An Interdisciplinary Learning Community of Education and Psychology Majors

被引:0
作者
Yates, Shelby [1 ]
Hord, Casey [2 ]
机构
[1] Univ Cincinnati, Sch Educ, Teachers Coll 600G, Cincinnati, OH 45221 USA
[2] Univ Cincinnati, Dept Special Educ, Cincinnati, OH 45011 USA
来源
EDUCATION SCIENCES | 2023年 / 13卷 / 08期
基金
美国国家科学基金会;
关键词
relational learning communities; mathematics learning; math anxiety; WORKING-MEMORY; COGNITIVE LOAD; PERFORMANCE;
D O I
10.3390/educsci13080767
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The researchers conducted a qualitative case study to describe the experiences (over the course of a semester) of an interdisciplinary team of three special education and three psychology undergraduates who participated in a relational learning community and a graduate student who designed and facilitated this learning community. An Associate Professor and special education researcher oversaw and co-facilitated the project. The design of the learning community promoted the building of rapport and trust among the group members and the progress of the group toward a common goal of incorporating principles from psychology to develop teaching strategies for students who are struggling in math and experiencing severe math anxiety. Gathering more frequent and individualized feedback would have helped the learning community facilitator make some key adjustments earlier in the project, but the incorporation of rapport building activities that supported trust and collaboration among the group was supportive of group progress toward a common goal. We learned key lessons about how to design and implement a learning community that can be applied to the field of education, interdisciplinary collaboration, and other contexts.
引用
收藏
页数:16
相关论文
共 29 条
[1]   Working memory, math performance, and math anxiety [J].
Ashcraft, Mark H. ;
Krause, Jeremy A. .
PSYCHONOMIC BULLETIN & REVIEW, 2007, 14 (02) :243-248
[2]   Working memory and language: an overview [J].
Baddeley, A .
JOURNAL OF COMMUNICATION DISORDERS, 2003, 36 (03) :189-208
[3]   Time and cognitive load in working memory [J].
Barrouillet, Pierre ;
Bemardin, Sophie ;
Portrat, Sophie ;
Vergauwe, Evie ;
Camos, Valerie .
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION, 2007, 33 (03) :570-585
[4]   Qualitative studies in special education [J].
Brantlinger, E ;
Jimenez, R ;
Klingner, J ;
Pugach, M ;
Richardson, V .
EXCEPTIONAL CHILDREN, 2005, 71 (02) :195-207
[5]   Cognitive load theory, educational research, and instructional design: some food for thought [J].
de Jong, Ton .
INSTRUCTIONAL SCIENCE, 2010, 38 (02) :105-134
[6]   LONG-TERM WORKING-MEMORY [J].
ERICSSON, KA ;
KINTSCH, W .
PSYCHOLOGICAL REVIEW, 1995, 102 (02) :211-245
[7]   Anxiety and cognitive performance: Attentional control theory [J].
Eysenck, Michael W. ;
Derakshan, Nazanin ;
Santos, Rita ;
Calvo, Manuel G. .
EMOTION, 2007, 7 (02) :336-353
[8]   Blended learning and learning communities: opportunities and challenges [J].
Fleck, James .
JOURNAL OF MANAGEMENT DEVELOPMENT, 2012, 31 (04) :398-411
[9]  
Garrison J., 1996, EDUC THEORY, V46, P429, DOI DOI 10.1111/EDTH.1996.46.ISSUE-4
[10]   Gesture's Role in Speaking, Learning, and Creating Language [J].
Goldin-Meadow, Susan ;
Alibali, Martha Wagner .
ANNUAL REVIEW OF PSYCHOLOGY, VOL 64, 2013, 64 :257-283