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Journal articles on the topic 'Legitimated peripheral participation'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

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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2

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

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

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

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

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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 (December 2011): 558–74. http://dx.doi.org/10.1111/j.1540-4781.2011.01247.x.

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

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

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

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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 (July 18, 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 and engage with its on-site makerspace and its affiliated museum.

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Zaffini, Erin J. "Communities of Practice and Legitimate Peripheral Participation: A Literature Review." Update: Applications of Research in Music Education 36, no. 3 (November 24, 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 practice within a community change over time. Implications include (a) novice music educators may want to have access to multiple music mentors, (b) veteran music educators may want to be open to novice educators’ ideas and actively recruit new teachers who bring different experiences and perspectives into the field, and (c) music educators may want to allow all music educators into decision-making processes within their districts.

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

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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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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 (October 19, 2012): 680–94. http://dx.doi.org/10.1080/03075079.2012.729030.

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Clarke, Sara, and Zoe Thomas. "Health librarians: developing professional competence through a ‘legitimate peripheral participation’ model." Health Information & Libraries Journal 28, no. 4 (September 7, 2011): 326–30. http://dx.doi.org/10.1111/j.1471-1842.2010.00959.x.

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16

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

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Shankar, Kalpana. "Ambiguity and legitimate peripheral participation in the creation of scientific documents." Journal of Documentation 65, no. 1 (January 16, 2009): 151–65. http://dx.doi.org/10.1108/00220410910926167.

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Shiroshita, Hideyuki, and Katsuya Yamori. "Participatory Disaster Management Learning Built on the Theory of Legitimate Peripheral Participation." Journal of Disaster Research 6, no. 2 (April 1, 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 build up a model of what the new disaster management education should be to overcome this problem. For the model not to become empty, this paper also introduces the “learning program built on the Manten Project (Perfect-score Project),” which is an example of a new type of participatory disaster management learning program implemented based on the model.

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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 (April 2004): 53–70. http://dx.doi.org/10.1080/1361126042000183048.

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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 (December 16, 2013): 56–73. http://dx.doi.org/10.1080/13636820.2013.867527.

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Zakaria, Faishal. "EVERYDAY TALK: The Construction of Student Identities." Englisia Journal 2, no. 1 (November 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 they try to claim their right to speak.

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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 (April 3, 2014): 216–44. http://dx.doi.org/10.1080/10508406.2014.883978.

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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 (July 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 experience. We conducted semistructured interviews from September 2015 to December 2016, then used a structured approach to integrate the sequence of events into coherent configurations.ResultsParticipants were 13 males and 8 females with medical careers ranging from 8 to 30 years. All participants began to seriously consider their own career and embodied their ideal image of a doctor through clinical practice. As residents, the participants adapted as a member of the organisation of doctors. Subsequently, doctors exhibited four patterns: first, they smoothly transitioned from ‘peripheral’ to ‘full’ participation in the organisation; second, they could no longer participate peripherally but developed a professional image from individual social interactions; third, they were affected by outsiders’ perspectives and gradually participated peripherally; fourth, they could not regard the hospital as a legitimate organisation and could not participate fully.ConclusionThe professional socialisation process comprises an institutional theory, professional persona, legitimate peripheral participation and threshold concepts. These findings may be useful in supporting professional development.

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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 (August 8, 2014): 389–406. http://dx.doi.org/10.1080/1475939x.2014.935743.

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Hsiao, Cheng-hua. "Legitimate Peripheral Participation and Teacher Identity Formation Among Preservice Teachers in TESOL Practicums." Journal of Curriculum and Teaching 7, no. 1 (March 2, 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 northern Taiwan. The frameworks of the practicums at each school wereanalyzed and the results for each case study revealed contextual factors that support and weaken teachers’professional identities. Three features were identified in the student teachers’ identity formation: (1) a hybrid spacebetween formal teachers and student teachers, (2) adhering to the institutions’ demands-progressing from theperiphery to the center, and (3) struggling teacher identity. Based on the findings, relevant pedagogical implicationsare discussed to help L2 preservice teachers achieve success in practicums.

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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 (May 31, 2018): 495–510. http://dx.doi.org/10.1080/1359866x.2018.1480010.

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Back, Michele. "Legitimate Peripheral Participation and Language Learning: Two Quichua Learners in a Transnational Community." Language Learning 61, no. 4 (August 29, 2011): 1039–57. http://dx.doi.org/10.1111/j.1467-9922.2011.00662.x.

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Cordeiro, Paula A., and Ellen Smith Sloan. "Administrative Interns as Legitimate Participants in the Community of Practice." Journal of School Leadership 6, no. 1 (January 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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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 (October 2016): e178. http://dx.doi.org/10.1016/j.jamcollsurg.2016.08.451.

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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 (November 28, 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 journeys in their attempt to shape their professional identity through participation in a variety of professional learning communities. The data revealed that the cooperating teachers experienced various forms of legitimate peripheral participation and, as a result, their learning trajectories and attempts to construct professional identities were diverse. The cooperating teachers’ learning did not always follow a positive trajectory, often meeting obstacles, resulting in the teachers experiencing both highs and lows during the supervision process.

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Kubberød, Elin, and Inger Beate Pettersen. "The role of peripherality in students’ entrepreneurial learning." Education + Training 60, no. 1 (January 8, 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 framework to explore empirically students’ entrepreneurial learning transformations and entrepreneurial learning outcomes. Design/methodology/approach The authors adopted a qualitative approach in research, used the focus group methodology and the critical incident technique in interviewing. The research investigated two groups of Norwegian master students that differed in educational background aiming to explore their experience with entrepreneurial learning in a three months long internship in American start-ups representing emerging CoPs. Findings The research identified important factors influencing students’ entry transitions into an entrepreneurial practice, highlighting the complexity in peripheral participation. By acknowledging and exploring the social dimensions in students’ learning, the authors demonstrate and exemplify how these influence students’ entrepreneurial learning trajectories, learning outcomes and ultimately their influence in students’ contributions to the practice community. Originality/value The research integrates the existing entrepreneurial learning literature and situated learning theory to identify various factors influencing entrepreneurial learning, contributing with novel insights about the role of peripherality in students’ entrepreneurial learning in situated practice.

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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 (January 8, 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 hospitals and rural community hospitals. Methods: Over 2 years, the researchers conducted one-on-one interviews with 50 medical students and 30 residents participating in family medicine training at a rural community hospital, and analyzed the difficulties the participants encountered and how they overcame them. The interviews were audio recorded and transcribed verbatim. We used grounded theory in the data analysis to clarify the findings. Results: Three key themes emerged: educational background, changing environment, and factors driving the learning cycle. Participants had difficulties in overcoming differences between their previous education and their CBME, particularly regarding expected roles and the variety of medical issues. They overcame their difficulties through cognitive apprenticeships and legitimate peripheral participation enhanced by daily reflection. Conclusions: In rural community hospitals, participants struggled to adapt to the wider practice range and the more interactive relationship with educators. Cognitive apprenticeships and legitimate peripheral participation, supported by constant reflection between learners and clinical teachers, can facilitate learning, leading to more effective learning and practice of family medicine in rural areas.

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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 (January 8, 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 hospitals and rural community hospitals. Methods: Over 2 years, the researchers conducted one-on-one interviews with 50 medical students and 30 residents participating in family medicine training at a rural community hospital, and analyzed the difficulties the participants encountered and how they overcame them. The interviews were audio recorded and transcribed verbatim. We used grounded theory in the data analysis to clarify the findings. Results: Three key themes emerged: educational background, changing environment, and factors driving the learning cycle. Participants had difficulties in overcoming differences between their previous education and their CBME, particularly regarding expected roles and the variety of medical issues. They overcame their difficulties through cognitive apprenticeships and legitimate peripheral participation enhanced by daily reflection. Conclusions: In rural community hospitals, participants struggled to adapt to the wider practice range and the more interactive relationship with educators. Cognitive apprenticeships and legitimate peripheral participation, supported by constant reflection between learners and clinical teachers, can facilitate learning, leading to more effective learning and practice of family medicine in rural areas.

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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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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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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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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 (May 25, 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 fundamental importance in CoPs. It argues that learning is radial, with established workers learning from novices, just as novices learn from established workers. The novices contributed to group dynamics passively, simply by being there; and actively, through their own skills and theoretical knowledge. When funding cuts and austerity curtailed recruitment, the absence of novice firefighters hindered CoP learning.

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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 (August 2007): 312–28. http://dx.doi.org/10.1177/0741713607302686.

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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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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 motive “for health” is peripheral. We noted a latent motive of “to win, to be ahead of others”. It reflects the very nature of sports, but creates a “loser's problem” subverting participation. We show how skill-level and a balance between key and latent motives constitute three strata among non-elite athletes. We define these strata as “Ordinary”, “Adequate” and “Crazy” and demonstrate how the motivation difference produces hidden controversies among them. Our theoretical interpretation is based on Norbert Elias’s concept of civilizing process and Konrad Lorenz’s comparative anthropology. We outline two normative sports models. For the Expressive model, the key motives “fit, fun, challenge, socialization” are socially approved, but for the Traditional-competitive or Top-achievements model, only the latent motive of “to win” looks legitimate. We believe that mass-participation sports emerged due to modern recognition of the Expressive model as a new social norm, while the Competitive model hinders its development. Rejecting the “pyramid” metaphor in sports, we propose an “iceberg” metaphor wherein these models coexist through different social roles.

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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 (August 5, 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 two theoretical constructs: “legitimate peripheral participation” (Lave & Wenger, 1991) and “collaborative relations of power” (Cummins, 1996). Results suggest that students engage more actively in activities, which are designed to construct meaning through social participation. Legitimate participation in school activities helped Victoria improve her English language ability and reaffirm her identity. The speed with which she learned English at school is mainly due to the solid community of practice she had the fortune to participate in and Mrs. Brown’s mediation. The more she interacted, the better she performed; and the better she performed, the more she interacted. This research offers alternative ways to understand Victoria’s experience as a language learner, the complexity of a second language learning process, and the fundamental role teachers need to perform to mediate in the students’ learning to reaffirm their identities. This study represents an exemplary reflection of what we, as classroom teachers, SL/foreign language teachers, should do in our classrooms if we really want to offer students real opportunities to learn the language and help them reaffirm their identity as language learners.

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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 (January 2010): 45–52. http://dx.doi.org/10.1016/j.tate.2009.06.012.

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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 (January 2, 2016): 29–43. http://dx.doi.org/10.1080/1750399x.2016.1154341.

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Nemoto, Hiroyuki. "Noting and evaluating contact between Japanese and Australian academic cultures." Language Management Approach 22, no. 2 (November 2, 2012): 249–70. http://dx.doi.org/10.1075/japc.22.2.07nem.

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This paper reports on a case study of Japanese exchange students that investigated the ways such students note and evaluate various types of contact between native and host academic cultures while participating in new communities of practice at an Australian university. In this study, language management theory (Jernudd & Neustupný, 1987; Neustupný, 1985, 1994, 2004) was employed in conjunction with Lave and Wenger’s (1991) concept of legitimate peripheral participation in order to investigate the sociocultural influence on cognitive processes of language management. The findings illustrate that not only norm deviations but also the phenomena relating to norm universality and compatibility generated processes of noting and evaluation. This study also provides an insight into mechanisms of self- and other-noting, as well as negative evaluations of norm deviations, and sheds light on positive evaluations of common disciplinary knowledge and cross-cultural situational similarities. Based on the findings, this paper indicates that noting and evaluation in language management processes should be considered in relation to students’ social positionings, their power relations with other community members, their perceptions of self, and the context where the management occurs.

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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 (April 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 and pedagogy with the MUVE technology. Software development techniques necessary in the development of simulation based MUVEs are shown to have characteristics compatible with development research. A design based methodological process that introduces software development within phases is described. The authors reflect on the methodology after the first phase of research into a MUVE that simulates the hazardous situation of temporary traffic management.

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Li, Yongyan. "Multidimensional enculturation." Multiple Perspectives on L1 and L2 Academic Literacy in Asia Pacific and Diaspora Contexts 15, no. 1 (June 30, 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 educators’ scope of vision of academic enculturation.

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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 (April 21, 2015): 89–103. http://dx.doi.org/10.3390/publications3020089.

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Gómez Fernández, Roberto. "A case study of a Brazilian newcomer in a Luxembourgish school: understanding the role of Legitimate Peripheral Participation in identity development." Sociolinguistic Studies 8, no. 2 (December 30, 2014): 293–313. http://dx.doi.org/10.1558/sols.v8i2.293.

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French, Kate Rollert. "Student Teaching and Urban Educator Aptness: The Significance of Similar Sociocultural Scenarios." Education and Urban Society 52, no. 4 (September 26, 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 complete student teaching in environments that do not match their first-year school placements. Implications for urban teacher preparation and student teaching placement are discussed.

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Lee, Minjoo, and Heui-Baik Kim. "Science High School Students' Shift in Scientific Practice and Perception Through the R&E Participation: on the Perspective of Legitimate Peripheral Participation in the Community of Practice." Journal of The Korean Association For Science Education 36, no. 3 (June 30, 2016): 371–87. http://dx.doi.org/10.14697/jkase.2016.36.3.0371.

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