Lessons learned from the landscape: an integrated approach

Miraglia, Kathy Marzilli; Smilan, Cathy

doi:10.1386/eta.5.2and3.169/1

Cited by 5 publications

(3 citation statements)

References 7 publications

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“…Special education faculty must realize that they need to alter their own teaching styles, from giving information to encouraging peer collaboration, risk taking, problem solving, and decision making. Faculty must emphasize the importance of self-reflection, and through the reflective practice, students’ confidence and reliance on their own instincts will increase (Miraglia & Smilan, 2009). The faculty is still responsible for all students’ learning and for accomplishing the course goals.…”

Section: Discussionmentioning

confidence: 99%

“…Contu and Willmott (2003) studied the ways in which situated learning strengthens students’ abilities to fine-tune their skills as they practice within the organizational context that they planned to enter after their education. Researchers found that when students’ learning was embedded in the context itself, it was more meaningful, and was valued more highly in the workplace and the community (Miraglia & Smilan, 2009). The special education graduate students learned to apply specific learning through authentic hands-on activities as they collaborated with peers and reflected on their own teaching practice.…”

Section: Review Of the Literaturementioning

confidence: 99%

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The Effects of Situated Learning Through a Community Partnership in a Teacher Preparation Program

Meyers

Lester

2013

Sage Open

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This article examines the value of using an alternative approach to college course instruction in an off-campus location, an agency for individuals with developmental disabilities. The situated learning model is an alternative to the traditional college course instructional approach for preservice teachers. This model immerses students in the actual setting where they can practice the skills and apply the concepts emphasized in the curriculum. Through a partnership between the college, the community agency, and a public school, graduate students in the special education program developed and implemented a life-skills curriculum for individuals with developmental disabilities, at the same time learning essential principles of delivering instruction. The school-aged students who participated in the study were from a racially mixed urban school district, while the adult clients from the community agency attended the program at the end of their community-based workday. Based on the results of surveys and focus group discussions, participants in the study indicated that the situated learning model of instruction in a community setting better prepared them in the acquisition and application of their teaching skills, and built their competence in developing educational programs for individuals with disabilities.

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Section: Discussionmentioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

The Effects of Situated Learning Through a Community Partnership in a Teacher Preparation Program

Meyers

Lester

2013

Sage Open

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“…We become aware of how we are embedded in an ecosystem; in a landscape with particular flora and fauna; in a particular social system and culture." (Miraglia & Smilan, 2009).…”

Section: Lessons Learned From the Landscapementioning

confidence: 99%

Arts and design education for sustainable development

Özsoy

2016

PROSOC

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The UN General Assembly realized in 1983 that there was a heavy deterioration of the human environment and natural resources, and established the World Commission on Environment and Development (WCED). WCED's mission was to unite countries to pursue sustainable development together. This commission prepared a report called as "Our Common Future" in October 1987. The focus in the report was that the perspectives of society and nature are equal to that of economy. Countries' economic and social development being sustainable, preventing global climate changes and natural disasters are directly proportionate to education strategies' involving sustainability. Sustainability education is a model that aims to support the learners to become responsible citizens who struggle for a more sustainable world with their knowledge, skills, values and mental abilities. UNESCO indicates that "Education for Sustainable Development" allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. Art and design education has a multi-directional content for sustainable development ideals. For example, aesthetic sensitivity and critical thinking which are in the nature of art and design subjects, help students grow as individuals who are environment and ecosystem-sensitive. Sustainability of art and design education could be seen in two-directions. The first side is to keep students away from any kind of violence by providing them with sensitivity and empathy as well as help them develop respect for society and environment. In this way, students gain susceptibility and eagerness to protect ecosystem and live in the limits of nature. The second side is the sustainability projects carried out by students and instructors in art and design lessons. These are applications especially to clarify that a sustainable environment, nature and ecosystem is important for a sustainable life. This study includes some practical examples about the second side.

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Children’s participation in documentation processes in local outdoor spaces

Dardanou,

Karlsen

2023

J Child Edu Soc

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This article describes a study that aimed to investigate how children perform and document Land Art in local places near their kindergarten and the visualization of their experiences through their drawings back in the kindergarten. Documentation is important for a kindergarten’s planning and evaluation of pedagogical practices and activities. Studies have shown that using visual methods, such as drawings and photographs created by children themselves, to provide information related to children’s perspectives, actions and attitudes is a way for children to communicate and make meaning of their experiences. Encounters with the natural world through the performance of Land Art offer children the opportunity to directly sense, interact with and know ‘the world of materials’. Children’s interactions correspond with natural materials and the environment. Participatory observation was used, following a group of twelve children, aged four and five years in a year’s period to their trips near a shoreline. Data consists of photographs, voice recordings, video, drawings, and narratives to explore ways children interact with and make meaning of place by performing Land Art. The results show that children’s photographs and drawings are ways to ‘communicate’ with their experiences and engage with, pay attention to and visualize their perspectives. The findings might have implications for new approaches to documenting children’s voices and experiences through performing Land Art and drawings.

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Lessons learned from the landscape: an integrated approach

Cited by 5 publications

References 7 publications

The Effects of Situated Learning Through a Community Partnership in a Teacher Preparation Program

The Effects of Situated Learning Through a Community Partnership in a Teacher Preparation Program

Arts and design education for sustainable development

Children’s participation in documentation processes in local outdoor spaces

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