Bruce Morrison (ed.)
- Published in print:
- 2011
- Published Online:
- May 2012
- ISBN:
- 9789888083640
- eISBN:
- 9789882209299
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888083640.001.0001
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
Independent learning is not a new concept for language educators, but while teachers, curriculum designers and policy makers have embraced it as underpinning modern notions of education, it remains a ...
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Independent learning is not a new concept for language educators, but while teachers, curriculum designers and policy makers have embraced it as underpinning modern notions of education, it remains a dynamic and vibrant field for researchers and academics who aim to broaden its scope and deepen our understanding of how it may be applied most effectively both inside and outside the classroom. The contributors to this book use their experience of applying the concepts related to independent learning in various geographical, cultural and pedagogical tertiary-level learning contexts to present new perspectives on how independent learning can inform and support policy, teaching methodology, curriculum development and the nurturing of successful learners. While the first section of the book provides a view of the field from three broad curriculum development perspectives, the remaining chapters primarily focus on the experience of learners, teachers and curriculum developers in applying principles of learner autonomy, self-regulation and self-direction with various types of learner — each with their own identities, motivations, expectations and goals. These learner and teacher stories provide insights that are important for an understanding of some of the impacts an independent learning approach to language learning have on learners in various educational contexts.Less
Independent learning is not a new concept for language educators, but while teachers, curriculum designers and policy makers have embraced it as underpinning modern notions of education, it remains a dynamic and vibrant field for researchers and academics who aim to broaden its scope and deepen our understanding of how it may be applied most effectively both inside and outside the classroom. The contributors to this book use their experience of applying the concepts related to independent learning in various geographical, cultural and pedagogical tertiary-level learning contexts to present new perspectives on how independent learning can inform and support policy, teaching methodology, curriculum development and the nurturing of successful learners. While the first section of the book provides a view of the field from three broad curriculum development perspectives, the remaining chapters primarily focus on the experience of learners, teachers and curriculum developers in applying principles of learner autonomy, self-regulation and self-direction with various types of learner — each with their own identities, motivations, expectations and goals. These learner and teacher stories provide insights that are important for an understanding of some of the impacts an independent learning approach to language learning have on learners in various educational contexts.
Frederick J. Morrison
- Published in print:
- 2005
- Published Online:
- October 2013
- ISBN:
- 9780300106459
- eISBN:
- 9780300130256
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300106459.003.0009
- Subject:
- Sociology, Education
This chapter offers recommendations for improving literacy in America, focusing particularly on reducing class size. Smaller classrooms succeed by focusing on proximal sources of influence that ...
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This chapter offers recommendations for improving literacy in America, focusing particularly on reducing class size. Smaller classrooms succeed by focusing on proximal sources of influence that promote children's literacy skills. The chapter also recommends effective parenting, high-quality childcare, children's self-regulation, individualized instruction, improving the quality and status of teachers, and promoting dialogue and interaction between researchers and teachers.Less
This chapter offers recommendations for improving literacy in America, focusing particularly on reducing class size. Smaller classrooms succeed by focusing on proximal sources of influence that promote children's literacy skills. The chapter also recommends effective parenting, high-quality childcare, children's self-regulation, individualized instruction, improving the quality and status of teachers, and promoting dialogue and interaction between researchers and teachers.
Paul Gionfriddo
- Published in print:
- 2014
- Published Online:
- November 2015
- ISBN:
- 9780231168281
- eISBN:
- 9780231537155
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231168281.003.0011
- Subject:
- Psychology, Clinical Child Psychology / School Psychology
This chapter discusses Tim's experiences at High School 6, his local public high school, and subsequent admission to both the charter school and the AmeriCorps program. The charter school's ...
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This chapter discusses Tim's experiences at High School 6, his local public high school, and subsequent admission to both the charter school and the AmeriCorps program. The charter school's Individualized Education Program (IEP) meeting—called for an Admission, Review, and Dismissal (ARD) meeting—recommended individualized instruction, special equipment, and instructional strategies geared towards Tim's learning style. It also asked for progress monitoring. But Tim eventually stopped going to school as he developed increased paranoia, and was finally diagnosed with childhood onset schizophrenia. Tim's father laments how incarcerating people with mental illness is not the same as treating them, how the chain of neglect continues, and how that chain leads to death due to several other undertreated chronic diseases.Less
This chapter discusses Tim's experiences at High School 6, his local public high school, and subsequent admission to both the charter school and the AmeriCorps program. The charter school's Individualized Education Program (IEP) meeting—called for an Admission, Review, and Dismissal (ARD) meeting—recommended individualized instruction, special equipment, and instructional strategies geared towards Tim's learning style. It also asked for progress monitoring. But Tim eventually stopped going to school as he developed increased paranoia, and was finally diagnosed with childhood onset schizophrenia. Tim's father laments how incarcerating people with mental illness is not the same as treating them, how the chain of neglect continues, and how that chain leads to death due to several other undertreated chronic diseases.
Paul Gionfriddo
- Published in print:
- 2014
- Published Online:
- November 2015
- ISBN:
- 9780231168281
- eISBN:
- 9780231537155
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231168281.003.0010
- Subject:
- Psychology, Clinical Child Psychology / School Psychology
This chapter details Tim's move to Austin in Texas with the family. Austin was a big city and was more racially and culturally diverse than Connecticut, a fact that appealed immediately to Tim and ...
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This chapter details Tim's move to Austin in Texas with the family. Austin was a big city and was more racially and culturally diverse than Connecticut, a fact that appealed immediately to Tim and his siblings. Tim's new school had no special education program, but its staff provided plenty of individualized instruction. Over time, Tim's behavior had gotten worse; he was buying drugs and cooking them in the kitchen, prompting his parents to force him to attend Narcotics Anonymous meetings and sign a behavior contract. Tim again displayed mood swings and other symptoms of serious mental illness, all of which led to poor decision making and bad behavior. He was eventually expelled from his school, but was accepted into both the AmeriCorps and charter school programs for one more opportunity to prove to others he could stabilize his behavior.Less
This chapter details Tim's move to Austin in Texas with the family. Austin was a big city and was more racially and culturally diverse than Connecticut, a fact that appealed immediately to Tim and his siblings. Tim's new school had no special education program, but its staff provided plenty of individualized instruction. Over time, Tim's behavior had gotten worse; he was buying drugs and cooking them in the kitchen, prompting his parents to force him to attend Narcotics Anonymous meetings and sign a behavior contract. Tim again displayed mood swings and other symptoms of serious mental illness, all of which led to poor decision making and bad behavior. He was eventually expelled from his school, but was accepted into both the AmeriCorps and charter school programs for one more opportunity to prove to others he could stabilize his behavior.
