Gifts Differing: Critical Reflection, Technology and the Creation of a Learning Culture.

Autor/in	Parsons, Michael H.
Titel	Gifts Differing: Critical Reflection, Technology and the Creation of a Learning Culture.
Quelle	(1997), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; Community Colleges; Cooperative Planning; Educational Improvement; Educational Methods; Institutional Mission; Learning Strategies; Models; Organizational Change; School Culture; Student Role; Teacher Role; Two Year Colleges + Suchen Sie Ihr Suchwort? Lösungsstrategie; Community college; Community College; Teaching improvement; Unterrichtsentwicklung; Educational method; Erziehungsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Organisationswandel; Schulkultur; Schulleben; Lehrerrolle
Abstract	Critical reflection refers to an adaptation of civic literacy theory by educators seeking to promote the development of learning communities, taking an analytical approach to educational institutions. Critical reflection is being combined with the praxis approach, which stresses investigating issues, acting based on findings, subjecting outcomes to personal reflection, and reapplying the cycle, to develop a learning culture in which teachers act as guides and assessors. As compelling as learning culture theory is, however, it will have little impact without a design for systemic change that involves the following five key institutional systems: communications, professional development, mission redefinition, educational delivery, and self-correction. Further, a five-stage model has been developed for involving all constituents in the process of designing a learning culture that includes telling stakeholders of benefits, selling the vision, testing the new vision/mission statements, consulting with stakeholders, and co-creating the new mission with stakeholders. The change process must be able to adapt coherently to unpredictable environmental conditions, cope with complex systems and limited funding, and develop flexible response systems. Finally, the praxis process will produce a new paradigm consisting of a learning culture that instills a desire to learn and teaches students how to learn, a mission statement that identifies who the organization serves, and a significant re-engineering of educational institutions. Contains 13 references. (HAA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC