Complicity-An International Journal of Complexity and Education最新文献_第4页

A review of Systems Theory for Pragmatic Schooling: Toward Principles of Democratic Education 实用主义学校教育系统理论述评:走向民主教育的原则

Complicity-An International Journal of Complexity and Education Pub Date : 2015-11-17 DOI: 10.29173/CMPLCT26008

S. Beeson

引用次数: 0

Getting out of the Way: Learning, Risk, and Choice. 让路:学习、风险和选择。

Complicity-An International Journal of Complexity and Education Pub Date : 2015-11-17 DOI: 10.29173/CMPLCT24198

Lee S. Barney, Bryan D. Maughan

{"title":"Getting out of the Way: Learning, Risk, and Choice.","authors":"Lee S. Barney, Bryan D. Maughan","doi":"10.29173/CMPLCT24198","DOIUrl":"https://doi.org/10.29173/CMPLCT24198","url":null,"abstract":"Students learn best when teachers get out of the way. Unfortunately, university classrooms continue to be intensely teacher-centric, are driven by the teacher’s agenda and calendar, and embrace simple models rather complex alternatives. These simple types of learning environments frustrate students’ development of the risk-taking and choice making confidence they need in the workplace. Bain (2004) makes the point that environments embracing choice as a priority, welcoming risk taking, and nurturing students who make mistakes, are better at preparing students for professional success. In this paper, we intend to provide context to the conversation about how learning-risks and agency impact and promote the individual growth of the student when the teacher gets out of the way. Combining a Rapid Assessment Process (RAP) (Beebe, 2001) informed by Action Research (AR) (Stringer, 2007; Schon, 1983; Argyris, 1993) we devised an experiment to determine if a university course would invite more student growth when the environment changed from being teacher-centric with highly structured assignments and critical assessments, to one that embraces the tenets of complexity theory. The purpose of this approach was an attempt to challenge the status quo; to show how complex interactions between risk-taking, agency, learning culture, teacher-facilitator-mentors, peers, coursework, and outcomes are important to students’ preparation for successful professional work. To accomplish this we experimented within a software development course at a large university in the northwestern United States and found students appeared more prepared to move on to the professional workplace when they had experienced risk taking and agency in a learning environment based on complexity theory precepts.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89838227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

But... What about my epistemological foundations 但是…那我的认识论基础呢

Complicity-An International Journal of Complexity and Education Pub Date : 2015-06-29 DOI: 10.29173/CMPLCT22973

Raquel Isabel Barrera Curin

引用次数: 0

Hybrid creatures as complicating visions of early childhood 混合生物使儿童早期的景象更加复杂

Complicity-An International Journal of Complexity and Education Pub Date : 2015-03-03 DOI: 10.29173/CMPLCT24242

Linda Knight, H. Rayner

引用次数: 5

It Doesn’t Matter Where You Start – But Where You Start Matters… 从哪里开始并不重要，重要的是你从哪里开始……

Complicity-An International Journal of Complexity and Education Pub Date : 2015-03-03 DOI: 10.29173/cmplct24240

R. Khattar, Winifred Hunsburger

引用次数: 1

Complexities in Multiple Perspectives 多角度的复杂性

Complicity-An International Journal of Complexity and Education Pub Date : 2015-03-03 DOI: 10.29173/CMPLCT24244

A. Stannard

引用次数: 0

The move: Reggio Emilia‐inspired teaching 行动:雷焦艾米利亚启发教学

Complicity-An International Journal of Complexity and Education Pub Date : 2015-03-03 DOI: 10.29173/CMPLCT24241

J. Wood, T. Thall, Emily Caruso Parnell

引用次数: 6

Multiple Possibilities: The Multi-literate Lives of Three Children 多种可能性:三个孩子的多元文化生活

Complicity-An International Journal of Complexity and Education Pub Date : 2015-03-03 DOI: 10.29173/CMPLCT23172

J. Wood

引用次数: 2

…working with (a) rhizoanalysis…and working (with) a rhizoanalysis 进行根茎分析和进行根茎分析

Complicity-An International Journal of Complexity and Education Pub Date : 2015-03-03 DOI: 10.29173/CMPLCT23166

Marg Sellers

{"title":"…working with (a) rhizoanalysis…and working (with) a rhizoanalysis","authors":"Marg Sellers","doi":"10.29173/CMPLCT23166","DOIUrl":"https://doi.org/10.29173/CMPLCT23166","url":null,"abstract":"In this conversation rhizoanalysis is introduced as a way of processing through an assemblage involving research methodology, generation of data and analytical possibilities entwined within. As a research methodology, rhizomethodology (Author, 2009) is a way of putting the Deleuzo-Guattarian philosophical imaginary of rhizome (Deleuze & Guattari, 1987) to work; it is a way of working (with) data, complexly. With/in/alongside this methodological approach, the rhizoanalysis becomes the inquiry of the research, happening throughout the whole research process. The analysis is not a constant thing relegated to a place of its own, rather, the rhizoanalysis as ‘some of rhizome’ (Deleuze & Guattari, 1987, p. 9) happens throughout. With/in/through processes of thinking rhizome in flux, working rhizome (im)provis(at)ionally is an ongoing experiment with and exploration of my own thinking. Rhizoanalysis (dis)continuously (e)merges with/in/through every dimension of the thinking, ebbing and flowing with/in/through matters of always already becoming so that writing (about) rhizoanalysis is also affected by writing (the) methodology and doing (the) rhizoanalysis; nothing was/is separate or linear in the thinking or writing up~down of the research project drawn on here. Rather, there was/is an ongoing intermingling of data, methodology and analysis with theorising the literature and practicing the theory, each becoming the other(s).","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89698626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 34

Early Childhood Educators' Experiences in Their Work Environments: Shaping (Im)possible Ways of Being an Educator?. 幼儿教育工作者在工作环境中的经验:塑造成为教育工作者的可能途径?

Complicity-An International Journal of Complexity and Education Pub Date : 2015-03-03 DOI: 10.29173/CMPLCT23068

T. Cumming

{"title":"Early Childhood Educators' Experiences in Their Work Environments: Shaping (Im)possible Ways of Being an Educator?.","authors":"T. Cumming","doi":"10.29173/CMPLCT23068","DOIUrl":"https://doi.org/10.29173/CMPLCT23068","url":null,"abstract":"Efforts to support early childhood workforce stability over many years, and across many national contexts have had limited success. Research and policy attention appears to be shifting to ways of supporting the sustainability of the early childhood workforce, and, ways that educators’ experiences in their work environments might be implicated in these issues. The purpose of this paper is to explore the complex interrelations between educators’ work environments and their experiences, as an entryway for thinking differently about workforce sustainability. A rhizoanalytic approach is used to explore one educator’s experiences in her work environment, through readings of visual, textual and affective data. The readings of (im)possible ways of being an educator shaped by this work environment, are then used as prompts for thinking differently about workforce stability and sustainability. The paper concludes with calls for an approach to supporting workforce stability and sustainability, that is based on the recognition of the interrelatedness and mutual interests of children, educators, families and governments.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84434043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10