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The research focuses on identifying learning styles of students using Experiential Learning Theory. Тhe paper explores the connection between the preferred learning styles of students with academic achievement аnd gender differences. The findings indicate that assimilating learning style most preferred by students. Furthermore, the study shows that there are significant differences in learning styles of students in terms of gender differences of students. The results suggest that within the school context in Serbia such teaching strategies are applied that encourage the development of the assimilating style – lectures through which a number of information systematized in a logical structure are transferred to students. Also, most of the students who have excellent school achievements actually prefer the assimilating learning style. This finding can be explained by the assumption that students develop their own learning styles in accordance with teachers' expectations.

Social work education has a long history of placing emphasis on experiential learning through required field experiences. There is, however, considerable concern regarding the fragmentation in social- work education programs between what is taught in the classroom versus what is taught in internship programs by field instructors. New ways to conceptualize and enhance the coordination gap between academia and field agencies are needed. This article provides an overviw of the concept of a learning community, its relevancy to social work education, and provides examples of learning community strategies that have the potential of enhancing better linkages between faculty and field instructors. Specific suggestions for the development of learning communities are included. Learning community principles and its accompanying strategies may be one way to better conceptualize and bridge the coordination gap that is frequently confronted by the conflicting realities of dual training systems in social work education.

The vast majority of articles describing new experiential exercises are presented from the perspective of the creator(s) of the activity. It is notable, however, that less research has focused on understanding the experiences of instructors who later adopt these exercises in their classrooms. We contribute to the literature on experiential learning in large classes by placing our focus squarely on the user—examining the perceptions, motivations, reflections, and experiences of instructors who integrate existing experiential exercises in large groups. Using a qualitative methodology, we interviewed 12 instructors of a large, multisection undergraduate course at a large Canadian university, in which a common experiential exercise is run across all sections. Two main themes emerged. The first captures the importance of making an exercise one's own and reflects the variety of strategies that instructors use when preparing to adopt an existing exercise—including active strategies through which the instructors become codesigners of the activity itself. The second reflects different perceptions, ranging from enthusiasm to skepticism, with respect to the value of using experiential exercises. Both themes point to the importance of, as well as strategies designed to enhance, instructor perceptions of self-efficacy in relation to running existing experiential exercises in one's courses.

Intro -- Contents -- Abbreviations -- List of Figures -- List of Tables -- Chapter 1: Introduction: An Overview of the Research -- 1.1 Introduction -- 1.2 The Study of INNOSPACE -- References -- Chapter 2: Business Incubation -- 2.1 Introduction and Background -- 2.2 Definitions of Business Incubation -- 2.3 Examining Business Incubation -- 2.4 University-Based Incubation (UBI) -- 2.4.1 UBIs and the Management Team -- 2.5 Summary -- References -- Chapter 3: Entrepreneurship, Opportunities and Entrepreneurial Learning -- 3.1 Introduction -- 3.2 Defining Entrepreneurship -- 3.2.1 Defining Opportunity Identification -- 3.2.2 Prior Knowledge -- 3.3 Perspectives on Entrepreneurial Learning -- 3.3.1 Entrepreneurial Learning -- 3.3.2 Experiential Learning Theory -- 3.4 Entrepreneurial Learning in the Context of an Incubator -- 3.4.1 Learning in Communities of Practice -- 3.4.2 A Learning Model -- 3.5 Summary -- References -- Chapter 4: Research Methods -- 4.1 Introduction -- 4.2 Researching Entrepreneurship -- 4.3 Research Approach -- 4.3.1 The Case Study Organisation -- 4.4 Interviews with Incubatees and the Management Team -- 4.5 Data Analysis -- 4.6 Summary -- References -- Chapter 5: The INNOSPACE Experience -- 5.1 Introduction -- 5.2 Six Individual Pathways -- 5.2.1 Andy´s Experience: INNOSPACE as a Transitional Phase -- 5.2.2 Jane´s Experience: INNOSPACE Separating Work and Home -- 5.2.3 Ian´s Experience: INNOSPACE as a Physical and Social Space -- 5.2.4 Tony´s Experience: INNOSPACE as a Talent Pool -- 5.2.5 Paul´s Experience: INNOSPACE as a Resource Repository -- 5.2.6 Kath´s Experience: INNOSPACE as a Driver of Entrepreneurial Spirit -- 5.3 Analysis: The Incubation Process -- 5.3.1 Pathways Through INNOSPACE -- 5.3.2 Business Support -- 5.3.3 The Social Aspects of Business Incubation -- 5.3.4 Collaboration Between Tenants -- 5.4 Summary.

The paper presents specific examples of leadership training practices and educational activities that have been successfully implemented in an undergraduate program at the U.S. Coast Guard Academy. The purpose of this study is to illustrate a model of experiential learning that facilitates leadership development in an undergraduate program. The integration of cadets' learning in a classroom, during students' engagement in service learning, community engagements, internships, and extra-curricular activities allows cadets to develop necessary leadership skills required for graduation and employment in the future. A structured experiential learning environment allows students to discover their own styles of self-leadership and explore new leadership approaches. Concrete experience, reflective observation, abstract conceptualization, and active experimentation are exercised in the learning communities that include faculty, coaches, students (peer groups) and the community they serve

For over ten years now, social work and youth and community students from a university in England have travelled to Palestine to be hosted by families and conduct a study tour of the West Bank. They have visited governors in the West Bank, community centres, camp committees, art centres, social work agencies, museums and faith and political heritage sites across the West Bank and Jerusalem. This article reports on the reciprocity between host families and university staff in addressing student learning for social justice in a community that seeks international recognition and action in respect of the injustices of an illegal occupation. We argue that the goals of the host community in respect of extending their voice and reaching a constituency beyond their borders are compatible with experiential learning goals for students in developing political and cultural awareness through engaging with community experiences of responses to social injustice.

"Teaching International Relations Theory" published on by Oxford University Press.

The study investigated the efficacy of the number manipulation strategy (NUMAS) as a model of experiential instruction and interest in arithmetic learning for pupils of lower basic levels. The population of the study consisted of 1205 lower basic III level pupils of the 2018/2019 session in Igbo-Etiti Local Government Area (L.G.A.) of Enugu State. A sample of 121 primary five pupils from 4 schools out of 53 primary schools in the study area was randomly sampled. The 121 pupils were composed of 42 males and 79 females used for the study. The study was guided by four research questions and four hypotheses. The hypotheses were tested at a p<.05 level of significance. The instruments used for the study were Arithmetic Test (ART) and Mathematics Interest Inventory Questionnaire (MIIQ) developed by the researcher. The ART and MIIQ instruments were faces validated by experts and their reliability indexes were 0.85 and 0.79 respectively, established using Cronbach alpha and split-half methods respectively. The data obtained with the instruments were analyzed using mean, standard deviations (SD), t-test and analysis of covariance (ANCOVA) statistics. Mean and SD was used in answering the research questions, while t-test and ANCOVA statistics were used in testing the hypotheses at P<.05 level of significance. The findings of the study showed that NUMAS is effective in teaching arithmetic, especially in enhancing the addition and subtraction skills acquisition of the pupils. Gender was found not to be a significant factor of variance in arithmetic achievement when the teaching of arithmetic is NUMAS based. The use of NUMAS was recommended to teachers, lower basic mathematics textbook authors and stakeholders in education, to ensure that NUMAS is adopted and adapted for use in Mathematics classroom instruction and learning.