The Experts below are selected from a list of 321 Experts worldwide ranked by ideXlab platform
Kate Wall - One of the best experts on this subject based on the ideXlab platform.
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Stories of practitioner enquiry: using narrative interviews to explore teachers’ perspectives of Learning to Learn
International Journal of Qualitative Studies in Education, 2013Co-Authors: Ulrike Thomas, Lucy Tiplady, Kate WallAbstract:The Campaign for Learning’s Learning to Learn Phase 4 was a research project in which teachers undertook practitioner enquiry to explore innovative pedagogies under the umbrella term of Learning to Learn. In 2008, to gain greater understanding of what this process meant to the participating teachers the research team at Newcastle University undertook narrative interviews which examined three key areas: the motivation for undertaking practitioner enquiry, the experience for both teachers and students, and the support needed to facilitate success. This paper examines how the decision to use narrative interviews in conjunction with an iterative validation process supported a meaningful and ethical exchange between the teachers and researchers, where knowledge generation was foregrounded, and how despite each teacher producing a unique, highly contextual story, cross-narrative themes emerged which have enabled the research team to broaden our understanding of practitioner enquiry.
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Understanding metacognition through the use of pupil views templates: pupil views of Learning to Learn
Thinking Skills and Creativity, 2008Co-Authors: Kate WallAbstract:Abstract As part of the Learning to Learn Phase 3 Evaluation [for full detail see Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Moseley, D., et al. (2007). Learning to Learn in Schools Phase 3 Evaluation: Final Report . London: Campaign for Learning. Available at: www.campaignforLearning.org.uk ; Higgins, S., Wall, K., Falzon, C., Hall, E., Leat, D., Baumfield, V., et al. (2005). Learning to Learn in Schools Phase 3 Evaluation Year One Final Report . London: Campaign for Learning. Available at: http://www.campaignforLearning.org.uk ; Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Woolner, P. et al. (2006). Learning to Learn in Schools Phase 3 Evaluation: Year Two Report . London: Campaign for Learning. Available at: http://www.campaignforLearning.org.uk ] teachers across three Local Authorities in England were supported in using an approach fitting ideas of professional enquiry through action research [Baumfield, V., Hall, E., & Wall, K. (2008). Action research in the classroom . London: Sage]. In this complex project, teachers have explored different innovations that they believe to fit under the umbrella term of Learning to Learn, implementing and investigating approaches ranging from cooperative Learning [Kagan, S. (2001). Cooperative Learning . Kagan Publishing. www.Kaganonline.com ] to Assessment for Learning [Black, P. J. & Wiliam, D. (1998). Assessment and classroom Learning. Assessment in Education , 5, 7–73] to Thinking Skills [Baumfield, V. & Higgins, S. (1997). ‘But no one has maths at a party: Pupils’ reasoning strategies in a thinking skills programme. Curriculum , 18 (3), 140–148]. As part of these enquiries teachers have increasingly involved pupils and their perspective for providing critical insight to processes associated with Learning to Learn. This corresponds to debates around pupil voice [for example, Flutter, J. & Ruddock, J. (2004). Consulting pupils: What's in it for schools ? London: Routledge Falmer], and also the fact that teachers in the project see pupils as having characteristics that can support the development of a Learning to Learn philosophy [Hall, E., Leat, D., Wall, K., Higgins, S., & Edwards, G. (2006) Learning to Learn: Teacher research in the zone of proximal development. Teacher Development , 10 (2)] This paper will use the method of pupil views templates [Wall, K. & Higgins, S. (2006). Facilitating and supporting talk with pupils about metacognition: A research and Learning tool. International Journal of Research and Methods in Education , 29 (1), 39–53] used by teachers as a pragmatic tool [Baumfield, V., Hall, E., Higgins, S., & Wall, K. (2007). tools for enquiry and the role of feedback in teachers’ Learning. Paper presented at the European Association for Research in Learning and Instruction Conference ] to research pupils’ perspectives of Learning to Learn and the processes they perceive to be involved. It will use an analysis frame to examine and explore data about pupils’ declarative knowledge of the process of Learning and therefore aspects of their metacognitive knowledge and skilfulness [Veenman, M. V. J. & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task difference. Learning and Individual Differences , 15 , 159–176].
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Learning to Learn in schools: how are pupils thinking differently about their Learning?
2007Co-Authors: Kate Wall, S.a HigginsAbstract:Within Great Britain at the moment the concept of exploring thinking, Learning and the associated processes is rising in popularity and alongside the Teaching and Learning Programme’s (TLRP) ‘Learning how to Learn’ (for example, James and Brown 2005) the Learning to Learn Phase 3 Evaluation, which ran from March 2003 until May 2007, represents the empirical exploration of this practice in schools. The project was funded through the Campaign for Learning (CfL) and supported by University based researchers at the Research Centre for Learning and Teaching at Newcastle University and Durham University (for full details see Higgins et al. 2005; 2006; 2007). This paper will explore data on pupil views of Learning to Learn collected across this three year project. The data was collected by teachers as part of professional enquiry through action research using pupil views templates (Wall and Higgins 2006). This paper will explore the method of pupil views templates, describing their use and the rationale and theoretical basis for their design. It will then go on to discuss the analysis frame, which combines the work of Moseley et al. (2005) and Veenman et al. (2003), used to investigate the way in which Learning to Learn pupils’ views of cognitive skills are seen to overlap with their thinking about metacognition and how they differ from pupils researched using the same methods in other, non-Learning focused, research projects.
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Learning to Learn: teacher research in the Zone of Proximal Development
Teacher Development, 2006Co-Authors: Elaine Hall, Kate Wall, David Leat, Steve Higgins, Gail EdwardsAbstract:This article draws on an action research project in primary and secondary schools which was funded through the Campaign for Learning, and supported by Newcastle University with a focus on ‘Learning to Learn’. This is a potentially useful concept for teachers and academics as attempts are made to move beyond curriculum‐driven and assessment‐dominated education towards inclusive and lifelong Learning. At the end of the academic years 2003–2004 and 2004–2005, a total of 43 teachers from schools involved in researching Learning to Learn completed questionnaires and were interviewed about the progress of their individual research projects in the context of the wider programme. They were asked to discuss issues of autonomy and control, expectations and motivation and how change was manifesting itself in their contexts. Clear messages about the need for teacher ownership of the research balanced with the need for scaffolding emerged from the analysis.
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Learning to Learn: exploring how teachers can Learn about innovation in their own classrooms
2005Co-Authors: Kate Wall, Elaine HallAbstract:The Learning to Learn Phase 3 Evaluation is a research project funded through the Campaign for Learning and facilitated by the Centre for Learning and Teaching at Newcastle University. This project involves 33 primary and secondary schools in three LEAs, representing a wide range of socio-economic contexts across England. All of the schools have implemented interventions under the umbrella term of Learning to Learn. Working definitions of Learning to Learn exist, drawing on ideas of metacognition, Thinking Skills, self-regulation, self-efficacy and self-esteem. However, within this project definitions remain fluid and changing since through the process of research the teachers themselves are creating new understandings of what Learning to Learn is in practice. This project is rooted in the belief that the teachers’ voice is paramount; therefore an action research methodology has been used. Moreover this methodology is one in which the teachers can identify their own research focus as well as their own intervention methods. The locus of control is firmly in the teachers’ domain rather than academia’s. However, to avoid criticisms of un-generalisable findings, as common research tools are introduced to the different action research case studies in schools, then conclusions can also be drawn across the whole national sample; thus becoming a persuasive tool for influencing practice and policy makers. This paper will explore the methods by which the different case studies are supported, the partnership that has developed between University and schools and the way that professional Learning has evolved.
Vicente Salas-fumás - One of the best experts on this subject based on the ideXlab platform.
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Learning to Learn and productivity growth: Evidence from a new car-assembly plant
Omega, 2013Co-Authors: Carlos Sáenz-royo, Vicente Salas-fumásAbstract:Abstract This paper models Learning by experience beyond the experience curve, including the possibility of “Learning to Learn”: the pace of Learning increases over time by building on what has already been Learned. We compare the extended deterministic Learning model with Jovanovic and Nyarkos' [26] stochastic Learning. The theoretical models are tested with data on the total factor productivity of a car-assembly plant in its first months of operation. We find that the deterministic “mixed Learning model”, where the speed of Learning is equal to a constant plus a Learning to Learn effect, is the one that best fits the empirical data. The mixed Learning model results in a time pattern of total factor productivity growth, first increasing and later decreasing, different from the always decreasing rate of growth of the Learning curve, opening new perspectives on the study of Learning by experience.
Joyce Lishman - One of the best experts on this subject based on the ideXlab platform.
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Editorial: Learning to Learn in social work
Social Work Education, 1999Co-Authors: Michael Preston-shoot, Imogen Taylor, Joyce LishmanAbstract:(1999). Editorial: Learning to Learn in social work. Social Work Education: Vol. 18, No. 2, pp. 117-119.
Carlos Sáenz-royo - One of the best experts on this subject based on the ideXlab platform.
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Learning to Learn and productivity growth: evidence from a new car-assembly plant
Development and Learning in Organizations: An International Journal, 2013Co-Authors: Carlos Sáenz-royoAbstract:This paper models Learning by experience beyond the experience curve, including the possibility of ‘‘Learning to Learn’’: the pace of Learning increases over time by building on what has already been Learned. We compare the extended deterministic Learning model with Jovanovic and Nyarkos’ [26] stochastic Learning. The theoretical models are tested with data on the total factor productivity of a car-assembly plant in its first months of operation. We find that the deterministic ‘‘mixed Learning model’’, where the speed of Learning is equal to a constant plus a Learning to Learn effect, is the one that best fits the empirical data. The mixed Learning model results in a time pattern of total factor productivity growth, first increasing and later decreasing, different from the always decreasing rate of growth of the Learning curve, opening new perspectives on the study of Learning by experience. & 2012 Elsevier Ltd. All rights reserved.
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Learning to Learn and productivity growth: Evidence from a new car-assembly plant
Omega, 2013Co-Authors: Carlos Sáenz-royo, Vicente Salas-fumásAbstract:Abstract This paper models Learning by experience beyond the experience curve, including the possibility of “Learning to Learn”: the pace of Learning increases over time by building on what has already been Learned. We compare the extended deterministic Learning model with Jovanovic and Nyarkos' [26] stochastic Learning. The theoretical models are tested with data on the total factor productivity of a car-assembly plant in its first months of operation. We find that the deterministic “mixed Learning model”, where the speed of Learning is equal to a constant plus a Learning to Learn effect, is the one that best fits the empirical data. The mixed Learning model results in a time pattern of total factor productivity growth, first increasing and later decreasing, different from the always decreasing rate of growth of the Learning curve, opening new perspectives on the study of Learning by experience.
Justinas Sadauskas - One of the best experts on this subject based on the ideXlab platform.
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Organization of Social Work Practice in Community Through the Aspect of Developing Learning to Learn Competence: Students’ Opinions
Social Work, 2013Co-Authors: Valdonė Indrašienė, Justinas SadauskasAbstract:Contemporary university teaching/Learning paradigm highlights the importance of Learning to Learn competence. Hence, the article analyses the organization of social work practice in community through the aspect of developing Learning to Learn competence. Research objectives include: - establish the prerequisites of developing Learning to Learn competence during social work practice in community; - reveal students’ opinions on the organization of social work practice in community through the aspect of developing Learning to Learn competence. Quasi-experiment design has been chosen for the research, which focuses on one group evaluation before and after the field experiment. The research sample is 58 fourth-year Bachelor program for social work MRU students, who studied alternative optional study subject – social work practice in community. Questionnaire based survey was applied to carry out the research on the change of Learning to Learn competence self-assessment. Based on competence portfolio content analysis, the reasons of the change in Learning to Learn competence self-assessment were revealed. The research showed that the development of Learning to Learn competence during social work practice in community is promoted by the application of the direct experience social worker preparation model, the main accent of which is student life experience or direct work experience, based on which competences and knowledge necessary for work in community could bedeveloped. Future social workers’ Learning to Learn competence development is mostly influenced by purposefully selected practice tasks, which are focused on Learning through active participation, seeking to take into account the foreseen study results and real community needs. Tasks focused on Learning through active participation and community problem solving give the basis for the development of student Learn to Learn competence. Possibility to constantly reflect personal activity is important in seeking effective organization of social work practice in community and the development of Learning to Learn competences necessary for this work.