Critical Thinking, Experiential Learning, and Internships
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 17, Heft 2, S. 260-262
ISSN: 1552-6658
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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: 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 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 16, Heft 4_suppl, S. 72-80
ISSN: 1552-6658
In: Arena working paper 94,3
In: Therapy in Practice Ser.
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 17, Heft 1, S. 95-98
ISSN: 1552-6658
In: Social studies: a periodical for teachers and administrators, Band 80, Heft 6, S. 225-228
ISSN: 2152-405X
In: Peace & change: PC ; a journal of peace research, Band 15, Heft 3, S. 312-330
ISSN: 1468-0130
In: Small group research: an international journal of theory, investigation, and application, Band 21, Heft 1, S. 113-127
ISSN: 1552-8278
Despite extensive research on feedback and almost complete agreement on its power to effect learning, there is little theoretical understanding of the concept. Its ultrabroad definition and difficulties operationalizing both its causal mechanisms and the learning it supposedly effects have hampered understanding. The particular language used favors certain explanations and lines of research over others. Implications for group facilitation and the design of experiential learning programs are discussed.