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Merging evidence from psychological models of reading comprehension, ethnographic research on language and literacy, and textual linguistics lines of research, the authors take the position that psychological models of reading comprehension often overlook written language comprehension and production as context-embedded, sociocultural processes. Using the example of academic language comprehension by middle grade learners, the authors present a series of studies that have informed the science of reading by making visible a precise set of high-utility academic language skills that support informational text comprehension during middle childhood (ages 9–14). Studies have suggested that these skills develop gradually throughout adolescence and significantly contribute to reading comprehension. Drawing on this research with the goal of informing the science of reading, the authors suggest that academic language comprehension involves for the reader (a) familiarity with a set of academic language forms commonly found in school texts, (b) experience with the sociocultural practices of understanding and using the academic language of text within a particular sociocultural community, and (c) aligning with or resisting the reader identities implied by the language of a text. The authors suggest that innovative research and pedagogical approaches are needed to broaden the conceptualization of language and reading comprehension relations from purely cognitive into one that embraces the reader’s interaction with a text as a sociocultural phenomenon.

The authors examined how the spaces and structures of literacy classrooms were organized, inhabited, and felt by teachers and students in a new project-based high school. The authors attended specifically to the political valence of these feelings: how educators characterized certain spatial arrangements (modular furniture and flexible seating) and curricular structures (asynchronous learning) as feeling democratic, in contrast to an authoritarianism that they associated with other instructional orders. The authors recognized that these descriptors, more than mere metaphors, were expressions of affective attachments that conditioned the classrooms that literacy educators worked to build—what the authors call affective imaginaries. These imaginaries, the authors argue, have material consequences both for how educators shape the world of the literacy classroom and for what practices are sanctioned, celebrated, and undermined therein. The authors drew from a three-year immersive ethnography in an urban public school to explore how educators imagined and shaped democratic literacy classrooms, how students worked within and against these imaginaries, and how resulting frictions impacted literacy learning in these classroom-worlds. Findings center on two interrelated tensions: (1) how infrastructures associated with democratic classrooms, at times, worked against other infrastructures on which students depended for literacy practice; and (2) how these incongruities led to new ways of surveilling students’ autonomy in their literacy learning. The authors conclude by considering how these findings might guide literacy educators not only in attending to the ostensive, normative, and performative dimensions of affective imaginaries in classrooms but also in opening alternate imaginaries, better attuned to the equitable flourishing of all students.

This study examines the participation of firms in online communities as a means to enhance demand for their products. We begin with theoretical arguments and then develop a simulation model to illustrate how demand evolves as a function of interpersonal communication and a firm's chosen strategy. In this model, the firm's strategy involves allocating advocates who promote its product in online communities. Our model results point to some key parameters informing firms' strategies when social learning processes shape demand.

In this review, a conceptualization of oppositional defiant (ODD) and conduct disorder (CD) is presented according to which social learning processes in these disorders are affected by neurocognitive dysfunctions. Neurobiological studies in ODD and CD suggest that the ability to make associations between behaviors and negative and positive consequences is compromised in children and adolescents with these disorders due to reduced sensitivity to punishment and to reward. As a result, both learning of appropriate behavior and learning to refrain from inappropriate behavior may be affected. Likewise, problem solving is impaired due to deficiencies in inhibition, attention, cognitive flexibility, and decision making. Consequently, children and adolescents with ODD and CD may have difficulty learning to optimize their behavior in changeable environments. This conceptualization of ODD and CD is relevant for the improvement of the effect of psychological treatments. Behavioral and cognitive-behavioral interventions that have been shown to be modestly effective in ODD and CD are based on social learning. Limited effectiveness of these interventions may be caused by difficulties in social learning in children and adolescents with ODD and CD. However, although these impairments have been observed at a group level, the deficits in reward processing, punishment processing, and cognitive control mentioned above may not be present to the same extent in each individual with ODD and CD. Therefore, the neurocognitive characteristics in children and adolescents with ODD and CD should be assessed individually. Thus, instead of delivering interventions in a standardized way, these programs may benefit from an individualized approach that depends on the weaknesses and strengths of the neurocognitive characteristics of the child and the adolescent.

This chapter contains sections titled: Introduction Adult Learning Principles Social Cognitive Theory Reflection and Reflective Practice Transformative Learning Self ‐ directed Learning Experiential Learning Situated Learning Communities of Practice Connections Acknowledgement References

Sustainable natural resource use requires that multiple actors reassess their situation in a systemic perspective. This can be conceptualised as a social learning process between actors from rural communities and the experts from outside organisations. A specifically designed workshop oriented towards a systemic view of natural resource use and the enhancement of mutual learning between local and external actors, provided the background for evaluating the potentials and constraints of intensified social learning processes. Case studies in rural communities in India, Bolivia, Peru and Mali showed that changes in the narratives of the participants of the workshop followed a similar temporal sequence relatively independently from their specific contexts. Social learning processes were found to be more likely to be successful if they 1) opened new space for communicative action, allowing for an intersubjective re-definition of the present situation, 2) contributed to rebalance the relationships between social capital and social, emotional and cognitive competencies within and between local and external actors. [PUBLICATION ABSTRACT]

Purpose The purpose of this paper is to reveal the essence of innovations and their application in teaching in connection with the student’s educational outcomes. Design/methodology/approach The sample of the study consists of 588 third-year students of the I.M. Sechenov First Moscow State Medical University. The paper describes the use of innovations in teaching in the context of the competence-activity approach, which implements the psychological process of learning of social experience in the practice of education. Findings This paper reflects the content of a scientific research on a relevant topic in the field of modern education – the implementation of four innovations in teaching, the guarantee that each student masters the educational outcomes that meet the requirements of the Bologna Declaration to the quality of training of graduates and the development of competence-based education ideas. The paper presents the learning and professional activities that focus on constructing a mental image of educational outcomes in the student’s mind and independent training that focus on automating the student’s activity, with a view to solving the practical tasks of modeling socio-professional situations on the basis of the mental image in the mind. Research limitations/implications There are some limitations with this research. The sample is small and this makes broad generalization difficult. In total, 588 participants (both Russian and foreign) from 611 upper-year medical students of State Medical University were involved in research work. This may have functioned as a measurement ceiling. With that, all the proposed tools are universal. The authors tried to describe their specific in as much detail as possible. The findings are also consistent with the urgent publications of researchers in the field. Thus, the authors believe there will be no problems with their implementation in other medical universities. Practical implications The practical value of the study is that it shows medical university professors a model of teaching activities, which guarantees that each student achieves educational outcomes of the planned quality. Originality/value The authors propose new didactic means, which help to manage each student’s activities according to individual educational trajectory.

According to the Danish Agency for Culture, the societal role of museums is changing. The Agency recommends that cultural and educational institutions focus on knowledge sharing and the production of new knowledge—a transformation that questions where and how knowledge production takes place and the issue of knowledge relevance. The tools the Agency provides to facilitate this change include a National User Survey and a funding program. “ARKEN over the bridge” is a project funded by this program, which examines what an art museum can learn about different target groups by employing educational staff lacking formal docent training.

The Reflecting Team (RT) is a method derived from systemic therapy in the 1980s by the social psychiatrist Tom Andersen. It is increasingly being used in training and evaluation contexts. The aim of the method is to create a space for the development of diverse perspectives and appropriate ideas and solutions in which the integrity of the students/customers/clients is preserved and the acceptance of proposals is facilitated. To this end, the systems involved (advice seekers, consultants, and observers) enter a common process of alternately directed and non-directed communication. The RT is not only suitable to address communication problems in group work and other educational situations, but it can also help to consider the traditional teaching and learning processes in a reflective way. Reflecting teams can also significantly improve the feedback and quality of teaching and learning. The article deals with the use of RT in the context of the collective exchange of teaching staff with their students. It uses a problem as an evaluation form and learning instrument to reflect on their pedagogical approach and, at the same time, their relationship with students during the lessons. This is to present the RT method for collegial exchange (Process Flow: Advice-seeker, teacher, Interviewer, RT) and their need for teacher reflection as well as the experience of self-efficacy (empowerment and self-sufficiency).

Action research is transformative social learning with a change agenda. This chapter offers a generic orientation for getting started with action research, referred to as a simple recipe which may look entirely different depending on context. It emphasizes the inclusion of students in the social learning process. Action research in education can be conducted in a variety of settings and levels within the educational community. Collaboration for problem‐solving and designing effective intervention takes place every day in schools, department meetings, grade‐level meetings, professional learning communities, and more. Lifescaping is an orientation to action research guided by a participatory inquiry process (PIP) designed as an effort to transform schools into places where children, professionals, and community members want to be. The chapter also emphasizes three grounding concepts: emancipatory experiential learning, the relational construction of learning, and extending epistemology.