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Book part
Publication date: 26 August 2019

Cynthia Greenleaf and Mira-Lisa Katz

Purpose – The purpose of this study is to assist teachers in developing inquiry-based learning environments in secondary and post-secondary subject area classrooms that support…

Abstract

Purpose – The purpose of this study is to assist teachers in developing inquiry-based learning environments in secondary and post-secondary subject area classrooms that support their diverse students’ capacities for deep and intellectually engaged reading.

Design – Reading Apprenticeship professional learning has been developed to transform teachers’ understanding of their role in students’ literacy development and to build teachers’ capacity for re-enacting literacy instruction in the academic disciplines, engaging students in text-based inquiry, supporting their ongoing engagement, and gradually turning the work of learning over to students. The model reflects the understanding that for practice to become truly responsive to the needs and varied contexts of teachers’ work, teachers must become adaptive and generative in their use of specific practices. Reading Apprenticeship immerses teachers in experiential learning through patterns of practice that we expect them to recreate in their own classrooms. Teachers participate in inquiries designed to help them become reacquainted with their own disciplinary expertise in relation to literacy. Importantly, teachers collaboratively analyze students work through case studies of student literacy learning and videotaped classroom lessons designed to help teachers to reimagine what they and their own students can accomplish.

Findings – Reading Apprenticeship instructional tools and routines offer multiple opportunities for teachers to hear and respond to student thinking in relation to the text, thereby deepening the student reasoning processes and turning work over to students. The work of gradual release occurs in recursive cycles of reciprocal modeling that respond to students’ particular puzzlements and challenges with specific texts and engage students in shouldering more of the work of learning moment-to-moment, over time. Just as curricular ideas and topics build on one another over the course of a year of study, the challenges of text-based inquiry increase and build on previous accomplishments, constantly extending students’ reach. Engaging learners in taking up the work of text-based inquiry is a continuous cycle of support and graduated release and challenge calibrated to students’ needs and skill levels in the current learning moment.

Practical Implications – Current policies focused on accountability and efficiency in school reform conflict with evidence-based understandings of the learning process. The ongoing nature of learning and development through the gradual release of responsibility require that we not only tolerate, but unreservedly embrace and value learning progressions and their messiness for both students and their teachers. Embracing the ongoing learning journey calls for tolerance and generosity that we often withhold from teachers and students alike – to be in process, to be a learner, and to be en route to accomplishment. Learning entails risk and vulnerability. If we are truly invested in growth for both students and teachers, we must expect to invest continuously in and provide sustained support for their learning. The more opportunities to learn teachers are able to offer students, the more students can do. And the more students can do, the more teachers can give them.

Details

The Gradual Release of Responsibility in Literacy Research and Practice
Type: Book
ISBN: 978-1-78769-447-7

Keywords

Article
Publication date: 8 February 2016

D. Matthew Boyer and J. Emerson Smith

The purpose of this paper is to share the authors’ perspectives as members of a research-based course project focused on learning game design and development. The authors provide…

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Abstract

Purpose

The purpose of this paper is to share the authors’ perspectives as members of a research-based course project focused on learning game design and development. The authors provide important aspects of their findings as usable knowledge in the form of implications for potential use in new contexts.

Design/methodology/approach

This is a case study of one instance of a course-based structured learning opportunity. The authors chose to interview each other about various aspects of the course structure and its affordances and constraints for creating an effective and supportive learning environment.

Findings

The paper provides findings as implications for potential transfer to new contexts. As considerations for engendering the type of learning the authors promote, they share much of the interview responses in an effort to not only contextualize their perspectives but also identify important aspects for similar projects.

Research limitations/implications

As a single case, the authors focus on areas of transferability rather than generalizability. With more cases, they could build the list of important aspects, but with this individual case, they can simply share the ideas they find most salient from their work.

Practical implications

The paper includes implications for those interested in creating similar opportunities that combine undergraduate research projects and coursework to enhance students’ ability to pursue individual interests typically not found in traditional course models.

Originality/value

This paper provides an example of a non-traditional opportunity for learning as a potential model for others.

Details

On the Horizon, vol. 24 no. 1
Type: Research Article
ISSN: 1074-8121

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Article
Publication date: 11 August 2020

James Calleja and Laura Formosa

The paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited…

Abstract

Purpose

The paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.

Design/methodology/approach

This paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.

Findings

The paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.

Practical implications

Drawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.

Originality/value

This paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 17 July 2011

Tobias Fredberg, Flemming Norrgren and Abraham B. (Rami) Shani

Increasing market pressures require organizations to rethink the development of change capability. Building a sustainable and flexible organization capable of responding in a…

Abstract

Increasing market pressures require organizations to rethink the development of change capability. Building a sustainable and flexible organization capable of responding in a timely manner to quickly changing customer demands without compromising technological excellence and quality is a complex task. This chapter builds on a five-year study of transformation efforts at a product development unit of Ericsson. The complexity of designing and managing learning mechanisms as both a transformation engine and a way to improve new product development is captured. The chapter points toward the challenges of designing and managing learning mechanisms that enhance organizational agility.

Details

Research in Organizational Change and Development
Type: Book
ISBN: 978-1-78052-022-3

Article
Publication date: 1 March 1994

Thomas N. Garavan and Patrick Sweeney

Examines the use of learning contracts to achieve supervisorydevelopment in an organization with highly centralized decision‐makingprocesses and a strong power‐based culture…

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Abstract

Examines the use of learning contracts to achieve supervisory development in an organization with highly centralized decision‐making processes and a strong power‐based culture. Shows that a well‐managed learning contract process can significantly increase the value of supervisory development and help to facilitate more consensus‐ and collaborative‐based approaches to problem solving and encourage learning in the ongoing work activities of the organization.

Details

Journal of European Industrial Training, vol. 18 no. 2
Type: Research Article
ISSN: 0309-0590

Keywords

Article
Publication date: 1 February 2011

Phillip Brown, Samer Hassan and Richard Teare

This paper aims to outline the role of Sandals Corporate University (SCU) and the contribution of action learning to human resource development.

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Abstract

Purpose

This paper aims to outline the role of Sandals Corporate University (SCU) and the contribution of action learning to human resource development.

Design/methodology/approach

The paper relates theme issue content to the mission and mandate for SCU as an own brand learning system.

Findings

The paper concludes that action learning is a key element of SCU's capability and effectiveness in supporting the ongoing development of Sandals Resorts International.

Practical implications

The paper illustrates the scope and potential for own brand learning that is accessible to all employees and provides development pathways with professional certification on a career‐long basis.

Originality/value

The paper reflects detailed piloting work and the emergence of an organizational learning system that fully integrates personal and professional development with the workplace.

Details

Worldwide Hospitality and Tourism Themes, vol. 3 no. 1
Type: Research Article
ISSN: 1755-4217

Keywords

Article
Publication date: 12 December 2023

Erin Gatz and Tom Akiva

This study focuses on a regional education network in the Mid-Atlantic that aims to facilitate equitable learning practices by providing ongoing teacher/leader support…

Abstract

Purpose

This study focuses on a regional education network in the Mid-Atlantic that aims to facilitate equitable learning practices by providing ongoing teacher/leader support, cross-sector collaboration and professional learning for educators. The authors probe networks as providing core support for systems level change and serving as precursors to the community engagement that is essential for deeper learning. Specifically, this study is driven by the hypotheses that (1) deeper learning may be supported by pathways for students and educators to meaningfully engage with the local community; (2) deeper learning is more likely to happen when educators connect to communities beyond their own school or organization and (3) education networks can help facilitate those functions.

Design/methodology/approach

The authors aimed to understand how participation in an education network influenced members (which include school leaders, teachers and leaders of youth programs) and how experiences might differ by level of participation. The authors conducted interviews with individuals across three groups of adults (n = 111 total): core members (n = 16), members with mid-level engagement (n = 30) and peripheral members (n = 65).

Findings

Educators who participated most intensely and deeply described the network as a vehicle for learning about and advancing equity through specific practices including individualized learning, increasing access and resource redistribution. Mid-level participants emphasized the professional network building function of the network. For peripheral or new participants, the most salient function of the network was celebration of education and educators. These findings suggest that education networks have a role in strengthening the structures that support leaders to make deeper learning happen.

Research limitations/implications

More research is needed on how participants move from the periphery to more core involvement in education networks, where they may gain the full benefits of participation. Further research is also needed to explore the link between education network engagement among school leaders and the deeper learning environments in schools.

Originality/value

Research on education networks is limited. To the authors' knowledge, the present study is one of the largest collections and analyses of interviews with education network members to date. The authors present education network engagement as a precursor for community embedded deeper learning in schools.

Article
Publication date: 22 March 2013

Chen Schechter

The purpose of this paper is to explore leadership trainees’ perceptions of determinants of collective learning in school settings and of the principal's role in collective…

Abstract

Purpose

The purpose of this paper is to explore leadership trainees’ perceptions of determinants of collective learning in school settings and of the principal's role in collective learning.

Design/methodology/approach

In total, 24 interviews were conducted with all leadership trainees in a university‐based principal preparatory program. Data analysis inductively generated themes that were grounded in the various perspectives articulated by leadership trainees.

Findings

Leadership trainees pointed out three main difficulties facing collective learning: time and place; staff reaction to collective learning; and acceptance atmosphere. Trainees listed four main roles that principals have in shaping the collective learning process: administrator; team leader; collaborator; and visionary.

Research limitations/implications

The findings call for ongoing research on the connection between leadership trainees’ conceptualizations of collective learning and their practical capabilities to initiate these learning processes in schools.

Originality/value

The results of this study can shed light on how to prepare leadership trainees in a university preparation program to initiate and sustain collaborative learning interactions among faculty members.

Details

International Journal of Educational Management, vol. 27 no. 3
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 1 December 2005

Marianne Döös, Lena Wilhelmson, Thomas Backlund and Nancy Dixon

In the telecommunication industry, companies gain a competitive edge through the competence of their employees, making issues of learning critical. The study aims to identify…

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Abstract

Purpose

In the telecommunication industry, companies gain a competitive edge through the competence of their employees, making issues of learning critical. The study aims to identify specific learning processes necessary when working at the edge both of one's own knowledge and of that of the branch.

Design/methodology/approach

This research draws on theories of learning through experience and interaction, and looks at software development engineers working at the interface between tele‐ and datacom within one company, Ericsson, Sweden. Data were collected in 2000 in four software‐engineering teams, through semi‐structured interviews, reflection groups and observations. Data were analyzed in an interplay between empirical findings and theoretical concepts.

Findings

The research identified three kinds of learning processes in which employees engage to accomplish their tasks: learning basic knowledge; co‐creating new knowledge; and learning changing‐knowledge. Learning basic knowledge was a frequent returning to a state of knowing nothing among skilled workers. The co‐creation of new knowledge implied close interaction processes in the midst of carrying out difficult work tasks. Learning changing‐knowledge questioned hitherto acquired knowledge through the necessity of taking in new facts and aspects in relation to already existing deep and extensive knowing.

Practical implications

Differentiating these learning processes has theoretical implications and a practical significance for organizations wanting to focus on competence and learning issues.

Originality/value

When organizing for learning it is of crucial importance to be aware of the kind of actual learning processes that are ongoing and need support and infrastructure.

Details

Journal of Workplace Learning, vol. 17 no. 8
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 14 March 2022

Xiaochi Sun, Andreas Benedikt Eisingerich, Thomas Foscht, Xuebin Cui and Judith Schloffer

Customers often want to learn about a product/service, and companies can benefit from such a learning desire. While prior research has shed light on firm-beneficial outcomes of…

Abstract

Purpose

Customers often want to learn about a product/service, and companies can benefit from such a learning desire. While prior research has shed light on firm-beneficial outcomes of customer learning and explored the motivational factors of business partners’ learning behavior, less is known about the critical antecedents of individual customers’ learning behavior. This study aims to explore the key drivers of individual customers’ learning desires and identified customers with a stronger learning desire.

Design/methodology/approach

This research used both a lab experiment (Study 1, N = 148) and surveys (Study 2, N = 553; Study 3, N = 703) across different participant populations and product contexts.

Findings

This study indicated that both involvement and knowledge-sharing intention drove customer learning desire. Customer expertise further strengthened these main effects. Moreover, a stronger learning desire led to greater customer satisfaction.

Research limitations/implications

This study identified key factors involved in customer learning desire and its potential benefits for companies. Additional research to investigate customer learning in specific environments and forms and regarding specific brands is warranted.

Practical implications

This study emphasizes the importance of supporting customer learning and encourages businesses to manage customer learning proactively. It also provides suggestions for effective learning support for targeted customer groups.

Originality/value

This study contributes to the customer learning literature by exploring key influencing factors of individual customers’ learning desires, based on self-determination theory. It also identified the role of customer expertise in shaping customers’ learning processes. Moreover, this study examined customer learning as a novel way to enhance customer satisfaction.

Details

European Journal of Marketing, vol. 56 no. 3
Type: Research Article
ISSN: 0309-0566

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