Chris Goldspink
Biographic Data
| ID | 5146623 |
|---|---|
| NAME | Chris Goldspink |
| GIVEN NAMES | Chris |
| FAMILY NAME | Goldspink |
| SIGNATURE | GOLDSPINK C |
| AFFILIATIONS | University of Newcastle Australia |
| ORCID | 0000-0002-9869-560X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 2 |
Developing Resilient Agency in Learning
Understanding students’ learning dispositions has been a focus for research in education for many years. A range of alternative approaches to conceptualising and measuring this broad construct have been developed. Traditional psychometric measures aim to produce scales that satisfy the requirements for research; however, such measures have an additional use – to provide formative feedback to the learner. In this article we reanalyse 15 years of d…
Learner Dispositions, Self-Theories and Student Engagement
This paper examines the concept of learner dispositions empirically and theoretically based on two related studies: one undertaken in the United Kingdom exploring students learning power, identity and their engagement in learning; and one undertaken in Australia, which explored the relationship between learning power and Dweckian self-theories. Three different measures of dispositions are used. Two of these – learning power and self-theories – ap…
Normative Behaviour in Wikipedia
This paper contributes to the debate about governance behaviour in on-line communities, particularly those associated with Open Source. It addresses evidence of normative self- regulation by analysing the discussion pages of a sample of Wikipedia Controversial and Featured articles. It was assumed that attempts by editors to influence one another within these pages will be revealed by their use of rules and norms as well as the illocutionary forc…
Bridging the Micro–Macro Divide
A ‘pervasive’ problem in the social sciences, referred to as the ‘micro to macro problem’ concerns our capacity to explain the relationship between the constitutive elements of social systems (people) and emergent phenomena resulting from their interaction (i.e. organizations, societies, economies). Without a capacity to explain this relationship there is, in effect, no substantive theory of sociality. In this article, we explore the potential of…
Bridging the Micro–Macro Divide
A ‘pervasive’ problem in the social sciences, referred to as the ‘micro to macro problem’ concerns our capacity to explain the relationship between the constitutive elements of social systems (people) and emergent phenomena resulting from their interaction (i.e. organizations, societies, economies). Without a capacity to explain this relationship there is, in effect, no substantive theory of sociality. In this article, we explore the potential of…
Learner Dispositions, Self-Theories and Student Engagement
This paper examines the concept of learner dispositions empirically and theoretically based on two related studies: one undertaken in the United Kingdom exploring students learning power, identity and their engagement in learning; and one undertaken in Australia, which explored the relationship between learning power and Dweckian self-theories. Three different measures of dispositions are used. Two of these – learning power and self-theories – ap…
Developing Resilient Agency in Learning
Understanding students’ learning dispositions has been a focus for research in education for many years. A range of alternative approaches to conceptualising and measuring this broad construct have been developed. Traditional psychometric measures aim to produce scales that satisfy the requirements for research; however, such measures have an additional use – to provide formative feedback to the learner. In this article we reanalyse 15 years of d…
Bridging the Micro–Macro Divide
A ‘pervasive’ problem in the social sciences, referred to as the ‘micro to macro problem’ concerns our capacity to explain the relationship between the constitutive elements of social systems (people) and emergent phenomena resulting from their interaction (i.e. organizations, societies, economies). Without a capacity to explain this relationship there is, in effect, no substantive theory of sociality. In this article, we explore the potential of…
Normative Behaviour in Wikipedia
This paper contributes to the debate about governance behaviour in on-line communities, particularly those associated with Open Source. It addresses evidence of normative self- regulation by analysing the discussion pages of a sample of Wikipedia Controversial and Featured articles. It was assumed that attempts by editors to influence one another within these pages will be revealed by their use of rules and norms as well as the illocutionary forc…
Learner Dispositions, Self-Theories and Student Engagement
This paper examines the concept of learner dispositions empirically and theoretically based on two related studies: one undertaken in the United Kingdom exploring students learning power, identity and their engagement in learning; and one undertaken in Australia, which explored the relationship between learning power and Dweckian self-theories. Three different measures of dispositions are used. Two of these – learning power and self-theories – ap…
Developing Resilient Agency in Learning
Understanding students’ learning dispositions has been a focus for research in education for many years. A range of alternative approaches to conceptualising and measuring this broad construct have been developed. Traditional psychometric measures aim to produce scales that satisfy the requirements for research; however, such measures have an additional use – to provide formative feedback to the learner. In this article we reanalyse 15 years of d…
Epistemology (3 works) · Sociology (3 works) · Computer Science (2 works) · Law (2 works) · Political science (2 works) · Power (physics) (2 works) · Social science (2 works) · Agency (philosophy) (1 work) · Autopoiesis (1 work) · Bridging (networking (1 work)