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| constructivist model of communication: Human Memory Mary B. Howes, 2006-11-22 Human Memory: Structures and Images offers students a comprehensive overview of research in human memory. Providing a theoretical background for the research, author Mary B. Howes uses a clear and accessible format to cover three major areas—mainstream experimental research; naturalistic research; and work in the domains of the amnesias, malfunctions of memory, and neuroscience. |
| constructivist model of communication: Explaining Communication Bryan B. Whaley, Wendy Samter, 2013-03-07 Offering a direct sightline into communication theory, Explaining Communication provides in-depth discussions of communication theories by some of the foremost scholars working in communication today. With contributions from the original theorists and scholars known for their work in specific theoretical perspectives, this distinctive text breaks new ground in giving these scholars the opportunity to address students firsthand, speaking directly to the coming generations of communication scholars. Covering a wide range of interpersonal communication theories, the scope of this exceptional volume includes: *the nature of theory and fundamental concepts in interpersonal communication;*theories accounting for individual differences in message production; explanations of human communication from dyadic, relational, and/or cultural levels; and*a history of communication theory. Chapter authors offer their own views of the core ideas and findings of specific theoretical perspectives, discussing the phenomena those perspectives are best positioned to explain, how the theories fit into the field, and where future research efforts are best placed. While by no means comprehensive, Explaining Communication includes those theories that rank among those most often used in today’s work, that have generated a substantial body of knowledge over time, and that have not been articulated in detail in other publications. With detailed explorations and first-hand discussions of major communication theories, this volume is essential for students in communication studies, interpersonal communication, and advanced theory courses, as well as for scholars needing a thorough reference to some of the most salient theories in communication today. |
| constructivist model of communication: Constructivist Approaches and Research Methods Pam Denicolo, Trevor Long, Kim Bradley-Cole, 2016-09-07 This book provides a comprehensive overview of personal construct psychology (PCP) that will help researchers understand the why′s, what′s and how′s of conducting a rigorous constructivist research project. From the theoretical underpinnings of constructivist approaches to the practical values of these techniques, these three expert authors explain how to conduct interpretative, constructivist research from inception to completion. Key topics include: Understanding research philosophies and paradigms Constructing and exploring personal realities Establishing effective research procedures Evaluating grids, mapping, narrative and other research methods Managing the practicalities of fieldwork Analysing and presenting data With activities and procedural examples from a wide range of disciplines woven throughout the text and two special chapters featuring in-depth case studies from a variety of constructivist researchers, this book helps readers grasp the tools, designs, and opportunities of interpretative research. An essential companion for both researchers and practitioners looking to understand people’s values, attitudes, beliefs, perceptions, or motivations! |
| constructivist model of communication: Research Anthology on Business and Technical Education in the Information Era Management Association, Information Resources, 2021-01-08 The Fourth Industrial Revolution has disrupted businesses worldwide through the introduction of highly automated processes. This disruption has affected the way in which companies conduct business, impacting everything from managerial styles to resource allocations to necessary new skillsets. As the business world continues to change and evolve, it is imperative that business education strategies are continuously revised and updated in order to adequately prepare students who will be entering the workforce as future entrepreneurs, executives, and marketers, among other careers. The Research Anthology on Business and Technical Education in the Information Era is a vital reference source that examines the latest scholarly material on pedagogical approaches in finance, management, marketing, international business, and other fields. It also explores the implementation of curriculum development and instructional design strategies for technical education. Highlighting a range of topics such as business process management, skill development, and educational models, this multi-volume book is ideally designed for business managers, business and technical educators, entrepreneurs, academicians, upper-level students, and researchers. |
| constructivist model of communication: The Expanded Social Scientist's Bestiary Denis Charles Phillips, 2000 The (Expanded)Social Scientist's Bestiary addresses a number of important theoretical and philosophical issues in the social sciences from the perspective of contemporary philosophy of science. The book discusses and critiques the various arguments that purport to establish that it is a mistake to believe that a naturalistic social science- i.e. social science that in some way resembles the natural sciences- can be produced. It is intended to guide social scientists-researchers, teachers, and students-so that they will not fall victim to the beasts they will encounter in the course of their inquiries. Such beasts include holism, post-positivistic work in the philosophy of science, Kuhnian relativism, the denial of objectivity and value neutrality, hermeneutics and several others, both good and bad. This expanded and revised edition contains four new chapters tackling such contemporary beasts as Popperian rules, narrative research, and various forms of constructivism. The chapters presented in this volume are, as far as possible, self-contained so that each chapter can be consulted without the necessity of having read the others, thus making this volume an invaluable guide for faculty members and graduate students in the whole of the social sciences and related applied fields. |
| constructivist model of communication: Encyclopedia of the Sciences of Learning Norbert M. Seel, 2011-10-05 Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences. |
| constructivist model of communication: The Right to Justification Rainer Forst, 2012 Contemporary philosophical pluralism recognizes the inevitability and legitimacy of multiple ethical perspectives and values, making it difficult to isolate the higher-order principles on which to base a theory of justice. Rising up to meet this challenge, Rainer Forst, a leading member of the Frankfurt School's newest generation of philosophers, conceives of an autonomous construction of justice founded on what he calls the basic moral right to justification. Forst begins by identifying this right from the perspective of moral philosophy. Then, through an innovative, detailed critical analysis, he ties together the central components of social and political justice--freedom, democracy, equality, and toleration--and joins them to the right to justification. The resulting theory treats justificatory power as the central question of justice, and by adopting this approach, Forst argues, we can discursively work out, or construct, principles of justice, especially with respect to transnational justice and human rights issues. As he builds his theory, Forst engages with the work of Anglo-American philosophers such as John Rawls, Ronald Dworkin, and Amartya Sen, and critical theorists such as Jürgen Habermas, Nancy Fraser, and Axel Honneth. Straddling multiple subjects, from politics and law to social protest and philosophical conceptions of practical reason, Forst brilliantly gathers contesting claims around a single, elastic theory of justice. |
| constructivist model of communication: Studies in Meaning Jonathan D. Raskin, Sara K. Bridges, 2002 The constructivist theories of psychology in this book examine the ways in which people create meaningful understandings of the world and use them to guide themselves through life. |
| constructivist model of communication: Constructivism Reconsidered in the Age of Social Media Chris Stabile, Jeff Ershler, 2016-01-05 No longer relegated to just the classroom, learning has become universal through the use of social media. Social media embodies constructivism itself as the users engage in the development of their own meaning. And, constructivism is relevant to education, and learning theory and technological advance can be better understood in the light of one another. This volume explores: particular areas influenced by constructivist thinking and social media, such as student learning, faculty development, and pedagogical practices, practical and useful ways to engage in social media, and dialogue and discussions regarding the nature of learning in relation to the technology that has changed how both faculty and students experience their educational landscape. This is the 144th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. |
| constructivist model of communication: Technology-Supported Teaching and Research Methods for Educators Makewa, Lazarus Ndiku, Ngussa, Baraka Manjale, Kuboja, Joshua Michael, 2018-09-28 Technology can be a powerful tool for transforming learning. It can help affirm and advance relationships between educators and students, reinvent approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners. Technology-Supported Teaching and Research Methods for Educators provides innovative insights into the utilization and maintenance of technology-supported teaching and research methods for educators. The content within this publication represents the work of e-learning, digital technologies, and current issues and trends in the field of teaching and learning in the context of contemporary technologies. It is a vital reference source for school educators, professionals, school administrators, academicians, researchers, and graduate-level students seeking coverage on topics centered on the integration of effective technologies that will support educators and students. |
| constructivist model of communication: Constructivist Blended Learning Approach Oleg Tarnopolsky, 2012-11-30 Biographical note: Oleg Tarnopolsky (Doctor of Pedagogy, Fulbright Awards, 1994 and 2005) is Full Professor at Alfred Nobel University, Dnipropetrovsk (Ukraine) where he heads the Department of Applied Linguistics and Methods in Foreign Language Teaching. His research and publications focus on different aspects of language teaching. He is the author of more than 250 works (books, articles, textbooks) on teaching English as a foreign language published in his home country and across Europe, in Canada and in China. Contact:Managing Editor: Anna Borowska, PhD, aborowska@versita.com. |
| constructivist model of communication: Designing for Learning George W. Gagnon, Michelle Collay, 2022-02-28 Introducing CLD – Constructivist Learning Design – a new and different way of thinking about learning and teaching. Teaching and learning are two sides of the same coin; this ground-breaking book realizes that, and builds on the pioneering work of Piaget and Vygotsky to offer a new approach to the constructivist classroom. Learn how to organize groups, build bridges, ask questions, arrange exhibits, and invite reflection in the creation of whole new – and successful – teaching/learning designs. A major new work for students of teaching, teachers, administrators, and parents who want to know how to apply constructivist learning theory in the classroom. |
| constructivist model of communication: Key Works in Radical Constructivism Ernst von Glasersfeld, 2007-01-01 Key Works on Radical Constructivism brings together a number of essays by Ernst von Glasersfeld that illustrate the application of a radical constructivist way of thinking in the areas of education, language, theory of knowledge, and the analysis of a few concepts that are indispensable in almost everything we think and do. |
| constructivist model of communication: Constructivism and International Relations Stefano Guzzini, Anna Leander, 2005-12-12 This new book unites in one volume some of the most prominent critiques of Alexander Wendt's constructivist theory of international relations and includes the first comprehensive reply by Wendt. Partly reprints of benchmark articles, partly new original critiques, the critical chapters are informed by a wide array of contending theories ranging from realism to poststructuralism. The collected leading theorists critique Wendt’s seminal book Social Theory of International Politics and his subsequent revisions. They take issue with the full panoply of Wendt’s approach, such as his alleged positivism, his critique of the realist school, the conceptualism of identity, and his teleological theory of history. Wendt’s reply is not limited to rebuttal only. For the first time, he develops his recent idea of quantum social science, as well as its implications for theorising international relations. This unique volume will be a necessary companion to Wendt’s book for students and researchers seeking a better understanding of his work, and also offers one of the most up-to-date collections on constructivist theorizing. |
| constructivist model of communication: How to Take Action for Successful Performance Management Falconer Mitchell, Hanne Nørreklit, 2019-08-27 This book is intended for practitioners, students, and researchers who are interested in designing, using, assessing, and researching performance management systems. Managerial personnel involved in such activity will hold many beliefs about how their organization functions. This text uses the philosophy of pragmatic constructivism to show how managerial beliefs that underlie action can be made explicit and so facilitate their assessment and improvement. This involves recognizing and integrating the four dimensions (facts, possibilities, values, and communication) that represent how managers relate to the reality in which they operate. When managerial beliefs are based on an accurate representation of reality, they are more likely to be successful. Problems occur where reality is misrepresented in managerial beliefs. This is especially so in performance management, as the book illustrates using real-world examples. Specific topics addressed include planning and decision making, performance management of investment center managers, strategic performance management, and operational performance management. |
| constructivist model of communication: The Basics of Interpersonal Communication Scott McLean, 2005 Focusing on skills students can use to effect positive change in their lives, this textbook for a first communication course describes different listening styles and the principles of verbal and nonverbal communication, identifies the characteristics of healthy personal relationships and intercultural communication, and demonstrates the five stages of conversation and the three stages of interpersonal conflict. Annotation : 2004 Book News, Inc., Portland, OR (booknews.com). |
| constructivist model of communication: An Introduction to Human Communication Judy C. Pearson, Paul Edward Nelson, 2000 |
| constructivist model of communication: A Philosophy of Management Accounting Hanne Nørreklit, 2017-03-27 The book introduces pragmatic constructivism as a paradigm for understanding actors’ construction of functioning practice and for developing methods and concepts for managing and observing that practice. The book explores, understands and theorises organisational practices as constructed through the activities of all organisational actors. Actors always act under presumptions of a specific actor-world-relation which they continuously construct, adjust and reconstruct in light of new experiences, contexts and communication. The outcome of the actor-world-relation is a reality construction. The reality construction may function successfully or it may be hampered by fictitious and illusionary elements, due to missing or faulty actor-world relations. The thesis is that four dimensions of reality – facts, possibilities, values and communication – must be integrated in the actor-world-relation if the construct is to form a successful basis for effective, functioning actions. Drawing on pragmatic constructivism, the book provides concepts and ideas for studies regarding actors and their use of management accounting models in their construction of organized reality. It concentrates on researching and conceptualizing what creates functioning reality construction. It develops concept and methods for understanding, analysing and managing the actors’ reality constructions. It is intended for people who do research on or work actively with developing management accounting. |
| constructivist model of communication: The Creative University Birthe Lund, Sonja Arndt, 2018-11-01 The concept behind the Creative University is about knowledge cultures, critical creative thinking and innovative learning processes, situating the university as flexible, open and responsive to contemporary educational ideologies. Its vision reflects world-wide interest in students’ engagement with diverse knowledges that challenge and break with habitual actions and thought and elevates creativity as central to the design of new and innovative pedagogies. In The Creative University: Contemporary Responses to the Changing Role of the University, leading authors position the university to inviting exploratory constructions and approaches that respond to past, present and future social and educational tensions and developments. This volume is a provocation for discovery, fostering and critiquing creativity, and advancing innovation. |
| constructivist model of communication: Constructivist Instruction Sigmund Tobias, Thomas M. Duffy, 2009-05-28 Bringing together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction, this book presents the evidence for and against constructivism and detailed views from both sides of the controversy. A distinctive feature is the dialogue built into it between the different positions. |
| constructivist model of communication: A Social Constructivist Approach to Translator Education Donald Kiraly, 2014-07-16 This is a book about the teaching and particularly the acquisition of translation-related skills and knowledge. Well grounded in theory, the book also provides numerous examples drawn from the author's extensive classroom experience in translator education and foreign language teaching. Kiraly uses a number of classroom case studies to illustrate his method, including: introductory courses in translation studies, project-based translation practice courses, translation studies seminars, as well as naturalistic foreign language learning classes for student translators. The book is primarily geared toward translator educators and programme administrators, as well as students of translation, and will also be of interest to foreign language teachers who incorporate translation into their teaching, to translation scholars, and to others involved in the world of translation. |
| constructivist model of communication: Teaching Strategies for Constructivist and Developmental Counselor Education Garrett McAuliffe, Karen Eriksen, 2001-12-30 An urgent need exists for a guide to innovative mental health education. Despite the hundreds of programs in existence for training students in counseling, human services, social work, and psychology, teachers in such programs have relied on an informal network of information exchange to guide their teaching practice. Yet, constructivist and developmental theories now point to sound, innovative practices for teaching. This volume delineates some of those practices. The authors take the position that, despite years of research on effective adult education, university teaching fails, in practice, to incorporate research-supported teaching principles. Current university instruction is still dominated by the teacher-as-authority model,in which he or she downloads information from the front of the class and expects students to regurgitate it in papers and on exams. This book seeks to counter the limitations of these often-unquestioned methods. The social constructionist and constructive developmental paradigms undergird the descriptions of counselor preparation strategies offered in this book. Such strategies are characterized by the themes of meaning-making, collaboration, equality, and activity in the learning environment. |
| constructivist model of communication: Designing Environments for Constructive Learning Thomas M. Duffy, Joost Lowyck, David H. Jonassen, 2012-12-06 The idea for this book grew out of a NATO Advanced Research Workshop held at the Catholic University at Leuven, Belgium. We are grateful to NATO for support in conducting this workshop and for support in the preparation of this book. We are particularly grateful for their emphasis on designing the workshop to build collegiality. They suggested that we hold the meeting in a small town and that we organize evening activities to keep the group together and to promote informal and extended discussions. What sage advice. The excitement grew over the three days as we shared understandings and enriched our perspectives. Indeed, there was even a proclaimed near conversion to a constructivist perspective from one colleague trained in traditional instructional design methods. While we report this as a bit of a humorous anecdote, it most clearly reflects the sense of excitement that developed. We would also like to thank the staff at the Catholic University for their great support during the workshop. Their efforts and their good cheer were important components in the success of the meeting. In particular we would like to thank Jan Elen, Catherine Vermunicht and Jef Vanden Branden. Finally we would like to thank the personnel at Indiana University for their help in assembling this book. Deborah Shaw prepared the index. We thank her for the skill and speed with which she was able to work. |
| constructivist model of communication: John Dewey Between Pragmatism and Constructivism Larry A. Hickman, Stefan Neubert, Kersten Reich, 2009-08-25 Many contemporary constructivists are particularly attuned to Dewey's penetrating criticism of traditional epistemology, which offers rich alternatives for understanding processes of learning and education, knowledge and truth, and experience and culture. This book, the result of cooperation between the Center for Dewey Studies at Southern Illinois University Carbondale, and the Dewey Center at the University of Cologne, provides an excellent example of the international character of pragmatist studies against the backdrop of constructivist concerns. As a part of their exploration of the many points of contact between classical pragmatism and contemporary constructivism, its contributors turn their attention to theories of interaction and transaction, communication and culture, learning and education, community and democracy, theory and practice, and inquiry and methods. Part One is a basic survey of Dewey's pragmatism and its implications for contemporary constructivism. Part Two examines the implications of the connections between Deweyan pragmatism and contemporary constructivism. Part Three presents a lively exchange among the contributors, as they challenge one another and defend their positions and perspectives. As they seek common ground, they articulate concepts such as power, truth, relativism, inquiry, and democracy from pragmatist and interactive constructivist vantage points in ways that are designed to render the preceding essays even more accessible. This concluding discussion demonstrates both the enduring relevance of classical pragmatism and the challenge of its reconstruction from the perspective of the Cologne program of interactive constructivism. |
| constructivist model of communication: In Search of Understanding Jacqueline G. Brooks, Martin Brooks, 1999-07-15 The activities that transpire within the classroom either help or hinder students' learning. Any meaningful discussion of educational renewal, therefore, must focus explicitly and directly on the classroom, and on the teaching and learning that occur within it. This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. Jacqueline Grennon Brooks and Martin Brooks present a new set of images for educational settings, images that emerge from student engagement, interaction, reflection, and construction. They have considerable experience in creating constructivist educational settings and conducting research on those settings. Authentic examples are provided throughout the book, as are suggestions for administrators, teachers, and policymakers. For the new edition of their popular book, the authors have written an introduction that places their work in today's educational renewal setting. Today, they urge, the case for constructivist classrooms is much stronger and the need more critical. Note: This product listing is for the Adobe Acrobat (PDF) version of the book. |
| constructivist model of communication: Constructivist learning models in training programs Noelia Olmedo Torre , Oscar Farrerons Vidal, Anna Pujol Ferran, 2021-03-08 With more than 25 years of university teaching in technical careers behind them, book’s authors have been observing for a long time Constructivism. It is an essential part in training students process and how interaction between them and Instruction are decisive in learning, being equal or greater importance than the content or the way information is presented. The authors carry out their teaching activities involved with GOMS, Learning by Doing and Situated Learning models, as well as Problem Based Learning and the Case Method. All have led them to reach high levels of performance among their students. The reader can discover numerous publications made in prestigious magazines in this book. The book you are holding makes a review of the most important theories and constructivism’s models, attempting to shed light on the wide range of methodological proposals. Everything to achieve and develop higher quality teaching. |
| constructivist model of communication: An Etymological Dictionary of Modern English, Vol. 1 Ernest Weekley, 2013-03-05 The compiler of this dictionary of word and phrase origins and history was not only a linguist and a philologist but also a man of culture and wit. When he turned his attention, therefore, to the creation of an etymological dictionary for both specialists and non-specialists, the result was easily the finest such work ever prepared. Weekley's Dictionary is a work of thorough scholarship. It contains one of the largest lists of words and phrases to be found in any singly etymological dictionary — and considerably more material than in the standard concise edition, with fuller quotes and historical discussions. Included are most of the more common words used in English as well as slang, archaic words, such formulas as I. O. U., made-up words (such as Carroll's Jabberwock), words coined from proper nouns, and so on. In each case, roots in Anglo-Saxon, Old Norse, Greek or Latin, Old and modern French, Anglo-Indian, etc., are identified; in hundreds of cases, especially odd or amusing listings, earliest known usage is mentioned and sense is indicated in quotations from Dickens, Shakespeare, Chaucer, Piers Plowman, Defoe, O. Henry, Spenser, Byron, Kipling, and so on, and from contemporary newspapers, translations of the Bible, and dozens of foreign-language authors. |
| constructivist model of communication: Message Production John O. Greene, 2013-11-05 The last two decades have seen the development of a number of models that have proven particularly important in advancing understanding of message-production processes. Now it appears that a second generation of theories is emerging, one that reflects considerable conceptual advances over earlier models. Message Production: Advances in Communication Theory focuses on these new developments in theoretical approaches to verbal and nonverbal message production. The chapters reflect a number of characteristics and trends resident in these theories including: * the nature and source of interaction goals; * the impact of physiological factors on message behavior; * the prominence accorded conceptions of goals and planning; * attempts to apply models of intra-individual processes in illuminating inter-individual phenomena; * treatments which involve hybrid intentional/design-stance approaches; and * efforts to incorporate physiological constructs and to meld them with psychological and social terms. The processes underlying the production of verbal and nonverbal behaviors are exceedingly complex, so much so that they resist the development of unified explanatory schemes. The alternative is the mosaic of emerging theories such as are represented in this book -- each approach according prominence to certain message-production phenomena while obscuring others, and providing a window on some portion of the processes that give rise to those phenomena while remaining mute about other processes. The amalgam of these disparate treatments, then, becomes the most intellectually compelling characterization of message-production processes. |
| constructivist model of communication: A First Look at Communication Theory Emory A. Griffin, 2006 Praised for its clear prose and straightforward presentation, 'A First Look at Communication Theory' uses a one theory per chapter approach, and makes extensive use of examples to help make the theory come alive for students. |
| constructivist model of communication: Constructivist Learning Environments Brent Gayle Wilson, 1996 |
| constructivist model of communication: Teaching in a Digital Age A. W Bates, 2015 |
| constructivist model of communication: Gan's Constructivism Kristin Romberg, 2019-01-08 This compelling new account of Russian constructivism repositions the agitator Aleksei Gan as the movement’s chief protagonist and theorist. Primarily a political organizer during the revolution and early Soviet period, Gan brought to the constructivist project an intimate acquaintance with the nuts and bolts of “making revolution.” Writing slogans, organizing amateur performances, and producing mass-media objects define an alternative conception of “the work of art”—no longer an autonomous object but a labor process through which solidarities are built. In an expansive analysis touching on aesthetic and architectural theory, the history of science and design, sociology, and feminist and political theory, Kristin Romberg invites us to consider a version of modernism organized around the radical flattening of hierarchies, a broad distribution of authorship, and the negotiation of constraints and dependencies. Moving beyond Cold War abstractions, Gan’s Constructivism offers a fine-grained understanding of what it means for an aesthetics to be political. |
| constructivist model of communication: Communication Yearbook 16 Stanley A. Deetz, 2011-10-25 First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company. |
| constructivist model of communication: The Theory and Practice of Political Communication Research Mary E. Stuckey, 1996-03-21 Focusing on theoretical and methodological insight, this book brings together scholars from a variety of fields whose research is guided by diverse analytical approaches. Instead of focusing on what divides scholars, the authors explore areas of intellectual community, building a more systematic and rigorous understanding of political communication. By broadening and deepening understanding of the field, this book provides insight into political processes that would otherwise be lacking. |
| constructivist model of communication: The SAGE Handbook of Conflict Resolution Jacob Bercovitch, Victor Kremenyuk, I William Zartman, 2008-12-03 ′The SAGE Handbook of Conflict Resolution demonstrates the range of themes that constitute modern conflict resolution. It brings out its key issues, methods and dilemmas through original contributions by leading scholars in a dynamic and expanding field of inquiry. This handbook is exactly what it sets out to be: an indispensable tool for teaching, research and practice in conflict resolution′ - Peter Wallensteen, Professor of Peace and Conflict Research, Uppsala University and University of Notre Dame ′Bercovitch, Kremenyuk and Zartman are among the most important figures in the conflict resolution field. They have pieced together, with the help of more than 35 colleagues from numerous countries, a state-of-the-art review of the sources of international conflict, available methods of conflict management, and the most difficult challenges facing the individuals and organizations trying to guide us through these conflict-ridden times. The collection is brimming with penetrating insights, trenchant analyses, compelling cases, and disciplined speculation. They help us understand both the promise of as well as the obstacles to theory-building in the new field of conflict resolution′ - Lawrence Susskind, Professor and Director of the MIT - Harvard Public Disputes Program ′The last three sentences of this persuasive book: We conclude this volume more than ever convinced that conflict resolution is not just possible or desirable in the current international environment. It is absolutely necessary. Resolving conflicts and making peace is no longer an option; it is an intellectual and practical skill that we must all posses. If you are part of that we, intellectually or professionally, you will find this book a superb companion′ - Thomas C Schelling, Professor Emeritus, Harvard University and University of Maryland Conflict resolution is one of the fastest-growing academic fields in the world today. Although it is a relatively young discipline, having emerged as a specialized field in the 1950′s, it has rapidly grown into a self-contained, vibrant, interdisciplinary field. The SAGE Handbook of Conflict Resolution brings together all the conceptual, methodological and substantive elements of conflict resolution into one volume of over 35 specially commissioned chapters. The Handbook is designed to reflect where the field is today by drawing on the contributions of experts from different fields presenting, in a systematic way, the most recent research and practice. Jacob Bercovitch is Professor of International Relations, and Fellow of the Royal Society, at the University of Canterbury in Christchurch, New Zealand. Victor Kremenyuk is deputy director of the Institute for USA and Canada Studies, Russian Academy of Sciences, Moscow. He is also a research associate at IIASA. I. William Zartman is Jacob Blaustein Professor of Conflict Resolution and International Organization at the Nitze School of Advanced International Studies of Johns Hopkins University |
| constructivist model of communication: Communication Yearbook 18 Brant R. Burleson, 2012-03-22 Communication Yearbook 18 originally published in 1995 focuses on cognitive approaches to the study of human communication, examining topics such as the formation of interaction goals, cognitive models of message production, mindfulness and minlessness in message processing and attention to televised messages. Sections two and three concentrate on the communicative management of health and environmental risks, critical analyses of classical approaches to risk communication and the ways in which people are connected through diverse forms of communicative behavior, including supportive relationships, electronic mail systems and ideologies. Commentaries in each section provide alternative perspectives on the state of research, extend issues of significance and help engage the reader with contemporary debates. |
| constructivist model of communication: Understanding Culture Robert S. Wyer, Chi-yue Chiu, Ying-yi Hong, 2013-05-13 This volume contains contributions from 24 internationally known scholars covering a broad spectrum of interests in cross-cultural theory and research. This breadth is reflected in the diversity of the topics covered in the volume, which include theoretical approaches to cross-cultural research, the dimensions of national cultures and their measurement, ecological and economic foundations of culture, cognitive, perceptual and emotional manifestations of culture, and bicultural and intercultural processes. In addition to the individual chapters, the volume contains a dialog among 14 experts in the field on a number of issues of concern in cross-cultural research, including the relation of psychological studies of culture to national development and national policies, the relationship between macro structures of a society and shared cognitions, the integration of structural and process models into a coherent theory of culture, how personal experiences and cultural traditions give rise to intra-cultural variation, whether culture can be validly measured by self-reports, the new challenges that confront cultural psychology, and whether psychology should strive to eliminate culture as an explanatory variable. |
| constructivist model of communication: Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning Keengwe, Jared, 2017-10-31 Advancements in technology in modern societies have resulted in an abundance of new educational tools and aids. Analyzing the effects of different mobile educational applications can provide insight into how technology can promote or discourage purposeful learning among students and educators alike. The Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning is a crucial scholarly resource that examines the use of newly-developed technology on classroom education. Featuring pertinent topics that include collaborative learning, social media integration, virtual reality, and critical thinking dispositions, this publication is ideal for educators, academicians, students, and researchers that are interested in expanding their knowledge on recent trends and technologies that are enhancing the educational field. |
| constructivist model of communication: Constructivism and the Technology of Instruction Thomas M. Duffy, David H. Jonassen, 2013-01-11 This book is about the implications of constructivism for instructional design practices, and more importantly, it is about a dialogue between instructional developers and learning theorists. Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity with each others' work. From an instructional design perspective, it seems that the practice of instructional design must be based on some conception of how people learn and what it means to learn. From a learning theory perspective, it seems obvious that the value of learning theory rests in the ability to predict the impact of alternative learning environments or instructional practices on what is learned. Thus the interchange of ideas between these disciplines is essential. As a consequence of both the information rich environment and the technological capability, business is seen moving away from a fixed curriculum and toward providing information and instruction when it is needed. These changes bring about a window of opportunity establishing a dialogue that will provide for a richer understanding of learning and the instructional environment required to achieve that learning. The editors hope that this book is the beginning of the conversation and that it will serve to spur continued conversation between those involved in learning theory and those involved in the design of instruction. |
| constructivist model of communication: Theories in Intercultural Communication Young Yun Kim, William B Gudykunst, 1988-10 Published in cooperation with the Speech Communication Association Division on International and Intercultural Communication Just as the earlier version of this work (Intercultural Communication Theory) helped to define the field, Theories In Intercultural Communication also makes an important contribution. This collection represents the major current approaches to the study of intercultural communication, as well as of communication in general. The contributors cover constructivist theory, coordinated management theory, convergence theory, adaptation in intercultural relationships, intercultural transformation, and network theory. The volume offers an analysis of the most current theories in intercultural communication. It also points to areas of further research and the need for continued refinements of existing approaches. This volume is valuable for graduate students and professionals in the areas of communication (especially intercultural and interpersonal), ethnic studies, cross-cultural studies, comparative studies, and education. The book is well conceived in its purpose, scope, and organization. It is also well executed with an even quality throughout. Each chapter author clearly presents the theory and provides thorough documentation. . . . This volume . . . promises to become a central piece in both the definition and development of theory in intercultural communication. --Modern Language Journal This volume does represent a significant attempt to consolidate and crystallize the current intellectual core concepts of mainsteam intercultural communications theories and to push the field forward toward a more rigorous and coherent state. . . . As a collection, these essays cover a lot of the bumpy terrain that constitutes the field of intercultural communication from an interpersonal perspective. . . . Very useful in the context of a university course on intercultural communications. --Canadian Journal of Communication |
Constructivist Approach to Intercultural Communication
communication. This is the essence of frame-of-reference shifting, or perspective-taking. The process whereby people develop this perceptual sophistication about cultural difference is the …
Constructivism – Jessie Delia - A First Look
Constructivism is a communication theory that seeks to explain individual dif-ferences in people’s ability to communicate skillfully in social situations. You probably don’t need to be convinced …
constructivism as a Key towards Further understanding of …
The article seeks to clarify the constructivist position with regard to social interaction and society by determining how successful communication among individuals is possible, despite their …
Constructivism - ResearchGate
Constructivism has been used to better understand the development of social cognitive and communication skills in children and adolescents; the impression formation process and its …
The Application of Constructivism to the Teaching of …
By applying the constructivist theory to the teaching of intercultural communication, the author designs a model of teaching intercultural communication and elaborates the procedure in …
A communicative constructivist approach to intercultural …
Communicative action will be shown to construct contexts which are reflexively generated by the very communicative actions which are performed in this context. We will refer to this reflexive...
THE CONSTRUCTIVIST VIEW OF COMMUNICATION - evg …
Shannon published his Theory of Communication in 1949. Shannon’s “Mathematical Theory” is a technical document covering engineering problems such as the design and capacity of …
A Case Study of Constructivist Learning and Intercultural ... - ed
Constructivist Learning and Intercultural Communication According to Elliott et al. (2000), constructivist learning refers to “an approach to learning that holds that people actively …
A TEACHING COMMUNICATION’S CONSTRUCTIVIST MODEL
Abstract: Knowledge provides, using communication, the general frame for a person to be integrated social. Communication is regarded as a result of the individual knowledge …
Constructivist Model Of Communication [PDF]
cognitive and interactive dimensions of teachers' communication: a constructivist approach. ANNE RANDOLPH WHITE HARRINGTON,1985 communication and that differentiation is the …
7. CONSTRUCTIVISM: IMPLICATIONS FOR THE DESIGN AND …
constructivism has come to serve as an umbrella term for a wide diversity of views. It is well beyond our purposes in this chapter to detail these similarities and differences across the …
Communal constructivist theory: information and …
ABSTRACT This article explores communal constructivism as a unifying theory that encapsulates the ways in which information and communications technology (ICT) enables learners to …
THE CONSTRUCTIVIST APPROACH IN ENGLISH LANGUAGE …
constructivist method is one such strategy that can aid with the development of basic communication skills such as listening, speaking, reading, and writing, all of which are required …
ED423550 1998-00-00 Problem-Based Learning in Language …
The constructivist view, in contrast, is that language learners should develop their understanding of the conventios of language use by engaging in the kinds of language activity found in real …
CONSTRUCTIVISM IN TEACHING AND LEARNING PROCESS
In the constructivist model, the students are urged to be actively involved in their own process of learning. The teacher functions more as a facilitator who coaches, mediates, prompts and …
ACJ Special: Developments in Constructivist Work
Constructivism (as described by Delia, O’Keefe, & O’Keefe, 1982) is a cognitive theory of human communication that describes how human perception--the encoding, retrieval, and use of …
Gordon Pask's Conversation Theory: A Domain Independent …
In this paper a domain independent model is presented that is designed to help conceptualise and understand what takes place when effective communication occurs, the process of coming to …
Constructivism: reflections on twenty five years teaching the ...
The constructivist theory of learning, whose philosophical origins are frequently ascribed to Kant and whose educa-tional origins to Piaget, is based on the premise that the act of learning is …
Constructivist learning models in training programs
Constructivist models study the learning process that causes behaviour change that, unlike cognitive models, emphasize social, culture, humanism and subjec- tivity as critical factors 9 .
Constructivism in language pedagogy
1) constructivist pedagogy as an approach 2) problem-solving teaching 3) cooperative learning. Felix points out that these approaches and methods share common characteristics: a move …
Constructivist Approach to Intercultural Communication
communication. This is the essence of frame-of-reference shifting, or perspective-taking. The process whereby people develop this perceptual sophistication about cultural difference is the …
Constructivism – Jessie Delia - A First Look
Constructivism is a communication theory that seeks to explain individual dif-ferences in people’s ability to communicate skillfully in social situations. You probably don’t need to be convinced …
constructivism as a Key towards Further understanding of …
The article seeks to clarify the constructivist position with regard to social interaction and society by determining how successful communication among individuals is possible, despite their …
Constructivism - ResearchGate
Constructivism has been used to better understand the development of social cognitive and communication skills in children and adolescents; the impression formation process and its …
The Application of Constructivism to the Teaching of …
By applying the constructivist theory to the teaching of intercultural communication, the author designs a model of teaching intercultural communication and elaborates the procedure in …
A communicative constructivist approach to intercultural …
Communicative action will be shown to construct contexts which are reflexively generated by the very communicative actions which are performed in this context. We will refer to this reflexive...
THE CONSTRUCTIVIST VIEW OF COMMUNICATION - evg …
Shannon published his Theory of Communication in 1949. Shannon’s “Mathematical Theory” is a technical document covering engineering problems such as the design and capacity of …
A Case Study of Constructivist Learning and Intercultural ... - ed
Constructivist Learning and Intercultural Communication According to Elliott et al. (2000), constructivist learning refers to “an approach to learning that holds that people actively …
A TEACHING COMMUNICATION’S CONSTRUCTIVIST MODEL
Abstract: Knowledge provides, using communication, the general frame for a person to be integrated social. Communication is regarded as a result of the individual knowledge …
Constructivist Model Of Communication [PDF]
cognitive and interactive dimensions of teachers' communication: a constructivist approach. ANNE RANDOLPH WHITE HARRINGTON,1985 communication and that differentiation is the …
7. CONSTRUCTIVISM: IMPLICATIONS FOR THE DESIGN AND …
constructivism has come to serve as an umbrella term for a wide diversity of views. It is well beyond our purposes in this chapter to detail these similarities and differences across the …
Communal constructivist theory: information and …
ABSTRACT This article explores communal constructivism as a unifying theory that encapsulates the ways in which information and communications technology (ICT) enables learners to …
THE CONSTRUCTIVIST APPROACH IN ENGLISH LANGUAGE …
constructivist method is one such strategy that can aid with the development of basic communication skills such as listening, speaking, reading, and writing, all of which are required …
ED423550 1998-00-00 Problem-Based Learning in Language …
The constructivist view, in contrast, is that language learners should develop their understanding of the conventios of language use by engaging in the kinds of language activity found in real …
CONSTRUCTIVISM IN TEACHING AND LEARNING PROCESS
In the constructivist model, the students are urged to be actively involved in their own process of learning. The teacher functions more as a facilitator who coaches, mediates, prompts and …
ACJ Special: Developments in Constructivist Work
Constructivism (as described by Delia, O’Keefe, & O’Keefe, 1982) is a cognitive theory of human communication that describes how human perception--the encoding, retrieval, and use of …
Gordon Pask's Conversation Theory: A Domain Independent …
In this paper a domain independent model is presented that is designed to help conceptualise and understand what takes place when effective communication occurs, the process of coming to …
Constructivism: reflections on twenty five years teaching the ...
The constructivist theory of learning, whose philosophical origins are frequently ascribed to Kant and whose educa-tional origins to Piaget, is based on the premise that the act of learning is …
Constructivist learning models in training programs
Constructivist models study the learning process that causes behaviour change that, unlike cognitive models, emphasize social, culture, humanism and subjec- tivity as critical factors 9 .
Constructivism in language pedagogy
1) constructivist pedagogy as an approach 2) problem-solving teaching 3) cooperative learning. Felix points out that these approaches and methods share common characteristics: a move …
