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https://hdl.handle.net/1959.11/18180
Title: | Incorporating the Concept of Optimization in Education: Considerations for Implementation | Contributor(s): | Phan, Huy (author) | Publication Date: | 2015 | Handle Link: | https://hdl.handle.net/1959.11/18180 | Abstract: | Researchers have recently introduced the concept of optimization as a focus for inquiry. This theoretical orientation, we contend, is of significance for its potentials to explain and enhance an individual's optimal best (i.e., what is an individual's fullest capacity in a subject matter?) from his/her realistic best (i.e., what an individual capable of, at present). At the same time, however, optimization is notable for its non-deficit, positive characteristics. Schooling, in its entirety, encompasses a number of non-academic and achievement-related attributes for consideration. It is important, in this analysis, that individuals report enriched learning and schooling experiences. Optimization is integral to our understanding of motivation and human behavior. Why do some individuals strive to achieve optimal outcomes, whereas others may feel more inclined and satisfied with mediocracy? How does an individual transition from his/her realistic best to optimal best? What is optimal best within the context of academic learning? These questions, in totality, emphasize the saliency of the process of optimization. This article, in essence, makes a major contribution by expanding on the recent established work of optimization. In particular, given its evolutionary nature at present, we chose to explore in-depth the importance of optimization from a theoretical, explanatory perspective - for example: (i) what constitutes the process of optimization, and (ii) the development of educational-social programs that could enhance the process of optimization. This examination of optimization involves, in particular, a detailed explanation of the notion of optimal best. Overall, educationally, we strongly believe that there is credence to support the inclusion of this concept in the schooling and learning processes. | Publication Type: | Journal Article | Source of Publication: | The International Journal of Learner Diversity and Identities, 23(1), p. 35-47 | Publisher: | Common Ground Research Networks | Place of Publication: | United States of America | ISSN: | 2327-2627 2327-0128 |
Fields of Research (FoR) 2008: | 139999 Education not elsewhere classified 170103 Educational Psychology 130199 Education systems not elsewhere classified |
Fields of Research (FoR) 2020: | 399999 Other education not elsewhere classified 520102 Educational psychology 390399 Education systems not elsewhere classified |
Socio-Economic Objective (SEO) 2008: | 930103 Learner Development 930101 Learner and Learning Achievement 930102 Learner and Learning Processes |
Socio-Economic Objective (SEO) 2020: | 160101 Early childhood education | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal | Publisher/associated links: | http://ijldi.cgpublisher.com/product/pub.261/prod.98 |
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Appears in Collections: | Journal Article School of Education |
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