Recasting transfer as a socio-personal process of adaptable learning

Billett, Stephen

doi:10.1016/j.edurev.2012.05.004

Cited by 37 publications

(33 citation statements)

References 45 publications

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Section: Theoretical Framework: the Missing Transfer Explanationmentioning

confidence: 98%

“…Significantly in the case of our focus, the wider framing of transfer, in our view, provides a means of conceptualising the assumed benefits of ssEC and nsEC activities on academic outcomes. In particular, contemporary transfer research on identity positionings, learning strategies and dispositions, for example, widens the lens through which we might frame our focus on transfer (Beach, 1999;Engle et al, 2012;Billett, 2013). When Thorndike and Woodworth (1901) undertook their now classic and widely influential studies on transfer they were doing so in response to the then generally held belief that, for example, Latin functioned in transfer terms as a form of 'mental muscle' or 'general skill'.…”

Section: Theoretical Framework: the Missing Transfer Explanationmentioning

confidence: 99%

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A dual step transfer model: Sport and non‐sport extracurricular activities and the enhancement of academic achievement

Bradley

Conway

2016

British Educational Res J

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This paper explores the influence that school sport and non-sport extracurricular activities (ssEC and nsEC) can have on academic achievement. A central thesis of this paper is that, despite the literature on the perceived and presumed benefits of school sport and of non-sport activities, theorising a model of the process by which the benefit is attained, which we conceptualise as a case of transfer, has been neglected.Cognisant of the long-standing literature on transfer and the recent resurgence in transfer research, we present a dual step transfer hypothesis by which ssEC and nsEC activities confer academic achievement benefits. Key to this dual step transfer hypothesis is the influence these activities have on non-cognitive skills, whereby the activity promotes non-cognitive skills (i.e. motivational-social skills), which in turn promotes learning and academic achievement. We present an overview of transfer from the early discussions framing transfer to either mental muscle or identical elements mechanisms, to more recent discussions and new perspectives on what counts as transfer. To this discussion we compare research linking academic achievement to school physical education, school sport, and school non-sport activities. We place particular emphasis on extracurricular activities and the potential influence they can have on non-cognitive characteristics. In making our argument we weigh up the relative support for dual step transfer within extant literature on both areas, and in doing so return to take a position on the long-standing and divergent framing of transfer in terms of either mental muscle or identical elements mechanisms.

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Section: Theoretical Framework: the Missing Transfer Explanationmentioning

confidence: 98%

Section: Theoretical Framework: the Missing Transfer Explanationmentioning

confidence: 99%

A dual step transfer model: Sport and non‐sport extracurricular activities and the enhancement of academic achievement

Bradley

Conway

2016

British Educational Res J

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“…Tvískipt kerfi gerir kröfur um góða samhaefingu þessara ólíku náms-staða en rannsóknir hafa gefið til kynna að nemendur eigi oft erfitt með að tengja það sem er laert í skóla við það sem laerist á vinnustað og öfugt. Yfirfaersla, sem felst í því að geta beitt og aðlagað þekkingu og leikni að nýjum aðstaeðum, virðist vera vandamál (Billett, 2013;Guile og Young, 2003;Wahlgren, 2009). Rök hafa verið faerð fyrir því að erfið-leikar í yfirfaerslu stafi af ólíkum og oft ósamkvaemum áherslum skóla og vinnustaðar.…”

Section: Nám í Skóla Og á Vinnustað: Samspil Og Einkenniunclassified

“…Research has, however, also shown that the effectiveness of the dual system is in part based on the coherence of the learning that takes place at each site. Transfer of learning from the school to the workplace and vice versa is often elusive, and students have difficulty making sense of how what they learn at school is relevant to work and how experiences at the workplace relate to what is discussed at school (Billett, 2013(Billett, , 2014Guile & Young, 2004;Mulder, et al, 2015;Schaap, et al, 2012;Sloane, 2014;Tynjälä, 2008;Wahlgren, 2009). The goal of the research was to investigate how the dual system in the certified trades (where a journeyman's examination is required for working in the trade) is implemented in Iceland and, specifically, to look at whether the system provides a coherent educational experience in terms of how educational pathways are organized.…”

Section: Introductionmentioning

confidence: 99%

Nám í skóla og á vinnustað: Viðhorf og reynsla sveina, kennara og meistara af tvískiptu kerfi löggiltra iðngreina

Eiríksdóttir¹

2017

TUUOM

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Markmið rannsóknarinnar var að skoða hvernig nám í tvískiptu kerfi löggiltra iðngreina fer fram á Íslandi, nánar tiltekið hvort samfella sé í skipulagi námsins og samhengi milli námsins í skóla og á vinnustað. Tekin voru viðtöl við sveina, kennara og meistara (átta í hverjum hóp) í fjórum iðngreinum. Niðurstöður benda til þess að tvískipta kerfið sé að miklu leyti rekið eins og tvö samhliða námskerfi og ekki sé nægilega hugað að því að námið myndi samfellda heild. Samskipti eru óformleg og ábyrgð á samræmingu virðist hvergi vera skilgreind. Einnig sýndu niðurstöður að styrkleikar námsins í skólanum eru veikleikar námsins á vinnustað og öfugt, og því getur verið erfitt að tryggja gæði námsins í heild. Tvískipta kerfið í löggiltum iðngreinum ætti að geta boðið upp á góða heildstæða þjálfun en víða þarf að lagfæra fyrirkomulag til að tryggja gæði og samfellu náms. Rannsóknarverkefnið var styrkt af Mennta- og menningarmálaráðuneytinu í gegnum verkefnið Nám er vinnandi vegur og af Rannsóknarsjóði Háskóla Íslands.

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“…Evidence of the constructive and adaptive nature of actual work practices offers valuable ideas for enhancing the articulation of training through work and for ensuring that prescribed, implemented and experienced vocational and professional curricula are negotiated and integrated to optimise learning. This is essential in light of institutionalised vocational and professional education's heavy reliance on prescribed tasks and hope for transfer, despite calls for a fundamental reconceptualisation of the notion of transfer (Billett 2013a;Volet 2013).…”

Section: Novel Contributions Of Francophone Research Aimed At Enhancimentioning

confidence: 99%

Francophone Perspectives of Learning Through Work

Filliettaz¹,

Billett²

2015

Professional and Practice-Based Learning

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Professional and practice-based learning brings together international research on the individual development of professionals and the organisation of professional life and educational experiences. It complements the Springer journal Vocations and Learning: Studies in vocational and professional education.Professional learning, and the practice-based processes that often support it, are the subject of increased interest and attention in the fields of educational, psychological, sociological, and business management research, and also by governments, employer organisations and unions. This professional learning goes beyond, what is often termed professional education, as it includes learning processes and experiences outside of educational institutions in both the initial and ongoing learning for the professional practice. Changes in these workplaces requirements usually manifest themselves in the everyday work tasks, professional development provisions in educational institution decrease in their salience, and learning and development during professional activities increase in their salience.There are a range of scientific challenges and important focuses within the field of professional learning. These include:-understanding and making explicit the complex and massive knowledge that is required for professional practice and identifying ways in which this knowledge can best be initially learnt and developed further throughout professional life. -analytical explications of those processes that support learning at an individual and an organisational level. -understanding how learning experiences and educational processes might best be aligned or integrated to support professional learning.The series integrates research from different disciplines: education, sociology, psychology, amongst others. The series is comprehensive in scope as it not only focusses on professional learning of teachers and those in schools, colleges and universities, but all professional development within organisations.More information about this series at

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Recasting transfer as a socio-personal process of adaptable learning

Cited by 37 publications

References 45 publications

A dual step transfer model: Sport and non‐sport extracurricular activities and the enhancement of academic achievement

A dual step transfer model: Sport and non‐sport extracurricular activities and the enhancement of academic achievement

Nám í skóla og á vinnustað: Viðhorf og reynsla sveina, kennara og meistara af tvískiptu kerfi löggiltra iðngreina

Francophone Perspectives of Learning Through Work

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