Mechanisms of Cross-Boundary Learning PDF Download

Author: Nobutaka Ishiyama
Publisher: Cambridge Scholars Publishing
ISBN: 1527539830
Category : Business & Economics
Languages : en
Pages : 168

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Book Description
This book reveals the mechanism through which adults learn through boundary-crossing experiences. Boundary crossing, though defined in various ways, refers to activities in which persons belonging to different organizations collaborate in a context different from their workplace. While boundary crossing attracts researchers and practitioners as a platform for adult learning, previous analysis of its mechanism has been insufficient. To address this research gap, this text reviews literature on theories related to boundary crossing on an interdisciplinary basis, and empirically analyses the mechanism of learning through boundary crossing and associated job crafting. It also explains the concepts and techniques of the Modified-grounded theory approach (M-GTA) in order to facilitate easy understanding among researchers and practitioners in management and organization research. While job crafting is one of the research topics attracting a large number of researchers today, there is a lack of empirical studies on this topic. This book addresses cases in Japan where various experimental projects are in progress. However, noting the fact that the labor market and human resource management (HRM) practices in Japan are not as different from other countries as is usually said, its findings can be applied to other settings across the globe.

Author: Terttu Tuomi-Grohn
Publisher: Taylor & Francis US
ISBN: 9780080442969
Category : Education
Languages : en
Pages : 348

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Book Description
This book opens up new theoretical perspectives and practical possibilities to analyze the learning opportunities emerging in the transitional zones between educational institutions and workplaces. International contributors draw on a range of ideas developed within constructivistic, socio-cultural and activity theory and focus in different ways on the processes of transition, transfer and boundary crossing as central to learning, especially in vocational and professional education contexts. The book begins with four chapters which locate the renewed interest in transfer and the emerging interest in boundary crossing in the context of knowledge society in terms of the following: the historical development of learning theories, the theoretical advances made in socio-cultural approaches as regards learning, transfer and boundary crossing, and sociological approaches to links between school and workplace learning. Part II contains seven chapters that present studies on learning and transfer in different domains of vocational and professional education. Part III presents three studies that describe and analyze learning in workplaces. The chapters of these three parts report on a range of empirical and developmental studies which have developed new 'tools for learning and transfer' in vocational education. The book ends with an epilogue consisting of a critical reflection on the earlier chapters in relation to how they approach two key transfer issues - the relationship between school knowledge and the knowledge acquired in working life, and the relationship between transfer and boundary crossing at the individual and collective levels. The chapters of this book are based on original research undertaken by members and invited experts of a European COST Action A 11 Working Group 2 which includes researchers from twelve different countries.

Author: Matthias Barth
Publisher: Routledge
ISBN: 1135052026
Category : Business & Economics
Languages : en
Pages : 223

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Book Description
In a time of unprecedented transformation as society seeks to build a more sustainable future, education plays an increasingly central role in training key agents of change. This book asks how we can equip students and scholars with the capabilities to promote sustainability and how the higher education curriculum can be changed to facilitate the paradigm shift needed. Across the globe, a rising number of higher education institutions and academics are responding to these questions by transforming their own teaching and learning and their institutions’ curricula. This book contributes to that development by examining in-depth case studies of innovative approaches and curriculum changes at multiple levels of the education sector. Elaborating key principles of higher education for sustainable development and identifying drivers and barriers to implementing sustainability in the curriculum, the book provides a comprehensive overview of what makes higher education for sustainable development a unique field of research and practice, as well as offering a coherent narrative of how change can be effected in it. This much-needed book is a valuable resource to inform, guide and inspire students, academics, administrators and community partners, whether experienced or new to the field, whether already committed or not to higher education for sustainable development in an age of transformation.

Author: Amy C. Edmondson
Publisher: John Wiley & Sons
ISBN: 1118788435
Category : Business & Economics
Languages : en
Pages : 74

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Book Description
Innovation requires teaming. (Put another way, teaming is to innovation what assembly lines are to car production.) This book brings together key insights on teaming, as they pertain to innovation. How do you build a culture of innovation? What does that culture look like? How does it evolve and grow? How are teams most effectively created and then nurtured in this context? What is a leader's role in this culture? This little book is a roadmap for teaming to innovate. We describe five necessary steps along that road: Aim High, Team Up, Fail Well, Learn Fast, and Repeat. This path is not smooth. To illustrate each critical step, we look at real-life scenarios that show how teaming to innovate provides the spark that can fertilize creativity, clarify goals, and redefine the meaning of leadership.

Author: Barbara Jacoby
Publisher: John Wiley & Sons
ISBN: 1118944011
Category : Education
Languages : en
Pages : 359

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Book Description
Service-Learning Essentials is the resource you need to help you develop high-quality service-learning experiences for college students. Written by one of the field's leading experts and sponsored by Campus Compact, the book is the definitive work on this high-impact educational practice. Service-learning has been identified by the Association of American Colleges and Universities as having been widely tested and shown to be beneficial to college students from a wide variety of backgrounds. Organized in an accessible question-and-answer format, the book responds clearly and completely to the most common questions and concerns about service-learning. Each chapter addresses issues related to individual practice as well as to the collective work of starting and developing a service-learning center or program, with examples drawn from a variety of disciplines, situations, and institutional types. The questions range from basic to advanced and the answers cover both the fundamentals and complexities of service-learning. Topics include: Determining what service-learning opportunities institutions should offer How to engage students in critical reflection in academic courses and in cocurricular experiences Best practices for developing and sustaining mutually beneficial campus-community partnerships Integrating service-learning into the curriculum in all disciplines and at all levels, as well as various areas of student life outside the classroom Assessing service-learning programs and outcomes The dilemmas of service-learning in the context of power and privilege The future of service-learning in online and rapidly globalizing environments Service-learning has virtually limitless potential to enable colleges and universities to meet their goals for student learning while making unique contributions to addressing unmet local, national, and global needs. However, in order to realize these benefits, service-learning must be thoughtfully designed and carefully implemented. This easy-to-use volume contains everything faculty, leaders, and staff members need to know about service-learning to enhance communities, improve higher education institutions, and educate the next generation of citizens, scholars, and leaders.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309214459
Category : Education
Languages : en
Pages : 400

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Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

Author: Merrilyn Goos
Publisher: Springer Nature
ISBN: 3030624080
Category : Education
Languages : en
Pages : 472

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Book Description
Research in mathematics teacher education as a distinctive field of inquiry has grown substantially over the past 10-15 years. Within this field there is emerging interest in how mathematics teacher educators (MTEs) themselves learn and develop. Until recently there were few published studies on this topic, and the processes by which mathematics teacher educators learn, and the forms of knowledge they require for effective practice, had not been systematically investigated. However, researchers in mathematics education are now beginning to investigate the development of MTE expertise and associated issues. This volume draws on the latest research and thinking in this area is therefore timely to stimulate future development and directions. It will survey the emerging field of inquiry in mathematics education, combining the work of established scholars with perspectives of newcomers to the field, with the aim of influencing development of the field, invite cross-cultural comparisons in becoming a mathematics teacher educator by highlighting issues in the development of MTEs in different countries, and examine the roles of both mathematics educators and mathematicians in preparing future teachers of mathematics. The primary audience will be university-based mathematics teacher educators and MTE researchers, and postgraduate research students who are seeking academic careers as MTEs. Additional interest may come from teacher educators in disciplines other than mathematics, and education policy makers responsible for accreditation and quality control of initial teacher education programs.

Author: Arri Eisen
Publisher: Frontiers Media SA
ISBN: 2889761703
Category : Science
Languages : en
Pages : 126

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Author: Klaus-Henning Hansen
Publisher: Waxmann Verlag
ISBN: 3830975953
Category : Education
Languages : en
Pages : 241

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Book Description
This book is based on the European Comenius project CROSSNET with eight case studies about innovation and science teacher education in six European countries. Guiding questions were how teachers, policy makers and teacher educators collaborate in the process of change and how local background projects respond to opportunities for the exchange of experiences and reflection in terms of a common theoretical framework of boundary crossing. The case studies were conducted by local coordinators and contracted teachers. They are supplemented by a cross-case analysis of common and distinct features in the projects and an essay about the relationship between boundary crossing, transformative learning and curriculum theory. Main outcomes are about school-based reform and collaboration for science education.

Author: Olivia Levrini
Publisher: Springer Nature
ISBN: 3030744906
Category : Science
Languages : en
Pages : 361

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Book Description
This book starts with the premise that beauty can be an engine of transformation and authentic engagement in an increasingly complex world. It presents an organized picture of highlights from the 13th European Science Education Research Association Conference, ESERA 2019, held in Bologna, Italy. The collection includes contributions that discuss contemporary issues such as climate change, multiculturalism, and the flourishing of new interdisciplinary areas of investigation, including the application of cognitive neuroscience, artificial intelligence, and digital humanities to science education research. It also highlights learners’ difficulties engaging with socio-scientific issues in a digital and post-truth era. The volume demonstrates that deepening our understanding is the preferred way to address these challenges and that science education has a key role to play in this effort. In particular, the book advances the argument that the deep and novel character of these challenges requires a collective search for new narratives and languages, an expanding knowledge base and new theoretical perspectives and methods of research. The book provides a contemporary picture of science education research and looks to the theoretical and practical societal challenges of the future.