Making Curriculum and Instructional Reform Happen: A Case Study

Muncey, Donna E.; Payne, Joyce; White, Noel

doi:10.1207/s15327930pje7401_4

Cited by 6 publications

(6 citation statements)

References 5 publications

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“…However, Winschitl and others point out that: …this kind of project-based learning must be skillfully orchestrated so that, however students choose to identify and investigate problems, they will acquire an understanding of key principles and concepts as well as the thinking skills that are assessed on high-stakes tests. Indeed, proponents of project-based learning have demonstrated that these kinds of learning outcomes are entirely possible (Blumenfeld et al, 1991;Muncey, Payne & White, 1999). (Winschitl, 2002:44) Pedagogical Learner versus instructor control The need for creating a balance between learner control and instructor control in online learning has been the subject of much discussion.…”

Section: Conceptualmentioning

confidence: 99%

E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches

Felix¹

2005

ReCALL

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Link to this article: http://journals.cambridge.org/abstract_S0958344005000716How to cite this article: USCHI FELIX (2005). E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches. ReCALL, 17, pp 85-100 AbstractAn analysis of the characteristics of education and educational institutions of the third millennium shows that predominant features are flexibility, inclusiveness, collaboration, authenticity, relevance and extended institutional boundaries. Roles of both students and teachers have changed significantly as educational goals have broadened to include lifelong learning, global interaction, the acquisition of meta-cognitive knowledge and skills, and processes include negotiated curricula and real-life tutors and informants. This is a demanding package that appears to lead us naturally to a social constructivist paradigm for learning and teaching. While few would dispute the value of this approach in humanistic terms, a series of dilemmas -social, conceptual, political, pedagogicalhave been articulated. The author will demonstrate that although these are not insurmountable, addressing them has major time implications. The paper argues that to free up time we need to combine social constructivist activities with cognitive constructivist ones, incorporating personalised ICALL systems.

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Section: Conceptualmentioning

confidence: 99%

E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches

Felix¹

2005

ReCALL

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“…Micropolitics has been used to analyze educational leadership (Blase & Anderson, 1995Brosky, 2011;Caffyn, 2010;Murphy & Curtis, 2013;Struyve, Meredith, & Gielen, 2014) , teacher relationships (Brosky, 2011;Sparkes, 1987;Stake & Cisneros-Cohernour, 2004), curricular change (Leathwood & Phillips, 2000;Muncey, Payne, & White, 1999;Sparkes, 1987) and school reform (Haag & Smith, 2002). The studies are of organizations in the United States (Blase, 1991;Blase & Björk, 2010;Haag & Smith, 2002;Muncey et al, 1999), The United…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Kingdom (Ball, 1987;Hoyle, 1982;Jones, Siraj-Blatchford, & Ashcroft, 2013;Leathwood & Phillips, 2000;Malen, 1995;Murphy & Curtis, 2013;Sparkes, 1987) and in Europe/Asia (Caffyn, 2010;Morley, 1999). The majority of studies are of K-12 organizations (Ball, 1987;Blase, 1991;Blase & Anderson, 1995;Brosky, 2011;Caffyn, 2010;Malen, 1995;Muncey et al, 1999;Sparkes, 1987;Struyve et al, 2014). There is a smaller number of studies regarding higher education using micropolitics (Haag & Smith, 2002;Jones et al, 2013;Leathwood & Phillips, 2000;Morley, 1999Morley, , 2000Murphy & Curtis, 2013;Stake & Cisneros-Cohernour, 2004).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Ball (1987) considered data as the "views, experiences, meanings and interpretations of the social actors involved" (p. 26). In addition, location and local context are considered in Caffyn (2010) and Muncey, Payne and White (1999) as external or macro influences on the education organization. Location and the locale/context were considered as a part of the micropolitical analysis of this study.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Micropolitics has been used to analyze educational leadership (Blase & Anderson, 1995Brosky, 2011;Caffyn, 2010;Murphy & Curtis, 2013;Struyve et al, 2014) , teacher relationships (Brosky, 2011;Sparkes, 1987;Stake & Cisneros-Cohernour, 2004), curricular change (Leathwood & Phillips, 2000;Muncey et al, 1999;Sparkes, 1987) and school reform (Haag & Smith, 2002). The studies are of organizations in the United States (Blase, 1991;Blase & Björk, 2010;Haag & Smith, 2002;Muncey et al, 1999), The United Kingdom (Ball, 1987;Hoyle, 1982;Jones et al, 2013;Leathwood & Phillips, 2000;Malen, 1995;Murphy & Curtis, 2013;Sparkes, 1987) and from Europe/Asia (Caffyn, 2010;Morley, 1999). The majority of studies are of K-12 organizations (Ball, 1987;Blase, 1991;Blase & Anderson, 1995;Brosky, 2011;Caffyn, 2010;Malen, 1995;Muncey et al, 1999;Sparkes, 1987;Struyve et al, 2014).…”

Section: Micropoliticsmentioning

confidence: 99%

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