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dc.contributor.authorDuncan, Judith
dc.contributor.authorJones, Carolyn
dc.contributor.authorCarr, Margaret
dc.date.accessioned2010-07-26T23:16:28Z
dc.date.available2010-07-26T23:16:28Z
dc.date.issued2008
dc.identifier.citationDuncan, J., Jones, C. & Carr, M. (2008). Learning dispositions and the role of mutual engagement: factors for consideration in educational settings. Contemporary Issues in Early Childhood, 9(2), 107-117.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/4196
dc.description.abstractThis article describes an emerging theoretical framework for examining relationships between learning dispositions and learning architecture. Three domains of learning dispositions - resilience, reciprocity and imagination - are discussed in relation to the structures and processes of early childhood education settings and new entrant classrooms. This framework was developed during the analysis of the data collected for the Dispositions in Social Context project, funded by the Royal Society of New Zealand Marsden Fund and headed by Anne B. Smith and Margaret Carr. This article includes examples from this research project, which explored the relationship between learning architecture and the dispositions of children within these education contexts.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherSymposium Journalsen_NZ
dc.relation.urihttp://www.wwwords.co.uk/rss/abstract.asp?j=ciec&aid=3300en_NZ
dc.rightsThis article has been published in the journal: Contemporary Issues in Early Childhood. © 2008 Contemporary Issues in Early Childhood.en_NZ
dc.subjecteducationen_NZ
dc.subjectlearning dispositionen_NZ
dc.subjectNew Zealanden_NZ
dc.titleLearning dispositions and the role of mutual engagement: factors for consideration in educational settingsen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.2304/ciec.2008.9.2.107en_NZ
dc.relation.isPartOfContemporary Issues in Early Childhooden_NZ
pubs.begin-page107en_NZ
pubs.elements-id35112
pubs.end-page117en_NZ
pubs.issue2en_NZ
pubs.volume9en_NZ


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