Understanding How Culture Informs The Development of Teachers

Hopkins, Bruce Joyce, Michael Huberman, Matthew Miles, and Virginia Richardson. But we have chosen to present our own experience and empirical data first and then, in Part 3, to show how this experience and data relates to models which have been proposed by others. We will address here methodological issues concerned with collecting and interpreting evidence of relationships amongst the many individual and situational factors associated with PD, and re-visit the arguments about ‘process-product’ research on PD.

The author first introduces the basic framework for cultural algorithms and he then explains the social structure of a cultural system as a mechanism for the distribution of problem-solving information throughout a population. Three different models for social organizations are presented: the homogeneous (nuclear family), heterogeneous (expanded family), and subculture (descent groups) social models. The chapters that follow compare the learning capabilities of these social organizations relative to problems of varying complexity. The book concludes with a discussion of how the results can impact our understanding of social evolution.

The author first introduces the basic framework for cultural algorithms and he then explains the social structure of a cultural system as a mechanism for the distribution of problem-solving information throughout a population. Three different models for social organizations are presented: the homogeneous (nuclear family), heterogeneous (expanded family), and subculture (descent groups) social models. The chapters that follow compare the learning capabilities of these social organizations relative to problems of varying complexity. The book concludes with a discussion of how the results can impact our understanding of social evolution.