Discovering the Pedagogy of Experience

Moore, David Thornton

doi:10.17763/haer.51.2.287538161u398060

Cited by 31 publications

(8 citation statements)

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“…Just adding a service project or placement to a course does not guarantee that students will reflect on ways that the experience relates to their academic study. Moore (1981Moore ( , 1999 found that students in work placement in communities were rarely asked to explicitly link their experience with their academic study or to think about its wider implications. Their community activities were often routine and repetitive and contributed little to a broader understanding of the work or the workplace.…”

Section: Planning For Effective Reflection: the Reflection Mapmentioning

confidence: 99%

Reflection: Linking Service and Learning—Linking Students and Communities

Eyler

2002

Journal of Social Issues

397

280

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While research on service-learning has been mixed, there is evidence to suggest that service-learning programs which thoroughly integrate service and academic learning through continuous reflection promote development of the knowledge, skills, and cognitive capacities necessary for students to deal effectively with the complex social issues that challenge citizens. While there is not much research in the service-learning literature that specifically addresses techniques of reflection, evidence from studies of problem-based learning, situated cognition, and cognitive development suggests approaches to reflection that will enhance the power of service-learning in attaining these important goals which facilitate full community participation. This review presents concrete suggestions about this type of program.

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Section: Planning For Effective Reflection: the Reflection Mapmentioning

confidence: 99%

Reflection: Linking Service and Learning—Linking Students and Communities

Eyler

2002

Journal of Social Issues

397

280

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“…A number of other researchers have developed related ways of systematizing ethnographic or qualitative data Green & Wallat, 1979;Mehan, 1979;Mehan & Riel, in press;Moore, 1981). Systematic analyses of functional patterns in interactional data also appear in other scholarly traditions, such as ethology (Grossmann, 1981), infant social interaction research (Als, Tronick, & Brazelton, 1979;Uzgiris & Fafouti-Milenkovic, 1985), and the hermeneutic tradition (Kreppner, Paulsen, & Schuetze, 1982).…”

Section: Ill Analysis Strategy For the Observationsmentioning

confidence: 99%

Guided Participation in Cultural Activity by Toddlers and Caregivers

Rogoff

Mistry²,

Göncü³

et al. 1993

Monographs of the Society for Research in Child Development

637

425

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In this Monograph, we examine how toddlers and their caregivers from four cultural communities collaborate in shared activities. We focus both on similarities across communities in processes of guided participation--structuring children's participation and bridging between their understanding and that of their caregivers--and on differences in how guided participation occurs. We examine the idea that a key cultural difference entails who is responsible for learning--whether adults take this responsibility by structuring teaching situations or whether children take responsibility for learning through observation and through participating in adult activities with caregivers' support. We speculate that these two patterns relate to cultural variation in the segregation of children from adult activities of their community and in emphasis on formal schooling. The four communities of our study vary along these lines as well as in other ways: a Mayan Indian town in Guatemala, a middle-class urban group in the United States, a tribal village in India, and a middle-class urban neighborhood in Turkey. In each community, we visited the families of 14 toddlers (aged 12-24 months) for an interview that was focused on child-rearing practices, which included observations of caregivers helping the toddlers operate novel objects spontaneously during adult activities. Results are based on systematic analysis of patterns of communication and attention in each family in each community, combining the tools of ethnographic description, graphic analysis, and statistics.(ABSTRACT TRUNCATED AT 250 WORDS)

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“…In a sense, these "social means" features constitute the pedagogy of work experience, because they represent the choices participants make in shaping the intern's access to situated knowledge (Moore 1981a). On the other hand, the features of the tasks themselves may be thought of as the naturally occurring curriculum of work, because they represent the knowledge to which the newcomer gains access (Moore 1982).…”

Section: The Approachmentioning

confidence: 99%

“…While we understood that high school interns are hardly representative of full-time workers, we wanted to find out how newcomers in work organizations learn. The framework we generated has been reported extensively elsewhere (Moore 1981a(Moore , 1981b. The following is a brief explanation of the approach and a comparative educational analysis of two very different work settings.…”

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confidence: 99%

Learning at Work: Case Studies in Non‐School Education

Moore

1986

Anthropology & Edu Quarterly

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This article is the result of a three-year study of student interns, which investigated the experiences of newcomers in various work organizations. A learning narrative, it compares internships in two very different work settings: a furniture-making shop and an animal protection league. INTERNING, NON-SCHOOL EDUCATION.In the basement workroom of a custom furniture shop, Jacob, the master cabinetmaker, instructed Mike, one of his apprentices, to assemble two drawers for a chest after reminding him to tuck his long hair up under his hat. As Mike began to lay the pieces out on a workbench, Jacob said, "I suggest you do it on the floor," but Mike stayed at the bench. The apprentice started by putting several pieces together and trying to hold them steady as he balanced and aligned them. Like a house of cards, everything tumbled apart-twice. Jacob came around behind him to watch, and Mike said, "I've been trying to figure out how to clamp this so it will stay together.'' Jacob did two things at once: He turned the drawer so it rested on its bottom, saying, "Have everything ready to go; fit it together first"; and David Thornton Moore is the

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Discovering the Pedagogy of Experience

Cited by 31 publications

References 0 publications

Reflection: Linking Service and Learning—Linking Students and Communities

Reflection: Linking Service and Learning—Linking Students and Communities

Guided Participation in Cultural Activity by Toddlers and Caregivers

Learning at Work: Case Studies in Non‐School Education

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