Possessive 's The girl's book. Order of acquisition In the s, several studies investigated the order in which learners acquired different grammatical structures. Furthermore, it showed that the order was the same for adults and children, and that it did not even change if the learner had language lessons.
Evaluating the use of reflective practice as a management learning technique.
The papers are primarily offered as examples of work that others at similar stages of their research careers can refer to and engage with.
Abstract This paper explores the value of reflective practice on a professional management programme in the School of Business at a new university. The purpose is to gain a fuller understanding of the perceptions of staff and students about the teaching and learning experience.
Theoretical perspectives that define reflective practice and evaluate its uses and abuses are critiqued and used as the basis from which to explore the purpose and value of reflective practice on a management programme. Two forms of primary material were collected and transcribed: The paper compares theoretical constructs of reflective practice with staff and student perceptions about it.
The paper concludes that staff and students shared an understanding of the reflective practice process and a commitment to experiential learning and attributed a value to the process as a vehicle for connecting theory to practice and internalising learning.
However, little evidence was found to support the use of reflective practice as a tool for critically exploring or improving practice. In addition a number of limitations were surfaced, in particular a tendency for students to perceive the exercise as primarily an assessment device which consequently affected the content and style of writing and a general lack of confidence in the grading process.
Introduction The concept of reflective practice has a long tradition in learning theory grounded in the work of PiagetDeweyLewinSchon and Kolb Piaget's work established a link between intelligence and experience suggesting that an individual's age effects their capacity to reason: Dewey's work emphasised the centrality of personal experience to individual development and learning and his work strongly influenced the adaptation of reflective practice into professional fields such as teaching and social work.
Lewin and Kolb developed alternative models of learning that illustrated the connections between experiencing, reflecting, conceptualising and experimenting and these have profoundly influenced the design of many professional programmes. Schon's work added an intellectual or philosophical gravitas to the concept of reflective practice, afforded it a broader acceptance in higher education and won the accolade of 'the most quoted book on professional expertise during the last ten years' Eraut It is, however, the cumulative work of these theorists which has led to the development of reflective practice as a technique designed to 'bridge the gap between academic theory and professional practice' Johnston, The broad aim of this paper is to explore the role of reflective practice on a professional management course at a new university and to explore its utility as a learning technique.
The specific aims are as follows: Research Methodology The research methodology is grounded in phenomenology with an emphasis placed upon the 'importance of subjective meanings or subjective interpretations of that experience in our understanding' Pring, The intention was to explore issues raised by staff and students and to develop a picture of their feelings and attitudes towards reflective practice and to construct meaning from these different perspectives on the premise that 'reality is socially constructed rather than objectively determined' Easterby-Smith et al, Participant observation was used to gather material - the researcher was a member of a team of academics that met to discuss the role and value of reflective practice within the School of Business' management programmes.
The meeting comprised six members of staff - three course managers, two members of senior management and a member of staff with specific responsibility for reflective practice and mentoring. The researcher as a course manager attended the meeting and secured permission from the participants to record and transcribe the proceedings for the purpose of publication.
The collection of material through participant observation is consistent with the phenomenology as it provides access to the complexities of human responses in a diverse working environment and recognises the interplay between the perceptions of participants and the interaction with the researcher.
Whilst it is accepted that this connection between research subjects and the researcher is problematic as views may be influenced or biased by the relationship this relationship is nevertheless grounded in the phenomenological paradigm which is based upon inter-relationships and is focused upon drawing meaning from these interactions.
As the researcher is employed by the institution from which the research subjects were drawn neutrality and independence could not be achieved. However, this familiarity with the institutional structures and cultures enabled a greater level of access to material and facilitated more in-depth questioning and discussion thereby generating a richer source of research material.
Further material was collected through structured one-to-one interviews with students currently undertaking the Certificate in Management programme. The students were selected on the basis of judgements made about their learning styles. This judgement was derived from a review of Personal Development Summaries which the cohort had completed as a formative exercise - students were broadly classified as surface or deep in orientation.
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Four students from each grouping were invited to the interview. Two students later withdrew from the process due to work pressure and therefore the sample consisted of 4 students that had exhibited deep learning strategies and two from the surface orientation.
Given that the sample comprised a mix of learning orientations it was considered representative of the total cohort.If by learner autonomy we define learner's capacity to set fitting learning intentions and command of own learning, then this is dependent upon teachers to create and maintain learning.
Presents a framework for interactive writing and a set of tasks to engage EFL learners in the production of real texts to achieve particular discursive purposes. Second-language acquisition (SLA), second-language learning, or L2 (language 2) acquisition, is the process by which people learn a second urbanagricultureinitiative.com-language acquisition is also the scientific discipline devoted to studying that process.
The field of second-language acquisition is a subdiscipline of applied linguistics, but also receives research attention from a variety of other. Teachers And Learners Perspectives Towards Learner Autonomy English Language Essay Print Reference this Disclaimer: This work has been submitted by a student.
JSTOR is a digital library of academic journals, books, and primary sources. About us. John Benjamins Publishing Company is an independent, family-owned academic publisher headquartered in Amsterdam, The Netherlands. More.