Two conceptual models for facilitating learners' transitions to new post-school learning contexts

Lawrence, Jill (2009) Two conceptual models for facilitating learners' transitions to new post-school learning contexts. In: Researching transitions in lifelong learning. Taylor & Francis (Routledge), New York, NY. United States, pp. 106-120. ISBN 978-0-415-49599-8

Abstract

This chapter introduces two conceptual models for facilitating transitions to new post-school learning contexts. The theoretical perspectives generated by critical discourse theory (CDT) underpin the first model, the 'New Learning Framework' whereas the perspectives stemming from constructivism and cross-cultural communication theory inform the second model, the 'Model for Transition Practices'. Both models are process orientated and therefore applicable to a range of new learning contexts. Those related to the higher education (HE), workplace and inter-cultural contexts are advanced here. The models are supported by data derived from two research studies, one on a regional Australian university and the second an analysis of conference papers presented to a multicultural conference held at the Australian National University (ANU), Canberra, Australia.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Awaiting paper from author - Permanent restricted access to paper due to publisher copyright restrictions. Print copy held in USQ Library at call no. 374 Res.
Depositing User: epEditor USQ
Faculty / Department / School: Historic - Faculty of Arts - Department of Humanities and International Studies
Date Deposited: 24 Jul 2009 00:08
Last Modified: 23 Mar 2012 04:40
Uncontrolled Keywords: life long learning; theories of learning; cross cultural communication; intercultural communication
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130302 Comparative and Cross-Cultural Education
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9399 Other Education and Training > 939903 Equity and Access to Education
URI: http://eprints.usq.edu.au/id/eprint/5464

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