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Visions of learning: Theory applica...

Rigisich, Lisa Michelle.

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Visions of learning: Theory application. Minds meeting deeds in the classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Visions of learning: Theory application. Minds meeting deeds in the classroom./
作者:	Rigisich, Lisa Michelle.
面頁冊數:	365 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2150.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3135369
ISBN:	0496825933

Visions of learning: Theory application. Minds meeting deeds in the classroom.
Rigisich, Lisa Michelle.

Visions of learning: Theory application. Minds meeting deeds in the classroom. - 365 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2150.

Thesis (Ed.D.)--Columbia University Teachers College, 2004.

There is a gap between learning theory and teaching practice. The most widely accepted learning theories claim that learners must be active , while prevalent teaching methodologies frequently elicit student passivity. Most teacher education programs require students to read learning theory but provide no model for linking such theory to teaching practice. In her review of literature, the author was unable to find such a model. Her research sought to discover and present a model by which teachers can articulate their beliefs about learning and apply them to every aspect of their teaching practice.

ISBN: 0496825933Subjects--Topical Terms:

539262
Education, Secondary.

Visions of learning: Theory application. Minds meeting deeds in the classroom.
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245 1 0 $a Visions of learning: Theory application. Minds meeting deeds in the classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2150.
500 $a Sponsor: Ruth Vinz.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2004.
520 $a There is a gap between learning theory and teaching practice. The most widely accepted learning theories claim that learners must be active , while prevalent teaching methodologies frequently elicit student passivity. Most teacher education programs require students to read learning theory but provide no model for linking such theory to teaching practice. In her review of literature, the author was unable to find such a model. Her research sought to discover and present a model by which teachers can articulate their beliefs about learning and apply them to every aspect of their teaching practice.
520 $a This research is qualitative in nature. The first phase of the research qualifies as action research, in which the author, a teacher educator, attempted to teach her English Methods course for pre-service teachers in accordance with her own articulated theory of learning and, through this experience, to discover what it takes to do so, identifying the steps, difficulties, and hurdles. The second research undertaking qualifies as case study research. In this second phase, the author studied two of her students as they moved into their early years of teaching and sought to teach according to their own articulated theories of learning. Through observing and reflecting on her students and her own attempts to apply theory, the author ultimately suggests a model by which teachers can apply their learning theories in practice.
520 $a The author discusses a number of difficulties that arise as one follows her theory application model. One such difficulty is the fact that changing one's teaching practice is uncomfortable. Individuals often read discomfort as a sign that they are doing something wrong, and thus, they abandon their change efforts. Also, the fact that one's articulated theory of learning must be stated first in theory, but cannot be fully known in a practical sense until one tries to apply it, makes the process feel like walking a tightrope without a net. Such risk-taking can be daunting. The author offers practical suggestions for handling such discomfort and encourages all teachers to undertake the theory application process, an effort that, she assures readers, is vital to students' learning.
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