Achieving staff development through understanding the learner

Johnston, Christine A.; Johnston, John

doi:10.1080/13674589800200030

Cited by 3 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These mental processes are embedded into four distinct yet interactive learning patterns, identified by Johnston as sequential (structure and organization), precise (accuracy and details), technical (independence and problem solving), and confluent (intuition and risk-taking). The interactive learning model is an effective model for application in group learning settings (Marcellino, 2000), as the learner's individual Learning Connections Inventory scores become the basis for dialogue between student and facilitator and among students, resulting in the development of a very powerful learning community in which each learner feels that he or she is a contributing member within a collaborative environment (Johnston & Johnston, 1998).…”

Section: Metacognitionmentioning

confidence: 99%

Transformative Learning in Online Settings

Boyer

Maher²,

Kirkman

2006

Journal of Transformative Education

View full text Add to dashboard Cite

The purpose of this qualitative phenomenological research was to validate the findings from a previous exploratory study of transformative learning in a specific, primarily online, graduate course model. This study involved the systematic content analysis of the graduate students' reflective writings collected at specific intervals throughout each course semester. Construct validity of the content analysis was strengthened through the application of a coding rubric and data analysis triangulated across three researchers. The final results indicate that the phases of transformative learning were repeatedly evident in students' reflective discussion comments and that fundamental changes in preconceived ideas, beliefs, habits, or assumptions had occurred for approximately one fourth of the participants around the themes of course workload, fear of or incompetence with technology, social role priorities, the online self-directed course format, and collaborative learning. The instructor role was found to be a vital component in the facilitation of transformative learning.

show abstract

Section: Metacognitionmentioning

confidence: 99%

Transformative Learning in Online Settings

Boyer

Maher²,

Kirkman

2006

Journal of Transformative Education

View full text Add to dashboard Cite

show abstract

“…In that, the LML Process does not classify or categorize the child in one of the patterns mentioned, but emphasizes that all children use each of these interactive procedures together to a certain level (Johnston & Dainton, 1997). The LML Process is based on the assumption that taking control of the successfulness of pre-school activities and school learning is a powerful and positive learning experience (Osterman & Kottkamp, 2004;Flavell et al, 2000;Johnston and Johnston, 1998) that helps a child to take responsibility for success in pre-school activities/school learning by using carefully developed activities including the metacognitive strategy, which has been developed by children and which guides them through problem situations. The LML Process offers an opportunity for a dialog between a child and an educator as well as a child and another child i.e.…”

Section: Theoretical Basementioning

confidence: 99%

“…a student and a teacher and a student and another student, resulting with the development of a very strong community in which the kindergarten activity i.e. school learning takes place and where each child feels to contribute to a cooperative environment as a member of the educational group or a class (Johnston & Johnston, 1998). Silverberg ( 2002) calls this the relational development area.…”

Section: Theoretical Basementioning

confidence: 99%