Ancient Egypt: Introducing the Evolving Western Concept of Mind; The Emergence of Western Science: Reason as Revolution Against Divine-Right Tyranny; From Descartes to Newton and Beyond: The Destruction of Mechanical Philosophy; The Emergence of Psychology as a Discipline: Competing Hegemonies and the Recovery of Mechanical Philosophy; Mentalism and Wundt
    Description / Table of Contents: Introducing Behaviorism: Basic Assumptions and the Contemporary Context Behaviorism and US Education Policy: A Brief Contextualization; A Closer Look at Behaviorism: Foundational Figures in Neo-mechanical Educational Psychology; E. Thorndike; B.F. Skinner; A. Maslow; H. Gardner; R. Nisbett; Piaget and the Constructivist Revolution; Beyond Piaget: An Introduction to Postformal Psychology; Subjugated Contributions to Postformal Psychological Knowledge; S. Freud: The Complexity of Consciousness; C.G. Jung: Collective Conscious and the Emerging Individual
    Description / Table of Contents: L. Vygotsky: Challenging the Determinism of Mechanical Philosophy Paulo Freire; Critical Pedagogy and Educational Psychology: The Re-emergence of Postformalism; Old School Paths from Behaviorism: Noam Chomsky and the Anarchist Challenge of Science; A Unified Reading of Chomsky's Work; The Limitations of Chomsky's Western Science; Buddhist Psychology; Conclusion; 3 The Social Construction of the Dominant Psychological Paradigm: Columbus, Slavery, and the Discourses of Domination; The Colonial Legacy of Psychological Concepts; The Social Construction of Psychological Concepts
    Description / Table of Contents: 4 The Social Construction of Educational Psychology (Continued): Implications for Teacher Education What Have Been the Implications of This Context?; Beyond Obama: Right, White, Wing Resurgence; Teacher Candidates and Their Social Construction of Educational Psychology; Behaviorism and Learning; The Question of Student Growth; The Mind and Critical Pedagogy: Looking at Kincheloe; Conclusion; Part II Postformal Psychology and Critical Pedagogy; 5 What Is Postformal Psychology? Toward a Theory of Critical Complexity; Postformalism: A Critical Pedagogy for Educational Psychology
    Description / Table of Contents: A Critique of Dominant Society Basic Principles; The Bricoluer: Postformal Research Methods; Conclusion: What Does It All Mean?; 6 What Is Critical Pedagogy? The Historical and Philosophical Roots of Criticality; Columbus, Saint-Domingue, and the Emergence of Revolutionary Critical Pedagogy: An Historical Introduction and Analysis; Conclusion: The Emergence of Academic Critical Pedagogy; 7 Academic Critical Pedagogy: Critical Pedagogy in the Contemporary Context; Gramsci; Frankfurt School; Freire; Academic Critical Pedagogy at the End of the Twentieth Century
    Description / Table of Contents: Psychology, Mind, and the Emergence of Critical Constructivist Critical Pedagogy
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
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  • 27
    Online Resource
    Online Resource
    New York, NY : Springer Science+Business Media, LLC
    ISBN: 9781441975829
    Language: English
    Pages: Online-Ressource
    Series Statement: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.: Theories of Learning and Studies of Instructional Practice
    DDC: 371.102
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    Keywords: Education
    URL: Volltext  (lizenzpflichtig)
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  • 28
    ISBN: 0387098119 , 9780387098128
    Language: English
    Pages: Online-Ressource (IX, 327p, digital)
    Series Statement: Mathematics Teacher Education 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.: Constructing knowledge for teaching secondary mathematics
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    Keywords: Mathematics ; Education ; Education ; Mathematics ; Mathematics Study and teaching (Secondary) ; Motivationspsychologie
    Abstract: Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents. This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice). This edited volume includes chapters based around unifying themes of tasks used in secondary mathematics teacher education. These themes reflect goals for mathematics teacher education, and are closely related to various aspects of knowledge required for teaching secondary mathematics. They are not based on the conventional content topics of teacher education (e.g., decimals, grouping practices), but on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and study of practice. This approach is innovative and appeals both to prominent authors and to our target audiences.This book may inspire researchers who engage in the study of design principles and characteristics of productive tasks for secondary mathematics teacher education.
    Description / Table of Contents: Contents; Contributors; Setting the Stage: A Conceptual Framework for Examining and Developing Tasks for Mathematics Teacher Education; References; Part I; Instructional Alternatives via a Virtual Setting: Rich Media Supports for Teacher Development; Introduction; Using Animations in Teacher Preparation; The "Stories" in the Animated Alternatives; The Alternative "A Correct Solution Method" and Questions for Teacher Discussion; The Alternative "Reasonableness of Answers" and Questions for Teacher Discussion; Comparing the Two Alternatives
    Description / Table of Contents: Mentor/Prospective Teacher Discussion of the AnimationsDiscussion of the Alternative "Reasonableness of Answers"; Discussion of the Alternative "A Correct Solution Method"; Concluding Remarks; References; Classifying and Characterising: Provoking Awareness of the Use of a Natural Power in Mathematics and in Mathematical Pedagogy; Introduction; Classifying and Characterising Manifested in Natural Language; Classifying and Characterising in Mathematics; Classifying and Definitions; Methods as Classification of Tasks; Exploiting Classifying and Characterising in the Classroom
    Description / Table of Contents: Sorting and Matching TasksOrdering Tasks; Classifying and Characterising Pedagogically; Dangers of Classifying and Characterising; Conclusion; References; Designing Tasks that Challenge Values, Beliefs and Practices: A Model for the Professional Development of Practising Teachers; Introduction; Four Stages in Professional Development; Recognising Existing Values, Beliefs and Practices; Analyse Discussion-Based Practices; Classifying Mathematical Objects; Evaluating Mathematical Statements; Interpreting Multiple Representations; Creating Problems for Others to Solve
    Description / Table of Contents: Comparing Solution Strategies on Unstructured ProblemsListening to Students; A New Classroom Culture; Suspending Disbelief and Adopting New Practices; Reflecting on Experience; Concluding Remarks; References; Pedagogical, Mathematical, and Epistemological Goals in Designing Cognitive Conflict Tasks for Teacher Education; Introduction; The Emergence of Cognitive Conflict as an Instructional Strategy; Cognitive Conflict in Mathematics and Science Teacher Education; Three Examples of Cognitive Conflict Goals; A Pedagogical Goal: Trading Places; Background and Design; Task Implementation
    Description / Table of Contents: A Mathematical (and Pedagogical) Goal: Father and SonBackground and Task Design; Task Implementation; The Country Fair Problem:; An Epistemological Goal: The Lemonade Stand; Background and Task Design; Task Implementation; The Lemonade Stand Problem:; The Nature of Examples: A Comparison; Concluding Remarks; References; Working Mathematically on Teaching Mathematics: Preparing Graduates to Teach Secondary Mathematics; Introduction; Some Theoretical Background on Using Tasks to Learn to Teach Mathematics; Working with a Line Segment to Think About Shifts of Understanding
    Description / Table of Contents: Working with Mental Calculations to Explore Links Between Algebra and Arithmetic
    Note: Includes bibliographical references and index
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    URL: Cover
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  • 29
    Online Resource
    Online Resource
    New York, NY : Springer Science+Business Media, LLC
    ISBN: 9781441981264
    Language: English
    Pages: Online-Ressource
    Edition: 1
    Series Statement: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.: Sweller, John: Cognitive Load Theory
    DDC: 153
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    Keywords: Consciousness ; Education ; Educational psychology
    URL: Volltext  (lizenzpflichtig)
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  • 30
    ISBN: 9789264086487
    Language: English
    Pages: Online-Ressource (340 p.)
    Series Statement: Educational Research and Innovation
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Comment apprend-on ? ; La recherche au service de la pratique
    Parallel Title: Parallelausg. Comment apprend-on ? : La recherche au service de la pratique
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    Keywords: Education ; Lernen
    Abstract: What do we know about how people learn? How do young people’s motivations and emotions influence their learning? What does research show to be the benefits of group work, formative assessments, technology applications, or project-based learning and when are they most effective? How is learning affected by family background? These are among the questions addressed for the OECD by leading researchers from North America and Europe. This book brings together the lessons of research on both the nature of learning and different educational applications, and it summarises these as seven key concluding principles. Among the contributors are Brigid Barron, Monique Boekaerts, Erik de Corte, Linda Darling-Hammond, Kurt Fischer, Andrew Furco, Richard Mayer, Lauren Resnick, Barbara Schneider, Robert Slavin, James Spillane, Elsbeth Stern and Dylan Wiliam. The Nature of Learning: Using Research to Inspire Practice is essential reading for all those interested in knowing what research has to say about how to optimise learning in classrooms, schools and other settings. It aims, first and foremost, to inform practice and educational reform. It will be of particular interest to teachers, education leaders, teacher educators, advisors and decision makers, as well as the research community
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  • 31
    ISBN: 9789048132157
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The unified learning model
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    Keywords: Educational psychology ; Education ; Education ; Educational psychology ; Aufsatzsammlung ; Lerntheorie ; Lernpsychologie ; Kognition ; Motivation ; Neurobiologie ; Lehren ; Lerntheorie ; Lernpsychologie ; Kognition ; Motivation ; Neurobiologie ; Lehren
    Abstract: "This cutting-edge synthesis of ideas and concepts from the cognitive, motivation, and neurobiological sciences sets out a unique theory of learning that should be of interest to everyone from education practitioners to neuroscientists. The authors base their Unified Learning Model, or ULM, on three core principles. Firstly, that learning requires working memory allocation (attention). Second, that working memory's capacity for allocation is affected by prior knowledge. And finally, that working memory allocation is directed by motivation. These three principles guide a complete model of learning that synthesizes what is known from research in brain function, cognition, and motivation. This, then, is a book about how humans learn. Its focus is on classroom learning although the principles are, as the name of the book suggests, universal. The text's scope covers learning from pre-school to post-graduate, as well as training in business, industrial and the military. It addresses all learning described by the word ""thought"", as well as anything we might try to teach, or instruct in formal educational settings. The book presents a model of learning that the authors offer as scientists rather than educators. They assert that more than enough is known to sustain a ""scientific"" model of learning. Rather than being a mere review of the literature, this work is a synthesis. Many scholars and teachers will have heard much if not most or even all of the information used to develop the model. What they will not have come across is a model - designed to be both accessible and usable - that puts together the information in just this way."
    Description / Table of Contents: Preface; Contents; 1 The Unified Learning Model; Working Memory; Knowledge; Motivation; Three Principles of Learning; Notes; Part I Developing the Unified Learning Model; 2 Learning; 3 Working Memory; 4 Knowledge; 5 Motivation; 6 How the ULM Fits In; Part II Applying the Unified Learning Model; 7 Classroom Applications Overview; 8 Supporting Motivation; 9 Efficient Instruction; 10 Feedback and Assessment; 11 A Focus on Thinking; 12 Encouraging Self-regulation; 13 Managing the Classroom Environment; 14 Improving as a Teacher; 15 Policy; 16 Frontiers; 17 Epilogue; Index;
    Note: Includes bibliographical references and index
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    URL: Cover
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  • 32
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048139392
    Language: English
    Pages: Online-Ressource (XX, 288p, digital)
    Series Statement: Professional and Practice-based Learning 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Learning through practice
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    Keywords: Education, Higher ; Adult education ; Education ; Education ; Education, Higher ; Adult education ; Lerntechnik ; Praxisbezug
    Abstract: Practice-based learning the kind of education that comes from experiencing real work in real situations has always been a prerequisite to qualification in professions such as medicine. However, there is growing interest in how practice-based models of learning can assist the initial preparation for and further development of skills for a wider range of occupations. Rather than being seen as a tool of first-time training, it is now viewed as a potentially important facet of professional development and life-long learning. This book provides perspectives on practice-based learning from a range of disciplines and fields of work. The collection here draws on a wide spectrum of perspectives to illustrate as well as to critically appraise approaches to practice-based learning. The book's two sections first explore the conceptual foundations of learning through practice, and then provide detailed examples of its implementation. Long-standing practice-based approaches to learning have been used in many professions and trades. Indeed, admission to the trades and major professions (e.g. medicine, law, accountancy) can only be realised after completing extended periods of practice in authentic practice settings. However, the growing contemporary interest in using practice-based learning in more extensive contexts has arisen from concerns about the direct employability of graduates and the increasing focus on occupation-specific courses in both vocations and higher education. It is an especially urgent issue in an era of critical skill shortages, rapidly transforming work requirements and an aging workforce combined with a looming shortage of new workforce entrants. We must better understand how existing models of practice-based learning are enacted in order to identify how they can be applied to different kinds of employment and workplaces. The contributions to this volume explore ways in which learning through practice can be conceptualised, enacted, and appraised through an analysis of the traditions, purposes, and processes that support this learning including curriculum models and pedagogic practices.
    Note: Includes bibliographical references and index
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    URL: Cover
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  • 33
    Online Resource
    Online Resource
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    ISBN: 9783531921969 , 3531921967
    Language: German
    Pages: 1 Online-Ressource (332 Seiten) , 9 Abb.
    Edition: 1st ed. 2010
    Parallel Title: Erscheint auch als Schlüsselwerke der Identitätsforschung
    DDC: 370
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    Keywords: Identität ; Forschung ; Werk ; Education ; Education ; Aufsatzsammlung
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  • 34
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9781441963215
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 370.1523
    RVK:
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    Keywords: Education ; Lernumwelt
    Abstract: In the last two decades, there has been growing interest in pursuing theoretical paradigms that capture complex learning situations. Cultural Historical Activity Theory (CHAT) is one of several theoretical frameworks that became very popular among educational researchers because it conceptualizes individuals and their environment as a holistic unit of analysis. It assumes a non-dualistic ontology and acknowledges the complexities involved in human activity in natural settings. Recently, reputable journals such as the American Psychologist, Educational Psychologist, and Educational Researcher that are targeted for a wide-range of audience have included articles on CHAT. In many of such articles, CHAT has been referred to as social constructivism, sociocultural theory, or activity theory. Activity systems analysis is one of the popular methods among CHAT researchers for mapping complex human interactions from qualitative data. However, understanding the methods involved in activity systems analysis is a challenging task for many researchers. This difficulty derives from several reasons. First the original texts of CHAT are in Russian and there have been numerous authors who report on the difficulties of reconciling translation problems of the works of original authors` such as Vygotsky and Leontiev. Second, in North America activity systems analysis has deviated from the Russian scholars` intentions and Engeström`s original work using the triangle model to identify tensions to overcome and bring about sociopolitical change in participant practices. Third, to this date there are numerous publications on the theoretical background of activity theory and studies reporting the results of using activity systems analysis for unpacking qualitative data sets, but there have been no methodological publications on how researchers engage in activity systems analysis. Thus, there is a dearth of literature in both book and journal publications that guide researchers on the methodological issues involving activity systems analysis.
    Description / Table of Contents: Activity Systems Analysis Methods; Preface; Why Discuss CHAT Methodologies?; Why Activity Systems Analysis?; Who is this Book for?; Contents; Chapter 1: Activity Systems Analysis and Its Value; Chapter 2: Understanding Cultural Historical Activity Theory; Chapter 3: Activity Systems Analysis Critics; Chapter 4: Examples of Activity Systems Analysis Used in Research for Various Purposes; Chapter 5: Qualitative Research in Activity Systems Analysis; Chapter 6: In-Depth Examples of Activity Systems Analysis Research; Chapter 7: Concluding Remarks; References; Glossary; Index;
    Note: Includes bibliographical references (p. 133-138) and index , Electronic reproduction; Available via World Wide Web
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  • 35
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 1282982451 , 9781441965462 , 9781282982451
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 153
    RVK:
    Keywords: Education ; Aufsatzsammlung ; Metakognition ; Kognitionswissenschaft ; Forschung
    Abstract: Trends and Prospects in Metacognition presents a collection of chapters dealing principally with independent areas of empirical Metacogition research. These research foci, such as animal metacognition, neuropsychology of metacognition, implicit learning, metacognitive experiences, metamemory, young children's Metacogition, theory of mind, metacognitive knowledge, decision making, and interventions for the enhancement of metacognition, have all emerged as trends in the field of metacognition. Yet, the resulting research has not converged, precluding an integration of concepts and findings. Presenting a new theoretical framework, Trends and Prospects in Metacognition extends the classical definitions offered by Flavell and Nelson to carry the prospect of more integrated work into the future. By opening the possibility to cross the boundaries posed by traditionally independent research areas, this volume provides a foundation for the integration of research paradigms and concepts and builds on the relationship between metacognition and consciousness, while integrating basic with applied research.
    Description / Table of Contents: Trends and Prospectsin Metacognition Research; Contents; Contributors; Chapter 1: Introduction: The Present and the Future in Metacognition; 1 The Contributing Chapters; 2 Convergences and Divergences; 3 Theoretical Integration and Prospects; References; Part I Basic Research in Metacognition; Chapter 2: Metacognition in Nonhumans: Methodological and TheoreticalIssues in Uncertainty Monitoring; Chapter 3: The Metacognitive Role of Familiarity in Artificial Grammar Learning: Transitions from Unconscious to Conscious Knowledge
    Description / Table of Contents: Chapter 4: Fringe Consciousness: A Useful Framework for Clarifying the Nature of Experience-Based Metacognitive FeelingsChapter 5: Further Insight into Cognitive and Metacognitive Processes of the Tip-of-the-Tongue State with an Amnesic Drug as Cognitive Tool; Chapter 6: Prospective Memory Failure and the Metacognitive Experienceof "Blank in the Mind"; Chapter 7: Metamemory in Schizophrenia: Monitoring or Control Deficit?; Chapter 8: The Realism in Children's Metacognitive Judgments of Their Episodic Memory Performance
    Description / Table of Contents: Chapter 9: Cognitive Interruption as an Object of Metacognitive Monitoring: Feeling of Difficulty and SurpriseChapter 10: Tracking On-Line Metacognition: Monitoring and Regulating Comprehension in Reading; Part II Developmental and EducationalImplications of Metacognition; Chapter 11: Metacognition in Young Children: Current Methodological and Theoretical Developments; Chapter 12: Metacognitive Development in Early Childhood: New Questions about Old Assumptions; Chapter 13: Children's Metacognition and Theory of Mind: Bridging the Gap
    Description / Table of Contents: Chapter 14: Self-Confidence and Academic Achievements in Primary-School Children: Their Relationships and Links to Parental Bonds, Intelligence, Age, and GenderChapter 15: Metacognition and Reading Comprehension: Age and Gender Differences; Chapter 16: Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students; Chapter 17: Metacognition and Spelling Performance in College Students; Chapter 18: Computer Use in a Primary School: A Case-Study of Self-Regulated Learning
    Description / Table of Contents: Chapter 19: University Teachers Engaged in CriticalSelf-Regulation: How May They Influence Their Students?Chapter 20: Metacognitive Knowledge of Decision-Making: An Explorative Study; Index
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
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  • 36
    ISBN: 9783531921624 , 3531921622
    Language: German
    Pages: 1 Online-Ressource (246 Seiten) , 9 Abb.
    Edition: 1st ed. 2010
    Series Statement: Schule und Gesellschaft
    Parallel Title: Erscheint auch als Lernen und Kultur
    DDC: 306.091
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    Keywords: Bildung ; Begriff ; Kulturwissenschaften ; Ethnology ; Culture ; Education ; Social service ; Regional Cultural Studies ; Education ; Social Work ; Aufsatzsammlung
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  • 37
    ISBN: 9781441956620
    Language: English
    Pages: Online-Ressource (XXI, 363p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Science and Law
    Parallel Title: Buchausg. u.d.T. Computer-based diagnostics and systematic analysis of knowledge
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    Keywords: Educational tests and measurements ; Education ; Wissen ; Diagnostik ; Computerunterstütztes Verfahren
    URL: Volltext  (lizenzpflichtig)
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  • 38
    Online Resource
    Online Resource
    Boston, MA : Springer US
    ISBN: 9781441912503
    Language: English
    Pages: Online-Ressource (XIX, 345p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Science and Law
    Parallel Title: Buchausg. u.d.T. Keller, John M. Motivational design for learning and performance
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    Keywords: Educational psychology ; Education ; Instructional systems ; Design ; Motivation (Psychology) ; Motivation in education ; Learning, Psychology of ; Lernpsychologie ; Motivation
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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