Theories of Learning
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An Academic Genealogy of Psychometric Society Presidents
UvA-DARE (Digital Academic Repository) An Academic Genealogy of Psychometric Society Presidents Wijsen, L.D.; Borsboom, D.; Cabaço, T.; Heiser, W.J. DOI 10.1007/s11336-018-09651-4 Publication date 2019 Document Version Final published version Published in Psychometrika License CC BY Link to publication Citation for published version (APA): Wijsen, L. D., Borsboom, D., Cabaço, T., & Heiser, W. J. (2019). An Academic Genealogy of Psychometric Society Presidents. Psychometrika, 84(2), 562-588. https://doi.org/10.1007/s11336-018-09651-4 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:30 Sep 2021 psychometrika—vol. 84, no. 2, 562–588 June 2019 https://doi.org/10.1007/s11336-018-09651-4 AN ACADEMIC GENEALOGY OF PSYCHOMETRIC SOCIETY PRESIDENTS Lisa D. -
Critical Reflection and Imaginative Engagement: Towards an Integrated Theory of Transformative Learning
Kansas State University Libraries New Prairie Press 2018 Conference Proceedings (Victoria, BC Adult Education Research Conference Canada) Critical Reflection and Imaginative Engagement: Towards an Integrated Theory of Transformative Learning John M. Dirkx Michigan State University, [email protected] Benjamin D. Espinoza Michigan State University, [email protected] Steven Schlegel Michigan State University, [email protected] Follow this and additional works at: https://newprairiepress.org/aerc Part of the Adult and Continuing Education Administration Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Recommended Citation Dirkx, John M.; Espinoza, Benjamin D.; and Schlegel, Steven (2018). "Critical Reflection and Imaginative Engagement: Towards an Integrated Theory of Transformative Learning," Adult Education Research Conference. https://newprairiepress.org/aerc/2018/papers/4 This Event is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Adult Education Research Conference 2018, University of Victoria, Canada, June 7-10 Critical Reflection and Imaginative Engagement: Towards an Integrated Theory of Transformative Learning John M. Dirkx, Benjamin D. Espinoza & Steven Schlegel Michigan State University Abstract: Based on a review of the literature, we propose an integrated approach to transformative learning grounded in a concept of multiple selves that recognizes the importance of both the rational and affective and the personal and the social dimensions in fostering self- understanding. Key words: transformative learning, affective experiences, self-understanding Introduction and Rationale Over 40 years ago, Jack Mezirow (1978) introduced the idea of transformative learning as a way to theoretically represent the relative uniqueness of learning in adulthood. -
Exploring the Impacts of a Short-Term International Teaching Practicum in Hong Kong
Up, up, and away: Exploring the impacts of a short-term international teaching practicum in Hong Kong by Natalie Chow Department of Integrated Studies in Education McGill University, Montréal June 2015 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Master of Arts © Natalie Chow, 2015 ii Abstract The option of teaching abroad in some teacher education programs encourages teacher candidates to enrich pedagogical strategies and increase cross-cultural sensitivity (Maynes, Allison, & Julien-Schultz, 2013). Despite these benefits, international practica today represent one of the least well-developed types of study abroad programs (Kissock & Richardson, 2010). This qualitative study investigated the experiences of eight Quebec teacher candidates specializing in Teaching English as a Second Language (TESL) who participated in an 8-week teaching practicum in Hong Kong. Transformative learning theory (Mezirow, 1978) and situated learning perspectives (Conceição & Skibba, 2008; Cushner & Mahon, 2002; Lave & Wenger, 1991; McLellan, 1996;) were used as primary lenses to conceptualize and analyze data in order to illuminate the depth of individual experiences. Data collection methods included pre- and post-experience questionnaires, an online discussion forum, journal entries, and semi-structured interviews. Thematic analysis was used as the main form of data analysis. Students reported on various facets of teaching in Hong Kong as pivotal in their professional and personal development. The findings reveal that participating in an international practicum promotes ongoing reflection and transformative learning while boosting teacher confidence for educating learners in increasingly globalized classrooms. Recommendations for how teacher education programs might establish or further support international field experiences are provided. -
The Making of California's Framework, Standards, and Tests for History
“WHAT EVERY STUDENT SHOULD KNOW AND BE ABLE TO DO”: THE MAKING OF CALIFORNIA’S FRAMEWORK, STANDARDS, AND TESTS FOR HISTORY-SOCIAL SCIENCE A DISSERTATION SUBMITTED TO THE SCHOOL OF EDUCATION AND THE COMMITTEE ON GRADUATE STUDIES OF STANFORD UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Bradley Fogo July 2010 © 2010 by Bradley James Fogo. All Rights Reserved. Re-distributed by Stanford University under license with the author. This work is licensed under a Creative Commons Attribution- Noncommercial 3.0 United States License. http://creativecommons.org/licenses/by-nc/3.0/us/ This dissertation is online at: http://purl.stanford.edu/mg814cd9837 ii I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Samuel Wineburg, Primary Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. David Labaree I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Milbrey McLaughlin Approved for the Stanford University Committee on Graduate Studies. Patricia J. Gumport, Vice Provost Graduate Education This signature page was generated electronically upon submission of this dissertation in electronic format. An original signed hard copy of the signature page is on file in University Archives. iii Acknowledgements: I wish to thank my adviser Sam Wineburg for the invaluable guidance and support he provided on this project from its inception to the final drafting. -
O ENCONTRO DE PIAGET COM O TESTE DE INTELIGÊNCIA DE CYRIL BURT: UMA REVISÃO NARRATIVA Piaget Meeting with Cyril Burt's Intel
André Elias Morelli Ribeiro, Leonardo Lemos de Souza DOI: https://doi.org/10.23925/2175-3520.2020i51 p11-21 O ENCONTRO DE PIAGET COM O TESTE DE INTELIGÊNCIA DE CYRIL BURT: UMA REVISÃO NARRATIVA André Elias Morelli Ribeiro1; https://orcid.org/0000-0002-1102-2286 Leonardo Lemos de Souza2; https://orcid.org/0000-0002-3331-1847 Resumo O presente estudo tem por objetivo principal desenvolver uma narrativa que mostre a influência do teste de inteligência de Cyril Burt na criação do método clínico de Jean Piaget, auxiliando na composição de conhecimentos deste assunto pouco estudado. Piaget estudou em Neuchâtel, Zurique e Paris antes de integrar o Instituto Jean-Jacques Rousseau em Genebra, no qual lançou seus primeiros livros, que o levaram a lugar de destaque na psicologia mundial. O presente trabalho faz uma comparação entre os dados disponíveis na literatura para recompor essa trajetória até o ponto decisivo de mudança no trabalho experimental de Piaget, que aconteceu em Paris, onde estudou o teste de inteligência de Cyril Burt. Conhecer os elementos da criação do Método Clínico é importante para compreender os fundamentos ontológicos e epistemológicos dos dados gerados por ele e suas consequências teóricas. Do contato com esse teste, Piaget sofreu três impactos determinantes para sua vida e obra. A primeira está ligada à tradução do teste, que ressaltou questões sobre parte/todo na linguagem das crianças. O segundo é a possibilidade de Piaget de observar dezenas de amostras do raciocínio explicado das crianças por elas mesmas, o que permitiu o ingresso das técnicas de observação da zoologia em sua psicologia. -
Transformational Learning: an Investigation of the Emotional Maturation Advancement in Learners Aged 50 and Older Susan Lorraine Lundry University of Missouri-St
University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 12-18-2015 Transformational Learning: An Investigation of the Emotional Maturation Advancement in Learners Aged 50 and Older Susan Lorraine Lundry University of Missouri-St. Louis Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Lundry, Susan Lorraine, "Transformational Learning: An Investigation of the Emotional Maturation Advancement in Learners Aged 50 and Older" (2015). Dissertations. 131. https://irl.umsl.edu/dissertation/131 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. TRANSFORMATIONAL LEARNING: AN INVESTIGATION OF THE EMOTIONAL MATURATION ADVANCEMENT IN LEARNERS AGED 50 AND OLDER Susan L. Lundry A.A., St. Louis Community College, 2000 B.A., University of Missouri-St. Louis, 2002 M.Ed., University of Missouri-St. Louis, 2005 M.Ed., University of Missouri-St. Louis, 2013 Ed.S., University of Missouri-Columbia, 2015 A Dissertation Submitted to The Graduate School at the University of Missouri-St. Louis in partial fulfillment of the requirements for the degree Doctor of Philosophy in Education December 2015 Advisory Committee E. Paulette Isaac-Savage, Ed.D. Chairperson Kathleen M. Haywood, Ph.D. Paul J. Wilmarth, Ph.D. John A. Henschke, Ed.D. Transformational Learning ii Abstract Human beings have spent much time and effort in trying to understand themselves, others, and their world. Mankind uses intellect when trying to understand life but the majority of people continue to encounter frustration, confusion, and a variety of obstacles when dealing with daily challenges and people. -
Conceptual Hurdles to the Application of Atkins V. Virgina Lois A
Hastings Law Journal Volume 59 | Issue 5 Article 9 1-2008 Conceptual Hurdles to the Application of Atkins v. Virgina Lois A. Weithorn Follow this and additional works at: https://repository.uchastings.edu/hastings_law_journal Part of the Law Commons Recommended Citation Lois A. Weithorn, Conceptual Hurdles to the Application of Atkins v. Virgina, 59 Hastings L.J. 1203 (2008). Available at: https://repository.uchastings.edu/hastings_law_journal/vol59/iss5/9 This Article is brought to you for free and open access by the Law Journals at UC Hastings Scholarship Repository. It has been accepted for inclusion in Hastings Law Journal by an authorized editor of UC Hastings Scholarship Repository. For more information, please contact [email protected]. Conceptual Hurdles to the Application of Atkins v. Virginia Lois A. WEITHORN* INTRODUCTION In its 2002 decision, Atkins v. Virginia, the United States Supreme Court held that the Eighth Amendment's prohibition against cruel and unusual punishment precludes the execution of "mentally retarded offender[s]."' Writing for a six-member majority, Justice Stevens concluded that social attitudes and legal trends had shifted sufficiently in the thirteen years since the Court upheld such executions in Penry v. Lynaugh2 to justify a reversal of Penry.3 Indeed, according to Justice Stevens, during this interval, a social consensus had emerged favoring an absolute ban on the imposition of the death penalty on "a mentally retarded criminal."4 To reach this decision, the Court applied the standard set forth -
Transformative Learning Through Mindfulness: Exploring the Mechanism of Change Thomas Howard Morris
Australian Journal of Adult Learning Volume 60, Number 1, April 2020 Transformative learning through mindfulness: Exploring the mechanism of change Thomas Howard Morris School of Education, Bath Spa University Making appropriate perspective transformations as we age is necessary to meet the demands of the rapidly changing conditions within our world. Accordingly, there has been a growing interest in the role of mindfulness in enabling transformations. Still, how mindfulness may facilitate perspective transformations is not well understood. The present paper draws from empirical evidence from psychology and cognitive science to discuss the theoretical possibility that mindfulness may facilitate perspective transformations. A theoretical model is presented that depicts an incremental transformative learning process that is facilitated through mindfulness. Mindfulness affords the adult enhanced attention to their thoughts, feelings, and sensations as they arise in the present moment experience. This metacognitive awareness may moderate the expression of motivational disposition for the present moment behaviour, enabling a more objective assessment of the conditions of the situation. Nonetheless, in accordance with transformative learning theory, an adult would have to become critically aware of and analyse the assumptions that underlie the reasons why they experience as they do in order to convert behaviour change to perspective transformation. Further empirical studies are Transformative learning through mindfulness: Exploring the mechanism of change 45 necessary to test this assumption of the theoretical model presented in the present paper. Keywords: Adult learning, Jack Mezirow, transformative learning theory, mindfulness, perspective transformation, lifelong learning Introduction Understanding how to realise the potential of humans and our sustainable development consists of considering human development from diverse perspectives (Cunningham, 2019; Duke, 2018). -
High Stakes: Testing for Tracking, Promotion, and Graduation Jay P
http://www.nap.edu/catalog/6336.html We ship printed books within 1 business day; personal PDFs are available immediately. High Stakes: Testing for Tracking, Promotion, and Graduation Jay P. Heubert and Robert M. Hauser, Editors; Committee on Appropriate Test Use, National Research Council ISBN: 0-309-52495-4, 352 pages, 6 x 9, (1999) This PDF is available from the National Academies Press at: http://www.nap.edu/catalog/6336.html Visit the National Academies Press online, the authoritative source for all books from the National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine, and the National Research Council: • Download hundreds of free books in PDF • Read thousands of books online for free • Explore our innovative research tools – try the “Research Dashboard” now! • Sign up to be notified when new books are published • Purchase printed books and selected PDF files Thank you for downloading this PDF. If you have comments, questions or just want more information about the books published by the National Academies Press, you may contact our customer service department toll- free at 888-624-8373, visit us online, or send an email to [email protected]. This book plus thousands more are available at http://www.nap.edu. Copyright © National Academy of Sciences. All rights reserved. Unless otherwise indicated, all materials in this PDF File are copyrighted by the National Academy of Sciences. Distribution, posting, or copying is strictly prohibited without written permission of the National Academies Press. Request reprint permission for this book. High Stakes: Testing for Tracking, Promotion, and Graduation http://www.nap.edu/catalog/6336.html High Stakes TESTING FOR TRACKING, PROMOTION, AND GRADUATION Jay P. -
In Pursuit of Transformative Learning: Exploring the Stimulation of Curiosity Through Critical Reflection in the College Classroom
University of San Diego Digital USD Dissertations Theses and Dissertations 2018-05-20 In Pursuit of Transformative Learning: Exploring the Stimulation of Curiosity Through Critical Reflection in the College Classroom Bo Y. Bae University of San Diego Follow this and additional works at: https://digital.sandiego.edu/dissertations Part of the Adult and Continuing Education Commons, Adult and Continuing Education and Teaching Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Higher Education and Teaching Commons, and the Scholarship of Teaching and Learning Commons Digital USD Citation Bae, Bo Y., "In Pursuit of Transformative Learning: Exploring the Stimulation of Curiosity Through Critical Reflection in the College Classroom" (2018). Dissertations. 106. https://digital.sandiego.edu/dissertations/106 This Dissertation: Open Access is brought to you for free and open access by the Theses and Dissertations at Digital USD. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital USD. For more information, please contact [email protected]. IN PURSUIT OF TRANSFORMATIVE LEARNING: EXPLORING THE STIMULATION OF CURIOSITY THROUGH CRITICAL REFLECTION IN THE COLLEGE CLASSROOM by Bo Bae A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2018 Dissertation Committee Cheryl Getz, EdD Robert Donmoyer, PhD Marcus -
Personal Politics: the Rise of Personality Traits in The
PERSONAL POLITICS: THE RISE OF PERSONALITY TRAITS IN THE CENTURY OF EUGENICS AND PSYCHOANALYSIS IAN J. DAVIDSON A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN PSYCHOLOGY YORK UNIVERSITY TORONTO, ONTARIO AUGUST 2020 © IAN J. DAVIDSON, 2020 ii Abstract This dissertation documents personality psychology’s development alongside psychoanalysis and eugenics, offering a disciplinary and cultural history of personality across the twentieth century. Using the psychological concepts of neurosis and introversion as an organizational framework, personality’s history is portrayed as one of “success:” a succession of hereditarianism and its politics of normativity; a successful demarcation of the science of personality from competing forms of expertise; and a successful cleansing of personality psychology’s interchanges with unethical researchers and research. Chapter 1 provides background for the dissertation, especially focusing on turn-of-the- century developments in the nascent fields of American psychology and the importation of psychoanalytic ideas. It ends with a look at Francis Galton’s eugenicist and statistical contributions that carved a key path for psychological testers to discipline psychoanalytic concepts. Part I details the rise of personality testing in the USA during the interwar years, while also considering the many sexual and gender norms at play. Chapter 2 tracks the varied places in the 1920s that personality tests were developed: from wartime military camps to university laboratories to the offices of corporate advertisers. Chapter 3 takes stock of popular psychoanalytic notions of personality alongside the further psychometric development of personality testing. These developments occurred at a time when American eugenicists— including psychologists—were transitioning to a “positive” form that emphasized marriage and mothering. -
Narrative Theories and Learning in Contemporary Art Museums: a Theoretical Exploration
Narrative Theories and Learning in Contemporary Art Museums: A Theoretical Exploration Dr. Emilie Sitzia Stories are an integral part of our experience as human beings. As Roland Barthes put forward, narrative “is present at all times, in all places, in all societies; indeed narrative starts with the very history of mankind; there is not, there has never been anywhere, any people without narratives; all classes, all human groups have their stories….”1 Narrative theories (in literature, media studies, psychology, or neurology) have explored the impacts of narratives on our ways of being, thinking, dreaming, and remembering. This article will explore the implications of narrative theories for learning in a contemporary art museum context. The different discourses of the museum, the way narratives are constructed in museum spaces, and how museum spaces can be considered syntactical have been explored by scholars such as Mieke Bal, Bruce W. Ferguson, and Tony Bennett.2 This article proposes to build on this existing literature as well as other areas of narrative theory to investigate beyond the discursive system of the museum display and its narrative qualities, in order to focus on the impact of these narratives on learning processes.3 The art museum, and the contemporary art museum in particular, implies a certain frame for the visitor and a certain set of expectations: an openness of interpretation, a type of experience, a kind of authorial voice, etc. As Ferguson argues, in art exhibitions “the idea that meanings are impossibly unstable is embraceable because inevitable. With works of art, meanings are only produced in context and that is a collective, negotiated, debated and shifting consensual process of determination.