Models of Longitudinal Research: Implications for the Study of Social Dimensions of Learning Disabilities

2002 ◽  
pp. 225-236
Keyword(s):  
Learning Disabilities ◽  
Longitudinal Research ◽  
Social Dimensions ◽  
Dimensions Of Learning

Psychosocial Dimensions of Learning Disabilities

1997 ◽  
Vol 30 (5) ◽  
pp. 490-502 ◽  
Author(s):  
Katherine D. Tsatsanis ◽  
Darren R. Fuerst ◽  
Byron P. Rourke
Keyword(s):  
Learning Disabilities ◽  
Dimensions Of Learning

LANGUAGE TEACHER EDUCATION. Jon Roberts. London: Arnold, 1998. Pp. viii + 346. $70.00 cloth, $19.95 paper.

2000 ◽  
Vol 22 (4) ◽  
pp. 600-601
Author(s):  
Manel Lacorte
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Language Teachers ◽  
Social Dimensions ◽  
Classroom Context ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Learning And Teaching ◽  
Dimensions Of Learning ◽  
Constructivist Perspective

This volume is a valuable contribution to the field of language teacher education (LTE) because of its innovative approach to language learning and teaching as well as its consistent organization. As noted in the introduction, the book is intended for language teachers “who will make, or have made, the step from teaching to training” (p. 1). To this end, the author relates the teachers' experience and understanding of the classroom context to a broadly social constructivist perspective, based on the relevance of the personal and social dimensions of learning to teach.

Resilient Sustainable Education for the Future of Education

2021 ◽  
pp. 16-43
Author(s):  
Ebba S. I. Ossiannilsson
Keyword(s):  
Lessons Learned ◽  
Social Dimensions ◽  
Review Of The Literature ◽  
Economic Sectors ◽  
The Social ◽  
Dimensions Of Learning ◽  
The World ◽  
The Future ◽  
Future Of Education ◽  
Global Initiatives

In 2020, the COVID-19 pandemic affected all economic sectors and disrupted many areas of our lives, especially education. More than 1.7 billion learners in over 200 countries around the world were affected, and these numbers will continue to increase in 2021 and beyond. Therefore, the effects of the COVID-19 pandemic must be understood in order to be better prepared for future disruptions. There is a need to recognize that education is an investment in rebuilding. The key lessons learned are that the future of education needs to be rethought without forgetting the past. Certainly, there is room for improvement in the technical area, but most importantly, it is critical to recognize the social dimensions of learning and education. This conceptual chapter provides a review of the literature on several global initiatives to shape the futures of education by focusing on resilient open education for all in the context of social justice, human rights, and democracy.

Longitudinal Research in Learning Disabilities

1998 ◽  
Vol 31 (3) ◽  
pp. 266-277 ◽  
Author(s):  
Marshall H. Raskind ◽  
Paul J. Gerber ◽  
Roberta J. Goldberg ◽  
Eleanor L. Higgins ◽  
Kenneth L. Herman
Keyword(s):  
Learning Disabilities ◽  
Longitudinal Research

The Turbo Principle in Sustainable and Developmental Learning Design

2018 ◽  
pp. 1-29
Author(s):  
Gilbert Ahamer
Keyword(s):  
Temporal Dynamics ◽  
Teaching Experience ◽  
Role Playing ◽  
Success Strategies ◽  
Social Dimensions ◽  
Game Based Learning ◽  
Interdisciplinary Learning ◽  
Dimensions Of Learning ◽  
Turbo Principle ◽  
Role Based

This chapter conveys two key success strategies for complex, self-guided interdisciplinary learning: (1) rhythmizing as a theatrical tool (regarding organization along time) and (2) multi-perspectivism as a tool allowing the organization regarding viewpoints (in the space of perceptions). While the first can be achieved by a suitable script of the didactic process, the second can be supported by seating orders, the arrangement of tables, and allocation of roles to role-playing learners. The meaning of “roles” in game-based learning is analyzed, based on both literature and interdisciplinary teaching experience. As an example of role-based and game-based learning, this chapter analyzes the temporal dynamics of several social dimensions of learning in the case of the five-level negotiation game “Surfing Global Change” (SGC, © G. Ahamer).

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