Creating a Professional Learning Community through Self-Study

This article describes the use of self-study as a frame for professional learning that grew out of a professional development program for teachers examining their practice in a dual-language K-4 school. Located in the center of the rural state of Iowa, the school's development of a bilingual program for native speakers of both English and Spanish created challenges for the educators involved. The authors reflect the spectrum of collegial partnerships fostered by the experience, representing two classroom teachers, a program coordinator, and two university professors. They present their analysis of the development of a dual language program and the impact of their collegial self-study on how they thought about their practice, how they engaged with others, and how they were able to achieve change within and across their practice.     

现代学习型社区创建的若干思考

本文在分析学习型社区创建阶段和发展趋势的基础上,提出今后学习型社区创建工作要完善学习系统,发展运行能力,推进方法创新,认为学习型社区要发展获得资源的能力、实现目标的能力、整合资源的能力、维持模式的能力.推进学习型社区建设要创建新方法,具体包括活动方法创新、组织方法创新和管理方法创新.     

培育与创建社区老年学习团队的策略

社区老年学习团队既是开展老年教育的重要抓手,又是充实老年居民休闲生活的重要载体,也是参与社区治理的重要力量。培育和创建社区老年学习团队,能够有效缓解老年教育满足老年居民学习需求的供需矛盾,提高老年居民的学习力和生活质量,扩大老年教育的影响力和社会效益,为此要求老年教育三级网络提升指导和服务老年居民终身学习的能力并采取适当的策略。     

Creating Community

In this column, the editor of The Journal of Perinatal Education describes ways that Lamaze International is helping to create a community for those who share a common interest in promoting, supporting, and protecting natural, safe, and healthy childbirth. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote normal birth.     

构建学习共同体，加强高职学生思想道德建设

改革开放30年,我们的社会正处于转型时期,和谐社会对公民的道德要求越来越高,而目前德育教育与多元价值观并存的社会环境越来越不相适宜。高校构建道德学习共同体是一项系统工程,需要多方面的努力和更多的时间。介绍了从学习共同体的理论来源和涵义,说明高职院校构建道德学习共同体的必要性,并提出构建学习共同体的注意事项。     

Students' Assumptions and Professors' Presumptions: Creating a Learning Community for the Whole Student

This paper postulates that having students engage in albeit limited and flawed research is a more effective way of changing attitudes than lecture or discussion. A common goal of the introductory linguistics course is to instill healthy language attitudes, but there is little extant research on the pedagogy of linguistics indicating how this may be accomplished. This case study presents an experimental design that allows students to develop empathy for speakers of stigmatized dialects and serves simultaneously to introduce students to the scientific method and to reinforce the idea of linguistics as a science. It offers ideas that instructors in any discipline dealing with multiculturalism may be able to adapt.     

全球社群 云端学习——第16届全球华人计算机教育应用大会(GCCCE2012)综述

第16届全球华人计算机教育应用大会(GCCCE2012)由台南大学数字学习科技学系主办,于2012年5月28日至6月1日在台湾屏东县恒春垦丁福华饭店举行。大会以"全球社群、云端学习"为主题,期盼能够协同全球华人的数字学习研究,携手迈向新纪元。本次大会有来自美国、德国、墨西哥、新加坡、马来西亚、日本以及中国大陆、台湾、香港、澳门地区等地的学者及教师300多人参加。与会者就计算机辅助合作学习、人工智能教育应用、数字化教室、行动与无所不在学习、悦趣化学习与社会、科技于高等教育与人力绩效之应用、科技增强语言学习、政策及学习评估、数字科技、创新与教育等研究议题,以论文发表、教师论坛、博士生论坛与工作坊等形式进行了学术交流,为教育技术进一步发展提供新的机遇及挑战。     

创建学习型机关

创建学习型机关是克服“本领恐慌”，适应小康步伐的必然要求。创建学习型机关，要正确处理三个关系：正确处理学与思的关系，力避学而不思；正确处理学与干的关系，力避以干代学；正确处理述与作的关系，力避述而不作。     

Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices

In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The faculty members learned the writing-to-learn practices together, periodically met to discuss how they implemented the practices, and reflected on each other’s instructional methods in the contexts of their own experiences. The faculty members engaged in a self-study in order to understand how the collaborative nature of the learning community helped them to learn and use the new teaching practices. After participating in a series of workshops together, they shared written reflections about their experiences of employing the practices in their own classrooms. The findings of this study reveal that participation in a faculty learning community provided an engaging and effective way to learn and make use of new pedagogical practices. Participants gained practical adaptive strategies from each other, felt supported in their experimentation with the new practices, and analyzed more deeply the ways in which the new practices could be integrated into their teaching. The authors describe how an informal faculty learning community can be an effective tool for faculty to research, learn, and analyze the learning of specific pedagogical practices.     

自主学习,造就高效

立足于高三复习课,研究怎样将课堂还给学生,借此提高学生复习效率,真正做到因材施教,及时引导学生弥补学科弱点。在复习中教师所采用的方法主要有引导学生研读《考试说明》,明确出题者意图,之后引导学生自主命题,熟悉考点,也借此归纳阅读及写作的方法;借助学生错题,及时弥补学科薄弱点;鼓励学生互评修改,从帮助别人达成帮助自己的目的。     

Creating a Ninth-Grade Community of Care

ABSTRACT

This qualitative case study analyzed how one large high school created a community of care for ninth-grade students. Data were collected during the 2006–2007 school year, including observations, individual interviews, and focus group interviews of 1 female teacher and 9 of her students. Findings suggest the Freshman Focus teachers and program helped to establish three caring relationships (teacher to program, teacher to student, program to student) that promoted a community of care. The development of positive teacher beliefs about students, supportive teacher–student relationships, and the promotion of academic and life skills may help create a caring community in which students are the primary receivers of care.     

虚拟学习社区中学习共同体的建构

虚拟学习社区的出现使学习突破了时空的限制,它提供的是一种网络学习环境,为了增强社区中学习者之间的人际互动,就需要在社区中建立学习共同体。本文主要论述了学习共同体的概念、功能、构成要素,建构学习共同体的意义,以及如何在虚拟学习社区中建构学习共同体。     

Creating Collaborative Community in Multidisciplinary Settings

This study examines part-time students' perceptions of collaborative community in a graduate, multidisciplinary, education department where courses are offered on multiple campuses. Perceptions of community are synonymous with friendship, involvement, cohesion, communication, and trust. These feelings are affected more by campus location, program area, and credits earned than by age, race or sex. The knowledge students gain fuels the trust, communication, and cohesiveness that in turn, facilitate the collaborative process. Students value this as part of their professionalization process, desire opportunities to build relationships with one another outside the classroom, and suggest ways to facilitate community.     

Creating a New Architecture for the Learning College

The publication of A Nation at Risk in 1983 triggered a series of major reform efforts in education that are still evolving. As part of the reform efforts, leaders began to refer to a Learning Revolution that would “place learning first by overhauling the traditional architecture of education.” The old architecture—time-bound, place-bound, role-bound, and bureaucracy-bound—was an artifact of earlier eras when school was designed for an agricultural and an industrial economy. It was easy for educational leaders to “place learning first” by changing their language. Vice Presidents of Academic Affairs became Vice Presidents of Learning; Learning Outcomes became the universal goal; the institutions became Learning Colleges. New mission and value statements began to appear in community college catalogs to reflect the new emphasis on learning. The American Association of Community Colleges joined the revolution with a new mission statement: “Building a nation of learners by advancing America's community colleges.” The really hard work was to “overhaul the traditional architecture.” This brief article takes a first step in suggesting what that “overhaul” might look like for departmental structures, workload formula, grading, late registration, and some of the time-bound artifacts. It is noted that the 5 examples are but the tip of the iceberg if community colleges are to fully engage the Learning Revolution.     

Global/Cultural Teachers Creating Possibilities: Reading Worlds,Reading Selves,and Learning to Teach

In this article I explore the notion of a global/cultural educator, especially how we as teacher educators prepare future educators for the global communities that they might serve. I argue that our challenge is to prepare educators to work on behalf of, from, alongside, and within communities. To work globally requires educators to bridge the gap between the privileged and the marginalised, between uniformity and diversity, between local and global, across gender and races, and between indigenous and immigrant. To achieve these goals, I posit that we need to go beyond an infusion of the knowledge of various cultures in our curriculum. I suggest that we need to find spaces where the global/cultural educator can have an identity that emerges not from theory alone but from a mix of scholarship, practice, global development, and cultural critique and proceeds in a manner that is responsive, supportive, diverse, and nonoppressive. It is a journey for which we lack a map and indeed may be blinded by our own vision.     

Creating a Safe Frame for Learning

Abstract

This article addresses the significant responsibilities of teachers of trauma courses to conscientiously create a safe frame for learning, in consideration of the student, who is inevitably exposed to the intense emotional and conceptual challenges of trauma study. During their study, many students revisit earlier trauma or loss, perhaps unexpectedly, and in the context of academic demands for achievement. Learning can be deepened as students experience a safe context for the material, and for the recognition of the demands of trauma study and treatment. Curriculum inclusion of: the impact of trauma study on all students; recognition of additional demands on students with a history of trauma; a teaching process attending to class experience; addressing vicarious traumatization and encouraging enhancement of self-care, is included.     

学习策略教学与生成智慧

学习策略教学是指教师有计划、有目的、系统地在传授知识的过程中,教会学生掌握学习策略知识、学习技能、规则、方法的一种教学方式。学习策略学习过程既是一个学习能力提高的过程,又是一个创新与探索的过程,同时也是智慧生成的过程。     

数字化学习型社区学习中心社区居民学习方式构建的研究

从社区居民学习者特征、数字化学习型社区学习中心课程和数字化学习环境三个维度分析影响社会居民学习方式构建的主要因素,并据此构建三种基本学习方式。对所构建的学习方式进行理论思考。