Journal articles: 'Wenger'

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Raschauer, Bernhard. "Karl Wenger." Zeitschrift für öffentliches Recht 56, no. 2 (2001): 303. http://dx.doi.org/10.33196/zoer200102030301.

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Watts, Geoff. "Gwynifer Clare Wenger." Lancet 398, no. 10311 (October 2021): 1562. http://dx.doi.org/10.1016/s0140-6736(21)02313-8.

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Cao, Xiwang, Mei Lu, Daqing Wan, Li-Ping Wang, and Qiang Wang. "Linearized Wenger graphs." Discrete Mathematics 338, no. 9 (September 2015): 1595–602. http://dx.doi.org/10.1016/j.disc.2015.04.007.

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Calvo, Luciana Cabrini Simões. "Comunidades de prática: revisão dos estudos seminais e dos desenvolvidos na área de formação e atuação docente." Signum: Estudos da Linguagem 20, no. 1 (May 6, 2017): 186. http://dx.doi.org/10.5433/2237-4876.2017v20n1p186.

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O objetivo deste artigo é realizar uma discussão sobre o referencial de comunidades de prática (CPs). Para tanto, ele apresenta uma revisão dos estudos seminais (LAVE; WENGER, 1991; ECKERT; WENGER, 1994; WENGER, 1998, WENGER et al., 2002; dentre outros) e dos desenvolvidos na área de formação e atuação docente dentro de tal linha (e.g. ANDERSON, 2008; HABHAB-RAVE, 2008; SOUZA-SILVA, 2009; PERIN, 2009; HALU, 2010, dentre outros). Em linhas gerais, CPs são definidas como grupo de pessoas com objetivos e interesses comuns que interagem contínua e regularmente com o propósito de se desenvolverem e se aperfeiçoarem em um domínio específico (WENGER, 1998, 2006). A ideia subjacente ao seu conceito é a de “parceria de aprendizagem” (WENGER, 2012) estabelecida entre aqueles que compartilham de uma mesma prática. Espera-se que esta revisão contribua com o estudo e com a prática daqueles envolvidos com o referencial em tela.

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Wang, Li-Ping, Daqing Wan, Weiqiong Wang null, and Haiyan Zhou. "On Jumped Wenger Graphs." Communications in Mathematical Research 38, no. 2 (June 2022): 319–32. http://dx.doi.org/10.4208/cmr.2021-0078.

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Spector, Alan. "Morton Wenger 1946-1999." Critical Sociology 24, no. 1-2 (April 1998): vi—ix. http://dx.doi.org/10.1177/089692059802400102.

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YAN, KAY. "Michael C. Wenger, MD." Radiology 207, no. 3 (June 1998): 835. http://dx.doi.org/10.1148/radiology.207.3.835-a.

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Lofthouse, Rachel. "Book Review - 'Learning in Landscapes of Practice: Boundaries, Identity, and Knowledgeability in Practice-Based Learning'." International Journal of Clinical Legal Education 22, no. 2 (July 14, 2015): 230. http://dx.doi.org/10.19164/ijcle.v22i2.429.

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Halu, Regina Celia. "Reconceituando Língua e Discurso no referencial de Wenger sobre Comunidades de Práticas." Revista X 16, no. 6 (December 3, 2021): 1600. http://dx.doi.org/10.5380/rvx.v16i6.80720.

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Este artigo apresenta uma proposta de reconceitualização de linguagem e discurso no referencial de comunidades de prática (CP) de Lave e Wenger (LAVE; WENGER, 1991; WENGER, 1998). Wenger adota o conceito de discurso de Gee (1992), mas sem compreender discurso como prática social. Com relação à negociação de significados dentro de práticas sociais, a explicação se baseia nos processos de participação e reificação. Linguagem aparece em alguns dos exemplos de produtos derivados de tais processos, recebendo um tratamento limitado e, por vezes, incongruente. Objetivando adaptar o referencial de Wenger para a área de Linguística Aplicada e formação de professores, na presente proposta linguagem é conceitualizada como discurso, conforme discutido por Foucault (2000), apoiando-se também nas reflexões de Maturana (2001, 2005) sobre linguagem. Tal adaptação torna o referencial de CP mais específico para pesquisas na área de línguas e formação de professores, que explorem práticas discursivas.

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Rodrigues, Márcio Urel, Luciano Duarte Silva, and Rosana Giaretta Sguerra Miskulin. "Conceito de Comunidade de Prática: um olhar para as pesquisas na área da Educação e Ensino no Brasil." Revista de Educação Matemática 14, no. 16 (June 30, 2017): 16–33. http://dx.doi.org/10.25090/remat25269062v14n162017p16a33.

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Este artigo apresenta um excerto relacionado a um aspecto da pesquisa de doutorado que foi desenvolvida na Unesp – Rio Claro. Tal excerto objetiva compreender o desenvolvimento conceitual das Comunidades de Práticas nas três obras de Etienne Wenger e identificar os reflexos desse referencial teórico nas pesquisas na área da Educação e Ensino no Brasil. Para isso, realizamos um mapeamento das pesquisas em Educação e Ensino seguindo os procedimentos das investigações do tipo “estado da arte”. Assim sendo, o corpus foi constituído por 46 pesquisas (20 dissertações e 26 teses) defendidas no período de 2005 a 2016. Esses procedimentos nos conduziram à identificação do desenvolvimento conceitual das Comunidades de Prática nas três obras que Etienne Wenger participa como autor. Notamos que após a publicação da terceira obra - Wenger, Mcdermott e Snyder (2002) -, Wenger apresenta o conceito de Comunidade de Prática próximo da definição enfatizada na referida obra. Apesar disso, constatamos que existe uma predominância da obra Wenger (1998) nas pesquisas que utilizam os pressupostos teóricos das Comunidades de Práticas na área da Educação e Ensino no Brasil; Percebemos a predominância de quatro programas de pós-graduação de quatro IES – Unesp – Rio Claro/SP; Unicamp – Campinas/SP; PUC – São Paulo/SP; e UEL – Londrina/PR - no Brasil que desenvolvem pesquisas na área da Educação e Ensino com os pressupostos das Comunidades de Práticas na perspectiva de Etienne Wenger em suas três obras principais.

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11

Kimble, Gregory A. "Marion A. Wenger (19071982)." American Psychologist 40, no. 1 (1985): 113–14. http://dx.doi.org/10.1037/h0092158.

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Short, Henry L. "Forestry Handbook. Karl F. Wenger." Quarterly Review of Biology 60, no. 2 (June 1985): 225–26. http://dx.doi.org/10.1086/414367.

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Semla, Todd. "An Interview with Neil Wenger." Joint Commission Journal on Quality and Patient Safety 34, no. 12 (December 2008): 697–99. http://dx.doi.org/10.1016/s1553-7250(08)34090-2.

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Cumming-Potvin, Wendy Marie, and Judith A. MacCallum. "Intergenerational Practice: Mentoring and social capital for twenty-first century communities of practice." Articles 45, no. 2 (February 7, 2011): 305–23. http://dx.doi.org/10.7202/045610ar.

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Aiming to elucidate the relationship between social capital and intergenerational practice within mentoring, this article presents data from a case study of the School Volunteer Program in Western Australia. Drawing on situated learning theory and the concept of community of practice (Lave & Wenger, 1991; Wenger, 1998; Wenger, McDermott, & Snyder, 2002), the discussion examines benefits and limitations of intergenerational practice. Results acknowledge the potential for intergenerational practice to build social capital for both mentees and mentors. However, further research is required to examine mentoring in school-based communities of practice where complex issues of power (see Bourdieu, 1985) may empower or restrict student voices.

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Chiusi, Tiziana J. "David Daube am Leopold Wenger-Institut." Zeitschrift der Savigny-Stiftung für Rechtsgeschichte: Romanistische Abteilung 127, no. 1 (August 1, 2010): 255–60. http://dx.doi.org/10.7767/zrgra.2010.127.1.255.

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Viglione, Raymond. "On the Diameter of Wenger Graphs." Acta Applicandae Mathematicae 104, no. 2 (June 3, 2008): 173–76. http://dx.doi.org/10.1007/s10440-008-9249-8.

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Wang, Ye, Felix Lazebnik, and Andrew Thomason. "On Some Cycles in Wenger Graphs." Acta Mathematicae Applicatae Sinica, English Series 36, no. 2 (March 2020): 492–502. http://dx.doi.org/10.1007/s10255-020-0927-2.

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Cioabă, Sebastian M., Felix Lazebnik, and Weiqiang Li. "On the spectrum of Wenger graphs." Journal of Combinatorial Theory, Series B 107 (July 2014): 132–39. http://dx.doi.org/10.1016/j.jctb.2014.02.008.

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Saldaña, Jacqueline. "Community, Practice, and Domain Behaviors, and the Moderator Influence of Information Technology among global Communities of Practice: A Meta-Analysis." HETS Online Journal 3, no. 1 (October 15, 2012): 78–122. http://dx.doi.org/10.55420/2693.9193.v3.n1.113.

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The theory of Communities of Practice (CoPs) emerged in the middle 1990s through the work of Etienne Wenger and other contemporary authors (Wenger, 2004; Wenger, McDermott, & Snyder, 2002; Wenger & Snyder, 2000). Domain, practice, and community are the main dimensions of CoPs, each with a set of defined behavioral dynamics that allow communities of learners to develop continued growth and sustainability. Professional associations and educational institutions are using online CoPs to engage industry and academia in contributing with innovative solutions to everyday problems. The knowledge management theory has defined groups that meet to produce knowledge solutions in response to common interests as invisible colleges, epistemic communities, learning communities, and CoPs. A meta-analysis of 84 research designs dated from 2000 to 2011, and representing 18 geographic areas in more than 20 industries, demonstrated that professional CoPs manifest distinctive behaviors in all CoP structural dimensions as described by Wenger et al. (2002). Reflective collaboration (e.g., community), sense of common purpose (e.g., practice), and innovation, creativity, and solutions to everyday problems (e.g., domain) are the behaviors present with more frequency among global CoPs. The moderator role of information technology for collaboration and knowledge creation is evident in the observed CoP behaviors and dynamics of this meta-analysis. The use of technologies to promote CoPs creates new challenges for organizations, which will be providing more technological services and support to the diverse CoPs’ memberships.

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Wabike, Paul. "Enhancing Learning through Community Membership: Honours Students’ Perceptions of Community Membership and Its Impact on Learning." Journal of Educational Issues 7, no. 2 (August 16, 2021): 38. http://dx.doi.org/10.5296/jei.v7i2.18814.

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This article looks at how membership of a community impacts learning for individuals. Community membership and learning have received much attention from scholars and practitioners alike (for example, in Wolfensberger, 2012; Inkelas, Jessup-Anger, Wawrzynski, & Benjamin, 2007; Wenger, 1998). Specifically, many studies have focused on learning communities and how membership in such a community can help individual learners achieve what they are pursuing (Gabelnick et al., 1990). Using Communities-of-Practice (CoP) theory (Lave & Wenger 1991; Wenger, 1998) as a theoretical background, this study sought to understand the perceived impact of community membership on learning. The ultimate goal is to put the benefits and drawbacks of this membership in the perspective of a close-knit group of students who exist within a large school community. This study has several objectives:

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21

Laduke, Betty. "Susanne Wenger and Nigeria's Sacred Osun Grove." Woman's Art Journal 10, no. 1 (1989): 17. http://dx.doi.org/10.2307/1358125.

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Wang, Ye. "On some cycles in linearized Wenger graphs." Discrete Mathematics 340, no. 12 (December 2017): 2782–88. http://dx.doi.org/10.1016/j.disc.2017.08.013.

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Valois, Raquel Sousa, and Lúcia Helena Sasseron. "COMUNIDADES DE PRÁTICA LOCAIS DO ENSINO DE CIÊNCIAS: PROPOSIÇÃO DE UMA FERRAMENTA DE ANÁLISE." Investigações em Ensino de Ciências 26, no. 3 (December 30, 2021): 181. http://dx.doi.org/10.22600/1518-8795.ienci2021v26n3p181.

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Neste artigo teórico apresentamos uma ferramenta analítica construída a partir de referenciais que defendem a aprendizagem a partir da constituição de comunidades de prática (Lave & Wenger, 1991; Wenger, 2016; Wenger, McDermot, & Snyder, 2016) e do desenvolvimento de práticas científicas (Duschl, 2008; Stroupe, 2014). A elaboração da ferramenta aconteceu por processo de estudos bibliográficos e proposição de relações entre eles considerando o contexto de formação inicial de professores que ensinarão Ciências. A ferramenta “Comunidades de Práticas Locais do Ensino de Ciências” (CoPLEC) foi proposta a partir de questões que perpassam elementos importantes destacados nos estudos sobre comunidades de prática e sobre ensino de ciências como prática social. Estas questões tratam das finalidades das atividades de estágio expressas pelos estudantes; do envolvimento coletivo, compartilhamento e legitimação de práticas e normas sociais ocorridas em estágio; dos conhecimentos considerados, partilhados e legitimados no desenvolvimento das atividades; e dos recursos utilizados durante planejamento e realização do estágio. A partir da proposição da ferramenta deve ser possível caracterizar e analisar o envolvimento de licenciandos em comunidades de prática durante o estágio em ensino de ciências.

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Périer-Muzet, P. Jean Paul. "Jean Bosco (Antoine) Wenger (1919-2009), in memoriam." Anuario de Historia de la Iglesia 19 (March 9, 2016): 524–27. http://dx.doi.org/10.15581/007.19.4325.

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Probst, Ron, and Todd Benjamin. "Orchestra shell design and manufacture: The Wenger way." Journal of the Acoustical Society of America 97, no. 5 (May 1995): 3351. http://dx.doi.org/10.1121/1.412743.

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Andrew, Nicola, Debbie Tolson, and Dorothy Ferguson. "Building on Wenger: Communities of practice in nursing." Nurse Education Today 28, no. 2 (February 2008): 246–52. http://dx.doi.org/10.1016/j.nedt.2007.05.002.

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Mikami, Sachiko. "Louis Wenger (1809-1861). Entre architecture et politique." Études de lettres, no. 1 (March 15, 2009): 89–116. http://dx.doi.org/10.4000/edl.527.

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Hurst, J. Willis, W. Bruce Fye, and Joseph S. Alpert. "Nanette K. Wenger: A woman's life in cardiology." Clinical Cardiology 27, no. 2 (February 2004): 114–15. http://dx.doi.org/10.1002/clc.4960270218.

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Breukelen, Gerard J. P. Van. "Psychometrics, Psychonomics, Psychonometrics: Rejoinder To Rouder And Wenger." Psychometrika 70, no. 2 (May 25, 2005): 389–91. http://dx.doi.org/10.1007/s11336-005-1300-3.

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Walesko, Angela Maria, and Fernanda Felix. "FORMAÇÃO DE PROFESSORES EM UMA COMUNIDADE DE PRÁTICA: O CASO DO NUCLI INGLÊS SEM FRONTEIRAS NA UFPR." Revista X 13, no. 2 (September 13, 2018): 67. http://dx.doi.org/10.5380/rvx.v13i2.59166.

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Este artigo tem por objetivo descrever as práticas de um grupo de alunos-professores do Núcleo de Língua Inglesa (NucLi Inglês) do Programa Idiomas sem Fronteiras da Universidade Federal do Paraná (IsF – UFPR), refletindo sobre como os membros desse grupo apresentam, em suas práticas, engajamento mútuo, empreendimento conjunto e um repertório compartilhado, caracterizando-o como uma Comunidade de Prática (CP), e como as interações e participação dos membros na comunidade promovem a aprendizagem e a trans/formação constante de suas identidades. Para isso, as reflexões têm por base principal textos de Lave (1988), Lave; Wenger (1991), Wenger (1998a, 1998b, 2000, 2002, 2010), de Wenger; Mc Dermott; Snyder (2002), de Kimble; Hildreth (2008), de Halu (2010), de Calvo et al (2014) e de Fogaça; Halu (2017). A caracterização do NucLi Inglês-IsF da UFPR como uma CP permite concebê-lo como um espaço de formação inicial que, por meio de interações e de práticas de estudo e de trabalho colaborativas, incentiva no aluno-professor o desenvolvimento do pensamento crítico-reflexivo e a capacidade de aplicar teorias à suas práticas, bem como de teorizar suas práticas e produzir conhecimento informado.

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Shein, Paichi Pat. "Seeing With Two Eyes: A Teacher's Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors." Journal for Research in Mathematics Education 43, no. 2 (March 2012): 182–222. http://dx.doi.org/10.5951/jresematheduc.43.2.0182.

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This revelatory case study examines a 5th-grade teacher's orchestration of discourse and interaction to create opportunities for English language learners to participate in the repair of mathematical errors during a unit on finding the area of geometric shapes. The analysis of discourse takes on a binocular perspective of considering gesture and speech as a unity (McNeill, 1992). The teacher's pointing, representational, and writing gestures were studied in relation to her questioning and revoicing. This research was guided by a social learning theory that characterizes learning as active and interactive participation in communities of practice (Lave & Wenger, 1991; Wenger, 1998). The findings detail how the teacher used gestures in grounding her questioning, revoicing students' strategies, and narrating the meaning of geometric features.

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Standal, øyvind F., and Ejgil Jespersen. "Peers as Resources for Learning: A Situated Learning Approach to Adapted Physical Activity in Rehabilitation." Adapted Physical Activity Quarterly 25, no. 3 (July 2008): 208–27. http://dx.doi.org/10.1123/apaq.25.3.208.

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The purpose of this study was to investigate the learning that takes place when people with disabilities interact in a rehabilitation context. Data were generated through in-depth interviews and close observations in a 2½ week-long rehabilitation program, where the participants learned both wheelchair skills and adapted physical activities. The findings from the qualitative data analysis are discussed in the context of situated learning (Lave & Wenger, 1991; Wenger, 1998). The results indicate that peer learning extends beyond skills and techniques, to include ways for the participants to make sense of their situations as wheelchair users. Also, it was found that the community of practice established between the participants represented a critical corrective to instructions provided by rehabilitation professionals.

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Anselmo, Lorelei, Alysia Wright, and Anastasiia Stepanchuk. "Advancing the Scholarship of Teaching and Learning in Large Enrolment Courses: Lessons Learned from an Online Community of Practice." Imagining SoTL 2, no. 2 (December 20, 2022): 52–62. http://dx.doi.org/10.29173/isotl613.

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In these conference proceedings, we describe how the COVID-19 pandemic presented the higher education community with an opportunity to explore and expand best practices in blended and online teaching through a Large Enrolment Community of Practice. We expand on Wenger-Traynor and Wenger-Traynor's (2015) description of a community of practice (CoP) as a “living curriculum” (p.4) to include an online perspective based on Hoadley (2012) and Xue and colleagues’ (2021) considerations of content, process, and context. The benefits of the online CoP to faculty development and the scholarship of teaching and learning, specifically through collaboration, interdisciplinarity, innovation, and validation are then explained. The conclusion contains a current birds’ eye view of the OCoP and summary of learning from the first year of implementation.

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Ryan-Wenger, Nancy A. "Meet the new editor of JSPN : Nancy Ryan-Wenger." Journal for Specialists in Pediatric Nursing 20, no. 3 (July 2015): 137. http://dx.doi.org/10.1111/jspn.12119.

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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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Nowak, Eva. "Stephan Brünjes/Ulrich Wenger: Radio-Report: Programme — Profile — Perspektiven." Publizistik 46, no. 2 (June 2001): 232. http://dx.doi.org/10.1007/s11616-001-0070-x.

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Yan, Haode, and Chunlei Liu. "A note on the spectrum of linearized Wenger graphs." Discrete Mathematics 340, no. 5 (May 2017): 1050–53. http://dx.doi.org/10.1016/j.disc.2016.09.033.

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Li, Nan, and Raquel Perales. "The Sormani–Wenger intrinsic flat convergence of Alexandrov spaces." Journal of Topology and Analysis 12, no. 03 (November 22, 2018): 819–39. http://dx.doi.org/10.1142/s1793525319500651.

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We study sequences of integral current spaces [Formula: see text] such that the integral current structure [Formula: see text] has weight [Formula: see text] and no boundary and, all [Formula: see text] are closed Alexandrov spaces with curvature uniformly bounded from below and diameter uniformly bounded from above. We prove that for such sequences either their limits collapse or the Gromov–Hausdorff and Sormani–Wenger Intrinsic Flat limits agree. The latter is done showing that the lower [Formula: see text]-dimensional density of the mass measure at any regular point of the Gromov–Hausdorff limit space is positive by passing to a filling volume estimate. In an appendix, we show that the filling volume of the standard [Formula: see text]-dimensional integral current space coming from an [Formula: see text]-dimensional sphere of radius [Formula: see text] in Euclidean space equals [Formula: see text] times the filling volume of the [Formula: see text]-dimensional integral current space coming from the [Formula: see text]-dimensional sphere of radius [Formula: see text].

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Labucay, Inéz. "Norbert Thom und Andreas P. Wenger: Die optimale Organisationsform." Zeitschrift für Betriebswirtschaft 81, no. 5 (March 1, 2011): 619–23. http://dx.doi.org/10.1007/s11573-011-0450-2.

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Barrett, T. H. "Branching Streams Flow in the Darkness: Zen Talks on the Sandokai. Shunryu Suzuki, edited by Mel Weitsman and Michael Wenger." Buddhist Studies Review 17, no. 1 (June 15, 2000): 88–89. http://dx.doi.org/10.1558/bsrv.v17i1.14553.

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Branching Streams Flow in the Darkness: Zen Talks on the Sandokai. Shunryu Suzuki, edited by Mel Weitsman and Michael Wenger. University of California Press, Berkeley & Los Angeles 1999. viii, 195 pp. $22.50. ISBN 0-52-21982-1.

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Halicki, Zélia, Adriano Stadler, Sieglinde Kindl Cunha, and Yára Lúcia Mazziotti Bulgacov. "Comunidades de Prática:." Revista de Administração, Sociedade e Inovação 7, no. 3 (September 1, 2021): 89–103. http://dx.doi.org/10.20401/rasi.7.3.503.

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A partir da década de 1990, um volume substancial de literatura foi publicado sobre comunidades de prática (CP) e muitos pesquisadores investigaram sua existência e a eficácia em uma variedade de contextos. Nesse cenário, este estudo tem como objetivo investigar se a construção do conhecimento de um grupo de pesquisa de doutorado ocorre na forma de uma CP. Utilizando a abordagem conceitual proposta por Wenger (1998) como base analítica, o presente estudo combinou vários métodos de investigação, como observação participante, análise do conteúdo das mídias sociais, entrevista e questionário. Os dados coletados foram registrados em diários de campo que foram posteriormente analisados ??(Bardin, 2011). Os resultados indicam que os membros constroem seus conhecimentos de forma colaborativa e cooperativa. As dimensões propostas por Wenger (1998) para identificar e distinguir CPs estavam presentes no grupo pesquisado. A conclusão é que o grupo de pesquisa investigado pode ser classificado como uma CP.

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Baldini, Loreni Aparecida Ferreira, Júlio Cézar Rodrigues de Oliveira, and Márcia Cristina de Costa Trindade Cyrino. "Comunidade de Prática de formação de professores que ensinam matemática: constituição, energia e cultivo." Revista de Educação Matemática 14, no. 16 (June 30, 2017): 55–66. http://dx.doi.org/10.25090/remat25269062v14n162017p55a66.

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Neste artigo, apresentam-se episódios da prática de um grupo de estudos, formado por professores e futuros professores que se constituiu em uma Comunidade de Prática de Formação de Professores de Matemática, com o objetivo de evidenciar aspectos dessa comunidade que proporcionaram a sua constituição, a sua energização e o seu cultivo. Para fundamentar as análises, foram utilizados os conceitos de Comunidades de Prática na perspectiva de Wenger (1998) e de Wenger, McDermott e Snyder (2002). As análises indicam que o engajamento mútuo e os empreendimentos articulados, fomentados pelas oportunidades de interação, de partilha de repertórios, de trocas de experiências e de ações planejadas pela coordenadora-formadora possibilitaram a negociação de significados e, por conseguinte, a aprendizagem docente. Fatores como a solidariedade, a criatividade e a confiança entre os membros foram essenciais para energizar e cultivar a Comunidade que se mostrou como um espaço fértil para a formação de professores

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43

Lebow, Richard Ned. "Living with Peril: Eisenhower, Kennedy, and Nuclear Weaponsby Andreas Wenger." Political Science Quarterly 113, no. 1 (March 1998): 152–53. http://dx.doi.org/10.2307/2657670.

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Brossardt, Ansgar. "The product development process: the Wenger 1/1 Office Printer." Behaviour & Information Technology 6, no. 3 (July 1987): 299–301. http://dx.doi.org/10.1080/01449298708901838.

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van Courtland Moon, John Ellis. "Andreas Wenger and Reto Wollenmann, eds.Bioterrorism: Confronting a Complex Threat." Terrorism and Political Violence 19, no. 3 (July 4, 2007): 419–20. http://dx.doi.org/10.1080/09546550701475846.

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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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Vala, Heidi Østland, and Ingunn Sælid Sell. "Partnerbarnehagens praksisfellesskap – læringskultur og barnehagelærerstudenters profesjonelle utvikling." Nordisk tidsskrift for utdanning og praksis 14, no. 1 (January 28, 2020): 118–33. http://dx.doi.org/10.23865/up.v14.2068.

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Artikkelen diskuterer hvilken rolle praksisfellesskapet i partnerbarnehagen kan ha for studentens profesjonelle utvikling. Studien fokuserer på hele fellesskapet, fordi både praksislærer og det øvrige personalet samarbeider rundt studentens praksis. Studien er forankret i teori om praksisfellesskapet (Lave & Wenger, 1991), de tre dimensjonene ved praksisfellesskapet (Wenger, 1998) og motstand, forstyrrelser og responser (Biesta, 2012, 2014, 2015). Læringskultur knyttes til praksisfellesskapet, og artikkelen drøfter hva slags responser forstyrrelser kan møtes med av student, praksislærer og praksisfellesskap, for å fremme profesjonell utvikling hos studenten. Studien indikerer at det er utfordrende for partnerbarnehagen å «oppfylle» de tre dimensjonene ved praksisfellesskapet. Ulik forståelse og kunnskap hos personalet kan være hemmende for studentens profesjonelle utvikling. En implikasjon er at både praksislærer og de andre deltakerne i praksisfellesskapet må ha nødvendig kunnskap og kompetanse for å støtte studentens profesjonelle utvikling, noe som også vil få konsekvenser for utdanningsinstitusjonens rolle overfor student og partnerbarnehage. Undersøkelsen er kvalitativ, og det empiriske materialet er generert gjennom seks fokusgruppeintervjuer med 45 styrere og praksislærere i partnerbarnehager.

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Duff, Patricia A. "Second language socialization as sociocultural theory: Insights and issues." Language Teaching 40, no. 4 (September 7, 2007): 309–19. http://dx.doi.org/10.1017/s0261444807004508.

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In this paper, I describe the relationship between language socialization and sociocultural theory (SCT) and the implications of this connection for second language socialization (SLS) studies. I first describe the theoretical compatibility of language socialization and SCT by examining the basic tenets of each and then also explore how language socialization scholars have explicitly or implicitly drawn on SCT and how SCT scholars, in turn, have positioned research on socialization with respect to their theory. Second, I illustrate two common current theoretical and analytic approaches to research in SLS that exemplify: (1) a focus on indexicality in language learning, and (2) a community of practice orientation to SLS, which also embraces sociocultural theory (Lave & Wenger 1991; Wenger 1998). Third, I illustrate how the community-of-practice approach, combined with SLS, helps account for findings in a sociocultural study of Korean exchange students' experiences of language and literacy socialization at a Canadian university. I conclude by suggesting future directions for SLS studies.

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Dupont, Søren. "Nyudvikling af projektarbejdsformen på RUC – beskrivelse og analyse af et eksperiment: ”Antologieksperimentet”." Dansk Universitetspædagogisk Tidsskrift 7, no. 12 (March 2, 2012): 23–35. http://dx.doi.org/10.7146/dut.v7i12.5862.

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Artiklen beskriver og analyserer et undervisningseksperiment ved RUC, som udvider og udvikler projektpædagogikken i felterne mellem den enkelte projektdeltager og de fælles grupperinger, som studerende indgår i på RUC. Der redegøres for projektets opbygning omkring en klyngestruktur, og der knyttes an til læringsteoretikerne Etienne Wenger og Donald Schön. Desuden inddrages aktionsforskning.

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Bertram, Rachael, Diane M. Culver, and Wade Gilbert. "Creating Value in a Sport Coach Community of Practice: A Collaborative Inquiry." International Sport Coaching Journal 3, no. 1 (January 2016): 2–16. http://dx.doi.org/10.1123/iscj.2014-0122.

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Coach education researchers have suggested that coaches require ongoing support for their continued learning and development after initial certification. Communities of practice have been used in a variety of settings, and have been identified as an effective means for supporting coach learning and development. However, researchers have yet to fully explore the value that can be created through participating in them within sport settings. The purpose of this study was to collaboratively design, implement, and assess the value created within a coach community of practice, using Wenger, Trayner, and De Laat’s (2011) Value Creation Framework. Participants included five youth sport coaches from a soccer organization. Data collection included observations and reflections from the first author throughout the study, two individual interviews with each coach, and interactions via an online discussion platform. The findings revealed that the coaches created value within each of the five cycles of value creation in Wenger and colleagues’ framework, and that they created value that was personally relevant to their immediate coaching needs. The coaches’ learning led to an increase in perceived coaching abilities.

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Journal articles on the topic 'Wenger'

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