Ruth Deakin Crick
Biographic Data
| ID | 5239798 |
|---|---|
| NAME | Ruth Deakin Crick |
| GIVEN NAMES | Ruth Deakin |
| FAMILY NAME | Crick |
| SIGNATURE | CRICK R D |
| AFFILIATIONS | University of Bristol |
| ORCID | 0000-0003-1082-9560 |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| 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…
Spirituality, learning and personalisation
In this paper we explore the relationship between spirituality and learning how to learn in a faith-based secondary school. The development of a spiritually grounded pedagogy is a way of explicitly attending to spiritual development in teaching, learning and curriculum. The research described here comprises a personalised enquiry project in which students attend to four ‘stations’ in a learning journey; these focus on their identity and story, fo…
The ecology of learning
This paper reports on a cross‐sectional case study designed to explore the relationships between learner‐centred variables in five schools from Years 5–9. The variables examined were elicited through three self‐evaluation tools: (a) students' self reports of their learning power measured on seven dimensions of ‘changing and learning’, ‘meaning making’, ‘critical curiosity’, ‘creativity’, ‘learning relationships’, ‘strategic awareness’ and ‘resili…
Habermas, lifelong learning and citizenship education
Being a Learner
Lifelong learning is something which one does for oneself that no one else can do for one: it is a public and personal human activity, rather than private or individualistic. One of the features of the education system is the paucity of a language for learning as process and participative experience. Personalised learning requires a sense of the worthwhileness of ‘being a learner’– a virtue in the 21st century. A sense of one's own worth as a per…
Habermas, lifelong learning and citizenship education
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…
The ecology of learning
This paper reports on a cross‐sectional case study designed to explore the relationships between learner‐centred variables in five schools from Years 5–9. The variables examined were elicited through three self‐evaluation tools: (a) students' self reports of their learning power measured on seven dimensions of ‘changing and learning’, ‘meaning making’, ‘critical curiosity’, ‘creativity’, ‘learning relationships’, ‘strategic awareness’ and ‘resili…
Being a Learner
Lifelong learning is something which one does for oneself that no one else can do for one: it is a public and personal human activity, rather than private or individualistic. One of the features of the education system is the paucity of a language for learning as process and participative experience. Personalised learning requires a sense of the worthwhileness of ‘being a learner’– a virtue in the 21st century. A sense of one's own worth as a per…
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…
Being a Learner
Lifelong learning is something which one does for oneself that no one else can do for one: it is a public and personal human activity, rather than private or individualistic. One of the features of the education system is the paucity of a language for learning as process and participative experience. Personalised learning requires a sense of the worthwhileness of ‘being a learner’– a virtue in the 21st century. A sense of one's own worth as a per…
The ecology of learning
This paper reports on a cross‐sectional case study designed to explore the relationships between learner‐centred variables in five schools from Years 5–9. The variables examined were elicited through three self‐evaluation tools: (a) students' self reports of their learning power measured on seven dimensions of ‘changing and learning’, ‘meaning making’, ‘critical curiosity’, ‘creativity’, ‘learning relationships’, ‘strategic awareness’ and ‘resili…
Habermas, lifelong learning and citizenship education
Spirituality, learning and personalisation
In this paper we explore the relationship between spirituality and learning how to learn in a faith-based secondary school. The development of a spiritually grounded pedagogy is a way of explicitly attending to spiritual development in teaching, learning and curriculum. The research described here comprises a personalised enquiry project in which students attend to four ‘stations’ in a learning journey; these focus on their identity and story, fo…
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…
Pedagogy (4 works) · Psychology (4 works) · Social Psychology (3 works) · Early Childhood Education and Development (2 works) · Epistemology (2 works) · Experiential learning (2 works) · Identity (music) (2 works) · Innovative Education and Learning Practices (2 works) · Law (2 works) · Mathematics education (2 works)