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Organizations face a key challenge in dynamic environments: the contexts in which experience is gained will not always match the contexts in which experience will be applied. This challenge has been investigated largely in terms of progressive environmental change, which increasingly invalidates learning from prior experience. A great deal of environmental dynamism, however, involves cycling through a limited set of environmental conditions that appear and then give way to other conditions, only to later reappear. We argue that cycles create some of the same problems for organizations as progressive change but also provide organizations an opportunity to reapply lessons as the cycle moves from phase to phase. We develop hypotheses about how cycles affect what organizations learn and how cyclical conditions affect how organizations learn. We test the resulting hypotheses in the highly cyclical context of construction lending by community banks using a panel of nearly 40 years of local real estate cycles. The online appendices are available at https://doi.org/10.1287/orsc.2018.1239 .

This article identifies the likely area change of social representations of learning cycles for teachers in city of Recife-PE. The text is based on the structural approach of social representations. 52 teachers participated in the survey of public schools. We used as data collection instrument replacement technique, a variation of the open interview, which called for an assertive professional to comment on the issue cycles. The data were interpreted using content analysis. The results suggest a zone change that rejects the cycles of learning cycles implemented in public schools, mainly due to the end of the retention of students recommended by it. The existence of a regularity of negative content present in the speech of teachers helps us understand the reasons for adopting this new form of school organization is not giving rise to a democratization of the educational situation of school in the country as a right of citizenship. Thus, we assume that educational policies, while promising, faced with the social representations of teachers.

This paper describes an approach to teaching intermediate financial accounting employing testing as a teaching and learning tool, not just an assessment tool. Using exams in an analysis-of-diagnostic-exam-driven teaching and learning cycle (ADEPT Learning Cycle), students received feedback on their proficiency on selected topics. The instructor used the results to direct students on corrective steps to resolve deficiencies and to direct targeted, immediate one-on-one tutoring as needed. Students had to complete each diagnostic exam successfully (80 percent grade) before interim exams. The study reports better student performance in Intermediate I for ADEPT students. Student satisfaction indicated on course evaluations also was extremely high. Further, the study reports superior performance in Intermediate II by Intermediate I ADEPT students compared to other Intermediate I students. Finally, 100 percent of "pre-Intermediate I" accounting majors in the ADEPT approach class completed accounting degrees compared to less than 80 percent of other "pre-Intermediate I" accounting majors.

The author discusses Kolb's learning cycle and the propositions that give rise to it. The author considers the importance of the cycle within mainstream management education and development and then takes a more critical view, looking both behind and beyond the learning cycle at issues that can be developed out of its current conceptualization. The author argues that a more comprehensive picture of experiential learning in management education might be based on developments around emotional and political aspects of Kolb's model. These developments are intended to acknowledge additional, often omitted, aspects of learning from experience within management education and development. The author offers three particular areas for the development of skill and knowledge in the practice of management education.

With its spread of chapters covering key issues across the life cycle this text has established itself as the foundational primer for those studying the lived experiences of people with learning disabilities and their families, and outcomes achieved through services and support systems

This paper develops a theory of expectations-driven business cycles based on learning. Agents have incomplete knowledge about how market prices are determined and shifts in expectations of future prices affect dynamics. Learning breaks the tight link between fundamentals and equilibrium prices, inducing periods of erroneous optimism or pessimism about future returns to capital and wages which subsequent data partially validate. In a real business cycle model, the theoretical framework amplifies and propagates technology shocks. Moreover, it produces agents' forecast errors consistent with business cycle properties of forecast errors for a wide range of variables from the Survey of Professional Forecasters. JEL: C53, D83, D84, E32, E37

This learning cycle lesson plan uses hands-on experiences to assist fifth or sixth graders in developing the important economic concept of scarcity. This lesson focuses on enabling students to understand that scarcity forces people to make choices about goods and services because they cannot have everything they want.

"This paper develops a theory of expectations-driven business cycles based on learning. Agents have incomplete knowledge about how market prices are determined and shifts in expectations of future prices affect dynamics. In a real business cycle model, the theoretical framework amplifies and propagates technology shocks. Improved correspondence with data arises from dynamics in beliefs being themselves persistent and because they generate strong intertemporal substitution effects in consumption and leisure. Output volatility is comparable with a rational expectations analysis with a standard deviation of technology shock that is 20 percent smaller, and has substantially more volatility in investment and hours. Persistence in these series is captured, unlike in standard models. Inherited from real business cycle theory, the benchmark model suffers a comovement problem between consumption, hours, output and investment. An augmented model that is consistent with expectations-driven business cycles, in the sense of Beaudry and Portier (2006), resolves these counterfactual predictions"--National Bureau of Economic Research web site

This learning cycle lesson plan uses hands-on and minds-on experiences to assist fourth or fifth graders in developing the important concept of scale. The lesson focuses on enabling students to define scale as a ratio so that one square represents more squares, e.g. 1:5. It also works to enable students to draw the same object in two different scales.