Reconceptualising refugee education: exploring the diverse learning contexts of unaccompanied young refugees upon resettlement

2020 ◽  
pp. 37-58
Author(s):  
Lutine de Wal Pastoor
Keyword(s):  
Refugee Education ◽  
Learning Contexts ◽  
Diverse Learning

Understanding Performance Coach Development: Perceptions About a Postgraduate Coach Education Program

2015 ◽  
Vol 2 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Jamie Araya ◽  
Andrew Bennie ◽  
Donna O’Connor
Keyword(s):  
Informal Learning ◽  
Community Of Practice ◽  
Formal Learning ◽  
Coach Education ◽  
Types Of Knowledge ◽  
Socially Constructed ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Coach Development ◽  
Semistructured Interviews

The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches’ perceptions of changes they made to their coaching attitudes, behaviours, skills, and practices as a result of their studies. Semistructured interviews1were conducted with 17 performance coaches. Results revealed that coaches developed knowledge through rich learning situations that were relevant to their coaching context. Furthermore, the three types of knowledge (professional, interpersonal and intrapersonal; Côté & Gilbert, 2009) were fostered in an environment that was socially constructed through a Community of Practice. Coaches felt they were better equipped to develop athlete performance as a result of the knowledge gained through the course. The findings reinforce the importance of developing formal coach education that is learner-centred, provides diverse learning experiences, and embraces informal learning concepts when embedded in formal learning contexts.

scholarly journals Examining Teachers’ Roles in Online Learning

2018 ◽  
Vol 26 (2) ◽  
pp. 3
Author(s):  
Qiang Huang
Keyword(s):  
Online Learning ◽  
Descriptive Statistics ◽  
The Other ◽  
Teacher Roles ◽  
Learning Context ◽  
Future Studies ◽  
Managerial Role ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Enhanced Learning

<p>Online learning has been used in the literature to cover diverse learning contexts ranging from blended learning, distance learning, virtual learning and web-enhanced learning. Many aspects of online learning have become the focuses of research and teacher roles are one of them. The present study, therefore, intends to examine how 153 university students perceived the roles of their teachers in online learning of a blended English course by using a 27-item and 5-Likert-scale questionnaire (the STRI). Results of statistical analyses showed that the Cronbach’s Alpha value of the entire questionnaire was .955 and those of the three sub-roles were all above .891, indicating that both the questionnaire and the three factors of sub-roles were reliable and valid. Further analyses revealed that the three sub-roles of teachers, i.e., the cognitive role, the affective role and the managerial role, were significantly different from each other. Among them, the means of the managerial role was significantly higher than that of the cognitive role while the means of the affective role was the lowest. Results of descriptive statistics also revealed that keeping a record of students’ learning in the managerial role was quite notable for students. The findings suggest that the roles of teachers in online learning as a whole were reduced. However, the managerial role was more notable than the other two roles and the affective role was the least impactful in the online learning context in this study. The researcher believes that these findings may offer some insights to classroom implications and provide the basis for future studies of comparing teacher roles across different educational contexts.</p>

scholarly journals Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts

2021 ◽  
Author(s):  
Tuike Iiskala ◽  
Simone Volet ◽  
Cheryl Jones ◽  
Milo Koretsky ◽  
Marja Vauras
Keyword(s):  
Science Learning ◽  
Successful Outcome ◽  
Verbal Interactions ◽  
Academic Level ◽  
Coding Systems ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Metacognitive Regulation ◽  
Video And Audio ◽  
Analytical Tools

AbstractThis study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups’ collaborative science learning in diverse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups’ learning outcomes remains unexplored. Drawing conclusions from different studies has been difficult because these have used different conceptualisations and analytic methods. In the present study, the learning processes of less and more successful outcome groups from three diverse collaborative science learning contexts were scrutinised. The contexts differed in academic level, disciplinary subject, and national culture. The same theory-based conceptualisations, coding systems, coders, and analyses were used across contexts. In addition, the tasks studied were designed using the same guiding principles. Transcribed video and audio recordings of the groups’ verbal interactions for two distinct interaction segments from these tasks formed the basis of the analyses. Manifestation of forms and foci of MR were quantitatively and qualitatively illustrated in each context. The main findings show that the manifestation of MR of less and more successful outcome groups demonstrated similarities and differences in the three different learning contexts. This study contributes to a contextualised understanding of MR in collaborative science learning, and highlights the importance of using similar, rigorous analytical tools across diverse contexts.

Learning in and across Contexts: Reimagining Education

2014 ◽  
Vol 116 (14) ◽  
pp. 339-358
Author(s):  
Jennifer A. Vadeboncoeur ◽  
Hitaf Kady-Rachid ◽  
Bruce Moghtader
Keyword(s):  
Learning Opportunities ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Over Time

The chapter introduces the volume on the basis of four principles: seeing education holistically as inclusive of diverse learning contexts; recognizing that learning opportunities emerge both in and across contexts; advancing research on learning in ways that enable the study of learning over time and across contexts; and attending to possible futures in the present.

scholarly journals Culturally responsive and meaningful music education: Multimodality, meaning-making, and communication in diverse learning contexts

2021 ◽  
pp. 1321103X2110093
Author(s):  
Georgina Barton ◽  
Stewart Riddle
Keyword(s):  
Music Education ◽  
Instrumental Music ◽  
Meaning Making ◽  
Music Learning ◽  
Cultural Contexts ◽  
Learning And Teaching ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Musical Modes ◽  
Online Music

Music is learned and taught in multiple ways dependent on the socio-cultural contexts in which learning occurs. The processes employed by music teachers have been extensively explored by music educators and ethnomusicologists in a range of contexts, although there has been limited research into which modes are most predominantly used in different socio-cultural contexts. Further, it is unknown how students make meaning in these different contexts. This article presents three distinct music learning and teaching contexts—Carnatic music, instrumental music in Australian schools, and online music learning. Using a socio-cultural semiotic tool to identify musical modes, this article examines the ensembles of modes used during music learning events and considers how this knowledge may improve the learning and teaching of music for all students, particularly those whose culture and language differs from the majority of the population. It aims to identify how students make meaning in learning contexts through distinct modes of communication. Findings demonstrated that different “ensembles of modes” were used in diverse learning contexts and that these approaches were influenced by socio-cultural contexts. It is important for teachers to understand that varied combinations of modes of communication are possible because students may find learning more meaningful when related to their own personal frames of reference. Without this knowledge, music learning and teaching practices may continue to privilege some modes over others.

scholarly journals Linguistic Diversity and Comparability in Educational Assessment

2021 ◽  
Author(s):  
Helena Reierstam ◽  
Meeri Hellstén
Keyword(s):  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Mixed Method Research ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Multilingual Learning ◽  
Quality Aspect ◽  
Main Component ◽  
Shed Light ◽  
Scholarly Attention

This chapter reports on recent mixed method research investigating the comparability between assessment in relation to linguistic and cultural diversity. It takes as its premise that assessment is an integral part of instruction that becomes a main component for attaining of equal opportunities. Therefore, assessment plays a key role in terms of the wider consequences at both individual and societal levels. One of the central functions of assessment is its measure of quality assurance and comparability for grading to such an extent that it is readily employed to indicate evidence of student achievement of standards and quality. This may sometimes present issues in terms of learner diversity. We focus on the challenges facing teaching in linguistically diverse learning settings in which a foreign language may be used as an alternative to instruction. Here we draw on a recent study from two separate multilingual learning contexts in Sweden. We shed light on the generic questions arising from such disjuncture in these linguistically diverse educational sites as evidence on a call for much needed scholarly attention on the quality aspect in assessment.

Sign in / Sign up

Export Citation Format

Share Document