NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
van Leeuwen, Anouschka; van Wermeskerken, Margot; Erkens, Gijsbert; Rummel, Nikol – Learning: Research and Practice, 2017
Teacher orchestration of the classroom is a demanding task because of the multitude of activities and the rapid pace at which these activities occur. Teachers must constantly be aware of the activities students engage in and the progress students are making, in order to be able to make informed decisions. Recent years have seen the development of…
Descriptors: Teaching Methods, Cues, Teacher Behavior, Data Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Tan, Michael; Lee, Shu-Shing; Ng, Zhi Ying – Learning: Research and Practice, 2017
While the Silicon Valley aphorism would encourage all involved in design to 'fail early so that one can succeed earlier', such a concept may be hard to translate to classroom instructional strategies, especially due to the negative connotations of failure in school settings. Failures in design serve a somewhat distinct purpose from failures in…
Descriptors: Social Influences, Student Attitudes, Failure, Design
Peer reviewed Peer reviewed
Direct linkDirect link
Kuhn, Deanna – Learning: Research and Practice, 2016
Why are some people more effective learners than others? Despite the centrality of learning to life success, solid, comprehensive answers to this question do not yet exist. Global ability constructs do not provide adequate answers, and the case is made here for the need to go beyond them to closely examine the learning process itself and the…
Descriptors: Learning Processes, Individual Differences, Cognitive Ability, Inquiry
Peer reviewed Peer reviewed
Direct linkDirect link
Jan, Mingfong – Learning: Research and Practice, 2016
This paper examines two research perspectives on learning--developmental psychology and the learning sciences. We compare and contrast works from two leading researchers--Deanna Kuhn and Ann Brown--as a way to illustrate how questions and research on learning, such as problem-solving, inquiry, metacognition, self-directed learning, are raised and…
Descriptors: Developmental Psychology, Learning Processes, Individual Differences, Cultural Context
Peer reviewed Peer reviewed
Direct linkDirect link
Saariaho, Emmi; Pyhältö, Kirsi; Toom, Auli; Pietarinen, Janne; Soini, Tiina – Learning: Research and Practice, 2016
Self-regulative learning skills are extremely important contributors in student teacher learning. Also, interest in co-regulation in learning as a facilitator for pupils' self-regulation skills and an ability to learn how to support peers' regulated learning has increased significantly during the past decade. Still, our understanding of student…
Descriptors: Student Teachers, Independent Study, Preservice Teacher Education, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Eberle, Julia; Stegmann, Karsten; Fischer, Frank – Learning: Research and Practice, 2015
We argue that social network analysis is a useful methodology to study and to extend scholarly knowledge on learning through legitimate peripheral participation in communities of practice. We first review work on legitimate peripheral participation and show that research on this topic currently focuses on the adoption of practices. Then we…
Descriptors: Social Networks, Network Analysis, Communities of Practice, Futures (of Society)
Peer reviewed Peer reviewed
Direct linkDirect link
Huang, Jun Song; Kapur, Manu – Learning: Research and Practice, 2015
Successful analogical reasoning requires an analogue in a source domain to have high degrees of structural and surface similarity with a learning task in a target domain. It also requires learners to have sufficient source- and target-domain knowledge. We review the literature and speculate that "less" might create "more"; in…
Descriptors: Logical Thinking, Abstract Reasoning, Prior Learning, Learning Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Roth, Wolff-Michael – Learning: Research and Practice, 2015
The dominant learning paradigms conceive of learning as the construction of something, which, depending on the particular bent of the researcher, may be "meaning", "knowledge", "conceptions", or "conceptual frameworks". However, some recent studies conducted from very different theoretical perspectives…
Descriptors: Learning Theories, Learning Processes, Concept Formation, Epistemology