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Articles 1 - 10 of 10
Full-Text Articles in Education
Adopting The Principles Of Universal Design Into International And Global Studies’ Programs And Curriculum, Kimberley Brown, Rosa David, Shawn Smallman
Adopting The Principles Of Universal Design Into International And Global Studies’ Programs And Curriculum, Kimberley Brown, Rosa David, Shawn Smallman
International & Global Studies Faculty Publications and Presentations
The ideals of universal design have profoundly impacted instruction, policy, and infrastructure in course architecture and design within elementary education and at some universities. Within international and global studies, however, these principles have not deeply affected either pedagogy or scholarship despite the fact that classes in international studies may include more international students and third culture kids than classes in other programs. Instead, in North America (as well as in much of Latin America and Europe), the current pedagogical model calls for students either to develop strategies on their own to succeed in class or to self-identify with documented disabilities …
On Claiming An Education As Transformative Learning, Celine Fitzmaurice, Vicki L. Reitenauer
On Claiming An Education As Transformative Learning, Celine Fitzmaurice, Vicki L. Reitenauer
Women, Gender, and Sexuality Studies Faculty Publications and Presentations
In this essay, the authors explore the concept of “claiming an education” and its relationship to transformative learning. Using a dialogue format, the authors situate their perspectives within an articulation of the particular ways that they have been formed as university instructors; forward their views on the vitality of intentionally designed co-learning environments; offer concrete suggestions for the development of co-learning environments within which the claiming of education may occur; and share students’ reflections on the meaning and implications of their transformative experiences for themselves and for their continuing engagement in the world.
The Patient As Mentor: Transformative Experience In An Occupational Therapy Course, Meagan Troop, Anne O'Riordan
The Patient As Mentor: Transformative Experience In An Occupational Therapy Course, Meagan Troop, Anne O'Riordan
Publications and Scholarship
“The Lived Experience of Disability” course matches first year occupational therapy students with mentors, individuals with health challenges, for a series of community visits. This learning relationship facilitates students’ understanding of disability and client-centred practice. Mentors share expertise of their lived experience; students consider personal attitudes, assumptions and knowledge of disability and their future client-therapist relationships. Findings of a qualitative research study using a case study approach reveal that students engaged in interactive course components that comprised reflective practice, mentor visits, and critical involvement in a community of practice. These experiential and collaborative interactions provided pedagogical conditions for building relational …
Being In Sync: Practicing Creative Nature Connection With Youth, Lisa M. Lipsett
Being In Sync: Practicing Creative Nature Connection With Youth, Lisa M. Lipsett
Artizein: Arts and Teaching Journal
This article and companion video detail the Creative Nature Connection program, its theory and application, in five place based learning classrooms. Opening the senses, repeated practice, using simple materials, making encounters personally meaningful, following the principles of contemplative practice and supporting improvisational free play all support the shift to being in- sync with nature building a love of nature, creative confidence and environmental knowledge. Themes of resilience, well-being, trust, calm, creative confidence, focus, self-change, alternative ways to know, belonging and connection to self, others and nature, are briefly shared using student's and teacher's words. The companion video shares short student …
Assessing Transformative Learning: Toward A Unified Framework, Robert Charles Cox
Assessing Transformative Learning: Toward A Unified Framework, Robert Charles Cox
Doctoral Dissertations
This study describes the development, administration, and results of an exploratory, 30- item instrument to assess aspects of transformative learning attributable to an educational program. The instrument, TRansformative Outcomes and PrOcesses Scale (TROPOS), assesses four subscales associated with transformative learning: criticality, attitude toward uncertainty, social support, and transformative outcomes. Potential instrument items were derived from a literature review. A panel of experts evaluated these items for inclusion in the study. Study participants were alumni of the same master’s degree program who graduated during the past 10 years, 2007-2016 (N=119). This study …
Creating A Healthy Classroom Environment In Multicultural Counseling Courses, Michael Brooks Ph.D., Ncc, Lpc-S, Geleana D. Alston Ph.D., Christopher B. Townsend M.A., Plc, Mieka Bryan M.A.
Creating A Healthy Classroom Environment In Multicultural Counseling Courses, Michael Brooks Ph.D., Ncc, Lpc-S, Geleana D. Alston Ph.D., Christopher B. Townsend M.A., Plc, Mieka Bryan M.A.
Journal of Human Services: Training, Research, and Practice
To assist educators in developing transformative learning environments, and effectively engaging in difficult dialogues regarding multicultural counseling topics, we conducted a qualitative study to systemically examine the perceptions and reactions of twenty graduate counselor education students enrolled in a multicultural counseling course. In this particular course, students experienced various learning environments all designed to enhance the topic of the day. Students were instructed to journal their thoughts, which became the raw data that was later, analyzed for themes. Students reported a need to be in an environment where there was trust, an ongoing need to reflect on the content, and …
Adult Learning In Social Innovation, Cheryl K. Baldwin, Rachel Lander
Adult Learning In Social Innovation, Cheryl K. Baldwin, Rachel Lander
Adult Education Research Conference
A qualitative study of practitioner learning in a multi-year, cross-sector, social innovation project indicated that team-based learning associated with the collaborative program model was expansive in character and influenced organizational learning beyond the project.
Learning Agility: The Nexus Between Learning Organization, Transformative Learning, And Adaptive Performance, Doo H. Lim, Min Hee Yoo, Junghwan Kim, Spencer A. Brickell
Learning Agility: The Nexus Between Learning Organization, Transformative Learning, And Adaptive Performance, Doo H. Lim, Min Hee Yoo, Junghwan Kim, Spencer A. Brickell
Adult Education Research Conference
The purpose of this study is to establish a model of learning agility that is connected with transformative learning and the double-loop learning of organizational learning. Also, this study aims to identify the mediating role of learning agility on the relationship between learning organization, transformative learning, and adaptive performance.
Career Construction As A Way To Promote Self-Determined Vocational Choices Of People With Disabilities, Chang-Kyu Kwon
Career Construction As A Way To Promote Self-Determined Vocational Choices Of People With Disabilities, Chang-Kyu Kwon
Adult Education Research Conference
The purpose of this round table is to discuss how transformative learning theory can be utilized to increase the quality of career development and vocational rehabilitation of people with disabilities.
Adolescents' Self-Described Transformations And Their Alignment With Transformative Learning Theory, Katie Titus Larson
Adolescents' Self-Described Transformations And Their Alignment With Transformative Learning Theory, Katie Titus Larson
Antioch University Full-Text Dissertations & Theses
This phenomenological, collaborative inquiry explored the depth of two adolescent girls’ lived experiences during their high school years and the degree to which their self-described transformative incidents aligned with transformative learning theory.Traditionally this theory has been reserved for adults, yet the current paradigm may have overlooked the capabilities of modern adolescents to not only experience, but to describe and interpret transformative learning in ways both similar to and unique from adults.My two 19-year-old co-researchers and I examined four years of their self-identified transformative incidents by breaking them into components, analyzing the language within, and seeking evidence of critical self-reflection throughout; …