政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/61629

English | 正體中文 | 简体中文 | Post-Print筆數 : 27 | Items with full text/Total items : 113311/144292 (79%)
Visitors : 50934372 Online Users : 932

RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.

Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer

政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 > Item 140.119/61629

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/61629

Title:	Sustaining knowledge building as a principle-based innovation at an elementary school
Authors:	洪煌堯 Zhang, Jianwei;Hong, Huang-Yao;Scardamalia, Marlene;Teo, Chew Lee;Morley, Elizabeth A.
Contributors:	教育系
Date:	2011.08
Issue Date:	2013-11-12 12:07:02 (UTC+8)
Abstract:	This study explores Knowledge Building as a principle-based innovation at an elementary school and makes a case for a principle- versus procedure-based approach to educational innovation, supported by new knowledge media. Thirty-nine Knowledge Building initiatives, each focused on a curriculum theme and facilitated by nine teachers over eight years, were analyzed using measures of student discourse in a Knowledge Building environment–Knowledge Forum. Results were analyzed from the perspective of student, teacher, and principal engagement to identify conditions for Knowledge Building as a school-wide innovation. Analyses of student discourse showed interactive and complementary contributions to a community knowledge space, conceptual content of growing scope and depth, and collective responsibility for knowledge advancement. Analyses of teacher and principal engagement showed supportive conditions such as shared vision and trust in student competencies to the point of enabling transfer of agency for knowledge advancement to students; ever-deepening understanding of Knowledge Building principles; knowledge emergent through collective responsibility; a coherent systems perspective; teacher professional Knowledge Building communities; and leadership supportive of innovation at all levels. More substantial advances for students were related to years of teachers` experience in this progressive knowledge-advancing enterprise.
Relation:	Journal of the Learning Sciences, 20(2) , 262-307
Data Type:	article
DOI 連結:	http://dx.doi.org/10.1080/10508406.2011.528317
DOI:	10.1080/10508406.2011.528317
Appears in Collections:	[教育學系] 期刊論文

Files in This Item:

File	Description	Size	Format
262307.pdf		651Kb	Adobe PDF2	1313	View/Open

社群 sharing

著作權政策宣告 Copyright Announcement

1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.

Loading...