Learner Adaptivity: An Initial Conceptualisation

Koh, Elizabeth; Hong, Helen; Seah, Jimmy

doi:10.1007/978-981-4560-17-7_2

Cited by 8 publications

(3 citation statements)

References 35 publications

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“…In this case, the term adaptivity is used to give a more precise description of the capacities that individuals need to master more or less specifically defined challenges in a manner adequate for the situation. This means adaptive competencies refer to capacities to navigate environmental challenges in an adequate manner (Koh et al, 2014). For the transition actors-the child, the parents or families, the preschool teachers and school teachers, the members of the neighborhood (e.g., clubs, local communities), or additional service providers (e.g., therapists) (Then and Pohlmann-Rother, 2023)adaptivity may be specified as a personal feature from different perspectives.…”

Section: Individual Level: Adaptivity As a Personal Featurementioning

confidence: 99%

Adaptivity in the inclusive transition to school

Then,

Pohlmann-Rother

2024

Front. Educ.

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The transition to school is a key juncture in an individual’s educational trajectory, with far-reaching effects on the development of children and their families. Successful transitions require flexibility in the design of the transition process, addressing the needs of the persons involved in an adaptive manner. Adaptivity is also considered crucial for the success of inclusive transitions. However, a systematic breakdown of the aspects that characterize the concept of adaptivity in the context of inclusive school entry is not available at this point. This article therefore provides a conceptualization of adaptivity in the inclusive transition to school as well as a review of the current literature focusing this topic. The goal is to develop a model that structures the various aspects of adaptivity at school entry and offers an overview of the way these aspects are important to design the transition successfully according to current findings of empirical research. Building on a concept of transitions informed by ecological systems theory, we are guided by the assumption that adaptivity at transition to school may occur in three forms: as a feature of the persons involved in the transition; as a feature of the processes that moderate the course of the transition; and as a feature of the structures that frame the transition. Based on this distinction, we develop a model that presents adaptivity in the inclusive transition to school.

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Section: Individual Level: Adaptivity As a Personal Featurementioning

confidence: 99%

Adaptivity in the inclusive transition to school

Then,

Pohlmann-Rother

2024

Front. Educ.

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“…Reflective Teaching. Koh et al (2014) proposed that PTs should see the teaching phenomenon as an evolving process where they experiment with new in-class activities to generate alternatives for teaching a school science topic better than the traditionally accepted approach. Timperley (2013) added that PTs should see teaching as researchable by systematically inquiring about it to build personal pedagogic knowledge as the unique core of professionalism.…”

Section: A Nuanced Phenomenographic Understanding Of Teaching Phenomenonmentioning

confidence: 99%

Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching

Soysal

2023

SAGE Open

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The related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers that instructors’ conceptions of teaching are inquired into by discriminating teacher-centered and student-centered modes of teaching from each other. In addressing these two issues, first, the present study established a phenomenographic argument regarding prospective teachers’ (PTs) experience-based conceptions of the teaching phenomenon. Second, the current study considers teaching phenomenon in a broader sense within five hierarchical categories: monological, dialogical, dialectical, adaptive-pragmatic, and reflective. A phenomenographic research was conducted to comprehend 39 senior PTs’ teaching conceptions. It is concluded that the PTs mainly experienced and reported three focused dimensions of the phenomenon: monological, dialogical, and dialectical. However, two more sophisticated dimensions, adaptive-pragmatic and reflective teaching, were absent in the PTs’ experienced-based conceptions. Finally, suggestions are offered for educators who considerably fluctuate the PTs’ experiential cognition of the instruction and related conceptions of enacted teaching.

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“…Bohle Carbonell et al suggest that these attributes can be divided into metacognitive skills and other cognitive skills and abilities, including "flexibility, ability to innovate, continuous learning, seeking out challenges, and creativity" [11] (see also [22] and [23]). Some authors additionally include psycho-social constructs and environmental factors incorporating concern, control, curiosity and confidence [31], competency of commitment [32], social recognition [13], [33], and degree of task volatility and environmental change [33].…”

Section: Current Understandings Of Adaptive Expertise and Existing Measmentioning

confidence: 99%

Adaptive Expertise: The Development of a Measurement Instrument

Ferguson¹,

Lehmann²,

Zastavker³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Ferguson designs assessments and analyzes data related to student learning and its relevance to student success. Focusing on how experiential learning and co-curricular education works in conjunction with traditional academic environments, Dr. Ferguson works to develop, plan, implement, and evaluate meaningful assessments across multiple learning environments and provides support for projects related to institutional assessment.

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Learner Adaptivity: An Initial Conceptualisation

Cited by 8 publications

References 35 publications

Adaptivity in the inclusive transition to school

Adaptivity in the inclusive transition to school

Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching

Adaptive Expertise: The Development of a Measurement Instrument

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