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Dalsgaard, Christian – Frontline Learning Research, 2020
The objective of the article is to contribute to the development of a sociocultural conception of situated reflection that can be used in empirical studies of reflection, and that can be utilised in development of educational practices. Based on a development of the concept of 'reflective mediation', a conception of reflection is developed from a…
Descriptors: Reflection, Educational Practices, Social Influences, Cultural Influences
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Tillmanns, Tanja – Environmental Education Research, 2020
Since sustainability is subjective and context dependent, sustainability education should focus on the development of a personal understanding of sustainability through critical reflection of values and behaviour. Emotions can motivate value clarification -- a prerequisite to transform worldviews and behaviour. The article presents the disruptive…
Descriptors: Sustainability, Environmental Education, Higher Education, Psychological Patterns
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Zhu, Gang; Iglesia, Pedro Membiela; Wang, Ke – Journal of Education for Teaching: International Research and Pedagogy, 2020
This paper examines how Chinese (n = 11) and Spanish (n = 11) preservice teachers reflect on their learning-to-teach experiences during the teaching practicum period through the lenses of transformative learning theory and third space conceptualisation. Specifically, the authors adopted the five-stage transformative learning model and collected…
Descriptors: Preservice Teachers, Practicums, Teaching Experience, Educational Experience
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Okuno, Akiko; Cameron-Faulkner, Thea R.; Theakston, Anna L. – Language Learning and Development, 2020
Languages differ in how they encode causal events, placing greater or lesser emphasis on the agent or patient of the action. Little is known about how these preferences emerge and the relative influence of cognitive biases and language-specific input at different stages in development. In these studies, we investigated the emergence of sentence…
Descriptors: Language Processing, Contrastive Linguistics, Preferences, Linguistic Input
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Derry, Jan – Journal of Philosophy of Education, 2020
Cognitive load theory has challenged contemporary approaches to teaching by arguing that they are ineffective because of a neglect of the psychology underpinning learning and, specifically, the high demand placed on working memory. This paper challenges the presuppositions involved not only in arguments for guided instruction by those supporting…
Descriptors: Cognitive Processes, Difficulty Level, Learning Theories, Short Term Memory
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Murphy, Michael P. A. – Studies in Philosophy and Education, 2020
The status of learning styles theory in educational studies is uncertain as we inhabit the liminal phase between the theory's death as proclaimed by educational psychologists who avow to have disproven it and whatever afterlife will follow. At this moment, with both past and future in view, that we have an opportunity to reflect on the…
Descriptors: Cognitive Style, Teaching Methods, Educational Theories, Educational Philosophy
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Buechner, Barton; Dirkx, John; Konvisser, Zieva Dauber; Myers, Deedee; Peleg-Baker, Tzofnat – Journal of Transformative Education, 2020
This article addresses a significant gap in the transformative learning literature as it relates to collective transformation, a transformation that is a level beyond individual transformation and is differentiated from the designed and imposed forms of social or organizational change. We consider collective transformation as an emergent and…
Descriptors: Transformative Learning, World Views, Disadvantaged, Sense of Community
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Reese, Simon – Learning Organization, 2020
Purpose: This paper aims to provide an overview of the development of learning organization concepts from the perspective of Dr. Peter Senge and presents an interesting evolution of his systems oriented view of the learning organization field over three decades. Design/methodology/approach: Through a conversation with a thought leading scholar,…
Descriptors: Organizational Culture, Systems Approach, Group Dynamics, Learning Theories
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Seoane, Rocío C.; Jiménez, Juan E.; Gutiérrez, Nuria – European Journal of Teacher Education, 2020
This study aimed to explore the implicit theories of pre-service teachers in learning to write. A twofold study was conducted to cover the representational level and attributional level of the implicit theories. The first study analysed the representational level of different learning theories (e.g. psycholinguistic, behaviourist, maturation,…
Descriptors: Preservice Teachers, Student Attitudes, Beliefs, Learning Theories
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Campbell, Anita; Craig, Tracy; Collier-Reed, Brandon – International Journal of Mathematical Education in Science and Technology, 2020
The social psychology theory of fixed and growth mindsets offers one reason for observed underachievement in science, technology, engineering and mathematics (STEM), particularly for students who have previously excelled in these disciplines. Fixed mindset beliefs are linked to behaviours that can lead to avoiding challenges and reduced learning,…
Descriptors: Learning Theories, Academic Achievement, STEM Education, Beliefs
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Seage, Steven J.; Türegün, Mehmet – International Journal of Research in Education and Science, 2020
Science, technology, engineering, and mathematics (STEM) programs serving students from low socioeconomic areas are understudied in the literature. More research studies need to be conducted to make informed instructional decisions for students who may be at a disadvantage compared to their peers from higher socioeconomic areas. The purpose of…
Descriptors: Blended Learning, STEM Education, Science Achievement, Elementary School Students
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Xudong, Zhu; Li, Jian – Educational Philosophy and Theory, 2020
In the current global push to examine the diverse and complex approach in which classroom culture contributes to the shaping of students' learning cultural identity. Classroom culture plays a fundamental role in constructing students' learning competencies, perceptions and behaviors. Thus, this study conceptualizes and contextualizes a collective…
Descriptors: Classroom Environment, Learning Theories, Individualism, Collectivism
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Hargreaves, Eleanore; Elhawary, Dalia – Compare: A Journal of Comparative and International Education, 2020
This article explores teachers' learning from a Vygotskian perspective, which emphasises collaborative interaction and self-direction. The article describes case-studies of three senior teachers in socio-economically disadvantaged Egyptian primary schools where collaboration and self-direction were systemically discouraged. It analyses how,…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Collaboration, Faculty Development
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Kloubert, Tetyana – Journal of Transformative Education, 2020
This article explores both the prerequisites and barriers of perspective transformation in the context of two Eastern European societies as examples of post-totalitarian states. Although personal cognitive development is considered as an outcome of perspective transformation, I will demonstrate that certain manifestations of cognitive development…
Descriptors: Social Change, Social Systems, Barriers, Cognitive Development
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Berman, Naomi – Higher Education Research and Development, 2020
Globally, the future of the higher education sector is under increasing scrutiny, and questions are being asked about the relevance of universities as traditional sites of teaching and learning. In an effort to adapt to the complexities that beset the higher education environment, universities are exploring the utility and benefits offered through…
Descriptors: Higher Education, Informal Education, Educational Practices, Access to Education
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