Hermine H Marshall
Biographic Data
| ID | 3983175 |
|---|---|
| NAME | Hermine H Marshall |
| GIVEN NAMES | Hermine H |
| FAMILY NAME | Marshall |
| SIGNATURE | MARSHALL H H |
| AFFILIATIONS | San Francisco State University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 42 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1965 |
| LATEST PUBLICATION YEAR | 1990 |
| H-INDEX | 5 |
This issue: Metaphors We Learn By
Metaphor as an instructional tool in encouraging student teacher reflection
Beyond the workplace metaphor: The classroom as a learning setting
1990). Beyond the workplace metaphor: The classroom as a learning setting. Theory Into Practice: Vol. 29, Metaphors We Learn By, pp. 94-101
Learning, Rather than Play or Work
In pursuit of learning-oriented classrooms
Work or Learning: Implications of Classroom Metaphors
The workplace metaphor has often been used to drive research as well as teaching models. Conceptualizing the classroom as a work setting, however, neglects the unique qualities of the classroom that create a “learning setting.” After some of the benefits and limitations of using the workplace metaphor in classroom research are noted, some characteristics that differentiate learning settings from work and recreational settings are described. Sugge…
Building a learning orientation
The messages students receive about the purposes of academic tasks vary in different classrooms. Teachers use a variety of strategies, either deliberately or inadvertently, to convey information about why students are to accomplish these tasks. In some classrooms, the teacher's emphasis on doing work serves to create a work orientation. A common refrain in these classrooms is Finish your work so you can go out to recess. Here, the goal of instruc…
Note on “Disinhibition”
Use of the term “disinhibition” by social learning theorists is criticized on several grounds. (1) Use of a descriptive term as an explanatory concept is circular. (2) Since the term carries specific explanatory meaning stemming from traditional learning theory, adding another meaning to a single term is likely to cause unnecessary confusion. Altering the name of the term, e.g., “de-inhibition” might help clarify the literature. (3) Where the sam…
Metaphor as an instructional tool in encouraging student teacher reflection
Work or Learning: Implications of Classroom Metaphors
The workplace metaphor has often been used to drive research as well as teaching models. Conceptualizing the classroom as a work setting, however, neglects the unique qualities of the classroom that create a “learning setting.” After some of the benefits and limitations of using the workplace metaphor in classroom research are noted, some characteristics that differentiate learning settings from work and recreational settings are described. Sugge…
In pursuit of learning-oriented classrooms
Building a learning orientation
The messages students receive about the purposes of academic tasks vary in different classrooms. Teachers use a variety of strategies, either deliberately or inadvertently, to convey information about why students are to accomplish these tasks. In some classrooms, the teacher's emphasis on doing work serves to create a work orientation. A common refrain in these classrooms is Finish your work so you can go out to recess. Here, the goal of instruc…
Beyond the workplace metaphor: The classroom as a learning setting
1990). Beyond the workplace metaphor: The classroom as a learning setting. Theory Into Practice: Vol. 29, Metaphors We Learn By, pp. 94-101
Note on “Disinhibition”
Use of the term “disinhibition” by social learning theorists is criticized on several grounds. (1) Use of a descriptive term as an explanatory concept is circular. (2) Since the term carries specific explanatory meaning stemming from traditional learning theory, adding another meaning to a single term is likely to cause unnecessary confusion. Altering the name of the term, e.g., “de-inhibition” might help clarify the literature. (3) Where the sam…
Building a learning orientation
The messages students receive about the purposes of academic tasks vary in different classrooms. Teachers use a variety of strategies, either deliberately or inadvertently, to convey information about why students are to accomplish these tasks. In some classrooms, the teacher's emphasis on doing work serves to create a work orientation. A common refrain in these classrooms is Finish your work so you can go out to recess. Here, the goal of instruc…
In pursuit of learning-oriented classrooms
Work or Learning: Implications of Classroom Metaphors
The workplace metaphor has often been used to drive research as well as teaching models. Conceptualizing the classroom as a work setting, however, neglects the unique qualities of the classroom that create a “learning setting.” After some of the benefits and limitations of using the workplace metaphor in classroom research are noted, some characteristics that differentiate learning settings from work and recreational settings are described. Sugge…
Learning, Rather than Play or Work
This issue: Metaphors We Learn By
Metaphor as an instructional tool in encouraging student teacher reflection
Beyond the workplace metaphor: The classroom as a learning setting
1990). Beyond the workplace metaphor: The classroom as a learning setting. Theory Into Practice: Vol. 29, Metaphors We Learn By, pp. 94-101
Psychology (8 works) · Mathematics education (7 works) · Pedagogy (6 works) · Sociology (5 works) · Metaphor (3 works) · Social Psychology (3 works) · Social Psychology (3 works) · Work (physics (3 works) · Communication in Education and Healthcare (2 works) · Computer Science (2 works)