Matt’s Notes
Hey there! We’re pleased you’ve joined us for a positively Foucaultian dive into leveraging structures of education… regardless of whether you identify as structuralist, post-structuralist, or “other” for sure you should check the video and/or audio!
We’re the beagles of death metal… er… overlords of #ednontech… uh…
But Seriously
It’s been a week among weeks… my timeline for migrating west has moved from the weeks to the days basically overnight!
In terms of e-learning commentary…
It’s been an absolute thrill being able to expand the scope of this show with interviews! The sheer diversity… the range… of endeavor is absolutely outside anything I would have expected when we began this enterprise in September ’22!
One thing that’s helped with all this is leveraging LinkedIn and Instagram… these small, tenuous connections to strangers can lead to immediate acceptance of a podcast request… or ringing, limitless silence!
And, to the extent that this endeavour overlaps significantly with the music show… we’ve had writers, e-learning experts, musicians, social workers, college administrators…
It’s been a gosh-danged cavalcade of radness!
So… as we gear up to take a week off for aforementioned relocating purposes… I’ll say… I went down from over 2000 Instagram posts down to 25… and furthermore, I won’t let that number grow… I take one or two posts down for every I put up… it’s all in keeping with my desire to reduce my physical and digital imprint! It’s a summer downsizing and relocating vibe for me, for sure!
I hope you are having a highly rad summer wherever you are!
Doug’s Notes
Leveraging Structures of Education
Philosophical and literary traditions on problems of individual – group relations trace at least as far back as Socrates’ choice between hemlock and exile.
Walberg, H. J. (1967). Structural and affective aspects of classroom climate.
Classroom and other learning environments have frequently been described in terms of the ways in which certain kinds of instructional demands, situational constraints, or psychosocial characteristics relate to various cognitive and affective outcomes in students.
However, there has been little systematic analysis of actual classroom structures examining how certain structures within the classroom can make different goals salient.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational psychology, 84(3), 261.
School adjustment is likely to be influenced by a wide variety of factors.
We estimated the importance of individual, class, and school factors for academic and psychosocial school adjustment in children
Van Den Oord, E. J., & Van Rossem, R. (2002). Differences in first graders’ school adjustment: The role of classroom characteristics and social structure of the group. Journal of School Psychology, 40(5), 371-394.
… three structural dimensions to describe teaching quality: (a) task, (b) authority, and (c) evaluation and recognition.
the four aspects of students’ functioning: (1) motivation, (2) self-regulated learning, (3) academic achievement, and (4) social functioning.
Bergsmann, E. M., Lüftenegger, M., Jöstl, G., Schober, B., & Spiel, C. (2013). The role of classroom structure in fostering students’ school functioning: A comprehensive and application-oriented approach. Learning and Individual Differences, 26, 131-138.
… has resulted in ‘a lack of coherence in the field with respect to what [it] is, how it should be implemented, and what consequences it has for students’
Cui, R., & Teo, P. (2021). Dialogic education for classroom teaching: a critical review. Language and education, 35(3), 187-203.
Word of the Podcast
Structure
Question of the Podcast
How can we adapt to the existing structures and best help learners?
Phrase of the Podcast
Socrates was rockin’ it in the Agora.
We’ve had more fun than we’ve had any right to! Thanks for being part of it!
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