Enthusiasm Awareness in Experiential Learning
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 11, Heft 4, S. 21-30
ISSN: 1552-6658
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In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 11, Heft 4, S. 21-30
ISSN: 1552-6658
In: Small group behavior, Band 13, Heft 1, S. 75-90
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 9, Heft 1, S. 46-51
ISSN: 1552-6658
In: Small group behavior, Band 11, Heft 3, S. 251-278
In: Group & organization studies, Band 8, Heft 2, S. 149-153
In this issue we reexamine an old but unresolved problem, that of linking experiential learning to practical application. What makes our focus different from the many earlier treatments of this problem is the specific form of experiential learning examined: the Tavistock Group Relations Conference.
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 17, Heft 2, S. 260-262
ISSN: 1552-6658
In: Teaching sociology: TS, Band 11, Heft 1, S. 17
ISSN: 1939-862X
In: Exchange: The Organizational Behavior Teaching Journal, Band 4, Heft 3, S. 8-12
In: Children & Schools, Band 13, Heft 1, S. 49-57
ISSN: 1545-682X
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 10, Heft 3, S. 45-56
ISSN: 1552-6658
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 9, Heft 1, S. 33-35
ISSN: 1552-6658
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 18, Heft 3, S. 342-350
ISSN: 1552-6658
This article explores a new model for assessing prior learning that encourages students to think critically. It begins by introducing the reader to the concepts of prior learning assessment and critical thinking. It then describes specific assignments to promote critical thinking in prior experiential learning assessment, as well as in field study, exercises, simulations, and other forms of experiential learning.
In: Small group behavior, Band 20, Heft 3, S. 344-356
An experiential learning program to meet teachers' needs as a model of appropriate membership and leadership roles in discussion is described. The use of imagery and its influence on the methodology of the program are described, and evidence from teacher transcripts is discussed. It is concluded that effective discussion is the external evidence of having learned to communicate with others in a group and that the use of imagery is an indicator of discussion at its deepest level of communication.
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 2, Heft 4, S. 30-32
ISSN: 1552-6658
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 9, Heft 1, S. 54-56
ISSN: 1552-6658