Perspectives On Learning
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Perspectives On Learning
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Author : Denis Charles Phillips
language : en
Publisher: Teachers College Press
Release Date : 2004
Perspectives On Learning written by Denis Charles Phillips and has been published by Teachers College Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with Education categories.
Rather than simply outlining the classical and modern theories of learning, this widely adopted text brings the material to life through case studies that engage students in debates about what really happens in classrooms. Students are encouraged to test the strengths and weaknesses of each theory so that, ultimately, they will learn to formulate their own philosophies of teaching and learning. Perspectives on Learning is one of the five books in the highly regarded Teachers College Press Thinking About Eeucation Series, now in its Fourth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice. Book jacket.
Supporting Lifelong Learning Perspectives On Learning
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Author : Roger Harrison
language : en
Publisher: Psychology Press
Release Date : 2002
Supporting Lifelong Learning Perspectives On Learning written by Roger Harrison and has been published by Psychology Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002 with Education categories.
This book brings together a number of texts to illustrate, explore and challenge some of the ideas and assumptions which underpin notions of lifelong learning. It argues that the 'learning' aspect of lifelong learning has received surprisingly little attention in discussions of how to promote more effective and inclusive approaches. In examining this issue more closely it will appeal to those who are involved in supporting learners in the workplace, the classroom or community. It will also appeal to postgraduate and doctorate level students with an interest in post-school education and training.
Perspectives On Learning
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Author : Denis Charles Phillips
language : en
Publisher:
Release Date : 1991-01-01
Perspectives On Learning written by Denis Charles Phillips and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1991-01-01 with Learning categories.
Rather than simply outlining the classical and modern theories of learning, the authors of this aim to work bring the material to life through case studies that engage students in debate about what really happens in classrooms. This expanded and revised edition allows students to test the strengths and weaknesses of various learning theories, helping them to formulate their own philosophies of teaching.
Perspectives On Learning
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Author : Denis Charles Phillips
language : en
Publisher: Columbia University Press
Release Date : 1985
Perspectives On Learning written by Denis Charles Phillips and has been published by Columbia University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1985 with Apprentissage - Philosophie categories.
Rather than simply outlining the classical and modern theories of learning, this widely adopted text brings the material to life through case studies that engage students in debates about what really happens in classrooms. Students are encouraged to test the strengths and weaknesses of each theory so that, ultimately, they will learn to formulate their own philosophies of teaching and learning. Perspectives on Learning is one of the five books in the highly regarded Teachers College Press Thinking About Eeucation Series, now in its Fourth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice. Book jacket.
Perspectives On Thinking Learning And Cognitive Styles
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Author : Robert J. Sternberg
language : en
Publisher: Routledge
Release Date : 2014-04-08
Perspectives On Thinking Learning And Cognitive Styles written by Robert J. Sternberg and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-04-08 with Education categories.
This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations. International representation is emphasized, with chapters from almost every major leader in the field of styles. Each chapter author has contributed serious theory and/or published empirical data--work that is primarily commercial or that implements the theories of others. The book's central premise is that cognitive, learning, and thinking styles are not abilities but rather preferences in the use of abilities. Traditionally, many psychologists and educators have believed that people's successes and failures are attributable mainly to individual differences in abilities. However, for the past few decades research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies. Cognitive, learning, and thinking styles are of interest to educators because they predict academic performance in ways that go beyond abilities, and because taking styles into account can help teachers to improve both instruction and assessment and to show sensitivity to cultural and individual diversity among learners. They are also of interest in business, where instruments to assess styles are valuable in selecting and placing personnel. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings.
Learning Patterns In Higher Education
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Author : David Gijbels
language : en
Publisher: Routledge
Release Date : 2013-09-11
Learning Patterns In Higher Education written by David Gijbels and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-09-11 with Education categories.
Learning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced. There is substantial evidence that students in higher education have a characteristic way of learning, sometimes called their learning orientation (Biggs 1988), learning style (Evans et al. 2010) or learning pattern (Vermunt and Vermetten 2004). However, recent research in the field of student learning has resulted in multi-faceted and sometimes contradictory results which may reflect conceptual differences and differences in measurement of student learning in each of the studies. This book deals with the need for further clarification of how students learn in higher education in the 21st century and to what extent the measurements often used in learning pattern studies are still up to date or can be advanced with present methodological and statistical insights to capture the most important differences and changes in student learning. The contributions in the book are organized in two parts: a first conceptual and psychological part in which the dimensions of student learning in the 21st century are discussed and a second empirical part in which questions related to how students’ learning can be measured and how it develops are considered. Areas covered include: Cultural influences on learning patterns Predicting learning outcomes Student centred learning environments and self-directed learning Mathematics learning This indispensable book covers multiple conceptual perspectives on how learning patterns can be described and effects and developments can be measured, and will not only be helpful for ‘learning researchers’ as such but also for educational researchers from the broad domain of educational psychology, motivation psychology and instructional sciences, who are interested in student motivation, self-regulated learning, effectiveness of innovative learning environments, as well as assessment and evaluation of student characteristics and learning process variables.
Cross Cultural Perspectives On Learning
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Author : Richard W. Brislin
language : en
Publisher: John Wiley & Sons
Release Date : 1975
Cross Cultural Perspectives On Learning written by Richard W. Brislin and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 1975 with Education categories.
Dialogic Learning
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Author : Jos van den Linden
language : en
Publisher: Springer Science & Business Media
Release Date : 2006-01-12
Dialogic Learning written by Jos van den Linden and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006-01-12 with Psychology categories.
Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic ‘we’ and the community formed around ‘our’ and ‘us’ is the inevitable boundary that excludes ‘them’ and ‘theirs’. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging – again an artful performance that is difficult to articulate in terms of specific teaching techniques.
Integrated And Holistic Perspectives On Learning Instruction And Technology
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Author : J.M. Spector
language : en
Publisher: Springer Science & Business Media
Release Date : 2005-12-17
Integrated And Holistic Perspectives On Learning Instruction And Technology written by J.M. Spector and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-12-17 with Education categories.
One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation information, procedures with minimal-branching, etc.), but we are less sure how to use technology to support understanding in more complex domains (e.g., managing limited resources, understanding environmental impacts, etc.). Such domains are increasingly significant for society. Technology (e.g., collaborative tele-learning, digital repositories, interactive simulations, etc.) can provide conceptually and functionally rich domains for learning. However, this introduces the problem of determining what works in which circumstances and why. Research and development on these matters is reflected in this collection of papers. This research suggests a need to rethink foundational issues in educational philosophy and learning technology. One major theme connecting these papers is the need to address learning in the large - from a more holistic perspective. A second theme concerns the need to take learners where and as they are, integrating technology into effective learning places. Significant and systematic progress in learning support for complex domains demands further attention to these important issues.
Handbook Of Learning From Multiple Representations And Perspectives
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Author : Peggy Van Meter
language : en
Publisher: Routledge
Release Date : 2020-03-10
Handbook Of Learning From Multiple Representations And Perspectives written by Peggy Van Meter and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-03-10 with Education categories.
In and out of formal schooling, online and off, today’s learners must consume and integrate a level of information that is exponentially larger and delivered through a wider range of formats and viewpoints than ever before. The Handbook of Learning from Multiple Representations and Perspectives provides a path for understanding the cognitive, motivational, and socioemotional processes and skills necessary for learners across educational contexts to make sense of and use information sourced from varying inputs. Uniting research and theory from education, psychology, literacy, library sciences, media and technology, and more, this forward-thinking volume explores the common concerns, shared challenges, and thematic patterns in our capacity to make meaning in an information-rich society. Chapter 16 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com/books/e/9780429443961.