Reconceptualizing Learning as a Dynamical System

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Catherine D. Ennis, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Few educators believe that the complex processes contributing to learning in classrooms occur randomly or chaotically. Quite the contrary, most argue that there Is an order in classrooms that is stable and repeatable and ultimately allows students to achieve. Curriculum guides are written,· textbooks selected, and teachers trained to ensure the presence of certain Critical ingredients required for "effective instruction." Yet, despite the care and control involved in the educational process, wide discrepancies appear when students are evaluated. Educators point to the variables that influence the quality of the learning process: the heterogeneity of learners, economic disparity among school districts, and questionable teaching practices.

Additional Information

Journal of Curriculum and Supervision, 7, 115-130.
Language: English
Date: 1992
Learning theory, Classroom instruction, Variables, Chaos, Holistic model of education

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