title: Sociocultural theory and the teaching of process writing: The scaffolding of learning in a university context

authors: Barnard, Roger

subjects: education

abstract: This paper considers how independent and interdependent learning can be fostered through a process approach to the teaching of writing. It does so by presenting the theoretical rational which underlies a university academic skills programme. Drawing on reports of this programme which have been published elsewhere (e.g., Brine & Campbell, 2002), it is a case study illustrating how scaffolding can be effected by teachers and students. The paper begins by briefly reviewing three central concepts of sociocultural theory: the zone of proximal development, scaffolding, and appropriation. Attention is then turned to a consideration of writing as a collaborative process rather than as a product of solitary endeavour. Details are provided about a university course which applies sociocultural concepts to the adoption of a process approach to EAP writing. Attention is then given to the ways by which six principles of scaffolding (Van Lier, 1996) are applied throughout the course. Firstly, various forms of tutor scaffolding are outlined, and then a short sample of transcript data illustrates how students on this course can work collaboratively to co-construct texts and scaffold each other's learning. The paper concludes with a brief discussion of the broader pedagogical implications of sociocultural theory to the teaching of writing.

text: Sociocultural theory and the teaching of process writing: The scaffolding of learning in a university context This paper considers how independent and interdependent learning can be fostered through a process approach to the teaching of writing. It does so by presenting the theoretical rational which underlies a university academic skills programme. Drawing on reports of this programme which have been published elsewhere (e.g., Brine & Campbell, 2002), it is a case study illustrating how scaffolding can be effected by teachers and students. The paper begins by briefly reviewing three central concepts of sociocultural theory: the zone of proximal development, scaffolding, and appropriation. Attention is then turned to a consideration of writing as a collaborative process rather than as a product of solitary endeavour. Details are provided about a university course which applies sociocultural concepts to the adoption of a process approach to EAP writing. Attention is then given to the ways by which six principles of scaffolding (Van Lier, 1996) are applied throughout the course. Firstly, various forms of tutor scaffolding are outlined, and then a short sample of transcript data illustrates how students on this course can work collaboratively to co-construct texts and scaffold each other's learning. The paper concludes with a brief discussion of the broader pedagogical implications of sociocultural theory to the teaching of writing.

year: 2005-01-01

title: Energy cultures: A framework for understanding energy behaviours

authors: Stephenson, Janet

subjects: integrated framework

abstract: Achieving a ‘step-change’ in energy efficiency behaviours will require enhanced knowledge of behavioural drivers, and translation of this knowledge into successful intervention programmes. The ‘Energy Cultures’ conceptual framework aims to assist in understanding the factors that influence energy consumption behaviour, and to help identify opportunities for behaviour change. Building on a history of attempts to offer multi-disciplinary integrating models of energy behaviour, we take a culture-based approach to behaviour, while drawing also from lifestyles and systems thinking. The framework provides a structure for addressing the problem of multiple interpretations of ‘behaviour’ by suggesting that it is influenced by the interactions between cognitive norms, energy practices and material culture.
The Energy Cultures framework is discussed in the context of a New Zealand case study, which demonstrates its development and application. It has already provided a basis for cross-disciplinary collaboration, and for multi-disciplinary research design, and has provided insights into behavioural change in a case study community. As the conceptual basis of a 3-year research project, the framework has further potential to identify clusters of ‘energy cultures’ – similar patterns of norms, practices and/or material culture – to enable the crafting of targeted actions to achieve behaviour change.

text: Energy cultures: A framework for understanding energy behaviours Achieving a ‘step-change’ in energy efficiency behaviours will require enhanced knowledge of behavioural drivers, and translation of this knowledge into successful intervention programmes. The ‘Energy Cultures’ conceptual framework aims to assist in understanding the factors that influence energy consumption behaviour, and to help identify opportunities for behaviour change. Building on a history of attempts to offer multi-disciplinary integrating models of energy behaviour, we take a culture-based approach to behaviour, while drawing also from lifestyles and systems thinking. The framework provides a structure for addressing the problem of multiple interpretations of ‘behaviour’ by suggesting that it is influenced by the interactions between cognitive norms, energy practices and material culture.
The Energy Cultures framework is discussed in the context of a New Zealand case study, which demonstrates its development and application. It has already provided a basis for cross-disciplinary collaboration, and for multi-disciplinary research design, and has provided insights into behavioural change in a case study community. As the conceptual basis of a 3-year research project, the framework has further potential to identify clusters of ‘energy cultures’ – similar patterns of norms, practices and/or material culture – to enable the crafting of targeted actions to achieve behaviour change.

year: 2010

title: Perceptions of coarse anglers and freshwater managers, and the impact of these perceptions on management of non-indigenous invasive fish

authors: Duggan, Kathryn S.

abstract: This report examines coarse angler attitudes and behaviours to determine the reasons for, and develop incentives to successfully discourage, deliberate spreads of coarse fish species. The perceptions of freshwater managers, and the ways in which these human perceptions influence management of non-indigenous invasive fish, are also explored. To achieve this two main methodological strategies were employed: (1) semi-structured interviews with representatives from management agencies, research providers, iwi, the New Zealand Federation of Coarse Anglers, and individual coarse anglers: and (2) an internet survey with individual coarse anglers. In contrast to many New Zealanders, coarse fish species are highly valued by coarse anglers and the practice of coarse fishing is an important part of their lives. While a large portion of coarse anglers state they would like more fishing opportunities (especially outside of the Auckland/Waikato region), they argue that they do not practice or support illegal spread of coarse fish.

text: Perceptions of coarse anglers and freshwater managers, and the impact of these perceptions on management of non-indigenous invasive fish This report examines coarse angler attitudes and behaviours to determine the reasons for, and develop incentives to successfully discourage, deliberate spreads of coarse fish species. The perceptions of freshwater managers, and the ways in which these human perceptions influence management of non-indigenous invasive fish, are also explored. To achieve this two main methodological strategies were employed: (1) semi-structured interviews with representatives from management agencies, research providers, iwi, the New Zealand Federation of Coarse Anglers, and individual coarse anglers: and (2) an internet survey with individual coarse anglers. In contrast to many New Zealanders, coarse fish species are highly valued by coarse anglers and the practice of coarse fishing is an important part of their lives. While a large portion of coarse anglers state they would like more fishing opportunities (especially outside of the Auckland/Waikato region), they argue that they do not practice or support illegal spread of coarse fish.

year: 2015