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Learning in communities: Student mea...

Messina, Susan Emme.

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Learning in communities: Student meaning construction processes in a context of community college pedagogical change.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning in communities: Student meaning construction processes in a context of community college pedagogical change./
作者:	Messina, Susan Emme.
面頁冊數:	378 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3173.
Contained By:	Dissertation Abstracts International64-09A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3105415
ISBN:	049652982X

Learning in communities: Student meaning construction processes in a context of community college pedagogical change.
Messina, Susan Emme.

Learning in communities: Student meaning construction processes in a context of community college pedagogical change. - 378 p.

Source: Dissertation Abstracts International, Volume: 64-09, Section: A, page: 3173.

Thesis (Ed.D.)--University of California, Berkeley, 2003.

This study is an analysis of pedagogical approaches in two types of community college classes, a learning community class integrating English Composition and Minority Group Relations courses and a traditional lecture Minority Group Relations class. Analysis of time spent and nature of the speaker for both classes revealed seven types of learning activities: formal lecture, video/film presentation, informal lecture, whole class discussion, small group discussion, and individual in-class reading or writing. A majority of learning community class time was spent on whole class or small group discussion, with the remainder used for formal and informal lecture and/or video/film, while the traditional class was dominated by formal and informal lecture and video/film, with less than 10% of time in whole class discussion.

ISBN: 049652982XSubjects--Topical Terms:

1018008
Education, Community College.

Learning in communities: Student meaning construction processes in a context of community college pedagogical change.
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500 $a Chair: Glynda Hull.
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520 $a This study is an analysis of pedagogical approaches in two types of community college classes, a learning community class integrating English Composition and Minority Group Relations courses and a traditional lecture Minority Group Relations class. Analysis of time spent and nature of the speaker for both classes revealed seven types of learning activities: formal lecture, video/film presentation, informal lecture, whole class discussion, small group discussion, and individual in-class reading or writing. A majority of learning community class time was spent on whole class or small group discussion, with the remainder used for formal and informal lecture and/or video/film, while the traditional class was dominated by formal and informal lecture and video/film, with less than 10% of time in whole class discussion.
520 $a Based on sociocultural theories of learning and learner collaboration from Vygotsky and other theorists, three distinctive characteristics of the learning community class pedagogy emerged: the student-centered focus led to more active student engagement, particularly in discussions; more class time was spent in student meaning construction through discussion of assigned readings; and much more discipline integration resulted from presence of both the social science and English instructors throughout the double class period.
520 $a Analysis of transcripts of a learning community class small group discussion and pre and post semester reading think-alouds and writing interviews of a focal student indicate specific approaches to meaning construction. These include understanding of task; integration of lecture and readings with personal experiences and background knowledge; classification and definition; understanding and creation of thesis statements, and support of arguments with textual evidence. These analyses indicate active student engagement with the subject matter texts, student connection of class concepts and readings, and the development of thought processes necessary to academic writing in the context of understanding the social science concepts. A case study of one student also illustrates these intellectual developments.
520 $a The learning community pedagogical demands on faculty include some competence in both partners' disciplines, willingness to teach students how to read a variety of texts, willingness to demonstrate their own learning processes, and construction of tasks to engage students in active learning.
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