Digital Commons Network^™

Mirrors Reflecting Latinas' Realities In An Urban Community, Gabriela Díaz De Sabatés

Educational Considerations

What are the realities of Latina adult learners? This question guided the design of this research project. Utilizing a focus group approach, six Latinas in Kansas City, Kansas, had the opportunity to speak freely about themselves and to share their stories with each other.

The Future Of Learning, Robert B. Reich

New England Journal of Public Policy

As part of UMass Boston’s recent celebration to mark the inauguration of Chancellor Michael F. Collins, M.D., the Division of Corporate, Continuing and Distance Education (CCDE) hosted a “virtual symposium” featuring Robert B. Reich. Between April 24 and May 8, CCDE posted a streaming video and a downloadable audio file of a presentation that Professor Reich had delivered on April 11, 2006 at the national conference of the University Continuing Education Association. This talk was supplemented, on May 3, by a live teleconferencing Q&A session with Professor Reich and about fifty UMass Boston graduate students.

Beliefs About Language Learning Of Foreign Language- Major University Students, Mustapha X. Altan

Australian Journal of Teacher Education

Beliefs are a central construct in every discipline which deals with human behavior and learning. Teachers’ beliefs influence their consciousness, teaching attitude, teaching methods and teaching policies. Teachers’ beliefs also strongly influence teaching behavior and, finally, learners’ development. The formation of teachers’ educational beliefs in language teaching/learning process will exert an indiscernible effect on forming effective teaching methods and will bring about the improvement of learners’ language learning abilities (Horwitz, 1985). The Beliefs About Language Learning Inventory (BALLI) was administered to a total of 248 foreign language-major university students at five universities. The participants were in the departments of English, …

Aesthetic Knowing: Essential To The Development Of Heart And Mind., Laura Howzell-Young, Susan Daniels

Journal of Critical Issues in Educational Practice

Children are biologically wired to experience their world through rich sensory, affective, aesthetic, and imaginal experiences. Children thirst for art, music and movement, and these modes are utilized widely to learn the varied languages of literacy: the alphabet, numbers, vocabulary, body-sense and more. Yet, in response to meeting higher and more prescribed standards at the elementary and secondary levels, there is a tendency to narrow the curriculum, to consider art and music expendable, to view social-emotional development as external to the schoolhouse. This narrowing is happening just as our global culture is moving again toward multiple kinds of communication: toward …

Fifty Years Later, Nicholas Wolterstorff

Pro Rege

This paper originated in an address presented at the March 8, 2005, Jubilee convocation at Dordt College, celebrating Dordt’s fiftieth anniversary.

Getting In Line: Justin Martyr, St. Augustine, And The Project Of Integral Christian Scholarship, Robert Sweetman

Pro Rege

This article is part of a lecture series for The Association of Reformed Institutions of Higher Education (ARIHE), 2004-2005, as well as Ch. 2 in Dr. Robert Sweetman’s upcoming book, Delineations: Re-imaging the Adventure of Integral Christian Scholarship.

Learning Theories And Higher Education, Francis Ashworth, Gabriel Brennan, Kathy Egan, Ron Hamilton, Olalla Sáenz

Level 3

This paper offers a number of materials and resources which may be used as teaching aids for introduction-level courses in learning theories, especially those in higher education. The materials were developed during our participation in a postgraduate diploma module on the psychology of learning and learning theories in 2004, as part of the diploma in third-level learning and teaching at the DIT Learning and Teaching Centre.

The materials include:

• three timeline diagrams illustrating the development of learning theories which locate key thinkers and key ideas in their historic and socio-political contexts
• three summary diagrams of behaviourist, humanist and social learning …

Situated Learning, Distributed Cognition: Do Academics Really Need To Know?, Anne Murphy

Level 3

The dominant approach to the study of learning throughout most of the twentieth century was to view learning as cognitive only, as if it were a process contained in the mind of the learner, decontextualised from the lived-in world. There is now, however, a growing interest in the study of learning as situated in a specific time, place and social activity – as ‘situated learning’ – and to view the locus of learning not as in the brain of the single individual (person-solo) but as ‘distributed’ among person, language, artefacts, activities and environment (person-plus) (see Lave and Wenger, 1999; …

Sharpening Our Vision, Engaging In Learning, Renewing Our Practice, Robert Koole

Pro Rege

This article was originally presented at the 1996 B. J. Haan Education Conference at Dordt College.

Myths And Realities In Christian Education, Gloria Goris Stronks

Pro Rege

This article was prepared in conjunction with the twelfth annual B. J. Haan Lecture Series held in Spring 1995 at Dordt College.

Queen Anne's Lace, Patricia Z. Cowden

Intertext

This paper, an assignment for Chris Madden's Writing 105 Class, asked us to write about a time or event which caused us to change our minds about something important to us. I thought that there couldn't be a better change for me to write about than the one that seemed to be culminating at that moment. We were asked to explain and contextualize our original belief, identify how our ideas had changed, and account for the process of re-thinking. Writing Queen Anne's Lace was quite a release, and the experience has left me fascinated with the power of writing to …

Art, Education, Work, And Leisure: Tangles In The Lifelong Learning Network, Lara M. Lackey

Journal of Social Theory in Art Education

Although the field of art education has, in recent years, acknowledged the prevalence of non-formal educational sites, our literature is divided on whether this trend poses an opportunity for cooperation and strength or a threat to the status of art as a school subject. This paper consults the literature of critical theory within the domains of art, education, and leisure studies in order to examine the relationship between formal and non-formal art education. First, it considers ways in which tradition conceptualizations of art, education, leisure, and work foster an acceptance of art as experience and knowledge to be gained outside …

Community And Christian Schooling, John Vander Hoek

Pro Rege

No abstract provided.

Vollenhoven And Thinking In The Light Of Scripture, John H. Kok

Pro Rege

No abstract provided.

Communal Scholarship: What Is It? An Introduction To The Question, John Van Dyk

Pro Rege

This article is an adaptation of a discussion paper presented at the Institute for Christian Studies in Toronto on November 4, 1981, and at Dordt College on February 18, 1982.

Confessional Scholarship?, Nick Van Til

Pro Rege

No abstract provided.