DOCSLIB.ORG

Learning Environment: a Bibliography

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Learning Environment: a Bibliography International Journal of Environmental & Science Education, 2007, 2(4), 98 – 110 International Journal of Environmental & Science Education, 2007, 2(4), 98 – 110 ISSN 1306-3065 ©International 2007 by IJESE . All Rights Reserved Learning Environment: A Bibliography 1* Sacit KOSE 1Huseyin BAG, 1Kutret GEZER 1 Pamukkale University, Faculty of Education, Department of Science Teacher Education, Denizli, TURKEY * Corresponding author: [email protected] Abstract: In this study, the Learning Environment Research-Bibliography includes studies on Educational subject. We have analyzed many journals, books, and theses published in international. The references listed here primarily focus on the empirical research related to the learning environmental research e as an educational goal; along with a few learning environment works by such authors as Fraser, Doppelt, Dorman, Johnson, Roth, Goh, Fisher, and others. While not exhaustive, the list should prove useful to educators, and scholars in other fields, interested in the Learning environment and how its understanding can be realized as a goal of education. The authors welcome correspondence regarding omissions from the list, and on-going additions that can be made to it. Key words: Learning Environment Research-Bibliography Journal Article and Conference Paper motivation of students at risk” Learning Environments Research 7: 1–22, 1. Aalst J. V. & Hill C. M. 2006 “Activity theory 8. Allodi, M. W. 2002 “A two-level analysis of as a framework for analysing knowledge classroom climate in relation to social context, building” Learning Environments Research 9: group composition and organization of special 23–44 support” Learning Environments Research 5: 2. Admiraal, W. F., Lockhorst, D., Wubbels, T., 253–274 Korthagen F. A.J. & Veen, W. 1998 9. Alonso-Tapia J. &Pardo A. 2006 “Assessment “Computer-mediated communication of learning environment motivational quality environments inteacher education: computer from the point of view of secondary and high conferencing and the supervision of student school learners” Learning and Instruction, 4; teachers” Learning Environments Research 1: 295-309 59–74 10. Anderson, A., Richard, J. H. & John, H. 2004 3. Aharony, N. 2006 “The use of deep and “Classroom climate and motivated behaviour surface learning strategies among students in secondary schools” Learning Environments learning english as a foreign language in an Research 7 211-225 internet environment” British Journal of 11. Anderson, D. 2005 “Leigh a portrait of a Educational Psychology 76 851-866 feminist mathematics classroom: what 4. Akar, H.; Yıldırım, A. 2004 “Learners' adolescent girls say about mathematics, metaphorical images about classroom themselves, and their experiences in a "unique" management in a social constructivist learning learning environment” Feminist Teacher: A environment” No. of Pages: 29 Online Journal of the Practices, Theories, and Submission; Paper presented at the Annual Scholarship of Feminist Teaching 3;175-194 Meeting of the American Educational Research 12. Bain, J. D., Mcnaught, C., Mills C. & Association (AERA) (San Diego, CA,) Lueckenhausen, G. 1998. “Describing 5. Aldridge J. M., Laugksch R. C. & Fraser B. J. computer-facilitated learning environments in 2006 “School-level environment and higher education” Learning Environments outcomes-based education in South Africa” Research 1: 163–180,. Learning Environments Research 9:123–147 13. Barak, M., Waks, S. & Doppelt, Y. 2000 6. Aldridge, J. M. & Fraser, B. J. 2000 “A cross- “Majoring in technology studies at high school cultural study of classroom learning and fostering learning” Learning Environments environments in australia and taiwan” Learning Research 3: 135–158,. Environments Research 3: 101–134,. 14. Beffa-Negrini P. A., Cohen N. L. & Miller B. 7. Alfassi, M. 2004 “Effects of a learner-centred 2002 “Strategies to motivate students in online environment on the academic competence and learning environments” Journal of Nutrition 98 2007 by IJESE International Journal of Environmental & Science Education, 2007, 2(4), 98 – 110 Education and Behavior, Volume 34, Issue Journal of Computer Assisted Learning 4 269- 6, November-December, Pages334-340 280 15. Bong, M. 2005 “Within-grade changes in 27. Chuang S.& Tsai C. 2005 “Preferences toward korean girls' motivation and perceptions of the the constructivist ınternet-based learning learning environment across domains and environments among high school students in achievement levels” Journal of Educational taiwan” Computers in Human Psychology 4; 656-672 Behavior, Volume21,Issue2, March, Pages255- 16. Bosman A. M.T., Huygevoort M.& Verhoeven 272 L. 2007 “Spelling feedback in an ıct-learning 28. Claudet, J. G. 1999 “Conceptualizing environment: ıssues of proficiency, training organizational dimensions of ınstructional efficiency, and transfer” International Journal supervisory practice: implications for of Educational Research, In Press, Corrected professional learning environments in schools” Proof, Available online 2 March, Learning Environments Research 1: 257–292,. 17. Boykin, A. W., Lilja, A. J. & Tyler, K. M. 2004 29. Cope, C.; Staehr, L. 2005 “İmproving Students' “The influence of communal vs. individual Learning Approaches through Intervention in learning context on the academic performance an Information Systems Learning in social studies of grade 4–5 African- Environment” Studies in Higher Education 30 Americans” Learning Environments Research 181-197 7 227-244 30. Creemers, B. P.M. & Reezigt, G. J. 1999 “The 18. Brok P.; Brekelmans M. & Wubbels T. concept of vision in educational effectiveness “Multilevel issues in research using students’ theory & research” Learning Environments perceptions of learning environments: the case Research 2: 107–135 of the questionnaire on teacher interaction” 31. Crump Barbara J. & Rennie LÉonie J. 2004 Learning Environments Research (2006) “The tertiary programming learning 9:199–213 environment: is it equitable?” Learning 19. Buck, G. A. 2002 “Teaching discourses: Environments Research 7 295-313 science teachers’ responses to the voices of 32. Darrell L. F. & Fraser B. J. 2003 “Emergence adolescent girls” Learning Environments of learning environment research in south Research 5: 29–50,. africa: editors’ introduction” Learning 20. Buerck J. P., Theodore Malmstrom & Elliott Environments Research 6: 229–230,. Peppers 2003 “Learning environments & 33. Dart, B., Burnett, P., Boulton-Lewis, G., learning styles: nontraditional student Campbell, J., Smith D. & Mccrindle A. 1999 enrollment & success in an internet-based “Classroom learning environments and versus a lecture-based computer science students’ approaches to learning” Learning course” Learning Environments Research 6: Environments Research 2: 137–156,. 137–155,. 34. Dellar, G, B. 1999 “School climate, school 21. Cavanagh R. F. , Romanoski J. T. 2006 “Rating improvement and site-based management” scale instruments and measurement” Learning Learning Environments Research 1: 353–367,. Environments Research 9:273–289 35. Dewiyanti S., Brand-Gruwel S., Jochems W.& 22. Cavanagh, Robert F. & Waugh Russell F. 2004 Broers N. J. 2007 Students’ experiences with “Secondary school renewal: the effect of collaborative learning in asynchronous classroom learning culture on educational Computer-Supported Collaborative Learning outcomes” Learning Environments Research environments Computers in Human 7 245-269 Behavior, Volume 23, Issue 1, January, Pages 23. Cheung, W. S.; Hew, K. F. 2004 “Evaluating 496-514 the extent of ill-structured problem solving 36. Dhindsa, H. S. & Fraser, B. J. 2004 “Culturally- process among pre-service teachers in an sensitive factors in teacher trainees’ learning asynchronous online discussion and reflection environments” Learning Environments log learning environment" Journal of Research 7: 165–181,. Educational Computing Research 30 197-227 37. Dhindsa, H.S. 2005 “Cultural learning 24. Ching M. M. & Marcellin F. 2002 environment of upper secondary science “Determinants of students’ quality of school students. research report” International Journal life:a path model” Learning Environments of Science Education 5; 575-592 Research 5: 275–300,. 38. Dochy F., Mien S., Bossche P.& Katrien S. 25. Chou, S.; Liu, C. 2005 Learning Effectiveness 2005 “students’ perceptions of a problem- in a Web-Based Virtual Learning Environment: based learning environment” Learning A Learner Control Perspective Journal of Environments Research 8: 41–66 Computer Assisted Learning 1; 65-76 39. Doppelt, Y. 2006 “Teachers’ and pupils’ 26. Chou, S.W. 2005 “Designing Good perceptions of science–technology learning İnstitutional Contexts for İnnovation in a environments” Learning Environments Technology-Mediated Learning Environment” Research 9:163–178 99 2007 by IJESE International Journal of Environmental & Science Education, 2007, 2(4), 98 – 110 40. Doppelt, Y. 2004 “Impact of science- 52. Fraser, B. J. 1998 “The launch of a new technology learning environment journal: editor’s introduction” Learning characteristics on learning outcomes: pupils’ Environments Research 1: 137–138,. perceptions and gender differences” Learning 53. Fraser, B. J. 2003 “Learning environments Environments Research 7 271-293 research in asia: editor’s introduction” Learning 41. Dorman, J,P. 1999 “The development and Environments Research 6: 1–3,. validation of an Instrument to assess 54. Fraser,B.J. 1998 “Classroom environment institutional-level environment in universities” instruments: development,validity
Load more

Recommended publications
  • A Comparison of Organizational Structure and Pedagogical Approach: Online Versus Face-To-Face Donovan A
    A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-face Donovan A. McFarlane, Frederick Taylor University Abstract This paper examines online versus face-to-face organizational structure and pedagogy in terms of education and the teaching and learning process. The author distinguishes several important terms related to distance/online/e-learning, virtual learning and brick-and-mortar learning interactions and concepts such as asynchronous and synchronous interactions, etc, before deliberating on perceived differences in organizational structure and pedagogical approaches of virtual and brick-and-mortar schools by examining organizational structure, knowledge and pedagogical theories, ideas, and constructs. The roles of mission, vision, and other considerations that contribute to differences between virtual and brick-and-mortar schools are examined. The appropriateness of structure and pedagogy as related to variables such as class size, span of control, and several other factors is discussed. The benefits and drawbacks of both virtual and brick-and-mortar schools are assessed in terms of perceived effectiveness and relation to perceived organizational structural and pedagogical differences before the author presents an informed response to the major thesis of this paper based on pertinent literature and the foregone discussion. After recognizing prevailing practices with regard to organizational structure and pedagogy, and given the pertinent role of technology and several influencing factors such
    [Show full text]
  • The Effect of Direct Experience on Generating Insight Into and Deepening Understanding of Academic Topics Studied by High School Seniors in the Field" (2001)
    The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library 2001 The ffecE t of Direct Experience on Generating Insight into and Deepening Understanding of Academic Topics Studied by high School Seniors in the Field Lowell W. Libby Follow this and additional works at: http://digitalcommons.library.umaine.edu/etd Part of the Secondary Education and Teaching Commons Recommended Citation Libby, Lowell W., "The Effect of Direct Experience on Generating Insight into and Deepening Understanding of Academic Topics Studied by high School Seniors in the Field" (2001). Electronic Theses and Dissertations. 127. http://digitalcommons.library.umaine.edu/etd/127 This Open-Access Dissertation is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. THE EFFECT OF DIRECT EXPERIENCE ON GENERATING INSIGHT INTO AND DEEPENING UNDERSTANDING OF ACADEMIC TOPICS STUDIED BY HIGH SCHOOL SENIORS IN THE FIELD BY Lowell W. Libby B. A. Colby College, 1977 M.Ed. University of Maine, 1981 A THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education (in Educational Leadership) The Graduate School The University of Maine December, 200 1 Advisory Committee: Gordon Donaldson - Professor of Education, University of Maine, Advisor Richard Barnes - Dean of Education, University of Southern Maine Nancy Jennings - Professor of Education, Bowdoin College Sally MacKenzie - Assistant Clinical Professor, University of Maine Lynne Miller - Professor of Education, University of Southern Maine Copyright 2001 Lowell W. Libby THE EFFECT OF DIRECT EXPERIENCE ON GENERATING INSIGHT INTO AND DEEPENING UNDERSTANDING OF ACADEMIC TOPICS STUDIED BY HIGH SCHOOL SENIORS IN THE FIELD By Lowell W.
    [Show full text]
  • Wellness Research in NH Schools & Home School Environments.Pdf
    STATE OF NEW HAMPSHIRE DEPARTMENT OF EDUCATION 2021- 2022 Wellness Research in NH Schools & Home School Environments RFP 2020- The New Hampshire Department of Education does not discriminate on the basis of race, color, religion, marital status, national/ethnic origin, age, sex, sexual orientation, or disability in its programs, activities and employment practices. This statement is a reflection of the Department of Education and refers to, but is not limited to, the provisions of the following laws: Title IV, VI and VII of the Civil Rights Act of 1964- race color, national origin, The Age Discrimination in Employment Act of 1967, The Age Discrimination Act of 1975, Title IX of the Education Amendments of 1972 (Title IX)-sex, Section 504 of the Rehabilitation Act of 1973 (Section 504)-disability, The Americans with Disabilities Act of 1990 (ADA)- disability, and NH Law against discrimination (RSA 354-A). Auxiliary aids and services are available upon request to individuals with disabilities. Section 1 – Overview and Schedule A. Executive Summary The purpose of this RFP is to seek proposals from individuals, agencies, institutions or organizations (hereafter referred to as applicant(s) to work with the NH Department of Education, Bureau of Student Wellness to conduct up to three research projects related to student wellness in NH school districts during the 21-22 Academic Year. These studies shall be conducted in a post COVID, post virtual learning environment. The three proposed studies are: Research Project #1: An Intervention Experiment Aimed at Increasing Play, Joy, Friendships, and Self- Efficacy Among Elementary School Students Research Project #2: A Survey and Focus-Group Study of Secondary Students’ Perceptions of Sources of School-Induced Distress and of How Schooling Could Be Improved Research Project #3: Surveys of Homeschooling Families Aimed at Learning Why They Have Chosen Homeschooling over Public Schooling Minimum Requirements: In order to be considered, the applicant must provide evidence of the following minimum requirements.
    [Show full text]
  • The Learning Environment
    Age-appropriate pedagogies Age-appropriate Pedagogies in the Early Years The learning environment As part of teachers’ decision-making processes The social environment they are encouraged to use a range and balance of pedagogical approaches when planning learning Building positive relationships with each young opportunities that promote active engagement, learner and their family sets the foundations for deep learning and positive dispositions to learning. an environment of trust and respect to flourish. Teachers are also encouraged to reflect critically on Encouraging relationships to develop between the relationships between the learning environment learners, and promoting respectful relationships and their practices. The organisation of the learning with all members of the school community supports environment, the expectations teachers set, the young learners to develop a sense of belonging. routines, and ways of interacting with young learners Feeling safe and supported is integral to the reflect teachers’ beliefs and values shaping the wellbeing of all learners. classroom culture that is established (Curtis & Carter, 2008). The culture of the classroom is instrumental The social environment: in influencing the dispositions that young learners Teaching suggestions develop to learning. Building a supportive classroom climate takes time To maximise learning possibilities and positive and flexibility as routines, expectations and accepted dispositions to learning, priority is given to creating ways of interacting with peers and adults are learning environments that are motivating, engaging, established and maintained. flexible, inviting, challenging and supportive for • Discuss daily routines regularly so that young young learners. As part of this process early years learners develop a sense of routine and know teachers deliberately, purposefully and thoughtfully what to expect.
    [Show full text]
  • A Brief History of Progressive Education
    A Brief History of Progressive Lesson 2: Education in America before Education Progressive Education with Dr. Jason Edwards Outline: “How did we get to where we are today?” “Education then, beyond all other devices of human origin, is the great equalizer of the conditions of men, the balance-wheel of the social machinery.” Horace Mann “The fruit of liberal education is not learning, but the capacity and desire to learn, not knowledge, but power.” Charles William Elliot Core Elements of Progressive Education Publicly funded school system School is standardized and made universally obligatory. School is understood as not simply academics. School is understood as a means towards perfecting society. School is understood as a learning environment centered on the student’s interests. School is understood as a learning environment guided by applied scientific research. School is understood and designed to be a learning environment aimed at facilitating vocational development (i.e. job preparation). Women are accepted as teachers, specifically elementary school teachers. School involves a “differentiated curriculum”. Federal government directly involved in education. Schools based on the “German specialist model” of education; (i.e. not the liberal arts - the focus instead is on specialists). School is about developing “new” knowledge, rather than the transmission of knowledge through generations. Progressive education is based, in part, on Romanticism, (Ex. Jean Jacques Rousseau’s Emile) basic assumptions in progressive education’s “anthropology”: o The child is not understood as a fallen human being but understood as naturally innocent and oppressed human being. o Children are understood to be “active” learners. Nature is more important than books.
    [Show full text]
  • Learning Environment: an Overview
    Journal of Family and Consumer Sciences Education, 27(National Teacher Standards 4), 2009 Standard 7: Fox Learning Environment: An Overview Candace K. Fox Mount Vernon Nazarene University Learning Environments, Standard 7 challenges the beginning family and consumer sciences teacher to “create and implement a safe, supportive learning environment that shows sensitivity to diverse needs, values, and characteristics of students, families, and communities” (National Association of Teacher Educators for Family and Consumer Sciences [NATEFACS], 2004). In this article, several theoretical components of learning environments are explored as a foundation for grappling with this broad Standard. Resources that provide background material and specific ideas are listed to help beginning teachers as they work to establish quality learning environments. Also included is an annotated bibliography addressing values, character education, and emotional intelligence; safety and caring issues; and a variety of diversity topics including race and ethnicity, gender, and poverty. Introduction The beginning family and consumer sciences teacher must be able to demonstrate knowledge, skills, and attitudes to enable student learning in four broad content areas: (a) career, community, and family connections; (b) consumer economics and family resources; (c) family and human development; and (d) nutrition, food, and wellness. Additionally, six professional practice standards are outlined including the theme of this article, the Learning Environment. Specifically,
    [Show full text]
  • Chapter ?:5: Designing the Subtitle Learning Environment
    Chapter ?:5: Designing the Subtitle Learning Environment Chapter 5: Designing the Learning Environment Guiding Principle: The Environment The Kindergarten environment allows complex, rich play to thrive. It is a warm and inviting place where children and adults inquire, learn, and co -construct together. Children’s natural curiosity and inquisitiveness are nurtured in learning environments that encourage active, explorative play and sustained peer interactions. The Kindergarten environment—including its physical, social, and organizational qualities, both indoors and outdoors—plays an integral role in children’s learning. Teachers create a multi-sensory, enabling “In order to act as an environment that supports emergent literacy educator for the child, and numeracy. They recognize children’s the environment has different learning styles and many ways of knowing. Children benefit from repeated to be flexible: it must opportunities to represent their ideas through undergo frequent playing with blocks, engaging in dramatic play, modification by the documenting, writing, painting, and drawing. children and the Children make choices and engage in play teachers in order to in a rich learning environment designed to extend and build upon their interests and the remain up-to-date and Kindergarten curricular goals. The environment responsive to their reflects the diversity of the children, their needs to be protagonists families, and their communities. Teachers value in constructing outdoor play, recognizing its potential for the their knowledge” highest level of development and learning in young children. (Gandini 177). Guiding Principle: The Schedule Kindergarten scheduling is responsive to children’s changing needs, allowing a developmentally appropriate curriculum to emerge over time. The daily Kindergarten schedule includes at least one hour of child-directed, adult-supported playtime to allow for deep and engaging play experiences.
    [Show full text]
  • 21St Century Learning Nicole Ondrashek Northwestern College - Orange City
    Northwestern College, Iowa NWCommons Master's Theses & Capstone Projects Education 5-2017 21st Century Learning Nicole Ondrashek Northwestern College - Orange City Follow this and additional works at: https://nwcommons.nwciowa.edu/education_masters Part of the Education Commons Recommended Citation Ondrashek, N. (2017). 21st century learning (Master's thesis, Northwestern College, Orange City, IA). Retrieved from http://nwcommons.nwciowa.edu/education_masters/21/ This Article is brought to you for free and open access by the Education at NWCommons. It has been accepted for inclusion in Master's Theses & Capstone Projects by an authorized administrator of NWCommons. For more information, please contact [email protected]. Running head: 21st CENTURY LEARNING 1 21st Century Learning Nicole Ondrashek Northwestern College May 2017 Running head: 21st CENTURY LEARNING 2 Abstract Research has shown that students who are taught using 21st century teaching styles are more successful throughout their education. This literature review explores the importance of 21st century learning and teaching styles. This review begins by looking into and discussing the role of the teacher in a 21st century learning environment. The role of the teacher is to be a guide by the student’s side. This review provides ways to be that guide, rather than the instructor. This literature review also looks at the benefits of flexible seating and how the teacher can create a classroom using flexible seating. Finally this review looks at the importance of integrating meaningful technology use into student learning. This includes virtual field trips, Genius Hour and Makers Space. Keywords: 21st century learning, flexible seating, technology integration, Genius Hour.
    [Show full text]
  • The Case for Fortified Teaching and Learning Environments
    Fall 2013 180the News from Turnaround for Children The Case for Fortified Teaching and Learning Environments Raising Awareness From New York, to Chicago, to Aspen By Pamela Cantor, M.D., President and CEO, Turnaround for Children and beyond, Turnaround for Children staff, teachers, and students have earned exciting opportunities to lead and participate in high level conversa- tions about innovative approaches to solving the problem of chronically underperforming public schools serving children growing up in poverty. Education Nation: What It Takes NBC News invited Dr. Pamela Cantor to be a featured speaker at Education Nation, the summit of top thought leaders and influ- encers in education, government, business, philanthropy, and media, broadcast from The New York Public Library. In a discussion entitled, “What it Takes: Safe Schools,” moderated by Hoda Kotb, Cantor painted a vivid picture of the climate and culture Today, one in four children in the United Our nation’s underperforming schools share schools need to create for students to thrive. States is growing up in poverty. Many are common challenges: children unready to exposed to violence, chronic insecurity, loss, learn, teachers unprepared to teach students and disruption. Poverty inflicts a traumatic with intense needs, and principals ill equipped form of stress on their developing brains. It to act against such adversity. Collectively, interferes with learning. It impacts behavior. these challenges pose a pattern of risk: It undermines belief. risk to student development, classroom instruction, and schoolwide culture, each Children don’t shed what they have exper- capable of derailing academic achievement. ienced at the schoolhouse door. It all shows up in the classroom.
    [Show full text]
  • Students' Conception of Learning Environment and Their Approach To
    Vol. 12(14), pp. 695-703, 23 July, 2017 DOI: 10.5897/ERR2017.3258 Article Number: 6D2C41365248 ISSN 1990-3839 Educational Research and Reviews Copyright © 2017 Author(s) retain the copyright of this article http://www.academicjournals.org/ERR Full Length Research Paper Students’ conception of learning environment and their approach to learning and its implication on quality education Matheas Shemelis Belaineh Mizan-Tepi University, Ethiopia. Received 27 April, 2017; Accepted 26 May, 2017 Quality of education in higher institutions can be affected by different factors. It partly rests on the learning environment created by teachers and the learning approach students are employing during their learning. The main purpose of this study is to examine the learning environment at Mizan Tepi University from students’ perspective and their approach to learning, and evaluate its implication on quality education. The study is descriptive survey in its nature of quantitative approach. The Course Experience Questionnaire (CEQ) and Approaches and Study Skills Inventory for Students (ASSIST) are employed to measure the learning environment and approach to learning respectively. The study was targeted at six colleges of Mizan-Tepi University and randomly selected 382 students participated in the study. The following conclusions were derived from analysis made using correlation, cluster analysis, ANOVA and independent t-test. The learning environment/context as redefined in this study represents the teaching activities conducted in the classroom only. The whole picture of the response shows that the learning environment is conducive for students learning. However, the ANOVA result confirmed the existence of statistically significant difference among the six colleges on this variable.
    [Show full text]
  • EDUC 639: Design of Learning Environments: Theories, Methods, Designs, and Applications
    EDUC 639: Design of Learning Environments: Theories, Methods, Designs, and Applications Professor: Dr. Susan Yoon Class Hours: Tuesday 2pm-4pm TA: Dr. Betty Chandy Office: GSE 437 Room: GSE 200 Phone: 215-746-2526 Office Hours: By appointment Email: [email protected] Course Description This course is a survey of the kinds of theories, methods, design considerations, and applications through which educational researchers understand and design environments to improve learning. The course features the most recent trends in learning primarily through educational technologies. It includes perspectives that consider, who is learning, how it is being learned, what design variables are needed to ensure learning takes place in different learning environments, and societal and technological influences on learning. The educational field that most of the course draws on is called the learning sciences. The learning sciences is a relatively new field of research in education that began in the late 80s. It is an interdisciplinary field consisting of researchers who study among other things, cognition, science and math education, language literacy, anthropological and sociological perspectives, computer science, and educational psychology. Learning scientists study learning as it happens in real world contexts and design resources and environments to improve learning in those contexts. This can happen in school, in informal places, and online. Designing resources and environments can include curricula, instructional strategies, digital and computational tools, and professional development programs. Four main learning goals underpin the course content: 1. Understanding learning needs of youth as they interact in society and in school. 2. Investigating the main learning theories and methods influencing the field and how they are instantiated in practice.
    [Show full text]
  • Are All Homeschooling Methods Created Equal? Author: Deborah Taylor-Hough Publication Date: June 2010
    Homeschooling Methods - 1 Title: Are All Homeschooling Methods Created Equal? Author: Deborah Taylor-Hough Publication Date: June 2010 Are All Homeschooling Methods Created Equal? In his provocative essay, “Against School,” John Taylor Gatto (2003) details many of the problems he sees with America’s public schools and methods of education. Gatto (2003) quotes H. L. Mencken in The American Mercury that “The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to down dissent and originality.” As a former New York State Teacher of the Year, Gatto’s views of public education were developed after years of firsthand experience within the very system he critiques. When receiving his Teacher of the Year award, Gatto said, “We live in a time of great school crisis. We rank at the bottom of 19 industrialized nations in reading, writing, and arithmetic. At the very bottom” (Taylor, 2009). In “Against School,” Gatto tells his readers what he sees as the cure for the situation of today’s schools. He would like to see parents counteract the effect of the schools by teaching their children 1) to be leaders and adventurers, 2) to think critically and independently, 3) to have a well-developed inner thought life, 4) to spend time alone learning to enjoy their own company, and 5) to interact with adult-level books and materials in a wide range of subjects covering the Liberal Arts and Sciences (Gatto, 2003).
    [Show full text]