Workplace learning and the metacognitive functions of routines

Journal of Workplace Learning

Volumn 15, Issue 3, 2003, Pages 94-104

  Munby, Hugh ^a   Hutchinson, Nancy L ^a   Versnel, Joan ^a   Chin, Peter ^a   Berg, Derek H ^a  

^a QUEEN S UNIVERSITY   (Canada)

Author keywords

Education; Workplace learning

Indexed keywords

EID: 4444287702     PISSN: 13665626     EISSN: None     Source Type: Journal    
DOI: 10.1108/13665620310468432     Document Type: Article

References (54)

1. Anderson, J.R. (1982), “Acquisition of cognitive skill”, Psychological Review, Vol. 89, pp. 369-406.
2. Berryman, S. (1993), “What's in setting? Learning in the workplace”, Australian Journal of Adult and Community Education, Vol. 33, pp. 4-14.
3. Billett, S. (1994), “Situated learning: a workplace experience”, Australian Journal of Adult and Community Education, Vol. 34, pp. 112-30.
4. Billett, S. (1995), “Workplace learning: its potential and limitations”, Education + Training, Vol. 37, pp. 20-27.
5. Billett, S. (2001), Learning In The Workplace: Strategies for Effective Practice, Allen and Unwin, Crows Nest.
6. Billett, S. and Boud, D. (2001), “Participation in and guided engagement at work: workplace pedagogic practices”, 2nd International Conference on Researching Work and Learning, Calgary, Alberta, pp. 321-8.
7. Billett, S., McCann, S. and Scott, K. (1998), Workplace Mentoring: Organising and Managing Effective Practice, Centre for Learning and Work Research, Brisbane.
8. Boekaerts, M., Pintrich, P. and Zeidner, M. (Eds) (2000), Handbook of Self-Regulation, Academic Press, Orlando, FL.
9. Chin, P., Munby, H. and Hutchinson, N.L. (2000), “Workplace learning from a curriculum perspective”, in Ed. Symes, C. (Ed.), Working Knowledge: Conference Proceedings, The University of Technology, Sydney, pp. 317-23.
10. Chin, P., Munby, H., Hutchinson, N.L., Taylor, J. and Clark, F. (2002), “Where's the science?: understanding the form and function of workplace science”, paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
11. Cohen, M.D. and Bacdayan, P. (1994), “Organizational routines are stored as procedural memory: evidence from a laboratory study”, Organization Science, Vol. 5, pp. 554-69.
12. Collins, A., Brown, J.S. and Newman, S.E. (1989), “Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics”, in Ed. Resnick, L.B. (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, Lawrence Erlbaum, Hillsdale, NJ, pp. 453-94.
13. Conference Board of Canada (1992), Employability Skills Profile, (Report No. 81-92-E), Conference Board of Canada, Ottawa.
14. Conference Board of Canada (2000), Employability Skills Profile 2000+, available at: www.conferenceboard.ca/education/learning-tools/esp2000 (accessed 23 January 2002).
15. Darrah, C.N. (1995), “Workplace training, workplace learning: a case study”, Human Organization, Vol. 54, pp. 31-41.
16. Davidson, J.E. and Sternberg, R.J. (1998), “Smart problem-solving: how metacognition helps”, in Ed. Hacker, D.J., Ed. Dunlosky, J. and Ed. Graesser, A.C. (Eds), Metacognition in Educational Theory and Practice, Lawrence Erlbaum, Mahwah, NJ, pp. 47-68.
17. Davidson, J.E., Deuser, R. and Sternberg, R.J. (1994), “The role of metacognition in problem solving”, in Ed. Metcalfe, J. and Ed. Shimamura, A.P. (Eds), Metacognition: Knowing about Knowing, MIT Press, Cambridge, MA, pp. 207-26.
18. Dosi, G., Nelson, R.R. and Winter, S.G. (2000), “Introduction: the nature and dynamics of organizational capabilities”, in Ed. Dosi, G., Ed. Nelson, R.R. and Ed. Winter, S.G. (Eds), The Nature and Dynamics of Organizational Capabilities, Oxford University Press, New York, NY, pp. 1-22.
19. Flavell, J.H. (1979), “Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry”, American Psychologist, Vol. 34, pp. 906-11.
20. Gersick, C.J.G. and Hackman, J.R. (1990), “Habitual routines in task-performing groups”, Organizational Behavior and Human Decision Processes, Vol. 47, pp. 65-97.
21. Hacker, D.J., Dunlosky, J. and Graesser, A.C. (1998), Metacognition in Educational Theory and Practice, Lawrence Erlbaum, Mahwah, NJ.
22. Human Resources Development Canada (1994), Essential Skills, available at: www15.hrdc-drhc.gc.ca/english (accessed 8 February 2002).
23. Hung, D.W.L. (1999), “Activity, apprenticeship, and epistemological appropriation: implications from the writing of Michael Polanyi”, Educational Psychologist, Vol. 34, pp. 193-205.
24. Langer, E.J. (1989), “Minding matters: the mindlessness/mindfulness theory of cognitive activity”, in Ed. Berkowtiz, L. (Ed.), Advances in Experimental Social Psychology, Academic Press, New York, NY, pp. 86-104.
25. Lave, J. and Wenger, E. (1991), Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, Cambridge.
26. Louis, M.R. and Sutton, R.I. (1991), “Switching cognitive gears: from habits of mind to active thinking”, Human Relations, Vol. 44, pp. 55-76.
27. McMillan, J. and Schumacher, S. (2001), Research in Education: A Conceptual Introduction, 5th ed., Addison Wesley Longman, New York, NY.
28. Martin, L.M.W. and Scribner, S. (1991), “Laboratory for cognitive studies of work: a case study of the intellectual implications of a new technology”, Teachers College Record, Vol. 92, pp. 582-602.
29. Munby, H., Chin, P., and Hutchinson, N.L. (2003), “Co-operative education, the curriculum, and ‘working knowledge’”, in Ed. Pinar, W., Ed. Doll, W., Ed. Trueit, D. and Ed. Wang, H. (Eds), The Internationalization of Curriculum, Peter Lang, New York, NY.
30. Munby, H., Cunningham, M. and Chin, P. (1998), “Co-operative education: the functions of experience in workplace learning”, paper presented at the Annual Meeting of the Canadian Society for Studies in Education, Ottawa.
31. Pentland, B.T. (1995), “Grammatical models of organizational processes”, Organization Science, Vol. 6, pp. 541-56.
32. Perry, N.E., VandeKamp, K.O., Mercer, L.K. and Nordby, C.J. (2002), “Investigating teacher-student interactions that foster self-regulated learning”, Educational Psychologist, Vol. 37, pp. 5-15.
33. Prawat, R.S. (1989), “Promoting access to knowledge, strategy, and dispositions in students: a research synthesis”, Review of Educational Research, Vol. 59, pp. 1-41.
34. Resnick, L.B. and Wirt, J.G. (1996), “The changing workplace”, in Ed. Resnick, L.B. and Ed. Wirt, J.G. (Eds), Linking School and Work, Jossey-Bass, San Francisco, CA, pp. 1-19.
35. Rogoff, B. (1990), Apprenticeship in Thinking: Cognitive Development in Social Context, Oxford University Press, New York, NY.
36. SCANS (2001), Identifying and Describing the Skills Required by Work, available at: wdr.doleta.gov/SCANS/idsrw (accessed 8 February 2002).
37. Scardamalia, M., Bereiter, C. and Lamon, M. (1996), “The CSILE project: trying to bring the classroom into world 3”, in Ed. McGilly, K. (Ed.), Classroom Lessons: Integrating Cognitive Theory, MIT Press, Cambridge, MA.
38. Schön, D.A. (1983), The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York, NY.
39. Schön, D.A. (1987), Educating the Reflective Practitioner, Jossey-Bass, San Francisco, CA.
40. Schraw, G. and Moshman, D. (1995), “Metacognitive theories”, Educational Psychology Review, Vol. 7, pp. 351-71.
41. Stasz, C. (1997), “Do employers need the skills they want? Evidence from technical work”, Journal of Education and Work, Vol. 10, pp. 205-23.
42. Stasz, C., MacArthur, D., Lewis, M. and Ramsey, K. (1990), Teaching and Learning Generic Skills for the Workplace, RAND, Santa Monica, CA.
43. Stasz, C., Ramsey, K., Eden, R., Da Vanzo, J., Farris, H. and Lewis, M. (1993), Classrooms that Work: Teaching Generic Skills in Academic and Vocational Settings, RAND, Santa Monica, CA.
44. Steiner Bell, K., Chin, P., Munby, H. and Hutchinson, N.L. (2001), “Epistemological appropriation in one secondary student's learning in co-operative education”, manuscript submitted for publication.
45. Sternberg, R.J. (1999), “What do we know about tacit knowledge? Making the tacit become explicit”, in Ed. Sternberg, R.J. and Ed. Horvath, J.A. (Eds), Tacit Knowledge in Professional Practice: Researcher and Practitioner Perspectives, Lawrence Erlbaum, Mahwah, NJ, pp. 231-6.
46. Stevenson, J.C. (1994), “Vocational expertise”, in Ed. Stevenson, J.C. (Ed.), Cognition at Work: The Development of Vocational Expertise, National Centre for Vocational Education Research, Adelaide, pp. 7-35.
47. Swanson, H.L. (2001), “Research on interventions for adolescents with learning disabilities: a meta-analysis of outcomes related to higher-order processing”, The Elementary School Journal, Vol. 101, pp. 331-48.
48. Velde, C. and Cooper, T. (2000), “Students’ perspectives of workplace learning and training in vocational education”, Education + Training, Vol. 42, pp. 83-92.
49. Versnel, J. (2001), “The potential for partnership: education and occupational therapy in the context of co-operative education”, unpublished manuscript, Queen's University, Kingston, Canada.
50. Versnel, J. and Munby, H. (2001), “Study of workplace routines”, unpublished analyses of data, Faculty of Education, Queen's University, Kingston.
51. Weiss, H. and Ilgen, D. (1985), “Routinized behavior in organizations”, Journal of Behavioral Economics, Vol. 14, pp. 57-67.
52. Wenger, E. (1998), Communities of Practice: Learning, Meaning, and Identity, Cambridge University Press, Cambridge.
53. Winne, P.H. (1995), “Inherent details in self-regulated learning”, Educational Psychologist, Vol. 30, pp. 173-87.
54. Zimmerman, B.J. (1990), “Self-regulated learning and academic achievement: an overview”, Educational Psychologist, Vol. 25, pp. 3-17.