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Journal articles on the topic 'Legitimate peripheral participation'

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Published: 4 June 2021

Last updated: 28 January 2023

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1

Bloch, Maurice, Jean Lave, and Etienne Wenger. "Situated Learning: Legitimate Peripheral Participation." Man 29, no. 2 (1994): 487. http://dx.doi.org/10.2307/2804509.

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2

Lawless, Aileen. "Action learning as legitimate peripheral participation." Action Learning: Research and Practice 5, no. 2 (2008): 117–29. http://dx.doi.org/10.1080/14767330802185632.

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3

Safran, L. "Legitimate peripheral participation and home education." Teaching and Teacher Education 26, no. 1 (2010): 107–12. http://dx.doi.org/10.1016/j.tate.2009.06.002.

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4

Christman, Scott, and Cole J. Kupec II. "Addressing STEM Education: The U.S. Defense Industry and Legitimate Peripheral Participation." Journal of Economics, Business and Management 4, no. 3 (2016): 243–46. http://dx.doi.org/10.7763/joebm.2016.v4.398.

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5

Hasrati, Mostafa. "Legitimate peripheral participation and supervising Ph.D. students." Studies in Higher Education 30, no. 5 (2005): 557–70. http://dx.doi.org/10.1080/03075070500249252.

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6

Hutchins, Edwin. ": Situated Learning: Legitimate Peripheral Participation . Jean Lave, Etienne Wenger." American Anthropologist 95, no. 3 (1993): 743–44. http://dx.doi.org/10.1525/aa.1993.95.3.02a00340.

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7

Zaffini, Erin J. "Communities of Practice and Legitimate Peripheral Participation: A Literature Review." Update: Applications of Research in Music Education 36, no. 3 (2017): 38–43. http://dx.doi.org/10.1177/8755123317743977.

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This article is a review of theoretical and empirical literature on Wenger’s community of practice (CoP) theory and Lave and Wenger’s legitimate peripheral participation. It is organized into four broad parts: (a) Characteristics of CoPs in Music Communities, Education, and Teacher Education; (b) Benefits and Challenges Faced by Members of CoPs; (c) Situated Learning: Legitimate Peripheral Participation; and (d) Implications for Music Education. The theories posit that individuals within a CoP learn through social interaction, inform one’s identity development, and that participation and pract

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8

Stephens, Neil, and Sara Delamont. "Roda Boa, Roda Boa: Legitimate peripheral participation in diasporic capoeira." Teaching and Teacher Education 26, no. 1 (2010): 113–18. http://dx.doi.org/10.1016/j.tate.2009.09.003.

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9

Paechter, Carrie. "Learning masculinities and femininities: power/knowledge and legitimate peripheral participation." Women's Studies International Forum 26, no. 6 (2003): 541–52. http://dx.doi.org/10.1016/j.wsif.2003.09.008.

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Bonnette, Rachel N., and Kevin Crowley. "Legitimate Peripheral Participation in a Makerspace for Emancipated Emerging Adults." Emerging Adulthood 8, no. 2 (2018): 144–58. http://dx.doi.org/10.1177/2167696818785328.

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Following emancipation from foster care, youth often transition into adulthood without the support of family or school. For some emancipated emerging adults (EEAs), alternative support may come from informal educational programs like makerspaces—safe spaces to learn, explore identities, build relationships, and become entrepreneurs. This exploratory study uses Lave and Wenger’s concept of legitimate peripheral participation as a lens to for analyzing the diverse relationships of three EEAs (ages 20, 22, and 25) to the maker community of practice, as they live in a transitional housing facility

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11

MATUSOV, EUGENE, NANCY BELL, and BARBARA ROGOFF. "Situated Learning: Legitimate Peripheral Participation . JEAN LAVE and ETIENNE WENGER." American Ethnologist 21, no. 4 (1994): 918–19. http://dx.doi.org/10.1525/ae.1994.21.4.02a00340.

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12

Zakaria, Faishal. "EVERYDAY TALK: The Construction of Student Identities." Englisia Journal 2, no. 1 (2014): 30. http://dx.doi.org/10.22373/ej.v2i1.144.

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This brief article discusses the notion of Identity Construction through everyday talk among interlocutors. In particular, this article discusses how I construct and co-construct my identities as a graduate student as I communicate with others. The re-search data used in this article was analysed through the framework of expert-novice constitution, co-construction, and legitimate peripheral participation. The data show their relevance to the notions of expert-novice, co-construction, and legitimate peripheral participation where the interlocutors are actively negotiating their identities as th

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13

Flowerdew, John. "Discourse Community, Legitimate Peripheral Participation, and the Nonnative-English-Speaking Scholar." TESOL Quarterly 34, no. 1 (2000): 127. http://dx.doi.org/10.2307/3588099.

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14

Shankar, Kalpana. "Ambiguity and legitimate peripheral participation in the creation of scientific documents." Journal of Documentation 65, no. 1 (2009): 151–65. http://dx.doi.org/10.1108/00220410910926167.

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15

Teeuwsen, Phil, Snežana Ratković, and Susan A. Tilley. "Becoming academics: experiencing legitimate peripheral participation in part-time doctoral studies." Studies in Higher Education 39, no. 4 (2012): 680–94. http://dx.doi.org/10.1080/03075079.2012.729030.

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16

Clarke, Sara, and Zoe Thomas. "Health librarians: developing professional competence through a ‘legitimate peripheral participation’ model." Health Information & Libraries Journal 28, no. 4 (2011): 326–30. http://dx.doi.org/10.1111/j.1471-1842.2010.00959.x.

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17

Stepich, Don. "Situated learning: Legitimate peripheral participation by Jean Lave & Etienne Wenger." Performance + Instruction 31, no. 10 (1992): 41. http://dx.doi.org/10.1002/pfi.4170311012.

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18

SAMIMY, KEIKO, SOONHYANG KIM, JEONG AH LEE, and MASATAKA KASAI. "A Participative Inquiry in a TESOL Program: Development of Three NNES Graduate Students’ Legitimate Peripheral Participation to Fuller Participation." Modern Language Journal 95, no. 4 (2011): 558–74. http://dx.doi.org/10.1111/j.1540-4781.2011.01247.x.

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19

Davies, Helen Maria, and Peter John Sandiford. "Legitimate peripheral participation by sandwich year interns in the national health service." Journal of Vocational Education & Training 66, no. 1 (2013): 56–73. http://dx.doi.org/10.1080/13636820.2013.867527.

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20

Shiroshita, Hideyuki, and Katsuya Yamori. "Participatory Disaster Management Learning Built on the Theory of Legitimate Peripheral Participation." Journal of Disaster Research 6, no. 2 (2011): 258–70. http://dx.doi.org/10.20965/jdr.2011.p0258.

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In some areas in Japan, there have been times when even though it was desirable to evacuate the area in order to prevent or reduce the amount of damage wrought by disaster, the actual evacuation rate was low. The double bind theory has been introduced in this situation, and a new theoretical interpretation has been obtained. However, no specific countermeasures have been presented to overcome the “expert and non-expert” structure shown in the double bind theory to be a problem of disaster management. This paper depends on the “theory of legitimate peripheral participation,” and it aims to buil

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Williams *, Ellen J., Joseph Matthews, and Steven Baugh. "Developing a mentoring internship model for school leadership: using legitimate peripheral participation." Mentoring & Tutoring: Partnership in Learning 12, no. 1 (2004): 53–70. http://dx.doi.org/10.1080/1361126042000183048.

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22

Eberle, Julia, Karsten Stegmann, and Frank Fischer. "Legitimate Peripheral Participation in Communities of Practice: Participation Support Structures for Newcomers in Faculty Student Councils." Journal of the Learning Sciences 23, no. 2 (2014): 216–44. http://dx.doi.org/10.1080/10508406.2014.883978.

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23

Young, Ann-Marie, and Ann MacPhail. "Irish Physical Education Cooperating Teachers’ Experiences of Learning to Become a ‘Teacher of Teachers’." Open Sports Sciences Journal 7, no. 1 (2014): 98–105. http://dx.doi.org/10.2174/1875399x01407010098.

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This article presents case studies detailing the learning trajectories of two physical education (cooperating) teachers as they strive to establish and maintain their identity as competent and confident supervisors to pre-service teachers on school placement. The cooperating teachers who participated in the study share their experiences in attempting to construct a professional identity within the school placement triad. Lave and Wenger’s (1991) theory of situated learning and the concept of legitimate peripheral participation were employed to investigate each of the cooperating teacher’s jour

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24

Park, Ji Yong. "Student interactivity and teacher participation: an application of legitimate peripheral participation in higher education online learning environments." Technology, Pedagogy and Education 24, no. 3 (2014): 389–406. http://dx.doi.org/10.1080/1475939x.2014.935743.

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25

Hsiao, Cheng-hua. "Legitimate Peripheral Participation and Teacher Identity Formation Among Preservice Teachers in TESOL Practicums." Journal of Curriculum and Teaching 7, no. 1 (2018): 64. http://dx.doi.org/10.5430/jct.v7n1p64.

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Teacher identity has been an important issue in teacher education because teacher identity influences teachers’professional development. However, little has been explored in preservice teachers’ identity formation within theEFL context of language teaching. In this study, the early influence on EFL student teachers’ identity formation inpracticums was studied from the perspective of legitimate peripheral participation (Lave & Wenger, 1991). Tenparticipants enrolled in the practicum courses of the four educational institutions, organized by the Englishdepartment of a national university in

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26

Ono, Kanako, Mari Yamanami, and Naomi Kano. "Learning of Students of Maternal Nursing: from the Perspective of Legitimate Peripheral Participation." Journal of Japan Academy of Nursing Science 42 (2022): 222–30. http://dx.doi.org/10.5630/jans.42.222.

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27

Back, Michele. "Legitimate Peripheral Participation and Language Learning: Two Quichua Learners in a Transnational Community." Language Learning 61, no. 4 (2011): 1039–57. http://dx.doi.org/10.1111/j.1467-9922.2011.00662.x.

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28

Cobb, Donella J., Ann Harlow, and Linda Clark. "Examining the teacher identity-agency relationship through legitimate peripheral participation: A longitudinal investigation." Asia-Pacific Journal of Teacher Education 46, no. 5 (2018): 495–510. http://dx.doi.org/10.1080/1359866x.2018.1480010.

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29

Cheng, Ruijia, and Benjamin Mako Hill. "Many Destinations, Many Pathways: A Quantitative Analysis of Legitimate Peripheral Participation in Scratch." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (2022): 1–26. http://dx.doi.org/10.1145/3555106.

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Although informal online learning communities have proliferated over the last two decades, a fundamental question remains: What are the users of these communities expected to learn? Guided by the work of Etienne Wenger on communities of practice, we identify three distinct types of learning goals common to online informal learning communities: the development of domain skills, the development of identity as a community member, and the development of community-specific values and practices. Given these goals, what is the best way to support learning? Drawing from previous research in social com

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30

Cordeiro, Paula A., and Ellen Smith Sloan. "Administrative Interns as Legitimate Participants in the Community of Practice." Journal of School Leadership 6, no. 1 (1996): 4–29. http://dx.doi.org/10.1177/105268469600600101.

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In recent years, many programs in Educational Administration have added the requirement of an administrative internship. This paper explores how internship learning differs from classroom learning using a theoretical framework of legitimate peripheral participation. The paper also explores how the internship impacts both the intern and the mentor as well as how reflection opportunities can be built into the internship. The paper concludes with an Intern Transition Model.

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31

Haruta, Junji, Sachiko Ozone, and Jun Hamano. "Doctors’ professional identity and socialisation from medical students to staff doctors in Japan: narrative analysis in qualitative research from a family physician perspective." BMJ Open 10, no. 7 (2020): e035300. http://dx.doi.org/10.1136/bmjopen-2019-035300.

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ObjectiveBecoming a doctor involves transforming a lay person into a medical professional, which is known as professional socialisation. However, few studies have clarified differences in the professional socialisation process in detail. The aim of this study was to clarify the process of professional socialisation of medical students to residents to staff doctors.DesignWe used narrative analysis in qualitative research as a theoretical framework.SettingThis study was conducted in Japan.ParticipantsParticipants were collected using a purposive sample of doctors with over 7 years of medical exp

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32

Hoffman, Rebecca L., Steven R. Allen, Patricia Pratt-Terry, Meera Gupta, and Carla S. Fisher. "Early Handoff Training as a Mechanism for Legitimate Peripheral Participation in the Surgery Clerkship." Journal of the American College of Surgeons 223, no. 4 (2016): e178. http://dx.doi.org/10.1016/j.jamcollsurg.2016.08.451.

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33

IWAHORI, Takuya, Katsuya YAMORI, Takumi MIYAMOTO, Hideyuki SHIROSHITA, and Yoshihisa IIO. "Disaster Education Based on Legitimate Peripheral Participation Theory: A New Model of Disaster Science Communication." Journal of Natural Disaster Science 38, no. 1 (2017): 1–15. http://dx.doi.org/10.2328/jnds.38.1.

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34

Yim, Su Yon, and Tae youn Ahn. "Teaching English in a foreign country: Legitimate peripheral participation of a native English-speaking teacher." System 78 (November 2018): 213–23. http://dx.doi.org/10.1016/j.system.2018.09.008.

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35

Rodriguez, Brenda Cecilia Padilla, and Juan Manuel Fernandez Cardenas. "Developing Professional Competence at a Mexican Organization: Legitimate Peripheral Participation and the Role of Technology." Procedia - Social and Behavioral Sciences 69 (December 2012): 8–13. http://dx.doi.org/10.1016/j.sbspro.2012.11.376.

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36

Ohta, Ryuichi, Yoshinori Ryu, Takuji Katsube, Jun Otani, and Yoshihiro Moriwaki. "Strengths and Challenges for Medical Students and Residents in Rural Japan." Family Medicine 53, no. 1 (2021): 32–38. http://dx.doi.org/10.22454/fammed.2021.308872.

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Background and Objectives: In Japan, family medicine training is driven by community-based medical education (CBME) and is often provided in rural community hospitals and clinics. Although CBME’s positive relationship to family medicine in rural community hospitals is proven, the learning processes of medical students and residents in rural community hospitals needs investigating. The objective of this study was to reveal medical students’ and residents’ changing motivations and learning behaviors, as well as the factors underpinning their transition between medical schools or tertiary hospita

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Ohta, Ryuichi, Yoshinori Ryu, Takuji Katsube, Jun Otani, and Yoshihiro Moriwaki. "Strengths and Challenges for Medical Students and Residents in Rural Japan." Family Medicine 53, no. 1 (2021): 32–38. http://dx.doi.org/10.22454/fammed.2021.308872.

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Background and Objectives: In Japan, family medicine training is driven by community-based medical education (CBME) and is often provided in rural community hospitals and clinics. Although CBME’s positive relationship to family medicine in rural community hospitals is proven, the learning processes of medical students and residents in rural community hospitals needs investigating. The objective of this study was to reveal medical students’ and residents’ changing motivations and learning behaviors, as well as the factors underpinning their transition between medical schools or tertiary hospita

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38

O'Donnell, Victoria L., and Jane Tobbell. "The Transition of Adult Students to Higher Education: Legitimate Peripheral Participation in a Community of Practice?" Adult Education Quarterly 57, no. 4 (2007): 312–28. http://dx.doi.org/10.1177/0741713607302686.

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39

Consalvo, Annamary L., Diane L. Schallert, and Elric M. Elias. "An examination of the construct of legitimate peripheral participation as a theoretical framework in literacy research." Educational Research Review 16 (October 2015): 1–18. http://dx.doi.org/10.1016/j.edurev.2015.07.001.

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40

Kubberød, Elin, and Inger Beate Pettersen. "The role of peripherality in students’ entrepreneurial learning." Education + Training 60, no. 1 (2018): 2–15. http://dx.doi.org/10.1108/et-06-2016-0106.

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Purpose The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students’ entrepreneurial learning, including co-participation and roles at the periphery, power relations in communities of practice (CoP), and emotional exposure. The authors make use of the concept legitimate peripheral participation and Politis’ entrepreneurial learning

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41

Brooks, James, Irena Grugulis, and Hugh Cook. "Rethinking Situated Learning: Participation and Communities of Practice in the UK Fire and Rescue Service." Work, Employment and Society 34, no. 6 (2020): 1045–61. http://dx.doi.org/10.1177/0950017020913225.

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Legitimate peripheral participation is the bedrock of situated learning. It involves the novice or newcomer acquiring skills through work in a community of practice (CoP). It is generally assumed that CoP learning involves novices moving in a centripetal manner from periphery to core, gaining skills and knowledge from established workers before becoming full members of the community. This article draws on qualitative research in Northern Fire, one of the UK’s largest fire and rescue services, to challenge the idea that novices’ learning progression is linear and sequential, highlighting their

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42

Plata-Ramíez, José Miguel. "Moving Towards Legitimate Participation. A Venezuelan Girl Learning English in an Iowa City Elementary School." Revista Electrónica Educare 21, no. 3 (2017): 1. http://dx.doi.org/10.15359/ree.21-3.1.

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This qualitative case study seeks to understand and describe, in depth, the different learning processes in which a nine-year old, Venezuelan girl (Victoria) engaged to reaffirm her identity as a language learner and become a legitimate member of a community of practice during the first six months in an Iowa City Elementary School. Data collection included observations in class and at home, field notes, interviews, oral and written artifacts and e-mails. Analysis was made through a constant comparison of the data to reflect on the potential categorizations of the artifacts considering mainly t

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43

Cochrane, Todd, Niki Davis, and Donna Morrow. "A Proposed Theory Seeded Methodology for Design Based Research into Effective use of MUVEs in Vocational Education Contexts." International Journal of Virtual and Personal Learning Environments 4, no. 2 (2013): 50–64. http://dx.doi.org/10.4018/jvple.2013040103.

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A methodology for design based research (DBR) into effective development and use of Multi-User Virtual Environments (MUVE) in vocational education is proposed. It blends software development with DBR with two theories selected to inform the methodology. Legitimate peripheral participation LPP (Lave & Wenger, 1991) provides a filter when thinking about vocational education because moving towards being work ready increases the student’s legitimate practices within the vocation. Technological Pedagogical Content Knowledge TPACK (Mishra & Koehler, 2006) provides framework to link content a

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44

Li, Yongyan. "Multidimensional enculturation." Multiple Perspectives on L1 and L2 Academic Literacy in Asia Pacific and Diaspora Contexts 15, no. 1 (2005): 153–70. http://dx.doi.org/10.1075/japc.15.1.10li.

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The present paper examines the disciplinary enculturation experience of a Chinese doctoral student. I first refer to Lave and Wenger’s (1991) concept of legitimate peripheral participation (LPP) as the theoretical background of this study. I then present the case of Fei, a doctoral student of physics in a major university in East China, focusing on his interactions with specialist texts, the supervisor, and the research community. In the discussion of the findings, I cast Fei’s experience in the light of LPP. I conclude by emphasizing the value of naturalistic case studies in extending English

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45

Lentz, Becky. "Building the Pipeline of Media and Technology Policy Advocates: The Role of “Situated Learning”." Journal of Information Policy 4, no. 1 (2014): 176–204. http://dx.doi.org/10.5325/jinfopoli.4.2014.176.

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Abstract Given the importance of media policy issues, should institutions of higher education play a greater role in building media policy literacy and developing a pipeline of talent for third sector institutions? Emphatically yes, argues Professor Lentz, who shows how by analyzing four examples: Georgetown University Law School's Institute for Public Representation, the University Consortium on Media Policy Studies, the University of Colorado Public Interest Fellowship, and the Esther Peterson Fellowship Program at Consumers Union. These and other forms of “situated learning” might be used t

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46

French, Kate Rollert. "Student Teaching and Urban Educator Aptness: The Significance of Similar Sociocultural Scenarios." Education and Urban Society 52, no. 4 (2019): 511–33. http://dx.doi.org/10.1177/0013124519877162.

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Drawing from the experiences and reflections of new urban educators, this study examines how teachers undergo their first year of teaching on account of their student teaching. Using Situated Learning Theory—with an emphasis on legitimate peripheral participation—this study explores how sociocultural and contextual elements of schools contribute to teacher development. Findings suggest that teachers who complete student teaching in environments that mirror their first-year school placements feel more confident and competent in their ability to teach and serve students than teachers who complet

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Adelfinsky, Andrey. "Ordinary, Adequate, and Crazy: Reconsidering the “Pyramid” Metaphor for Mass-participation Sports." Sotsiologicheskoe Obozrenie / Russian Sociological Review 20, no. 2 (2021): 224–49. http://dx.doi.org/10.17323/1728-192x-2021-2-224-249.

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The article critically examines the “pyramid” metaphor for mass-participation sports. It focuses on the heterogeneity of intra-group structure and motives among adult amateurs participating in open races in running, triathlon, etc. The study is based on comparative participant observation at Russian and European mass-sports events and semi-formalized interviews. We describe the lifestyle and motives of non-elite athletes. Mostly they participate “for fit, for fun, for challenge, for socialization”, defined as key motives. Participation in races is essential for healthy lifestyle. However, the

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Marco, Josep. "On the margins of the profession: the work placement as a site for the literary translator trainee’s legitimate peripheral participation." Interpreter and Translator Trainer 10, no. 1 (2016): 29–43. http://dx.doi.org/10.1080/1750399x.2016.1154341.

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49

Alexander, G., M. M. Van Wyk, T. Bereng, and I. November. "Legitimate Peripheral Participation (LPP) – The case for Recognition of Prior Learning sites and knowledges in South Africa's transforming education system." Teaching and Teacher Education 26, no. 1 (2010): 45–52. http://dx.doi.org/10.1016/j.tate.2009.06.012.

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50

Luo, Na. "Two Chinese Medical Master’s Students Aspiring to Publish Internationally: A Longitudinal Study of Legitimate Peripheral Participation in Their Communities of Practice." Publications 3, no. 2 (2015): 89–103. http://dx.doi.org/10.3390/publications3020089.

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