The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Sue L T Mcgregor - One of the best experts on this subject based on the ideXlab platform.
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reorienting consumer education using social learning theory sustainable development via authentic consumer pedagogy
International Journal of Consumer Studies, 2009Co-Authors: Sue L T McgregorAbstract:The paper illustrates the growing interest in understanding consumer behaviour through a social learning theory (SLT) lens, and explains the recently launched United Nations Decade for Education for Sustainable Development (ESD). Then, the discussion turns to an overview of a recently developed ESD/SLT integrated theoretical frameWork, which is then applied to consumer education via an authentic pedagogy. The paper highlights the rich potential of authentic Intellectual Work in the form of observational learning by augmenting ESD within authentic consumer education curricula.
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reorienting consumer education using social learning theory sustainable development via authentic consumer pedagogy
International Journal of Consumer Studies, 2009Co-Authors: Sue L T McgregorAbstract:The paper illustrates the growing interest in understanding consumer behaviour through a social learning theory (SLT) lens, and explains the recently launched United Nations Decade for Education for Sustainable Development (ESD). Then, the discussion turns to an overview of a recently developed ESD/SLT integrated theoretical frameWork, which is then applied to consumer education via an authentic pedagogy. The paper highlights the rich potential of authentic Intellectual Work in the form of observational learning by augmenting ESD within authentic consumer education curricula.
Fred M Newman - One of the best experts on this subject based on the ideXlab platform.
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authentic Intellectual Work in social studies putting performance before pedagogy
Social Education, 1998Co-Authors: Geoffrey Scheurman, Fred M NewmanAbstract:Some critics of social studies education argue that U.S. students spend too much time in unfocused discussions and unproductive group Work—and not enough time learning the facts of history, geography, or government. Other critics contend that students spend too much time absorbing and reproducing trivial information conveyed by textbooks or teachers—and not enough time interpreting documents, evaluating perspectives, and thinking for themselves. Teachers who agree with the first critique tend to adhere to a “transmission” approach to instruction. They expect students in their classrooms to memorize a preordained canon of information and to master a set of discrete Intellectual skills. Unfortunately, such mastery offers little assurance that students have achieved a deep level of conceptual understanding, or that they will be able to transfer knowledge and skills to situations outside of school. Teachers who accept the second critique often adopt “constructivist” approaches to instruction. While varying, these approaches share the basic assumption that students learn best when they analyze and interpret the meaning of new information in relation to past experience. These teachers may design discovery projects, cooperative group activities, or lessons where students spend many hours on the Internet in the name of “active learning.” Although students exposed to these “student-centered” techniques often display greater enthusiasm than those in more conventional “teacher-centered” classrooms, this is no guarantee that quality learning is taking place. Rather than assume that either response—“transmission teaching” or “doing constructivism”—will achieve the goals of social education, we believe it is necessary first to articulate criteria for authentic Intellectual achievement, and then to see what practices tend to result in student performances that meet these criteria. Researchers at the Center on Organization and Restructuring of Schools (CORS) have established three criteria for authentic Intellectual achievement in social studies. They have also described standards within each criterion to guide teachers in evaluating their own and students’ Work (see Table 1). The purpose is not to prescribe general methods of instruction, such as the portfolio assessment often associated with the push for constructivism, or techniques for helping students retain information that supporters of the transmission approach might seek. Indeed, CORS research indicates that any teaching methods can be employed and still result in weak Intellectual achievement.
Dana L Carmichael - One of the best experts on this subject based on the ideXlab platform.
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authentic Intellectual Work common standards for teaching social studies
Social Education, 2009Co-Authors: Bruce M King, Fred M Newmann, Dana L CarmichaelAbstract:For most students in most schools, the usual Work demanded of them is rarely meaningful, significant, or worthwhile. Learning tasks still tend to call for memorizing and reporting on specific information and content, rather than asking students for higher-level thinking, interpretation, or problem solving. Subject matter is covered, not examined in ways that produce in-depth conceptual understanding. SchoolWork is regarded largely as a series of contrived exercises necessary to earn credentials (grades, promotions, and diplomas) required for future success; but for many, especially poor students of color, this Work leads to disengagement and dropping out. The challenge for students is to comply with teachers' and tests' requirements, rather than to use their minds to solve meaningful problems or answer interesting and challenging questions. This is no less true for social studies than it is for other subject areas. What is meaningful Intellectual Work? To define it more specifically, we analyzed the kinds of mastery demonstrated by successful adults who continually Work with knowledge--for example, scientists, musicians, childcare Workers, construction contractors, healthcare providers, business entrepreneurs, repair technicians, teachers, lobbyists, and citizen activists. Adults in these diverse endeavors face common Intellectual challenges that provide guidelines for an education that extends beyond basic skills to more complex academic Work. Of course, we do not expect children to achieve the same level of mastery accomplished by skilled adults, but identifying the nature of Intellectual Work in these professions can help to define criteria for performance necessary for success in contemporary society. Consider, for example, an engineer designing a bridge. To complete the bridge design successfully, the engineer relies on extensive factual knowledge from engineering, architecture, science, and mathematics. But the particular context for the bridge, such as its length, height, peak points of stress and load, and the impact of local variation in weather conditions, require the engineer to organize, analyze, and interpret all this background information to make a unique product. Consider also a citizen trying to make an informed decision about whether an elected officeholder has done a good enough job to be reelected over the challengers, or trying to make a convincing public statement to increase local funding for school security. Finally, consider a single mother of pre-school children who calculates the costs and benefits of job opportunities, paying for childcare, and deciding how to choose among childcare providers. The examples illustrate how diverse endeavors of Work, citizenship, and personal affairs present adults with Intellectual challenges that differ from those commonly experienced by students in schools. Such challenges can serve as guidelines for curriculum, instruction, and assessment that extend beyond the basics, and beyond extensive lists of content standards, to more complex Intellectual Work. Authentic Intellectual Work: Criteria and Rationale As a short-hand phrase for the difference between the Intellectual accomplishment of skilled adults and the usual Work that students do in school, we refer to the more complex adult accomplishments as authentic Intellectual Work. Authentic is used here not to suggest that students are always unmotivated to succeed in conventional academic Work, or that basic skills and factual knowledge should be devalued, but only to identify some kinds of Intellectual Work as more complex and socially or personally meaningful than others. Often times, authentic is used to mean only that the tasks students are assigned have meaning or connect to something in their lives now. We mean much more. Specifically, authentic Intellectual Work involves original application of knowledge and skills, rather than just routine use of facts and procedures. …
Mark J Hofer - One of the best experts on this subject based on the ideXlab platform.
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examining student created documentaries as a mechanism for engaging students in authentic Intellectual Work
Theory and Research in Social Education, 2013Co-Authors: Kathy Swan, Mark J HoferAbstract:Abstract Over the last several decades, social studies educators' interest and emphasis on integrating technology into teaching has increased significantly. One promising area of inquiry focuses on the benefits of student-produced digital video. A number of researchers assert that student-produced digital videos provide a variety of benefits, including increases in student motivation and engagement, creative classroom opportunities, and opportunities for more authentic learning experiences. Fewer researchers, however, have explored student learning outcomes from documentary projects. In this article, the authors analyzed a set of student-created digital documentary projects constructed in a standards-based, 8th-grade U.S. history classroom. They holistically examined the level of authentic Intellectual Work evident in students' projects throughout each stage of the process. The authors found that the students demonstrated a moderate-to-significant degree of authentic Intellectual Work in creating their ow...
Geoffrey Scheurman - One of the best experts on this subject based on the ideXlab platform.
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authentic Intellectual Work in social studies putting performance before pedagogy
Social Education, 1998Co-Authors: Geoffrey Scheurman, Fred M NewmanAbstract:Some critics of social studies education argue that U.S. students spend too much time in unfocused discussions and unproductive group Work—and not enough time learning the facts of history, geography, or government. Other critics contend that students spend too much time absorbing and reproducing trivial information conveyed by textbooks or teachers—and not enough time interpreting documents, evaluating perspectives, and thinking for themselves. Teachers who agree with the first critique tend to adhere to a “transmission” approach to instruction. They expect students in their classrooms to memorize a preordained canon of information and to master a set of discrete Intellectual skills. Unfortunately, such mastery offers little assurance that students have achieved a deep level of conceptual understanding, or that they will be able to transfer knowledge and skills to situations outside of school. Teachers who accept the second critique often adopt “constructivist” approaches to instruction. While varying, these approaches share the basic assumption that students learn best when they analyze and interpret the meaning of new information in relation to past experience. These teachers may design discovery projects, cooperative group activities, or lessons where students spend many hours on the Internet in the name of “active learning.” Although students exposed to these “student-centered” techniques often display greater enthusiasm than those in more conventional “teacher-centered” classrooms, this is no guarantee that quality learning is taking place. Rather than assume that either response—“transmission teaching” or “doing constructivism”—will achieve the goals of social education, we believe it is necessary first to articulate criteria for authentic Intellectual achievement, and then to see what practices tend to result in student performances that meet these criteria. Researchers at the Center on Organization and Restructuring of Schools (CORS) have established three criteria for authentic Intellectual achievement in social studies. They have also described standards within each criterion to guide teachers in evaluating their own and students’ Work (see Table 1). The purpose is not to prescribe general methods of instruction, such as the portfolio assessment often associated with the push for constructivism, or techniques for helping students retain information that supporters of the transmission approach might seek. Indeed, CORS research indicates that any teaching methods can be employed and still result in weak Intellectual achievement.
