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Descriptors:
Learning Strategies; Learning Theories; Metacognition; Measures (Individuals); Self Control; Cooperative Learning; Goal Orientation; Reliability; Emotional Response; Learning Motivation

Abstract:
Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an "Adaptive Instrument for Regulation of Emotions" aimed at accessing students' experiences of individual and socially shared regulation of emotions in a socially challenging learning situation. The instrument, grounded in self-regulated and socially regulated learning theory, comprises four interrelated components: the socio-emotional challenges experienced in a collaborative learning situation; individual and group-level attempts to regulate the immediate emotions evoked by the challenges; the personal goals; and goal attainment pursued in that situation. The theoretical foundation of the instrument and its components are outlined and some reliability issues illustrated. The limitations but also educational potential of the instrument to understand regulation of emotions in socially challenging learning situations are discussed. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Policy; Foreign Countries; Professional Recognition; Learning Theories; Communities of Practice; Focus Groups; Employment Qualifications; Interviews; Mail Surveys; Questionnaires; Context Effect; Labor Force; Educational Change; Child Care; Teacher Attitudes

Abstract:
This article reports on the views of early years practitioners in England from settings that were identified as "reluctant to engage" with one of the government's key policies, the introduction of Early Years Professional Status (EYPS), to drive forwards workforce reform. Focus groups, interviews and a survey were undertaken in 2009 with 35 respondents in 15 early years settings. The article uses concepts from Wenger's situated theory of learning (1998) to locate the policy and practitioners' views of its implications in its socio-historical context with regard to early years professionalisation. The findings are considered against a conceptual framework for successful workforce reform to suggest how, by addressing areas of perceived "restrictive" practice, the move to increase status and professional qualifications in early years may become more inclusive of the current workforce. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Learning; Learning Theories; Adult Development; Transformative Learning; Informal Education; Cultural Centers; Popular Culture; Mass Media Effects; Identification; Museums

Abstract:
The authors examine the modernist underpinnings of traditional adult learning and development theories and evaluate elements of those theories through more contemporary lenses. Drawing on recent literature focused on "public pedagogy," the authors argue that much learning takes place outside of formal educational institutions. They look beyond modernist narratives of adult development and consider the possible implications for critical adult learning occurring in and through contemporary fragmented, digital, media-saturated culture. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transformative Learning; Learning Theories; Psychology; Criticism; Psychological Patterns; Adult Education; Theory Practice Relationship

Abstract:
In this article, the authors critically examine the way discourse enters into and becomes embedded in transformative learning theory, especially from the extrarational or depth psychology perspective. The authors begin by providing an overview of how transformative learning theory has developed in diverse directions, including the extrarational approach. In this latter perspective, concepts from depth psychology tend to be used to describe transformative learning, without there being a critical analysis or a common understanding of the meaning of these concepts. By treating knowledge about transformative learning as practical knowledge (from the perspective of Habermas's framework), the authors are able to critically question the knowledge claims inherent in the discourse within the extrarational approach to transformative learning theory development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Processes; Learning Theories; Educational Environment; Sensory Experience; Learning Modalities; Intermode Differences; Self Concept; Educational Research

Abstract:
This article outlines the implications of a theory of "sensory-emplaced learning" for understanding the interrelationships between the embodied and environmental in learning processes. Understanding learning as multisensory and contingent within everyday place-events, this framework analytically describes how people establish themselves as "situated learners." This approach is demonstrated through three examples of how culturally constructed sensory categories offer routes to knowing about the multisensoriality of learning experiences. This approach, we suggest, offers new routes within practice-oriented educational theories for understanding how human bodies become situated and embedded in cultural, social, and material practices within constantly shifting place-events. (Contains 1 figure and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Educational Technology; Learning Theories; Lesson Plans; Pretests Posttests; Preservice Teacher Education; Teacher Education Programs; Educational Strategies; Educational Principles; Educational Improvement; Instructional Improvement; Instructional Development; Educational Practices; Knowledge Base for Teaching; Student Developed Materials

Abstract:
Efficient lesson planning with universal design for learning (UDL) enables teachers to more effectively meet students' individual needs. In this study, a comparison of lesson plans by teacher candidates in a teacher preparation program before and after UDL training is presented. After training, teachers (n = 45) incorporated more differentiated options and varied teacher strategies based on UDL principles into their lesson plans, so that the content was more accessible to all students. A variety of changes and options was examined, and examples of commonly occurring choices selected by the teacher candidates were provided. The improved multiplicity of options in lesson planning demonstrates a better understanding of UDL principles; however, teachers need more experience in actually implementing the UDL principles in their classrooms. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Workplace Learning; Intervention; Organizational Change; Library Services; Usability; Learning Theories; Researchers; Transcripts (Written Records); Instructional Effectiveness; Learning Processes; Program Implementation; Program Effectiveness; Library Personnel; Users (Information)

Abstract:
The theory of expansive learning has been applied in a large number of studies on workplace learning and organizational change. However, detailed comprehensive analyses of entire developmental interventions based on the theory of expansive learning do not exist. Such a study is needed to examine the empirical usability and methodological rigor afforded by the theory of expansive learning. In this paper, we present a comprehensive analysis of learning in a entire Change Laboratory intervention in which the workers of an academic library, together with their clients, redefined the services the library offers to research groups and the ways of organizing work in the library. We identified expansive learning and non-expansive actions in the transcripts of the intervention sessions. We examined cyclicity of expansive learning at three levels, namely the level of the entire Change Laboratory process, the level of each Change Laboratory session, and the level of cross-session object-bound cycles. Finally we analyzed deviations between the instructional intentions of the interventionists and the actually accomplished learning process. The analysis shows that in a real-life formative intervention expansive learning actions emerged in the midst of a fairly large number and diversity of non-expansive learning actions. Our analysis of cyclicity revealed an iterative loop within the overall cycle of the Change Laboratory. Our analysis of deviations from instructional intentions and plans demonstrates that expansive learning is indeed more than mere replication or imposition of the interventionists' plans. The very process is punctuated by deviations which open up space for learner agency and creation of truly new solutions and concepts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teachers; Biology; Paleontology; Learning Theories; Case Studies; Academic Achievement; Science Education; Science Instruction; Science Teachers; Inquiry; Genetics

Abstract:
This article describes how inquiry teaching can be directed towards specific content learning goals while allowing for student exploration and validation of hypotheses. Drawing from the Theory of Didactical Situations, the concepts of "milieu" and "validation" are illustrated through two sample biology lessons designed to engage and challenge students in scientific inquiry. The article proposes that these concepts may help teachers design rich learning environments wherein students may pose and test their hypotheses against scientific data. This may in turn help overcome several challenges relating to open-inquiry teaching. Such challenges include divergent student learning outcome or time issues and practical constraints of facilitating inquiry in large classes. The presented approach can help teachers design directed inquiry teaching sequences that can lead to more frequent use of inquiry in teaching thanks to the efficacy of such designs. (Contains 1 table and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Assisted Instruction; Cooperative Learning; Guidance; Scripts; Teaching Methods; Role; Learning Processes; Knowledge Level; Learning Theories

Abstract:
This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, role, and scriptlet) and 7 principles, this theory addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over nontransactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points toward conceptual challenges and future research questions. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Electronic Learning; Online Courses; Game Theory; Discussion Groups; Group Discussion; Computer Mediated Communication; Communities of Practice; Discourse Communities; Educational Strategies; Learning Strategies; Aptitude Treatment Interaction; Role Perception; Role Theory; Educational Practices; Learning Theories

Abstract:
The authors critically analyze how the concept of the drama triangle--part of the game theory associated with transactional analysis--can be used by post secondary instructors teaching online to build a sense of community and decrease students' dependence on instructors in discussion forums. The article begins with an overview of sense of community, followed by a detailed discussion on the drama triangle and its applicability to online instruction and discussion forum management. Observational data as an online instructor are presented in order to illustrate how drama triangle interactions in the online environment can stall sense of community formation. In addition, the authors provide online instructors with specific strategies for recognizing and avoiding instructor-student interactions that promote the rescuing, victim, and persecutor behaviors that detract from sense of community formation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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