Learning in an Urban and Regional Planning Practicum: The View from Educational Ethnography

Autor/inn/en	Bagley, Elizabeth; Shaffer, David Williamson
Titel	Learning in an Urban and Regional Planning Practicum: The View from Educational Ethnography
Quelle	In: Journal of Interactive Learning Research, 26 (2015) 4, S.369-393 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Urban Planning; Regional Planning; Ethnography; Educational Research; Case Studies; Graduate Students; Graduate Study; College Faculty; Qualitative Research; Statistical Analysis; Communities of Practice; Educational Environment; Cognitive Development; Network Analysis; Epistemology; Student Attitudes; Reflection; Wisconsin + Suchen Sie Ihr Suchwort? Stadtplanung; Regionalplanung; Ethnografie; Bildungsforschung; Pädagogische Forschung; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Qualitative Forschung; Statistische Analyse; Community; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kognitive Entwicklung; Netzplantechnik; Erkenntnistheorie; Schülerverhalten
Abstract	This paper examines how learning happened in an interactive studio setting using the theories and methods of educational ethnography. The study begins with a review of the education literature on the acquisition of professional education and identity, particularly epistemic frame theory. Using a case study approach, we examine students' learning during a two-week period of a graduate urban planning studio during which the instructor faced resistance from the students about course direction. Using qualitative analyses and a new quantitative technique called epistemic network analysis, we describe the process by which students appropriated a particular community of practice. This paper offers a productive way of tracking how specific interactions within learning environments can lead to significant changes in cognitive development. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01