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Littérature scientifique sur le sujet « Learning agency »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Learning agency"

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Rajala, Antti, Jenny Martin, and Kristiina Kumpulainen. "Agency and learning: Researching agency in educational interactions." Learning, Culture and Social Interaction 10 (September 2016): 1–3. http://dx.doi.org/10.1016/j.lcsi.2016.07.001.

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Anwar, Nausheen H. "Institutional Actors, Learning and Agency." Journal of Infrastructure Development 2, no. 2 (2010): 153–71. http://dx.doi.org/10.1177/097493061100200205.

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Mahler, Julianne. "Stimulating and Supporting Agency Learning." American Review of Public Administration 50, no. 2 (2019): 148–60. http://dx.doi.org/10.1177/0275074019879435.

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Organizational learning is widely seen as a particularly valuable form of change, driven by professionals closest to the work of the agency and all its challenges. However, the growing literature on this process identifies a large and varied set of requisites for learning. The object here is to survey these requisites and show how they are the many guises of a few basic learning processes, and in doing so distinguish the conditions that stimulate or initiate learning from those that support it. Although all of the paths to learning can be encouraged, the stimuli have been less appreciated for

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Madumal, Prashan. "Explainable Agency in Reinforcement Learning Agents." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 10 (2020): 13724–25. http://dx.doi.org/10.1609/aaai.v34i10.7134.

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This thesis explores how reinforcement learning (RL) agents can provide explanations for their actions and behaviours. As humans, we build causal models to encode cause-effect relations of events and use these to explain why events happen. Taking inspiration from cognitive psychology and social science literature, I build causal explanation models and explanation dialogue models for RL agents. By mimicking human-like explanation models, these agents can provide explanations that are natural and intuitive to humans.

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Lukic, Dane, Anoush Margaryan, and Allison Littlejohn. "Individual agency in learning from incidents." Human Resource Development International 16, no. 4 (2013): 409–25. http://dx.doi.org/10.1080/13678868.2013.792490.

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Mugridge, Ian. "The British Columbia Open Learning Agency." European Journal of Engineering Education 20, no. 2 (1995): 237–38. http://dx.doi.org/10.1080/0304379950200215.

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Bishop, Daniel. "Context, agency and professional workplace learning." Education + Training 59, no. 5 (2017): 516–33. http://dx.doi.org/10.1108/et-07-2016-0129.

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Purpose The purpose of this paper is to investigate the ways in which organisational context and individual agency interact (co-participate) to shape the workplace learning of graduate trainee accountants, and to examine the role of firm size in conditioning this interaction. Design/methodology/approach A qualitative, comparative approach was used, involving interviews with 20 respondents across two large and three small accountancy firms in England. Findings Differences in individual learner biographies and trajectories generate divergent dispositions with regard to workplace learning. In tur

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Mick, Carola. "Learner Agency." European Educational Research Journal 10, no. 4 (2011): 559–71. http://dx.doi.org/10.2304/eerj.2011.10.4.559.

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This article presents first results of an ethnographic research project in a Luxembourgish primary school that accompanied the development of a school project by children from the fifth grade. Analysing the data children themselves collected with Kodak Zi8 cameras in order to document their project activities, it investigates their possibilities and constraints to become designers of a ‘third space’ within the educational institution. The author draws on Emile Durkheim's educational sociology in order to simultaneously analyse the educational processes of socialisation and subjectification tha

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Hooshyar, Danial, Kairit Tammets, Tobias Ley, Kati Aus, and Kaire Kollom. "Learning Analytics in Supporting Student Agency: A Systematic Review." Sustainability 15, no. 18 (2023): 13662. http://dx.doi.org/10.3390/su151813662.

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Student agency, or agency for learning, refers to an individual’s ability to act and cause changes during the learning process. Recently, learning analytics (LA) has demonstrated its potential in promoting agency, as it enables students to take an active role in their learning process and supports the development of their self-regulatory skills. Despite the growing interest and potential for supporting student agency, there have yet to be any studies reviewing the extant works dealing with the use of LA in supporting student agency. We systematically reviewed the existing related works in eigh

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Ostroverkh, O. S. "Learning Space as a Prerequisite of Agency in Learning Activity." Психологическая наука и образование 27, no. 3 (2022): 16–27. http://dx.doi.org/10.17759/pse.2022270302.

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The rapid pace of innovation and the increased quantity of information are affecting the traditional educational routes. Schools are now facing quite a new task: how to teach children to learn. The developmental learning approach of Elkonin and Davidov provides rich experience of solving this task. The paper describes a technology of learning space polarization that promotes learning autonomy in primary school and has been successfully applied in developmental learning classes. We explore the prerequisites of individual learning action formation, the action which is self-motivated, independent

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Thèses sur le sujet "Learning agency"

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Taylor, Teresa Brooks. "Agency Training 101." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3640.

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Abu, Alqumboz Moheeb Abed. "Challenges to interorganisational learning in learning networks : implications for practice." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/challenges-to-interorganisational-learning-in-learning-networks-implications-for-practice(a449165f-f826-4f1c-afd6-378c4e0f0afd).html.

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Research on organisational learning (OL) was mainly positioned within the psychological and sociological domains. Past and extant research on OL focused on the behavioural, cognitive and intuitive perspectives in addition to a growing track of research grounded on social theory. So far, a countless number of research studies attempted to address inter-organisational learning (IOL) from various perspectives. However, the lack of understanding of how IOL occurs in networks can be observed due to the social tensions that are created at the inter-organisational level such as free-riding and knowle

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Wang, Isobel Kai-Hui. "International Chinese students' strategic vocabulary learning : agency and context." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58842/.

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During the past thirty years, a large body of second language research has targeted vocabulary learning strategies (VLSs) from a cognitive perspective and most of this research tends to treat them as de-contextualised phenomena. In order to develop and broaden the scope of the current VLS research, I explore strategic vocabulary learning from both cognitive and sociocultural approaches and focus on its dynamic, complex and contextually situated nature. The present study, based on a multiple-case study design, investigates the processes of strategic vocabulary learning of six Chinese students w

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Ndlebe, Pamella Panphilla. "Workplace Learning: Understanding financial sector institutions as learning environments." University of the Western Cape, 2019. http://hdl.handle.net/11394/6979.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>The objective of the research is to understand the learning affordances offered at Insure Company, a large financial sector institution in South Africa and to explore how employees exercise their agency in responding to these opportunities for learning. The study draws on the concept of co-participation (Billett, 2004: 03) to explore how learning at work is shaped through learning affordances in the workplace on the one hand and engagement with these learning affordances on the other. Drawing on data gathered through intervi

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Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.

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Noonan, James. "Teachers Learning: Engagement, Identity, and Agency in Powerful Professional Development." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663230.

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Professional development (PD) is seen by a broad cross-section of stakeholders — teachers, principals, policymakers — as essential for instructional improvement and student learning. And yet, despite deep investments of time and money in its design and implementation, the return on investment and subjective assessments about PD’s effectiveness remain uneven. In this thesis, I focus in-depth on professional development experiences that teachers identify as their most powerful and ask what these experiences could suggest toward improving PD design, policy, and research. Specifically, drawing on

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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

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Kimber, Kay D. "Technoliteracy, teacher agency and design: Shaping a digital learning culture." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36677/1/36677_Digitised%20Thesis.pdf.

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Despite educational directives advocating the integrated use of technology, some staff remain resistant to the adoption of computer-mediated classroom practice. As resistance is sometimes akin to lack of confidence or understanding, this thesis sought to illuminate the nature of work for teachers and students in a digital environment. It reports on a descriptive and interpretive case study on the classroom experiences of teachers and senior secondary school students in two humanities subjects where technology use was integrated with literacy practices for learning (technoliteracy). Findings su

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Griffin, Stephen. "Learning to learn : consultancy, internal agency and the appropriation of learning theory in English schools." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37933.

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In the years following the 1988 Education Reform Act schools have been subject to a range of policy interventions that have been aligned to a market ideology. These have limited the impact of local authority governance whilst opening up the possibilities of collaboration with commercial providers of learning materials. More recently there has been a significant growth in the development of, and interest in, new educational theories of learning to learn – many of them have drawn upon recent discoveries in Neuroscience. This interest has spawned a range of responses in the field of commercially

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Gardiner, Paul Dominic. "Teaching playwriting: dramaturgy, creativity, and agency." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12069.

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This thesis reports on the findings of my study into playwriting pedagogy in NSW secondary schools. Utilising a comparative case study approach, the phenomenological study aimed to gather data on the experience of teachers and students engaged in playwriting pedagogy for the New South Wales Higher School Certificate Drama examination. The research, initially focusing on the impact of performance theory on the teaching and learning experience, revealed the need to attend not only to dramaturgy, but also to the related concepts of agency, creativity, engagement and the teacher-student dynamic.

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Livres sur le sujet "Learning agency"

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Randall, Julian, and Bernard Burnes. Agency, Change and Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003410324.

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Pachler, Norbert. Mobile learning: Structures, agency, practices. Springer, 2010.

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1952-, Murphy Patricia, Hall Kathy 1952-, and Open University, eds. Learning and practice: Agency and identities. SAGE, 2008.

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Deters, Ping, Xuesong Gao, Elizabeth R. Miller, and Gergana Vitanova, eds. Theorizing and Analyzing Agency in Second Language Learning. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092901.

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Dohn, Nina Bonderup, Petar Jandrić, Thomas Ryberg, and Maarten de Laat, eds. Mobility, Data and Learner Agency in Networked Learning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36911-8.

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Lin, Qiuming. Agency Construction and Navigation in English Learning Stories. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1406-7.

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Acton, Patricia. Open Learning Agency electronic library network project: Final report. Beaumont and Associates, 1989.

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Gao, Xuesong. Strategic language learning: The roles of agency and context. Multilingual Matters, 2010.

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Routledge, Martin. After school - what next?: Developing multi agency transitions policy and practice. North West Training & Development Team, 1998.

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Kalaja, Paula, Ana Maria F. Barcelos, Mari Aro, and Maria Ruohotie-Lyhty. Beliefs, Agency and Identity in Foreign Language Learning and Teaching. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137425959.

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Chapitres de livres sur le sujet "Learning agency"

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McCarthy, JoEllen. "Agency." In Layers of Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781032681405-8.

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Brittain, Brandi, and Josephine Zelleke. "Student agency." In Teaching and Learning in International Schools. Routledge, 2025. https://doi.org/10.4324/9781041057314-3.

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Roffey, Sue. "Agency." In ASPIRE to Wellbeing and Learning for All in Secondary Settings. David Fulton Publishers, 2024. http://dx.doi.org/10.4324/9781003428244-2.

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Roffey, Sue. "Agency." In ASPIRE to Wellbeing and Learning for All in Early Years and Primary. David Fulton Publishers, 2024. http://dx.doi.org/10.4324/9781003428237-2.

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Hamlyn, D. W. "Perception and Agency." In Perception, Learning and the Self. Routledge, 2022. http://dx.doi.org/10.4324/9781003313250-5.

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Kemmis, Stephen. "Praxis, Agency, Contestation, Learning." In A Practice Sensibility. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9539-1_4.

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Pu, Yue-en Anita, and Roger Barnard. "Agency in Collaborative Learning." In Teacher and Learner Agency for Collaborative Learning. Routledge, 2025. https://doi.org/10.4324/9781032643144-2.

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Lin, Qiuming. "Agency Construction." In Agency Construction and Navigation in English Learning Stories. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1406-7_5.

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Lin, Qiuming. "Agency Navigation." In Agency Construction and Navigation in English Learning Stories. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1406-7_6.

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den Heyer, Kent. "Historical Agency." In The Wiley International Handbook of History Teaching and Learning. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119100812.ch9.

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Actes de conférences sur le sujet "Learning agency"

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Atherton, Pete. "AI AGENTS OF CHANGE? GENERATIVE AI (GAI) AND TEACHER AGENCY." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0287.

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Ramezani, Darya, and Michael Wagner. "REDEFINING STUDENT AGENCY IN THE AGE OF GENAI." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1753.

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Kikuchi, Hisayo. "RECONFIGURING LINGUISTIC AGENCY THROUGH AI-DRIVEN LANGUAGE SUPPORT IN EMI CLASSROOMS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2103.

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Mofokeng, Lehlohonolo, and Emure Kadenge. "EXPLORING BEGINNER TEACHERS’ AGENCY: RETHINKING MENTORING IN SOUTH AFRICAN PUBLIC SCHOOLS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2616.

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Puk, Tom. "TRANSFORMATIVE, EMERGENT LEARNING IN PRESERVICE EDUCATION USING ECOLOGICAL MACRO MODELS: BUILDING RESILIENCE, EFFICACY AND AGENCY." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2283.

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Brody, Justin, Samuel Levin, and Samuel Shapiro. "Learning Knowledge of Agency." In 2017 IEEE International Conference on Autonomic Computing (ICAC). IEEE, 2017. http://dx.doi.org/10.1109/icac.2017.44.

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Damsa, Crina. "Networks, Artifacts and Agency: Examining Engineering Students’ Collaborative Learning and Agency." In 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/cscl2023.720454.

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Garcia, Alessandro F., Viviane T. da Silva, Carlos J. P. de Lucena, and Ruy L. Milidiú. "An Aspect-Based Approach for Developing Multi-Agent Object-Oriented Systems." In Simpósio Brasileiro de Engenharia de Software. Sociedade Brasileira de Computação, 2001. http://dx.doi.org/10.5753/sbes.2001.23988.

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Agent technology has been revisited as a complementary approach to the object paradigm in order to design and implement complex distributed software. Objects and agents have many similarities, but agents are also driven by beliefs, goals, capabilities, plans, and a number of agency properties such as autonomy, adaptation, interaction, learning and mobility. Moreover, cooperating software agents must incorporate different collaborative capabilities in order to work together in heterogeneous contexts. In practice, a complex application is composed of objects and multiple types of agents, each of

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El Souefi, Nevine Mahmoud Fayek. "A Suggested Program for Developing First Year University Students’ Agency." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16134.

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AbstractStudents joining universities sometimes lack the agency to lead their lives and succeed in higher education. In the educational context, agency refers to the more empowered positioning of students to be active agents in their own learning lives. Enhancing life skills/competencies can facilitate students’ agency when they instill positive set beliefs and personal competencies, creating agentic capacity. Action Learning is one of the methods used to enhance life skills/competencies by engaging students in real life problems, taking action, and continuously reflecting on their actions. Th

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Woods, Peter J. "Musical Agency in Experimental Music Education." In 17th International Conference of the Learning Sciences (ICLS) 2023. International Society of the Learning Sciences, 2023. http://dx.doi.org/10.22318/icls2023.111417.

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Rapports d'organisations sur le sujet "Learning agency"

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Watson, Sophie. Student activism: Learning through doing. NZCER, 2022. http://dx.doi.org/10.18296/rep.0020.

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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and idea

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Jayachandran, Seema, Monica Biradavolu, and Jan Cooper. Using Machine Learning and Qualitative Interviews to Design a Five-Question Women's Agency Index. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w28626.

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Devereux, Stephen, and Anna Wolkenhauer. Agents, Coercive Learning, and Social Protection Policy Diffusion in Africa. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.068.

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This paper makes theoretical, empirical, and methodological contributions to the study of social policy diffusion, drawing on the case of social protection in Africa, and Zambia in particular. We examine a range of tactics deployed by transnational agencies (TAs) to encourage the adoption of cash transfers by African governments, at the intersection between learning and coercion, which we term ‘coercive learning’, to draw attention to the important role played by TA-commissioned policy drafting, evidence generation, advocacy, and capacity-building activities. Next, we argue for making individu

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Apgar, Marina, Mieke Snijder, Sukanta Paul, et al. Evaluating CLARISSA: Evidence, Learning, and Practice. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/clarissa.2024.050.

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This research and evidence paper presents a synthesis of the findings from the embedded theory-based evaluation of the CLARISSA programme. It is structured around the three main impact pathways of the programme. The evaluation found that the Systemic Action Research intervention led to participating children and business owners building agency, expanding power, and driving change in systems. An innovative Social Protection intervention in Bangladesh using unconditional and universal cash transfer with case work and community support was found to have potential to reduce children’s engagement w

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Luke Luna, Christina, and Josh Weisgrau. Exponential Change Brings Exponential Choice: Navigating Life, Learning, and Career. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/244.

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Success in life and career is often viewed through a narrow lens, but what if we reimagined the pathways that lead there? This work explores a new vision for navigating education and career transitions, emphasizing adaptability, learner agency, and competency-based approaches. Through personal stories and key insights, we examine how K-12 and higher education institutions must evolve to support more flexible, individualized learning experiences. By recognizing the connections between skills, identity, and career growth, we can better equip learners for the complexities of the modern world.

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Forteza, Nicolás, and Sandra García-Uribe. A Score Function to Prioritize Editing in Household Survey Data: A Machine Learning Approach. Banco de España, 2023. http://dx.doi.org/10.53479/34613.

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Errors in the collection of household finance survey data may proliferate in population estimates, especially when there is oversampling of some population groups. Manual case-by-case revision has been commonly applied in order to identify and correct potential errors and omissions such as omitted or misreported assets, income and debts. We derive a machine learning approach for the purpose of classifying survey data affected by severe errors and omissions in the revision phase. Using data from the Spanish Survey of Household Finances we provide the best-performing supervised classification al

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Erik Lyngdorf, Niels, Selina Thelin Ruggaard, Kathrin Otrel-Cass, and Eamon Costello. The Hacking Innovative Pedagogies (HIP) framework: - Rewilding the digital learning ecology. Aalborg University, 2023. http://dx.doi.org/10.54337/aau602808725.

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The HIP framework aims to guide higher education (HE) teachers and researchers to reconsider and reflect on how to rethink HE pedagogy in new and different ways. It builds on insights from the report Hacking Innovative Pedagogy: Innovation and Digitisation to Rewild Higher Education. A Commented Atlas (Beskorsa, et al., 2023) and incorporates the spirit of rewilding and hacking pedagogies to inspire new professional communities focused on innovating digital education. The framework considers and guides the development of teachers’ digital pedagogy competences through an inclusive bottom-up app

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Savedoff, William D. Social Services Viewed Through New Lenses: Agency Problems in Education and Health in Latin America. Inter-American Development Bank, 1997. http://dx.doi.org/10.18235/0011575.

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Latin America spends large amounts of resources on social services, yet its life expectancy and education levels are low compared to other regions with similar levels of income. A key reason is the inherent difficulty of making social services produce efficiently in response to demands and needs. This working paper shows how improving the organization of these service systems can make a significant difference in health conditions and student learning. A general framework applying the lessons of theories of the firm to the particularities of social services is developed, followed by a summary o

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Bando, Rosangela. The Role of Agents and the Nature of Limitations in the Performance of Development Projects. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0005545.

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Development practitioners aspire to improve lives, but achieving results is challenging. What prevents operations from achieving their objectives? Answering this question is critical to promote success. This Discussion Paper proposes to analyze operations first to identify if they faced limitations to effectiveness, then to identify which key stakeholders faced those limitations, and finally, whether such limitations were exogenous. Such an approach may strengthen accountability and learning. An analysis of 62 project completion reports evaluated in 2022 by the Inter-American Development Bank

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Wright, Julia, Shan Lakhmani, Giovanna Camacho, Justin Lee, and Jaquelyn Shreck. Human-Agent Teaming with Learning Capable Agents. DEVCOM Army Research Laboratory, 2024. https://doi.org/10.21236/ad1224556.

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