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.
Richard Pemberton, Sarah Toogood, and Andy Barfield (eds)
- Published in print:
- 2009
- Published Online:
- September 2011
- ISBN:
- 9789622099234
- eISBN:
- 9789882207165
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099234.001.0001
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
Whereas in previous decades autonomous, self-directed, or “ independent” learning may have been assumed to be an alternative to classroom learning, the emphasis has now shifted to the point where ...
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Whereas in previous decades autonomous, self-directed, or “ independent” learning may have been assumed to be an alternative to classroom learning, the emphasis has now shifted to the point where learner autonomy, viewed as the capacity to take charge of one's own learning, is increasingly being promoted as a goal for general language education. Autonomy, as pointed out in one chapter in this book, has “become part of the current orthodoxy of language teaching and learning research and practice: an idea that researchers and teachers ignore at their peril”. This volume brings together work by theorists of autonomy in language education, as well as locally situated accounts by autonomy practitioners working with secondary-level, university, or adult migrant learners, or engaged in teacher education and curriculum development. Localising autonomy in such settings, different views of autonomy emerge as social practice, much less an abstract set of discrete skills, attitudes, or behaviours to be developed, and much more a historically and socially situated process that evolves through relations among persons-in-action in specific contexts of practice. Different chapters explore learners' and teachers' voices to raise thought-provoking questions about roles, resources, and practices important to any pedagogy for autonomy.Less
Whereas in previous decades autonomous, self-directed, or “ independent” learning may have been assumed to be an alternative to classroom learning, the emphasis has now shifted to the point where learner autonomy, viewed as the capacity to take charge of one's own learning, is increasingly being promoted as a goal for general language education. Autonomy, as pointed out in one chapter in this book, has “become part of the current orthodoxy of language teaching and learning research and practice: an idea that researchers and teachers ignore at their peril”. This volume brings together work by theorists of autonomy in language education, as well as locally situated accounts by autonomy practitioners working with secondary-level, university, or adult migrant learners, or engaged in teacher education and curriculum development. Localising autonomy in such settings, different views of autonomy emerge as social practice, much less an abstract set of discrete skills, attitudes, or behaviours to be developed, and much more a historically and socially situated process that evolves through relations among persons-in-action in specific contexts of practice. Different chapters explore learners' and teachers' voices to raise thought-provoking questions about roles, resources, and practices important to any pedagogy for autonomy.
Elizabeth J. Tisdell
- Published in print:
- 2008
- Published Online:
- May 2008
- ISBN:
- 9780195323443
- eISBN:
- 9780199869145
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195323443.003.0012
- Subject:
- Religion, Religion and Society
Tisdell advocates a way of teaching that is learner‐centered, responsive to cultural identity, and socially transformative. In this kind of teaching, spirituality is always part of the mix, and the ...
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Tisdell advocates a way of teaching that is learner‐centered, responsive to cultural identity, and socially transformative. In this kind of teaching, spirituality is always part of the mix, and the spirituality of many students is rooted in religion. The role of the teacher is to allow the diversity within the classroom, including the cultural and spiritual diversity of students, to enhance the learning process. Such learning almost always involves paradox, however, as secular and spiritual approaches interact.Less
Tisdell advocates a way of teaching that is learner‐centered, responsive to cultural identity, and socially transformative. In this kind of teaching, spirituality is always part of the mix, and the spirituality of many students is rooted in religion. The role of the teacher is to allow the diversity within the classroom, including the cultural and spiritual diversity of students, to enhance the learning process. Such learning almost always involves paradox, however, as secular and spiritual approaches interact.
Catherine Robson
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691119366
- eISBN:
- 9781400845156
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691119366.003.0002
- Subject:
- Literature, Criticism/Theory
This chapter investigates recitation's progress within the mass educational systems that developed in Great Britain and the United States over the course of the nineteenth and twentieth centuries. ...
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This chapter investigates recitation's progress within the mass educational systems that developed in Great Britain and the United States over the course of the nineteenth and twentieth centuries. Thus, this historical survey begins by scrutinizing the experiences of partial populations of individuals at relatively elite levels of society. First, it considers the utility of verse and memorization for very early learners, examining the service role played by poetry and poetic devices in the extended period during which rudimentary education in English was understood primarily as a necessary tool to unlock the Bible and Christian scriptures. It then proceeds to the era in which certain kinds of schools began to assign the memorization and recitation of vernacular literary and oratorical extracts as a task for their advanced readers. The chapter concludes with a brief consideration of the factors that affected the constitution of juvenile recitation canons over the years.Less
This chapter investigates recitation's progress within the mass educational systems that developed in Great Britain and the United States over the course of the nineteenth and twentieth centuries. Thus, this historical survey begins by scrutinizing the experiences of partial populations of individuals at relatively elite levels of society. First, it considers the utility of verse and memorization for very early learners, examining the service role played by poetry and poetic devices in the extended period during which rudimentary education in English was understood primarily as a necessary tool to unlock the Bible and Christian scriptures. It then proceeds to the era in which certain kinds of schools began to assign the memorization and recitation of vernacular literary and oratorical extracts as a task for their advanced readers. The chapter concludes with a brief consideration of the factors that affected the constitution of juvenile recitation canons over the years.
Carma L Bylund, Richard Brown, Barbara Lubrano di Ciccone, and Lyuba Konopasek
- Published in print:
- 2010
- Published Online:
- November 2011
- ISBN:
- 9780199238361
- eISBN:
- 9780191730290
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199238361.003.0051
- Subject:
- Palliative Care, Patient Care and End-of-Life Decision Making, Palliative Medicine Research
Experiential role play is the most essential component of a communication skills training program. In facilitator-led role-play sessions, learners act out simulations of consultations, frequently ...
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Experiential role play is the most essential component of a communication skills training program. In facilitator-led role-play sessions, learners act out simulations of consultations, frequently using an actor taking the role of the patient. In such sessions, learners are able to attempt the use of new skills within the safe environment of a confidential and constructive practice session. Without such practice and feedback on communication skills, a learner's sustained behaviour change in clinical settings is improbable. The success of communication skills training programmes is dependent on adept facilitation, wherein skilled facilitators engage learners and conduct role-play sessions in a learner-centred approach. Effective facilitation includes beginning and structuring the session, running role-play, facilitating feedback, and closing the session. This chapter first describes common variations on role-play sessions. Then, it delineates the important elements of facilitating skills practice in a role-play session. It also outlines processes that are helpful in conducting train-the-trainer programmes and in sustaining a core of competent facilitators.Less
Experiential role play is the most essential component of a communication skills training program. In facilitator-led role-play sessions, learners act out simulations of consultations, frequently using an actor taking the role of the patient. In such sessions, learners are able to attempt the use of new skills within the safe environment of a confidential and constructive practice session. Without such practice and feedback on communication skills, a learner's sustained behaviour change in clinical settings is improbable. The success of communication skills training programmes is dependent on adept facilitation, wherein skilled facilitators engage learners and conduct role-play sessions in a learner-centred approach. Effective facilitation includes beginning and structuring the session, running role-play, facilitating feedback, and closing the session. This chapter first describes common variations on role-play sessions. Then, it delineates the important elements of facilitating skills practice in a role-play session. It also outlines processes that are helpful in conducting train-the-trainer programmes and in sustaining a core of competent facilitators.
Namhee Lee, Lisa Mikesell, Anna Dina L. Joaquin, Andrea W. Mates, and John H. Schumann
- Published in print:
- 2009
- Published Online:
- September 2009
- ISBN:
- 9780195384246
- eISBN:
- 9780199869916
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195384246.003.0007
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
In second‐language acquisition, the affiliative phase comes first. The learner positively appraises one or more speakers of the target language and makes efforts to affiliate with them. If the ...
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In second‐language acquisition, the affiliative phase comes first. The learner positively appraises one or more speakers of the target language and makes efforts to affiliate with them. If the efforts are successful, the learner will experience consummatory rewards generated by the opiate system. These rewards promote learning. As the child passes into adolescence and adulthood, changes take place in the hormone, peptide, and neurotransmitter systems that support affiliation in primary‐language acquisition. Dopamine levels increase until the onset of puberty and then gradually decrease throughout life. The opiate system is modulated by oxytocin and vasopressin. These neuromodulators are also found at high levels in the child and become lower as the individual ages. The abundance of dopamine, opiates, oxytocin, and vasopressin in the child's brain supports interaction with conspecifics and guarantees primary‐language acquisition. The reduction of these substances in the mature brain may contribute to the difficulties in second‐language acquisition experienced by older learners.Less
In second‐language acquisition, the affiliative phase comes first. The learner positively appraises one or more speakers of the target language and makes efforts to affiliate with them. If the efforts are successful, the learner will experience consummatory rewards generated by the opiate system. These rewards promote learning. As the child passes into adolescence and adulthood, changes take place in the hormone, peptide, and neurotransmitter systems that support affiliation in primary‐language acquisition. Dopamine levels increase until the onset of puberty and then gradually decrease throughout life. The opiate system is modulated by oxytocin and vasopressin. These neuromodulators are also found at high levels in the child and become lower as the individual ages. The abundance of dopamine, opiates, oxytocin, and vasopressin in the child's brain supports interaction with conspecifics and guarantees primary‐language acquisition. The reduction of these substances in the mature brain may contribute to the difficulties in second‐language acquisition experienced by older learners.
Janette Ryan
- Published in print:
- 2010
- Published Online:
- September 2011
- ISBN:
- 9789888028450
- eISBN:
- 9789882207059
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888028450.003.0003
- Subject:
- Society and Culture, Asian Studies
Western beliefs about the “inherent” characteristics of “Chinese” learners need to be examined so that a genuine dialogue can be established between (and within) these systems, based on an ...
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Western beliefs about the “inherent” characteristics of “Chinese” learners need to be examined so that a genuine dialogue can be established between (and within) these systems, based on an understanding of, and a mutual respect for, the values and individuals within these systems. This requires an examination of whether the usual characterizations of “Chinese” and “Western” academic values are useful, accurate, or valid and the impacts that ill-informed characterizations can have on individuals. This chapter focuses on recent Western debates about “the Chinese learner,” and provides an analysis of both prevailing “deficit” and more recent “surplus” views of Chinese learners, to examine underlying preconceptions about Chinese learners and learner behaviors, and how the views of Western teachers and academics construct the ways in which these teachers operate within these systems.Less
Western beliefs about the “inherent” characteristics of “Chinese” learners need to be examined so that a genuine dialogue can be established between (and within) these systems, based on an understanding of, and a mutual respect for, the values and individuals within these systems. This requires an examination of whether the usual characterizations of “Chinese” and “Western” academic values are useful, accurate, or valid and the impacts that ill-informed characterizations can have on individuals. This chapter focuses on recent Western debates about “the Chinese learner,” and provides an analysis of both prevailing “deficit” and more recent “surplus” views of Chinese learners, to examine underlying preconceptions about Chinese learners and learner behaviors, and how the views of Western teachers and academics construct the ways in which these teachers operate within these systems.
Gary E. McPherson, Jane W. Davidson, and Robert Faulkner
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199579297
- eISBN:
- 9780191738463
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199579297.003.0052
- Subject:
- Psychology, Music Psychology, Social Psychology
One of the distinctive features of the current longitudinal study is a tracing of many points along musical lifelines from childhood to early adulthood. This has allowed researchers to identify ...
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One of the distinctive features of the current longitudinal study is a tracing of many points along musical lifelines from childhood to early adulthood. This has allowed researchers to identify specific developmental periods where participants' musical learning appears most influential or most open to change. This chapter draws upon the many varied developmental periods that have emerged during the musical lives of music learners, and relates these to the extensive theoretical explanations offered throughout the text as a means of framing more generalizable hypothesizes about musical development.Less
One of the distinctive features of the current longitudinal study is a tracing of many points along musical lifelines from childhood to early adulthood. This has allowed researchers to identify specific developmental periods where participants' musical learning appears most influential or most open to change. This chapter draws upon the many varied developmental periods that have emerged during the musical lives of music learners, and relates these to the extensive theoretical explanations offered throughout the text as a means of framing more generalizable hypothesizes about musical development.
Christine Greenhow, Julia Sonnevend, and Colin Agur (eds)
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9780262034470
- eISBN:
- 9780262334853
- Item type:
- book
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262034470.001.0001
- Subject:
- Society and Culture, Media Studies
The past ten years have brought significant growth in access to Web technology and in the educational possibilities of social media. These changes challenge previous conceptualizations of education ...
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The past ten years have brought significant growth in access to Web technology and in the educational possibilities of social media. These changes challenge previous conceptualizations of education and the classroom, and pose practical questions for learners, teachers, and administrators. Today, the unique capabilities of social media are influencing learning and teaching in ways previously unseen. Social media is transforming sectors outside education by changing patterns in personal, commercial, and cultural interaction. These changes offer a window into the future(s) of education, with new means of knowledge production and reception, and new roles for learners and teachers. Surveying the uses to which social media has been applied in these early years, we see a need to re-envision education for the coming decades. To date, no book has systematically and accessibly examined how the cultural and technological shift of social media is influencing educational practices. With this book, we aim to fill that gap. This book critically explores the future of education and online social media, convening leading scholars from the fields of education, law, communications, and cultural studies. We believe that this interdisciplinary edited volume will appeal to a broad audience of scholars, practitioners, and policy makers who seek to understand the opportunities for learning and education that exist at the intersection of social media and education. The book will examine educational institutions, access and participation, new literacies and competencies, cultural reproduction, international accreditation, intellectual property, privacy and protection, new business models, and technical architectures for digital education.Less
The past ten years have brought significant growth in access to Web technology and in the educational possibilities of social media. These changes challenge previous conceptualizations of education and the classroom, and pose practical questions for learners, teachers, and administrators. Today, the unique capabilities of social media are influencing learning and teaching in ways previously unseen. Social media is transforming sectors outside education by changing patterns in personal, commercial, and cultural interaction. These changes offer a window into the future(s) of education, with new means of knowledge production and reception, and new roles for learners and teachers. Surveying the uses to which social media has been applied in these early years, we see a need to re-envision education for the coming decades. To date, no book has systematically and accessibly examined how the cultural and technological shift of social media is influencing educational practices. With this book, we aim to fill that gap. This book critically explores the future of education and online social media, convening leading scholars from the fields of education, law, communications, and cultural studies. We believe that this interdisciplinary edited volume will appeal to a broad audience of scholars, practitioners, and policy makers who seek to understand the opportunities for learning and education that exist at the intersection of social media and education. The book will examine educational institutions, access and participation, new literacies and competencies, cultural reproduction, international accreditation, intellectual property, privacy and protection, new business models, and technical architectures for digital education.
Bernadatte Namirembe
- Published in print:
- 2019
- Published Online:
- March 2019
- ISBN:
- 9780190880514
- eISBN:
- 9780190947538
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190880514.003.0007
- Subject:
- Psychology, Developmental Psychology
Educating deaf and hard-of-hearing (DHH) learners poses a challenge to teachers working in inclusive education settings such as the ones in Tanzania. Having DHH learners in the classroom is viewed as ...
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Educating deaf and hard-of-hearing (DHH) learners poses a challenge to teachers working in inclusive education settings such as the ones in Tanzania. Having DHH learners in the classroom is viewed as a burden by all stakeholders, especially teachers. In 2009, Tanzania signed and ratified United Nations Convention on Rights of Persons with Disabilities. This implies that Tanzania recognizes the DHH learners’ right to a good education. However, it remains unclear how the country is dealing with the challenges of providing DHH learners with a quality inclusive education. This chapter discusses the status of DHH learners in Tanzania in the face of the global trend toward inclusive education. It explains the current situation of inclusion of DHH learners in mainstream classes, including their achievements, challenges, and limitations. Recommendations are provided for future objectives based on best practices discussed in the literature.Less
Educating deaf and hard-of-hearing (DHH) learners poses a challenge to teachers working in inclusive education settings such as the ones in Tanzania. Having DHH learners in the classroom is viewed as a burden by all stakeholders, especially teachers. In 2009, Tanzania signed and ratified United Nations Convention on Rights of Persons with Disabilities. This implies that Tanzania recognizes the DHH learners’ right to a good education. However, it remains unclear how the country is dealing with the challenges of providing DHH learners with a quality inclusive education. This chapter discusses the status of DHH learners in Tanzania in the face of the global trend toward inclusive education. It explains the current situation of inclusion of DHH learners in mainstream classes, including their achievements, challenges, and limitations. Recommendations are provided for future objectives based on best practices discussed in the literature.
Brad Mehlenbacher
- Published in print:
- 2010
- Published Online:
- August 2013
- ISBN:
- 9780262013949
- eISBN:
- 9780262289634
- Item type:
- book
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262013949.001.0001
- Subject:
- Society and Culture, Media Studies
The perpetual connectivity made possible by twenty-first-century technology has profoundly affected instruction and learning. Emerging technologies that upend traditional notions of communication and ...
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The perpetual connectivity made possible by twenty-first-century technology has profoundly affected instruction and learning. Emerging technologies that upend traditional notions of communication and community also influence the ways we design and evaluate instruction, and how we understand learning and learning environments. This book offers a multidisciplinary analysis of the dynamic relationship between technology and learning, and describes how today’s ubiquitous technology conflates our once-separated learning worlds—work, leisure, and higher educational spaces. The author reviews the ongoing cross-disciplinary conversation about learning with technology and distance education, and examines a dozen models of instruction and learning with technology drawn from peer-reviewed research. Taking an integrative approach to design, he offers a framework for everyday instructional situations, describing five interdependent dimensions: Learner background and knowledge, learner tasks and activities, social dynamics, instructor activities, and learning environment and artifacts. The technologies that distribute today’s classroom across time and space call for a discussion about what we value in the traditional classroom. The book lays the groundwork for the long-term multidisciplinary investigation, which is required as researchers and practitioners shape and extend the boundaries of this emerging field.Less
The perpetual connectivity made possible by twenty-first-century technology has profoundly affected instruction and learning. Emerging technologies that upend traditional notions of communication and community also influence the ways we design and evaluate instruction, and how we understand learning and learning environments. This book offers a multidisciplinary analysis of the dynamic relationship between technology and learning, and describes how today’s ubiquitous technology conflates our once-separated learning worlds—work, leisure, and higher educational spaces. The author reviews the ongoing cross-disciplinary conversation about learning with technology and distance education, and examines a dozen models of instruction and learning with technology drawn from peer-reviewed research. Taking an integrative approach to design, he offers a framework for everyday instructional situations, describing five interdependent dimensions: Learner background and knowledge, learner tasks and activities, social dynamics, instructor activities, and learning environment and artifacts. The technologies that distribute today’s classroom across time and space call for a discussion about what we value in the traditional classroom. The book lays the groundwork for the long-term multidisciplinary investigation, which is required as researchers and practitioners shape and extend the boundaries of this emerging field.
Fiona Cowie
- Published in print:
- 2003
- Published Online:
- October 2011
- ISBN:
- 9780195159783
- eISBN:
- 9780199849529
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195159783.003.0009
- Subject:
- Philosophy, Philosophy of Mind
The author is able to point out the weak points of the a posteriori argument from the poverty of the stimulus (APS) through drawing attention to how such is not able to supply empirical support for ...
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The author is able to point out the weak points of the a posteriori argument from the poverty of the stimulus (APS) through drawing attention to how such is not able to supply empirical support for their claims regarding types of available linguistic evidence and how the credibility of the APS is undermined by how nativists rely on unsupported intuitions about children's knowledge. Also, the author gives focus to how the APS provided an evaluation regarding the possible empiricist explanation of how children may learn language from available data. The APS was not able to fully make use of the resources which are available to the empiricist learner, and also attributed too much value to the difficulties that an empiricist learner may encounter in learning about rules of syntax. This chapter thus takes on the argument of the “Logical Problem of Language Acquisition.”Less
The author is able to point out the weak points of the a posteriori argument from the poverty of the stimulus (APS) through drawing attention to how such is not able to supply empirical support for their claims regarding types of available linguistic evidence and how the credibility of the APS is undermined by how nativists rely on unsupported intuitions about children's knowledge. Also, the author gives focus to how the APS provided an evaluation regarding the possible empiricist explanation of how children may learn language from available data. The APS was not able to fully make use of the resources which are available to the empiricist learner, and also attributed too much value to the difficulties that an empiricist learner may encounter in learning about rules of syntax. This chapter thus takes on the argument of the “Logical Problem of Language Acquisition.”
Janette Ryan and Gordon Slethaug (eds)
- Published in print:
- 2010
- Published Online:
- September 2011
- ISBN:
- 9789888028450
- eISBN:
- 9789882207059
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888028450.001.0001
- Subject:
- Society and Culture, Asian Studies
This book is one of the first full-length studies in the relatively new field of transnational pedagogy to explore the role of the Chinese learner in international schools and universities across the ...
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This book is one of the first full-length studies in the relatively new field of transnational pedagogy to explore the role of the Chinese learner in international schools and universities across the globe. It describes the unprecedented growth of international schools and university exchange programs during the past decade together with the way in which Chinese learners at all levels have taken advantage of these opportunities and have been scrutinized in the process. The results of this internationalization have in some cases solidified stereotypes about Chinese learners and in other instances have helped to overcome those prejudices.Less
This book is one of the first full-length studies in the relatively new field of transnational pedagogy to explore the role of the Chinese learner in international schools and universities across the globe. It describes the unprecedented growth of international schools and university exchange programs during the past decade together with the way in which Chinese learners at all levels have taken advantage of these opportunities and have been scrutinized in the process. The results of this internationalization have in some cases solidified stereotypes about Chinese learners and in other instances have helped to overcome those prejudices.
Stewart M Dunn
- Published in print:
- 2010
- Published Online:
- November 2011
- ISBN:
- 9780199238361
- eISBN:
- 9780191730290
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199238361.003.0002
- Subject:
- Palliative Care, Patient Care and End-of-Life Decision Making, Palliative Medicine Research
The art of teaching communication skills for the clinician is about establishing practices that serve the patients' and their families' needs in a manner that is mutually fulfilling for all involved. ...
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The art of teaching communication skills for the clinician is about establishing practices that serve the patients' and their families' needs in a manner that is mutually fulfilling for all involved. It requires the tactful use of boundaries that are patrolled and negotiated and, at all times, mindful of the needs of both parties. As a result, a series of conundrums can plague the teaching of communication skills: the balance of art and science in clinical communication fluctuates throughout medical training and experience; communication involves skills, but it is more than behavioural skills, also requiring much practical wisdom; no one has yet described an effective training programme that captures both the art and the science of communication. Mindful of these challenges, this book seeks to combine the evidence base about communication in cancer care and palliative care with humanity in its practice. Its goal is to integrate the art with the science. This chapter examines four essential elements to the art of teaching communication: the task, the learner, the teacher, and the strategy.Less
The art of teaching communication skills for the clinician is about establishing practices that serve the patients' and their families' needs in a manner that is mutually fulfilling for all involved. It requires the tactful use of boundaries that are patrolled and negotiated and, at all times, mindful of the needs of both parties. As a result, a series of conundrums can plague the teaching of communication skills: the balance of art and science in clinical communication fluctuates throughout medical training and experience; communication involves skills, but it is more than behavioural skills, also requiring much practical wisdom; no one has yet described an effective training programme that captures both the art and the science of communication. Mindful of these challenges, this book seeks to combine the evidence base about communication in cancer care and palliative care with humanity in its practice. Its goal is to integrate the art with the science. This chapter examines four essential elements to the art of teaching communication: the task, the learner, the teacher, and the strategy.
Lyuba Konopasek, Marcy Rosenbaum, John Encandela, and Kathy Cole-kelly
- Published in print:
- 2010
- Published Online:
- November 2011
- ISBN:
- 9780199238361
- eISBN:
- 9780191730290
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199238361.003.0059
- Subject:
- Palliative Care, Patient Care and End-of-Life Decision Making, Palliative Medicine Research
Across the continuum of medical education, the focus is shifting from the teacher and the curriculum to the learner and the evaluation of educational outcomes. In the field of communication skills ...
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Across the continuum of medical education, the focus is shifting from the teacher and the curriculum to the learner and the evaluation of educational outcomes. In the field of communication skills training, educators are now carefully examining the outcomes of their programmes. This chapter looks at assessment strategies used for communication skills training, describes how to design an effective evaluation methodology, and considers how outcomes have been measured in the oncology communication skills training literature. Evaluation of communications training programmes should follow standards and guidelines familiar in other types of research, meet standards of reliability and feasibility, and yield information that will be useful to the trainees and to programmes as a whole. A good test of usefulness is to ask whether learners will know how well they perform and what they need to do to improve as a result of assessment findings, and whether trainers will know how to improve training and curriculum as a result of the findings.Less
Across the continuum of medical education, the focus is shifting from the teacher and the curriculum to the learner and the evaluation of educational outcomes. In the field of communication skills training, educators are now carefully examining the outcomes of their programmes. This chapter looks at assessment strategies used for communication skills training, describes how to design an effective evaluation methodology, and considers how outcomes have been measured in the oncology communication skills training literature. Evaluation of communications training programmes should follow standards and guidelines familiar in other types of research, meet standards of reliability and feasibility, and yield information that will be useful to the trainees and to programmes as a whole. A good test of usefulness is to ask whether learners will know how well they perform and what they need to do to improve as a result of assessment findings, and whether trainers will know how to improve training and curriculum as a result of the findings.
Brenda Schick
- Published in print:
- 2005
- Published Online:
- April 2010
- ISBN:
- 9780195180947
- eISBN:
- 9780199893737
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195180947.003.0005
- Subject:
- Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology
This chapter explores the acquisition of visual, iconically motivated languages from several different perspectives. First, it describes the development of verb agreement, classifiers, and discourse ...
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This chapter explores the acquisition of visual, iconically motivated languages from several different perspectives. First, it describes the development of verb agreement, classifiers, and discourse mapping by deaf children who are learning sign language from their deaf parents in a manner similar to how hearing children learn language. Second, it explores language development in children who are deaf but not exposed to sign languages, who have been found to develop gesture systems that are language-like. Third, it describes language learning in children who are learning the grammatical structure of spoken English, using a visual representation of English grammar. These children have been observed to produce grammatical structures which make sense only when sign languages are considered. Finally, the chapter describes a unique population of learners who quite literally have been inventing their own language — deaf children and adults in Nicaragua — who are creating a language which has aspects of linguistic organization found in other signed languages.Less
This chapter explores the acquisition of visual, iconically motivated languages from several different perspectives. First, it describes the development of verb agreement, classifiers, and discourse mapping by deaf children who are learning sign language from their deaf parents in a manner similar to how hearing children learn language. Second, it explores language development in children who are deaf but not exposed to sign languages, who have been found to develop gesture systems that are language-like. Third, it describes language learning in children who are learning the grammatical structure of spoken English, using a visual representation of English grammar. These children have been observed to produce grammatical structures which make sense only when sign languages are considered. Finally, the chapter describes a unique population of learners who quite literally have been inventing their own language — deaf children and adults in Nicaragua — who are creating a language which has aspects of linguistic organization found in other signed languages.
Stephanie E. Pitts
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199838752
- eISBN:
- 9780199950065
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199838752.003.0005
- Subject:
- Music, Psychology of Music
Here the life history respondents’ musical experiences as adults are the starting point for an analysis of their varied routes into lifelong musical engagement. The perspectives of teachers, ...
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Here the life history respondents’ musical experiences as adults are the starting point for an analysis of their varied routes into lifelong musical engagement. The perspectives of teachers, performers, adult learners and concert-goers are considered, although a search for trends in their experiences reveals only the idiosyncrasy of musical chances and choices. The case is made for greater recognition of the rich layer of music-making which lies outside the professional sphere, with music in worship, community settings and private homes providing examples of fulfilling musical lives.Less
Here the life history respondents’ musical experiences as adults are the starting point for an analysis of their varied routes into lifelong musical engagement. The perspectives of teachers, performers, adult learners and concert-goers are considered, although a search for trends in their experiences reveals only the idiosyncrasy of musical chances and choices. The case is made for greater recognition of the rich layer of music-making which lies outside the professional sphere, with music in worship, community settings and private homes providing examples of fulfilling musical lives.
Toben H. Mintz
- Published in print:
- 2006
- Published Online:
- April 2010
- ISBN:
- 9780195170009
- eISBN:
- 9780199893300
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195170009.003.0002
- Subject:
- Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology
This chapter discusses a kind of information inherent in the structure of children's linguistic input that they could use to categorize verbs together. The information is a type of distributional ...
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This chapter discusses a kind of information inherent in the structure of children's linguistic input that they could use to categorize verbs together. The information is a type of distributional information involving the patterning of words in sentences. The general hypothesis is that words of the same grammatical form-class category (e.g. noun, verb, adjective, etc.) occur in similar distributional patterns across utterances and that this information could be a basis for learners to identify verbs as well as other categories. The chapter presents a two-part examination of the degree to which the category of words can accurately be derived from distributional information. The first part motivates and discusses in detail a recent approach involving frequent frames as a distributional context, and along the way provides a comparison to other recent distributional approaches. The second part presents preliminary behavioral evidence that infants, indeed, categorize novel words based on distributional information, and perhaps based on frequent frames.Less
This chapter discusses a kind of information inherent in the structure of children's linguistic input that they could use to categorize verbs together. The information is a type of distributional information involving the patterning of words in sentences. The general hypothesis is that words of the same grammatical form-class category (e.g. noun, verb, adjective, etc.) occur in similar distributional patterns across utterances and that this information could be a basis for learners to identify verbs as well as other categories. The chapter presents a two-part examination of the degree to which the category of words can accurately be derived from distributional information. The first part motivates and discusses in detail a recent approach involving frequent frames as a distributional context, and along the way provides a comparison to other recent distributional approaches. The second part presents preliminary behavioral evidence that infants, indeed, categorize novel words based on distributional information, and perhaps based on frequent frames.
Ian McGrath, Barbara Sinclair, and Chen Zehang
- Published in print:
- 2007
- Published Online:
- September 2011
- ISBN:
- 9789622098671
- eISBN:
- 9789882206861
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622098671.003.0004
- Subject:
- Society and Culture, Asian Studies
This chapter examines the design of innovative online courses in language teaching methodology for middle school teachers of English in China that would encourage learner and teacher autonomy. It ...
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This chapter examines the design of innovative online courses in language teaching methodology for middle school teachers of English in China that would encourage learner and teacher autonomy. It considers how the development of a capacity for autonomy through scaffolded experiences support online programme participants in acquiring the independent learning skills necessary for success in this increasingly popular mode of learning. It also discusses the e-learning project called eChina-UK funded by the Higher Education Funding Council for England (HEFCE).Less
This chapter examines the design of innovative online courses in language teaching methodology for middle school teachers of English in China that would encourage learner and teacher autonomy. It considers how the development of a capacity for autonomy through scaffolded experiences support online programme participants in acquiring the independent learning skills necessary for success in this increasingly popular mode of learning. It also discusses the e-learning project called eChina-UK funded by the Higher Education Funding Council for England (HEFCE).
Carol Hall, Eric Hall, and Lindsay Cooper
- Published in print:
- 2007
- Published Online:
- September 2011
- ISBN:
- 9789622098671
- eISBN:
- 9789882206861
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622098671.003.0005
- Subject:
- Society and Culture, Asian Studies
This chapter examines the so-called emotional approach in the development of communities of online learners. It argues that building communities of learners online requires course developers in their ...
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This chapter examines the so-called emotional approach in the development of communities of online learners. It argues that building communities of learners online requires course developers in their production of materials, design of tasks and creation of the technological infrastructure, to aim consciously to reduce emotional distance and promote interactivity, social cohesion, co-operation, and collaboration between peers and tutors. The analysis reveals that individuals are willing to engage in experiential exercises online which involve significant degrees of personal learning and have the potential to contribute in positive ways to the socio-emotional development of a learning community.Less
This chapter examines the so-called emotional approach in the development of communities of online learners. It argues that building communities of learners online requires course developers in their production of materials, design of tasks and creation of the technological infrastructure, to aim consciously to reduce emotional distance and promote interactivity, social cohesion, co-operation, and collaboration between peers and tutors. The analysis reveals that individuals are willing to engage in experiential exercises online which involve significant degrees of personal learning and have the potential to contribute in positive ways to the socio-emotional development of a learning community.
