Learning: The Relationship between a Seemingly Mundane Concept and Classroom Practices
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| Title: | Learning: The Relationship between a Seemingly Mundane Concept and Classroom Practices |
|---|---|
| Language: | English |
| Authors: | Akiba, Daisuke, Alkins, Kimberley |
| Source: | Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2010 83(2):62-67. |
| Availability: | Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 6 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Adult Education |
| Descriptors: | Educational Practices, Learning Theories, Theory Practice Relationship, Learning Processes, Concept Formation, Multiple Intelligences, Learning Strategies, Individual Characteristics |
| DOI: | 10.1080/00098650903505357 |
| ISSN: | 0009-8655 |
| Abstract: | Learning is a concept that is routinely used in various educational settings, and the enhancement of learning is the primary goal of many, if not all, educators and administrators. People involved in education, however, may not necessarily have extensively explored this commonly cited notion, and some may not have subsequently realized the conceptual depth and variations that learning entails in developing classroom materials and practices. For example, learning may be domain specific, and may involve a wide variety of processes and expressions. Additionally, it is linked to an array of factors, including individual differences, such as temperament, and culturally relative dimensions, such as value priorities. This article discusses implications for classroom practices to facilitate educators' application of this complex concept. |
| Abstractor: | As Provided |
| Number of References: | 43 |
| Entry Date: | 2010 |
| Accession Number: | EJ872045 |
| Database: | ERIC |
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| Abstract: | Learning is a concept that is routinely used in various educational settings, and the enhancement of learning is the primary goal of many, if not all, educators and administrators. People involved in education, however, may not necessarily have extensively explored this commonly cited notion, and some may not have subsequently realized the conceptual depth and variations that learning entails in developing classroom materials and practices. For example, learning may be domain specific, and may involve a wide variety of processes and expressions. Additionally, it is linked to an array of factors, including individual differences, such as temperament, and culturally relative dimensions, such as value priorities. This article discusses implications for classroom practices to facilitate educators' application of this complex concept. |
|---|---|
| ISSN: | 0009-8655 |
| DOI: | 10.1080/00098650903505357 |
