Informal Learning In Elementary Schools
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Informal Learning In Elementary Schools
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Author : Danny G. Fulks
language : en
Publisher:
Release Date : 1978
Informal Learning In Elementary Schools written by Danny G. Fulks and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1978 with Education, Elementary categories.
Informal Education Open Classroom Provokes Change Controversy
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Author :
language : en
Publisher:
Release Date : 1972
Informal Education Open Classroom Provokes Change Controversy written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1972 with Open plan schools categories.
Informal Learning And Field Trips
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Author : Leah M. Melber
language : en
Publisher: Corwin Press
Release Date : 2007-11-02
Informal Learning And Field Trips written by Leah M. Melber and has been published by Corwin Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-11-02 with Education categories.
The author shows teachers how to incorporate constructivist philosophy and inquiry-based learning techniques for standards-aligned, off-site learning experiences and provides guidelines for developing corresponding classroom activities.
New Ground
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Author : Karen S. Sullenger
language : en
Publisher: Springer
Release Date : 2015-05-07
New Ground written by Karen S. Sullenger and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-05-07 with Education categories.
Between 2004 and 2009, university educators, practicing scientists, museum and science-centre personnel, historians, and K-12 teachers in Canada’s eastern Atlantic provinces came together as a research community to investigate informal learning in science, technology, and mathematics. The interdisciplinary collaboration, known as CRYSTAL Atlantique, was sponsored by Canada’s National Science and Engineering Research Council. In this volume, the CRYSTAL participants look back on their collective experience and describe research projects that pushed the boundaries of informal teaching and learning. Those projects include encounters between students and practicing scientists in university laboratories and field studies; summer camps for science engagement; after-school science clubs for teachers and students; innovative software for computer assisted learning; environmental problem-solving in a comparative, international context; online communities devoted to solving mathematical problems; and explorations of ethonomathematics among Canadian aboriginal peoples. The editors and contributors stress the need for research on informal learning to be informed continuously by a notion of science as culture, and they analyze the forms of resistance that studies of informal learning frequently encounter. Above all, they urge a more central place for informal science learning in the larger agenda of educational research today.
The English Infant School And Informal Education
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Author : Lillian Weber
language : en
Publisher: Englewood Cliffs, N.J : Prentice-Hall
Release Date : 1971
The English Infant School And Informal Education written by Lillian Weber and has been published by Englewood Cliffs, N.J : Prentice-Hall this book supported file pdf, txt, epub, kindle and other format this book has been release on 1971 with Education categories.
Developing An All School Model For Elementary Integrative Music Learning
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Author : Carol E. Reed-Jones
language : en
Publisher: Universal-Publishers
Release Date : 2014-03
Developing An All School Model For Elementary Integrative Music Learning written by Carol E. Reed-Jones and has been published by Universal-Publishers this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-03 with Education categories.
The purpose of this study was to investigate the potential for increasing informal music-making in elementary school culture, and create a model of such music-making. Precedence for this model can be found in the literature of ethnomusicology, educational psychology and learning theory, multicultural music education, and cultural anthropology. Literature from four distinct traditions and contexts of music-making in integrative sociocultural contexts-sub-Saharan African ngoma, and Community Music as manifested in New Orleans second lines, old-time music and dance, and summer camp music-making-was parsed with a philosophical lens to determine and assess possible areas of intersection between these four participatory cultures and North American public school culture. Each of these five areas was examined through a comprehensive review of literature to define their salient characteristics. These characteristics were sorted to determine commonalities between areas, and the zones of intersection became the basis for a speculative model of integrative music learning, featuring the inclusion of musical opportunities and interludes throughout the school day, thus taking school music beyond the confines of the music room. Instruction in music classes would still continue, enhanced in this model by supplemental learning opportunities inspired by the informal learning of traditional world musics, the participatory practice of New Orleans second line parades, old-time music and dance, and summer camp music culture. This model of integrative learning is also informed by current educational best practices such as child-centered learning, peer tutoring, experiential learning, and multicultural perspectives. It acknowledges the diversity of traditions consulted, while aiming for the unity in their seemingly disparate disciplines. Five universal characteristics were uncovered in the search for areas of intersection between North American elementary school culture, child culture, ngoma music-making, and Community Music-style music-making in New Orleans, old-time music and dance, and summer camp contexts: (a) Song; (b) play; (c) informal learning, as evidenced by oral tradition, peer tutoring, self-learning; (d) kinesthetic learning; and (e) contextualized learning, as evidenced in the sociocultural uses of music and situated learning. This model strives for the enactment of school music as a vital and integral part of daily school culture.
Seamless Learning
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Author : Chee-Kit Looi
language : en
Publisher: Springer
Release Date : 2019-01-30
Seamless Learning written by Chee-Kit Looi and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-01-30 with Education categories.
This book introduces readers to the latest state of research and development in seamless learning. It consolidates various approaches to and practices in seamless learning from a range of techno-pedagogical, socio-situated and socio-cultural perspectives. Further, it details our current understanding of learning in both formal and informal settings, crossover learning, incidental learning, and context-based learning approaches, together with these aspects’ linkages to the notion of seamlessness. The book is divided into sections addressing the theorization of seamless learning, understanding informal learning, research methodological issues, technology-enabled seamless learning and real-world applications of seamless learning.
Individual School And National Factors Impacting Teachers Workplace Learning
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Author : Elena Jurasaite-O'Keefe
language : en
Publisher: Routledge
Release Date : 2021
Individual School And National Factors Impacting Teachers Workplace Learning written by Elena Jurasaite-O'Keefe and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with Education categories.
"By drawing on observation and detailed discourse analysis from interviews with teachers in Lithuanian and North American schools, this text identifies individual, school-specific, and national factors which impact teachers' informal professional learning. Addressing multiple layers of teacher learning, this text illustrates how factors including socio-economic status, individual learning style, cultural attitudes to education, and political histories support or impede workplace learning. Drawing on three fields of education research - teacher, comparative, and international - the book posits teacher learning as a multi-dimensional socio-cultural process. Finally combining a typology of informal learners with other policy-driven factors, the text indicates how practices at school, district, and national levels might stimulate workplace learning. Offering methodological innovations including unique research design and creative ways of using discourse analysis, this book will be of particular use to researchers and doctoral students in education, organizational and educational psychology, cultural anthropology, management and beyond"--
Using Mobiles In Early Childhood And Elementary Settings
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Author : Cynthia C. M. Deaton
language : en
Publisher: Information Age Publishing
Release Date : 2020-11-04
Using Mobiles In Early Childhood And Elementary Settings written by Cynthia C. M. Deaton and has been published by Information Age Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-11-04 with categories.
"Mobile learning is a primary learning format in the education of young children (defined as from birth through 6th grade for the purpose of this book). Mobile learning has been found to have a positive impact on the academic achievement, self-efficacy, motivation, learning attitudes of students, including those with special needs (Ciampa, 2014; Hwang, 2014; Nikou & Economides, 2018; Xie, Basham, Marino & Rice, 2018). In both formal and informal learning contexts, mobile learning affords opportunities to innovate and explore new forms of authentic experiences, meaning-making and creativity with untethered technology (Choi, Land, & Zimmerman, 2018; Schuck, Kearney & Burden, 2017). This edited book acts as a springboard to expand discussions surrounding how mobiles might best be situated in contexts relating to young children. Due to the focus on early childhood and elementary settings, the definition of mobiles can be expanded to encompass digital-physical tools (e.g. Osmo, probeware) and wearables. This edited book provides educational researchers, teacher educators, teachers, and other stakeholders with an opportunity to share studies and/or experiences that explore the integration of mobiles and mobile learning into early childhood and elementary settings. More specifically, we encourage work that spans formal and informal learning experiences, innovative and traditional uses of technology for teaching and learning, community to school connections, and school and state initiatives. We encourage chapters that respond to the following questions: How have mobiles influenced early childhood and/or elementary educational practices and settings? What is the relationship between mobile learning and other school, district, state, and/or national initiatives? How does the school infrastructure promote or inhibit the use of mobiles in early childhood and elementary settings? How do various initiatives (e.g., 1:1, Bring Your Own Device) support students' intuitive use of mobiles for academic use? What cultural and/or community practices influence the connection and transfer of mobiles to academic settings? How has mobile learning been viewed and used as a practice for supporting multiple domains of development? In what ways do access, equity, and culture influence how/why mobiles are or are not being used in birth to 6th grade settings? What implications do mobile learning initiatives have for teacher education programs and professional development experiences? How are institutions of higher education preparing future early childhood and elementary educators for mobile-friendly environments?"--
Teachers Who Learn Kids Who Achieve
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Author : WestEd (Organization)
language : en
Publisher: WestEd
Release Date : 2000
Teachers Who Learn Kids Who Achieve written by WestEd (Organization) and has been published by WestEd this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with Education categories.
This book focuses on what it takes to translate professional development into impressive learning gains for students. The experiences of eight award-winning schools are distilled into principles for success. This book is based on hundreds of hours of talking with teachers and administrators at the eight schools. The schools are diverse, representing a wide range of locations, sizes, and student characteristics. The schools' stories tell of students who achieve because their teachers are learners. At the heart of each school's success is an exemplary professional development program. After an introduction to the book and an overview of the eight schools, Section 1, "The Key: A Culture of Learning," discusses "Student-Centered Goals"; "An Expanded Definition of Professional Development"; "Ongoing, Job-Embedded Informal Learning"; "A Collaborative Environment"; "Time for Learning and Collaboration"; and "Checking for Results." Section 2, "A Boost from Outside," discusses "External Call to Action,""Partnerships with External Programs," and "Fiscal Resources." Section 3 offers "Implications for Site and District Leaders." The two appendixes include school profiles and information on the research study. (SM)