Journal of Research in Innovative Teaching - National University

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(see Figure 5). Each member is afforded respect as a person rather than as a mere role player. Relationships in this low Grid, strong Group context are equivocal and open to bargaining. Value is placed on one’s in-group as opposed to outsiders. Personal identity squarely falls on in-group membership. The strength of Egalitarian group identity has as its Achilles heel the lack of a cohesive structure to act with authority. Each person is free to behave according to personal preference and is not coerced by any sort of moral guidelines or corporate threat. Therefore, the Egalitarian social world has limited membership composed of small groups. Perception of Acquiring Knowledge and Information The Egalitarian orientation assumes that any use of knowledge will protect group solidarity. Information in an Egalitarian world is meant to strengthen community; thus, anything that muddles group relationships is viewed as a threat to group harmony. The Egalitarian social world is concerned with strengthening intergroup relations by emphasizing individual value rather than role obligations. In this way, knowledge acquisition and application are not used to underscore social hierarchy (Barber, 1995). Figure 5. Egalitarian Social World Characterized by Equality Egalitarian Social World Knowledge is meant to expose how other groups have fallen short of success and also to reveal quite starkly that which is good and that which is bad. Whatever knowledge domains produce shades of grey associated with ambiguity or leave group members overwhelmed with the complexities of the life experience are dismissed post haste. Information is presented with confidence as a means of convincing others of the truth. The sharing of knowledge is never to be interpreted as correcting the ignorance or mistakes of others (Thompson, 2000). Learning Purpose and Value The purpose of engaging ideas is the advancement of the group as a whole. The thought of using knowledge for entrepreneurship is foreign to Egalitarian practice. The Egalitarian engages ideas with other group members to enhance the collective. If the collective has benefited from learning, the individual is satisfied. If a person does demonstrate greater skill or intellect, it is possible for the group to recognize this particular ability, but the individual is not perceived to be higher in status, nor is the person treated with greater respect because of a given expertise. The value of engaging ideas lies in strengthening the bonds between group members through consensus. A learning activity is an avenue to practice consensus. Since individuals are not to be singled out from other learners, either as lacking skill or displaying brilliance, group learning activities are the norm. For example, an individual may learn to read by using a 15
songbook in group singing sessions. The learner has empowered intellect and less personal challenge in the group context. Roles of the Educator and Learner Group membership is a valued component for an Egalitarian with little emphasis on role and status. Each person offers something unique to the learning environment in which educational benefits are for the collective and enhanced by group work. The Egalitarian worldview demands that a learner in a class setting avoid the social taboo of standing out from the class as a whole. The role of the learner is to engage ideas on a horizontal plane alongside classmates to ensure social balance and collective outcomes. A natural result upholds the Egalitarian ideal of equivalence among class members. Individual curiosity, which leads to exploring areas by oneself, may be viewed as antisocial, since one is withholding knowledge from others. The role of a teacher is one of a facilitator. Instructors seek to foster an open climate of trust in classrooms, allowing students to freely experiment in the learning process. An Egalitarian class context supports the teacher openly communicating feelings along with facts in a respectful manner. Teaching manifests itself as explanations rather than commands. Knowledge is shared in such as way as to build each individual student. Table 4 Example Scenario of an Egalitarian Class Egalitarian Class Scenario Strong Group and low Grid may be characterized by a classroom in which students and teachers are inclined to behave with cautious restraint when conveying knowledge or expressing opinions. The individual is less concerned with personal display of understanding and more concerned with the learning success of the group. A student may not display greater intelligence, share more resources, or in any way stand out from other students. A student’s significant relationships are with classmates. Teachers and classmates are expected to provide assistance to each other if and when one is challenged with an assignment beyond their capacity. Each student is willing to sacrifice individual achievement in favor of classmate support and membership. Here there is little social hierarchy among students because every learner is an equal mate in acquiring information. Teacher leadership is diminished, with the instructor conscious and sensitive to the learning desires and values of the class. Structuring the Learning Environment by Social Worlds The question remains of just how to structure the learning environment to account for the four social worlds. If one is concerned with social world impact on the learning context, then associating learning outcomes, learning styles, and organization of learning tasks with social world orientations is key to providing a balanced classroom. The discussion that follows focuses on how teachers may structure learning goals and learning tasks in the classroom to account for each of the four social worlds. Learning Goal Structures Teachers direct student behavior by choosing a goal structure particular to the student activity. One way to accommodate social world preferences is by defining the objective of learning 16
Page 2 and 3: Journal of Research in Innovative T
Page 4 and 5: Table of Contents Editor’s Column
Page 6 and 7: Editor’s Column National Universi
Page 8 and 9: training-based method for integrati
Page 10 and 11: The Editorial Board invites the rea
Page 12 and 13: The Influence of Social Worlds on E
Page 14 and 15: experience in a strong group settin
Page 16 and 17: Table 1 Example Scenario of a Burea
Page 18 and 19: hierarchy ensures a social position
Page 22 and 23: through four types of instructional
Page 24 and 25: Hierarchic (high grid, strong Group
Page 26 and 27: Figure 10. Didactic Task Structure
Page 28 and 29: Stansberry, S., & Harris, E. (2005)
Page 30 and 31: Utilizing current research-based co
Page 32 and 33: teachers. The instructor kept a mas
Page 34 and 35: References Coburn, C. E. (2001). Co
Page 36 and 37: Organizing for Instruction Carefull
Page 38 and 39: Accelerated Learning 33
Page 40 and 41: the learning process but rather to
Page 42 and 43: Csikszentmihalyi (1982) has written
Page 44 and 45: term (intersession) gets its name b
Page 46 and 47: Some Important Issues Scott and Con
Page 48 and 49: esponsibilities). A higher percenta
Page 50 and 51: them in such a way that the likelih
Page 52 and 53: makes a valuable contribution to ou
Page 54 and 55: North American Association of Summe
Page 56 and 57: E-learning 51
Page 58 and 59: Academic Learning Today Academic in
Page 60 and 61: In the original publication by the
Page 62 and 63: • Individual (1) — Group (2) co
Page 64 and 65: Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 70 and 71:
the scope-by-name feature of Ruby e
Page 72 and 73:
need to deal with. Students learned
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experiment with different options f
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the students evaluate the optimum s
Page 78 and 79:
Using Bibliotherapy as a Tool for C
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different clients and their present
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supervisees with a brief synopsis o
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Stick Figure, by Lori Gottlieb As t
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psychological awareness to encourag
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on the Internet. To keep the classr
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The third portion of the discussion
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Henry, S. (2005). A different appro
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elementary-age students. Linked wit
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considered in multicultural literat
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In Finding One, the conclusion was
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Stephanie: “I learned that some p
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importance in society and in school
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published in the United States. Ret
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Reading Practices in Elementary Sch
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groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Table 5A Teachers’ Reading Task P
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Because electronic texts are increa
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Conclusion As teachers work to impr
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Bilingual Education and Second Lang
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successful in hiring enough qualifi
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Five Innovative Strategies That Wor
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The third strategy is “Determinin
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the categories, synthesized and def
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Fereshteh, M. H. (1995). Multicultu
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Can Balanced Bilingualism Be Achiev
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As may be seen from this discussion
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Alternatives to Current Methodologi
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education when students are isolate
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Conclusion SL learning must be a tw
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Language as Tool for a Global Educa
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encouraging passive learning. Such
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Similarly, their actions or what go
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should therefore not be glued to th
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Supplementary Reading Since there i
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Bruce, M. G., Podemski, R. S., & An
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• Sentence combination (using con
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The Motivational and Attitudinal Ch
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Other researchers have challenged t
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education classes were taught in Ru
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Participants also described how the
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Implications and Suggestions for Fu
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National University Carlsbad, CA Em
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Assessment and Evaluation 161
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affordance of opportunities for sel
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An examination of the peer-comment
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language used in the description an
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promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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