DOCSLIB.ORG

A Mixed Methods Study of On-Farm Apprenticeship Learning in Virginia

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Mixed Methods Study of On-Farm Apprenticeship Learning in Virginia A Mixed Methods Study of On-Farm Apprenticeship Learning in Virginia Lorien Eleanora MacAuley Thesis submitted to the faculty of the Virginia Polytechnic Institute and State University In partial fulfillment of the requirements for the degree of MASTER OF SCIENCE in LIFE SCIENCES In Agricultural and Extension Education Kim L. Niewolny Susan G. Magliaro Rick D. Rudd August 26, 2014 Blacksburg, Virginia Keywords: Beginning Farmer, Apprenticeship, Internship, Experiential Learning, Situated Learning A Mixed Methods Study of On-Farm Apprenticeship Learning in Virginia Lorien Eleanora MacAuley ABSTRACT The average age of principal farm operators rose from 50.3 years in 1978, to 57.1 years in 2007, as farmers retire and new farmers do not enter farming (NASS, 2013).With declining numbers of entrants into farming, agricultural educators and service providers must better understand strategies for effectively preparing beginning farmers. On-farm apprenticeships in the U.S. show promise as a means to prepare farmers and are increasing in number (Niewolny & Lillard, 2010). Lave (1988) writes “knowledge-in-practice, constituted in the settings of practice, is the locus of the most powerful knowledgeability of people in the lived-in world” (p. 14). Thus, farming, as a complex set of interwoven skills, is best learned in situ, as situated learning. On- farm apprenticeships therefore may allow learners to construct knowledge in context, and build identities as farmers. In this thesis, I share findings from a mixed methods study that explored what kinds of on-farm apprenticeships are available, and to whom; and important educational practices, structures, and institutions that support on-farm apprenticeship learning. This study comprises data from a survey (N=45) of Virginia farmers who host apprentices, and interviews (N=12) with farmers and on-farm apprentices. Findings describe who undertakes on-farm apprenticeships, and suggest that apprentices develop expert identities through situated learning with farmers. Findings describe how farmers participate as educators, and how farms function as sites of situated learning. This study also found that on-farm apprenticeships are embedded within alternative food movements, with social reproduction potentially occurring. I also explore broader implications for preparing beginning farmers. DEDICATION I dedicate this thesis document to my husband and muse, David T. Hewett, for his immense, incredible, unflinching, and humbling support, through my struggle, renewal, and newfound inspiration in life. This would not have been possible without your love. iii ACKNOWLEDGEMENTS Thank you, first and foremost, to my mother, Susan MacAuley, who always encouraged her daughters to be creative, resourceful, and independent. Thanks to my father, who through his ceaseless zest for life, instilled in us a love of learning. By always following his own moral compass, he taught us to maintain an open mind, passionately following conviction, even when seemingly impossible, unpopular, or against the norm. Dad, thanks for raising daughters as stubbornly idealistic as you are. Thanks to Lacy MacAuley, Sparklestar, for always reminding me to never give up, always stand strong though the storm rages, maintain crystal vision of the star on the horizon. Thanks to Katharine Lavery, for believing in me when no one else did; without your support, I would never have thought I was “college material.” Thanks to Ursula McAuley, who showed by example that it’s OK to follow a nontraditional path, and to do so with grace and style. Thanks to Christian MacAuley and Jim Safley, for sharing in hedonistic pursuits that keep our lives sparking. Thanks to Sheridan MacAuley, Eric Lerch, Max and Beck, for many laughs and support, and realistic advice. Thanks to Ms. Curley, who proves that one great high school teacher can make all the difference. Thanks to Scott Fanello, whose unstoppable force of earth-moving lifeworks taught me much more than I realized, and pushed me farther than I would have thought I was capable; showers of crazy intense thanks for absolutely everything. I also give many thanks to Elizabeth Morris, Gina Lofaro, Heather Borra O’Donnell, and Enrique Peralta, for joy beyond counting, for accompanying me in always dancing to the tune of your own music. In that vein, thanks to Amalthea, Schmendrick, Leia, Indy, and Geddy, Alex, and Neil, for the eternal inspiration and the consistent reminder to be true to oneself, and always walk the knife’s edge of righteousness. iv Thanks to Chris Chisholm, whose vision, enthusiasm, and inspired leadership allowed me experience a life renaissance, while training me in a great many useful skills, including becoming my own type of educator. Thanks to Lesa Gilbert, Jene Williams, Savanna Lyons, and Artie Mullins, whose patience and support allowed me to learn many of life’s lessons about community education with underserved communities, community garden programming, and working within civic agriculture. As for Dr. Kim Niewolny, words cannot express my gratitude for the understanding, the many enlightening conversations, the many acts of encouragement. Your patience, wisdom, and confidence in me have been of essential value to this project, and to my development as a scholar, and I am in deepest gratitude. May many successful ventures yet lie ahead! I also want to deeply thank Dr. Susan Magliaro, whose passion for sociocultural learning is contagious, and whose guidance led to a much deeper understanding of theories of pedagogy. Many thanks to Dr. Rick Rudd, whose leadership, encouragement, and darn good advice has been utterly indispensable. I also would like to thank the National Center for Appropriate Technology (NCAT), for working to distribute the on-farm apprenticeship survey, and working to allow dissemination for the results of this study. Also, I would like to thank the Virginia Beginning Farmer and Rancher Coalition Project, the Collaborative Regional Alliance for Farmer Training, and the Virginia Biological Farming Association for their help in recruiting participants for this study. I deeply and humbly thank the anonymous participants in this study, who shared with me information about their farms, their apprenticeship programs, and themselves. More than that, many shared with me their opinions, aspirations, impressions, and feelings about their lived experiences, and for that, I am immensely grateful. v Lastly, I would like to thank my fellow graduate students, who all, at some point or another, offered me helpful insights, encouragement, advice regarding academics, this thesis, and life. Thanks to Bijiek Jieknyal, Blake Krippendorf, Rebecca Landis, Amy Vu, Sarah Halvorson- Fried, Rachael Kennedy, Garland Mason, Jenn Helms, Brad Burbaugh, Althea Whittier- Cummings, Tinesha Woods-Wells, Phil D’Adamo Damery, Courtney Vengrin, Havva Savran Al-Haik, Matt Ayres, William Magnon, Antonio Silas, Jessica Tussing, Karissa Grier, Felicia Reese. Special thanks to Michelle Greaud for the patience and support! And of course, thank you for the laughs! vi TABLE OF CONTENTS ABSTRACT .................................................................................................................................................. ii DEDICATION ............................................................................................................................................. iii ACKNOWLEDGEMENTS ......................................................................................................................... iv TABLE OF CONTENTS ............................................................................................................................ vii LIST OF FIGURES ..................................................................................................................................... xi LIST OF TABLES ...................................................................................................................................... xii CHAPTER 1: INTRODUCTION ................................................................................................................. 1 Introduction ............................................................................................................................................... 1 Problem Statement .................................................................................................................................... 4 Research Purpose and Questions .............................................................................................................. 6 Conceptual Framework ............................................................................................................................. 7 Methodology ............................................................................................................................................. 9 Significance of the Study ........................................................................................................................ 10 Clarification of Terminology .................................................................................................................. 13 CHAPTER 2: LITERATURE REVIEW .................................................................................................... 19 Introduction ............................................................................................................................................. 19 Socio-Historical Context for Study ........................................................................................................
Load more

Recommended publications
  • Informal Learning in the Family and Community
    Informal learning in the family and community )XWXUHRI6NLOOV /LIHORQJ/HDUQLQJ (YLGHQFH5HYLHZ Foresight, Government Office for Science Informal learning in the family and community John Field and Alan Tuckett August 2016 This review has been commissioned as part of the UK government’s Foresight Future of Skills and Lifelong Learning project. The views expressed do not represent policy of any government or organisation. Informal learning in the family and community Contents Informal learning in the family and community .................................................................................... 4 References ............................................................................................................................................ 10 Informal learning in the family and community Informal learning in the family and community The combination of population ageing, technological change, globalisation and increased international competition at work, alongside evidence of wider benefits to health and well-being, is stimulating interest in promoting learning throughout adult life. While much of the focus is on skills acquisition and workplace learning, there is also growing attention to informal learning in communities and homes, and in the ways that skills developed in these settings can be transferred across contexts. Much debate has focused on terminology and definitions. This is hardly surprising: ‘community’ is notoriously hard to pin down, and it has become harder to produce a precise definition of ‘family’. Adult education
    [Show full text]
  • Formal, Nonformal and Informal Coach Learning: a Holistic Conceptualisation
    Sports Science 1-3_3 proof 7/9/06 10:50 am Page 247 International Journal of Sports Science & Coaching Volume 1 · Number 3 · 2006 247 Formal, Nonformal and Informal Coach Learning: A Holistic Conceptualisation Lee J. Nelson1, Christopher J. Cushion2 and Paul Potrac3 1School of Sport and Education, Brunel University, UK; 2Carnegie Faculty of Sport and Education, Leeds Metropolitan University, UK 3School of Sport, UNITEC, Auckland, New Zealand. ABSTRACT Using Coombs and Ahmed’s [1] framework of formal, non-formal, and informal learning as the analytical framework, this paper aims to review and conceptually locate literature exploring how sports coaches acquire the knowledge that underpins their professional practice. Furthermore, in an attempt to develop a robust set of accessible terms and concepts this paper identifies, explores and positions various terminologies under the broader heading of coach learning. It was hoped that this conceptual review would not only stimulate discussion and research into coach learning, but that it would also promote the construction of models of how coaches currently learn, as well as models for enhancing coach learning. The paper concludes that coaches learn from a wide range of sources, but formalised (i.e., formal and nonformal) learning episodes were found to be relatively low impact endeavours when compared to informal, self-directed modes of learning. Key words: Coach Education, Coach Learning, Formal Learning, Informal Learning, Nonformal learning. INTRODUCTION According to Schempp [2], “the degree of success that professionals experience in meeting societal demands is largely dependent upon the knowledge they generate and accumulate for the tasks and obligations that they undertake” (p.
    [Show full text]
  • A Comparative Study of Adult and Nonformal Education in Selected Countries of the Southeast Asian Region
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1978 A comparative study of adult and nonformal education in selected countries of the Southeast Asian region John Brown-Parker The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Brown-Parker, John, "A comparative study of adult and nonformal education in selected countries of the Southeast Asian region" (1978). Graduate Student Theses, Dissertations, & Professional Papers. 7664. https://scholarworks.umt.edu/etd/7664 This Professional Paper is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. A COMPARATIVE STUDY OF ADULT AND NONFORMAL EDUCATION IN SELECTED COUNTRIES OF THE SOUTHEAST ASIAN REGION By John Brown-Parker B.A., University of Papua New Guinea, 1976 Presented in partial fulfillment of the requirements for the degree of Master of Education in Administration UNIVERSITY OF MONTANA 1978 Approved by: irman, Boatd of Examiners Dean, Graduate Schooc (if., f V. f '1 7 Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: EP38465 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted.
    [Show full text]
  • Attacking Rural Poverty
    HOW NONFORMALEDUCATION CAN HELP PHILIP H. COOMBS WITH MANZOOR AHMED Public Disclosure Authorized ~~~~1 0091 Public Disclosure Authorized ua6-~Re ort Nc 95w4.09,r,_§ w ~~~IL bCOPY Public Disclosure Authorized Public Disclosure Authorized f qTLA ATTACKINGRURAL POVERTY How Nonformal EducationCan Help The InternationalCouncil for EducationalDevelopment (ICED)is a nonprofit researchorganization concerned with improvingthe contribution of education to social and economic developmentthroughout the world. ICED'sstaff, con- sultants,and governing board are multinational. The presentstudy was largelyfinanced by the World Bank,with supplemen- tary funds from the Ford Foundation. ICED NonformalEducation Projects Staff Philip H. Coombs .............. Director *Sven Grabe .............. Deputy Director of the World Bank Study *Roy C. Prosser .............. Deputy Director of the UNICEFStudy Manzoor Ahmed .... .......... Assistantto the Director *RoshanR. Billimoria .............. ResearchAssistant *StephenF. Brumberg .............. ResearchAssociate EllenG. Helfer .............. Documentalist Debra S. Hyde .............. Secretary BarbaraBaird Israel .............. Senior Editor FrancesO'Dell .............. Office Manager *FranciscoX. Swett .............. ResearchAssistant *Cynthia Wharton .............. ResearchAssistant Staffmembers who contributed to theWorld Bank Study for a portionof the periodrequired for the study'scompletion. ResearchInterns (Summer1971) RameshGaonkar Haile Menkerios Clifford Gilpin ThomasK. Morgan J. PaulMartin RichardF. Tompkins
    [Show full text]
  • National Qualifications Frameworks Developments in Europe 2019
    ENEN NATIONAL QUALIFICATIONS FRAMEWORKS DEVELOPMENTS IN EUROPE 2019 National qualifications frameworks developments in Europe 2019 Qualifications frameworks: transparency and added value for end users Luxembourg: Publications Office of the European Union, 2020 Please cite this publication as: Cedefop (2020). National qualifications frameworks developments in Europe 2019. Qualifications frameworks: transparency and added value for end users. Luxembourg: Publications Office. http://data.europa.eu/doi/10.2801/105773 A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Luxembourg: Publications Office of the European Union, 2020 © Cedefop, 2020 Except otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution 4.0 International (CC BY 4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means that reuse is allowed provided appropriate credit is given and any changes made are indicated. For any use or reproduction of photos or other material that is not owned by Cedefop, permission must be sought directly from the copyright holders. PRINT ISBN: 978‐92‐896‐3089‐4 doi:10.2801/978846 TI‐06‐20‐150‐EN‐C PDF ISBN: 978‐92‐896‐3090‐0 doi:10.2801/105773 TI‐06‐20‐150‐EN‐N Designed by Missing Element Prague Printed in the European Union The European Centre for the Development of Vocational Training (Cedefop) is the European Union’s reference centre for vocational education and training, skills and qualifications. We provide information, research, analyses and evidence on vocational education and training, skills and qualifications for policy- making in the EU Member States.
    [Show full text]
  • Nonformal Education and University Participation : Planning Considerations for Universities of Korea
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1984 Nonformal education and university participation : planning considerations for universities of Korea. Yong-hyŏn Kim University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Kim, Yong-hyŏn, "Nonformal education and university participation : planning considerations for universities of Korea." (1984). Doctoral Dissertations 1896 - February 2014. 2058. https://scholarworks.umass.edu/dissertations_1/2058 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. NONFORMAL EDUCATION AND UNIVERSITY PARTICIPATION: PLANNING CONSIDERATIONS FOR UNIVERSITIES OF KOREA A Dissertation Presented by YONG HYUN KIM Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION September 1984 Education © Yong Hyun Kim 1984 All Rights Reserved NONFORMAL EDUCATION AND UNIVERSITY PARTICIPATION: PLANNING CONSIDERATIONS FOR UNIVERSITIES OF KOREA A Dissertation Presented by YONG HYUN KIM Approved as to the style and content by: Dr. David C. Kinsey)' Member ill DEDICATION To my wife and daughters who stay with my lifelong learning; To my parents and colleagues who share with me informal learning; To my teachers and members of the CIE who empowered me with formal and nonformal learning. ACKNOWLEDGEMENT The accomplishment of this study was undertaken with the parti- cipation and collaboration of many persons both in the United States and the Republic of Korea.
    [Show full text]
  • Annual Report 2006
    Annual report 2006 Luxembourg: Office for Official Publications of the European Communities, 2007 Annual report 2006 Luxembourg: Office for Official Publications of the European Communities, 2007 The European Centre for the Development of Vocational Training (Cedefop) is the European Union's reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75. Europe 123 GR-570 01 Thessaloniki (Pylea) Postal address: PO Box 22427 GR-551 02 Thessaloniki Tel. (30) 23 10 49 01 11, Fax (30) 23 10 49 00 20 E-mail: [email protected] Homepage: www.cedefop.europa.eu Interactive website: www.trainingvillage.gr Virtual communities: http://communities.trainingvillage.gr A great deal of additional information on the European Union is available on the Internet. It can be accessed through the Europa server (http://europa.eu). Cataloguing data can be found at the end of this publication. Luxembourg: Office for Official Publications of the European Communities, 2007 ISBN 978-92-896-0494-9 © European Centre for the Development of Vocational Training, 2007 Reproduction is authorised provided the source is acknowledged. Published under the responsibility of: Designed by Colibri Ltd. - Greece Aviana Bulgarelli, Director Printed in Belgium Christian Lettmayr, Deputy Director The European Centre for the Development of Vocational Training (Cedefop) is the European Union's reference centre for vocational education and training. We provide information on and analyses of vocational education and training systems, policies, research and practice. Cedefop was established in 1975 by Council Regulation (EEC) No 337/75.
    [Show full text]
  • For Official Use EDU/EDPC/ECEC(2013)14/ANN3
    For Official Use EDU/EDPC/ECEC(2013)14/ANN3 Organisation de Coopération et de Développement Économiques Organisation for Economic Co-operation and Development 10-Dec-2013 ___________________________________________________________________________________________ English - Or. English DIRECTORATE FOR EDUCATION AND SKILLS EDUCATION POLICY COMMITTEE For Official Use EDU/EDPC/ECEC(2013)14/ANN3 Network on Early Childhood Education and Care EDUCATION PROCESSES IN LIFE-COURSE-SPECIFIC LEARNING ENVIRONMENTS. d Supplementary document to EDU/EDPC/ECEC(2013)14 e i 10-11 December 2013 f Amora Hotel Wellington, New Zealand i This document is only available as a PDF s s a l c e Miho Taguma, Project Leader; Tel: +33 1 45 24 92 65; Email: [email protected] English - Or. English DDeclassified JT03350287 Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. EDU/EDPC/ECEC(2013)14/ANN3 2 Z Erziehungswiss (2011) 14:87–101 DOI 10.1007/s11618-011-0183-6 6 Education processes in life-course-specific learning environments Thomas Bäumer · Nina Preis · Hans-Günther Roßbach · Ludwig Stecher · Eckhard Klieme Abstract: Pillar 2 of the German National Educational Panel Study conceptualizes and opera- tionalizes the learning opportunities individuals experience throughout their lives. These learn- ing opportunities can take place in different formal, nonformal, informal, and familial learning environments. They are captured not only quantitatively but also concerning their quality. The quality of learning opportunities is framed within an opportunity-use model to bring together a social-environmental and an individual perspective.
    [Show full text]
  • The Base of the Iceberg. Informal Learning and Its Impact on Formal and Non-Formal Learning
    Rogers, Alan The base of the iceberg. Informal learning and its impact on formal and non-formal learning Opladen ; Berlin ; Toronto : Verlag Barbara Budrich 2014, 95 S. - (Study guides in adult education) Empfohlene Zitierung/ Suggested Citation: Rogers, Alan: The base of the iceberg. Informal learning and its impact on formal and non-formal learning. Opladen ; Berlin ; Toronto : Verlag Barbara Budrich 2014, 95 S. - (Study guides in adult education) - URN: urn:nbn:de:0111-pedocs-148444 http://nbn-resolving.de/urn:nbn:de:0111-pedocs-148444 in Kooperation mit / in cooperation with: https://www.budrich.de Nutzungsbedingungen Terms of use Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und We grant a non-exclusive, non-transferable, individual and limited right to beschränktes Recht auf Nutzung dieses Dokuments. Dieses Dokument ist using this document. ausschließlich für den persönlichen, nicht-kommerziellen Gebrauch This document is solely intended for your personal, non-commercial use. Use bestimmt. Die Nutzung stellt keine Übertragung des Eigentumsrechts an of this document does not include any transfer of property rights and it is diesem Dokument dar und gilt vorbehaltlich der folgenden Einschränkungen: conditional to the following limitations: All of the copies of this documents must Auf sämtlichen Kopien dieses Dokuments müssen alle retain all copyright information and other information regarding legal Urheberrechtshinweise und sonstigen Hinweise auf gesetzlichen Schutz protection. You are not allowed to alter this document in any way, to copy it for beibehalten werden. Sie dürfen dieses Dokument nicht in irgendeiner Weise public or commercial purposes, to exhibit the document in public, to perform, abändern, noch dürfen Sie dieses Dokument für öffentliche oder distribute or otherwise use the document in public.
    [Show full text]
  • The Value of Vocational Education and Training in a Non-Metropolitan Community
    AVETRA Conference Papers 1999 THE VALUE OF VOCATIONAL EDUCATION AND TRAINING IN A NON-METROPOLITAN COMMUNITY Jon Toms, Barry Golding, Ian Falk and Sue Kilpatrick Centre for Research and Learning in Regional Australia University of Tasmania ABSTRACT This study examines the question of how a non-metropolitan community consolidates and develops sustainable economic and social activity through the learning of community members. It includes an examination of the respective contributions of schooling, post-school education and training, and learning at work as well as learning at home. Introduction This study starts from the premise that learning occurs over a lifetime in a wide range of contexts outside of formal education, including in the workplace, community and home. Its methodology is oriented to collecting evidence of learning over a lifetime. It aims firstly to determine the ways in which learning at work, in community life and at home integrate in ways not detected by formal, linear or hierarchical models of skill and knowledge acquisition. Secondly, it anticipates that learning may not be confined to any one sector, and that much valuable learning may be informal or nonformal and occur in community and workplace settings beyond formal VET provision. Thirdly, it sets out to investigate the extent to which knowledge is valued outside the domain of specific industry, community or work sector. In effect, the study explores the discrepancy between vocational education and training (VET) as a set of policy terms and programs and the reality of vocational learning, as experienced and valued by people in their everyday lives. This discrepancy is one significant problem in VET research in Australia (Falk 1998).
    [Show full text]
  • ILETES: Informal Learning Environments and Teacher EducaOn for STEM Early Career Research Award AISL#1254075 Jennifer D
    ILETES: Informal Learning Environments and Teacher Educa9on for STEM Early Career Research Award AISL#1254075 Jennifer D. Adams, Brooklyn College and The Graduate Center, CUNY OVERVIEW This Early CAREER project is an integrated research and educaon project that OVERARCHING THEMES focuses on formal/informal collaboraons and ac8vi8es for STEM teacher educaon. This poster presents a) quan8tave survey findings based on ini8al • Teachers appropriated different aspects of informal science learning and theore8cal framework and b) emerging qualitave findings of 1.5 years of an enacted them in their teaching in ways that they saw best met their ongoing dialogue between a group of new teachers who engaged in dialogues and • Aims for “learning to be students’ needs as learners and resonated with their iden88es as shared teaching ar8facts in relaon to classroom science teaching and learning • Informal science learning spontaneous…[for] students to find that the educators. and informal science learning and expanded framework on teacher learning and means creang a space where students could engage in work is interes8ng and • The defini8ons of F, IF, and NF, as they play out in the lives of teachers iden8ty. The central ques8ons that guide the laer are 1) how do teachers define science learning in different want to learn more… ways and at their own pace ini8ate their own learning do not fall neatly into matrix of learner objec8ve and approach, but informal science educaon and 2) how do they enact their defini8ons in their it is hard to accomplish in • Methodological;
    [Show full text]
  • Non-Formal Learning Strategy Based on Tahfidz and Character in The
    INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 10, OCTOBER 2019 ISSN 2277-8616 Non-Formal Learning Strategy Based On Tahfidz And Character In The Primary School Imam Shofwan, Tri Joko Raharjo, Achmad Rifai RC, Fakhruddin Fakhruddin, Joko Sutarto, Utsman Utsman, Mintarsih Arbarini, Tri Suminar, Sungkowo Edy Mulyono, Bagus Kisworo, Abdul Malik, Amin Yusuf, Ilyas Ilyas, Liliek Desmawati, M Chairul Basrun Umanailo Abstract: Learning strategies have an important role in implementing learning for the success. Informal learning strategies are used to facilitate Tahfidz- based learning and character in elementary schools that use a informal education system. The Hanifah Semarang Primary School in the process of implementing those strategies profit informal learning that is different from elementary schools in general. This Elementary School has its own advantages, because students have the ability to memorize the Qur'an and the formation of character that do not exist in elementary schools in general. The purpose of this study was to discover informal learning strategies that carried out as well as to have knowledge of the differences with elementary schools in general. The focus of this study discusses Tahfidz-based models, methods and non-formal learning techniques. This study uses qualitative research approach with data collection techniques using the method of observation, interviews and documentation. As for the process of data analysis with stages data collection, data reduction, data presentation, and conclusion and verification. The results of this study are informal learning strategies carried out in elementary schools by prioritizing recitation of the Qur'an and character, this is what distinguishes elementary school learning in general, which only prioritizes subjects.
    [Show full text]