Littérature scientifique sur le sujet « Practice-based studies, transformative learning »
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Articles de revues sur le sujet "Practice-based studies, transformative learning"
Mackinlay, Elizabeth, et Katelyn Barney. « Pearls, not Problems : Exploring Transformative Education in Indigenous Australian Studies ». Australian Journal of Indigenous Education 41, no 1 (août 2012) : 10–17. http://dx.doi.org/10.1017/jie.2012.3.
Texte intégralUkpokodu, Omiunota Nelly. « Fostering Preservice Teachers’ Transformative Learning in a Social Studies Methods Course : A Reflection on Transformative Pedagogy ». Social Studies Research and Practice 2, no 3 (1 novembre 2007) : 315–40. http://dx.doi.org/10.1108/ssrp-03-2007-b0002.
Texte intégralCochrane, Thomas Donald, Vickel Narayan, Stephen Aiello, Mehrasa Alizadeh, James Birt, Elisa Bone, Neil Cowie et al. « Analysing mobile learning designs : A framework for transforming learning post-COVID ». Australasian Journal of Educational Technology 38, no 4 (4 novembre 2022) : 1–21. http://dx.doi.org/10.14742/ajet.7997.
Texte intégralFazekas, Nóra, et Kata Beck-Bíró. « Losing Touch ? A Case Study on Students' Learning Barriers Within an Experiential-Learning-Based Course ». Vezetéstudomány - Budapest Management Review 51, no 7 (15 juillet 2021) : 53–64. http://dx.doi.org/10.14267/veztud.2021.07.06.
Texte intégralVindača, Olga. « TRANSFORMATIVE DIGITAL LEARNING IN THE CONTEXT OF HIGHER EDUCATION : COMPARISON OF TRADITIONAL AND TRANSFORMATIVE CONCEPTS ». SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (20 mai 2020) : 691. http://dx.doi.org/10.17770/sie2020vol4.4994.
Texte intégralPalma, Lisiane Celia, et Eugênio Ávila Pedrozo. « Framework for Sustainable Transformative Learning ». International Journal of Social Ecology and Sustainable Development 13, no 1 (janvier 2022) : 1–17. http://dx.doi.org/10.4018/ijsesd.298336.
Texte intégralBartels, Koen. « Transforming the relational dynamics of urban governance : How social innovation research can create a trajectory for learning and change ». Urban Studies 57, no 14 (9 janvier 2020) : 2868–84. http://dx.doi.org/10.1177/0042098019889290.
Texte intégralSuminar, Jenny Ratna, Ditha Prasanti et Sarah Aisha. « “Master Teacher” Transformative Learning Strategy in Digital Media : “Ruangguru” in Indonesia ». Journal of Digital Learning and Education 2, no 2 (29 août 2022) : 119–26. http://dx.doi.org/10.52562/jdle.v2i2.394.
Texte intégralQutoshi, Sadruddin Bahadur. « Critical Reflective Practice as an Approach to Developing Transformative Living-theory ». Dhaulagiri Journal of Sociology and Anthropology 12 (31 décembre 2018) : 107–11. http://dx.doi.org/10.3126/dsaj.v12i0.22186.
Texte intégralAsikainen, Eveliina, et Annukka Tapani. « Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland ». Sustainability 13, no 21 (27 octobre 2021) : 11887. http://dx.doi.org/10.3390/su132111887.
Texte intégralThèses sur le sujet "Practice-based studies, transformative learning"
Podleschny, Nicole. « Games for change and transformative learning : an ethnographic case study ». Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/58142/1/Nicole_Podleschny_Thesis.pdf.
Texte intégralHeaton, Michelle G. « A Pedagogy of Hope : Levers of Change in Transformative Place-based Learning Systems ». Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588265231971143.
Texte intégralAdams, Tania Bernadette. « A conceptual framework for leadership development in the South African police service based on transformative learning theory ». Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6842.
Texte intégralENGLISH ABSTRACT: Leadership development is an essential and valuable tool for capacitating police leaders in the South African Police Service to deal with the diverse challenges that they face in the policing environment. There seem to be a need for leadership development processes that can stimulate change, and for perspective transformation to enable police leaders to find alternative ways of dealing with the challenges experienced in their working environment. This thesis explored transformative learning as a tool to enhance the leadership development processes of police leaders. The essential elements of transformative learning are: centrality of experience; critical thinking; rational discourse; and policy praxis. Theory development were chosen as best to carefully construct the foundational argument through non-empirical literary-based sources, in which the literature itself became the database towards theoretical formulation in this non-empirical study. The alignment and integration of the elements of transformative learning were explored as a strategy to capacitate police leaders to: reflect on past experiences; think critically about ways of dealing with policing challenges based on experiences; discuss these challenges with other police leaders; and act on reflections made during leadership development processes. The study is limited to the analysis of the status of leadership development in the South African Police Service, which was the context of this study.
AFRIKAANSE OPSOMMING: Leierskapsontwikkeling is ‘n essensiële en waardevolle hulpmiddel om leiers in die Suid-Afrikaanse Polisiediens te bemagtig om die uiteenlopende uitdagings waarmee hulle te kampe het, beter te hanteer. Dit blyk egter dat daar ‘n behoefte is vir leierskapsontwikkelingprosesse wat intrinsieke verandering en ‘n paradigmaskuif vir polisieleiers te weeg kan bring en wat hulle in staat kan stel om die uitdagings binne hul beroepsveld meer doeltreffend te hanteer. Hierdie tesis ondersoek transformatiewe leerteorie as ‘n instrument om leierskapsontwikkeling van polisieleiers te bevorder. Die hoofelemente van transformatiewe leerteorie is: sentralisering van ondervinding; kritiese denke; rasionele diskoers en beleidsvorming. Teorie-ontwikkeling as navorsingsmetodologie was selekteer as die mees geskikste metodologie om die argument deur nie-empiriese literêre bronne te konstrueer, waarvolgens die gekose literatuur die databasis van die teoretiese formulasie rondom die argument gevorm het in hierdie nie-empiriese studie. Groepering en integrasie van bogenoemde elemente was ondersoek as ‘n strategie om polisieleiers te bemagtig om te reflekteer oor vorige ondervindinge; kritiese denkwyses oor hantering van uitdagings in beroepsveld met inagneming van vorige ondervindinge toe te pas; diskoers oor uitdagings met ander polisieleiers te hê en om aktief te reageer op refleksies tydens leierskapsontwikkelingsprosesse. Die studie is beperk tot die analise van die status van leierskap in die Suid-Afrikaanse Polisiediens as konteks waarbinne hierdie studie onderneem is.
Julie, Hester. « Community- based service-learning through reflective practice ». Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Texte intégralLeigh, Christopher. « Knowledge management : a practice-based approach ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/236.
Texte intégralBjörck, Ulric. « Distributed problem-based learning : studies of a pedagogical model in practice / ». Göteborg : Acta Universitatis Gothoburgensis, 2004. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=012950198&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Texte intégralVan, der Watt Marie Aletta. « The integration of critical reflection as a learning strategy in the training of health science practitioners ». Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10222008-115359/.
Texte intégralPancotto, Adriana. « Os saberes do Pregoeiro : um estudo à luz da noção de Knowing-in-Practice ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/165458.
Texte intégralPublic Procurement Officers are the public servers responsible for conducting bidding processes of acquisition and hiring for public organs in Brazil. The main duty of the Public Procurement Officer, despite its complexity and importance to the efficient use of public resources, has been neglected by the state. Still, there is no specific career or equitable salary which represents the risks of this activity. The methods and analysis made by this study, considering Practice-Based Studies (PBS) and of knowing-into-practice, allowed a better visibility in the tacit elements that build the knowledge Public Procurement Officers have developed in their daily work. Starting with the identification and description of their practices at work, the Public Procurement Officer function is characterized by the accumulation and overlapping of activities, making it difficult to draw a proper profile to the function. Another intrinsic characteristic of the Public Procurement Officers' function, which directs and permeates this paper, is the presence of a normative structure. Through the speech of the interviewees it was possible to state that the Basic Training Course Public Procurement Officers take is not sufficient to develop the negotiation and reasoning skills and the attitude of attention, balance and rectitude needed to the practice of this function. Therefore, the Public Procurement Officers’ learning process happens throughout informal and tacit knowledge, shared through servers’ social interaction – facilitated by the structure in network from Federal Institutes of Education, Science and Technology (FIs) (institutions where the research took place), online forums and communities, corroborating the knowing-in-practice perspective. It can be stated that the knowledge development of Public Procurement Officers is not disconnected to their practice. Based on the elements identified in this study, some actions are suggested to improve the working conditions, development and recognition of the Public Procurement Officers. A more sensitive consideration from society and from political representatives is necessary, given the strategic importance of Public Procurement Officers’ role in assuring the public money is being well spent.
Huber, Stephan. « “Walking encyclopedias of studies” for sustainability transformations ? The role of information and discourse in the case of the German coal phase-out ». Thesis, Stockholms universitet, Stockholm Resilience Centre, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-197233.
Texte intégralShimada, Sakura. « L'apprentissage intergénérationnel dans la dynamique sratégique de l'entreprise : comparaison France-Japon ». Thesis, Paris 9, 2014. http://www.theses.fr/2014PA090072.
Texte intégralThis thesis is a comparative study of the relationships between intergenerational learning and the firm’s strategic dynamic, lead in France and Japan. The conceptual framework builds on the literature regarding generation, learning and dynamic capabilities. A qualitative multi-case study was conducted in France and Japan and fourteen cases of intergenerational learning were analyzed. The empirical results show that the relationships between intergenerational learning and the dynamic of the firm’s strategy vary between the state of stability and change. The cultural contexts influence the creation of the generations and intergenerational learning practices. These results highlight the role of organizations in the creation of generations, the strategic issue of intergenerational learning and give insights about the cultural embeddedness of managerial practices
Livres sur le sujet "Practice-based studies, transformative learning"
Mezirow, Jack. Transformative learning in practice : Insights from community, workplace, and higher education. San Francisco : Jossey-Bass, 2010.
Trouver le texte intégralMezirow, Jack. Transformative learning in practice : Insights from community, workplace, and higher education. San Francisco : Jossey-Bass, 2010.
Trouver le texte intégral1952-, Taylor Edward W., dir. Transformative learning in practice : Insights from community, workplace, and higher education. San Francisco, CA : Jossey-Bass, 2009.
Trouver le texte intégralGherardi, Silvia. Learning and knowing in practice-based studies. Cheltenham, U.K : Edward Elgar, 2012.
Trouver le texte intégralM, Underwood Jean D., dir. Computer based learning : Potential into practice. London : D. Fulton Publishers, 1994.
Trouver le texte intégralC, Gauthier Candace, dir. Evidence-based medical ethics : Cases for practice-based learning. Totowa, N.J : Humana Press, 2008.
Trouver le texte intégralSnyder, John E. Evidence-based medical ethics : Cases for practice-based learning. Totowa, N.J : Humana Press, 2008.
Trouver le texte intégralBjörck, Ulric. Distributed problem-based learning : Studies of a pedagogical model in practice. Göteborg : Acta Universitatis Gothoburgensis, 2004.
Trouver le texte intégralG, Sebastian Juliann, et Stanhope Marcia, dir. Case studies in community health nursing practice : A problem-based learning approach. St. Louis, MO : Mosby, 1999.
Trouver le texte intégralKemp, Ian J. Structured industrial practice studies : An approach to the integration of academic and work-based learning. Glasgow : Glasgow Polytechnic, 1992.
Trouver le texte intégralChapitres de livres sur le sujet "Practice-based studies, transformative learning"
van der Rijst, Roeland. « The Transformative Nature of Research-Based Education : A Thematic Overview of the Literature ». Dans Research-Based Learning : Case Studies from Maastricht University, 3–22. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50993-8_1.
Texte intégralNaidoo, Indran A. « Evaluation for Transformational Change : Learning from Practice ». Dans Transformational Change for People and the Planet, 17–26. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78853-7_2.
Texte intégralBracci, Francesca, Alessandra Romano et Victoria Marsick. « A practice-based view of transformative learning ». Dans Transformative Learning Theory and Praxis, 199–225. London : Routledge, 2022. http://dx.doi.org/10.4324/9780429450600-17.
Texte intégralKerosuo, Hannele. « Transformative Agency and the Development of Knotworking in Building Design ». Dans Professional and Practice-based Learning, 331–49. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60943-0_17.
Texte intégralLandri, Paolo. « A Return to Practice : Practice-Based Studies of Education ». Dans Professional and Practice-based Learning, 85–100. Dordrecht : Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4774-6_6.
Texte intégralGibbs, Paul. « The World of Work-Based Studies and the Recession ». Dans Professional and Practice-based Learning, 149–54. Dordrecht : Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3933-0_13.
Texte intégralGibbs, Paul. « Quality in Work-Based Studies Is Not Lost, Merely Undiscovered ». Dans Professional and Practice-based Learning, 93–101. Dordrecht : Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3933-0_8.
Texte intégralSergey, Kosaretsky, et Likhatskikh Elena. « Supporting Elementary and Secondary Education During the Pandemic : A Case Study from the National Research University Higher School of Economics ». Dans Knowledge Studies in Higher Education, 243–60. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
Texte intégralSergey, Kosaretsky, et Likhatskikh Elena. « Supporting Elementary and Secondary Education During the Pandemic : A Case Study from the National Research University Higher School of Economics ». Dans Knowledge Studies in Higher Education, 243–60. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.
Texte intégralRomano, Alessandra, Francesca Bracci et Victoria J. Marsick. « A Practice-Based View of Transformative Learning : An Exploratory Study on the Practical Creativity ». Dans The Palgrave Handbook of Learning for Transformation, 109–28. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84694-7_7.
Texte intégralActes de conférences sur le sujet "Practice-based studies, transformative learning"
Wuri, Dwiyati. « Development of Care Learning E-Module for Discovery Learning Based on Students of Makeup Studies Education Program, Medan State University ». Dans Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France : Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.116.
Texte intégralHo Schar, Cathi. « Toward Public Sector Practice ». Dans 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.55.
Texte intégralKaplan, Dana, et Maya Wizel. « "MIND THE GAP" : THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.
Texte intégralSingeisen, Scott. « Disorienting Dilemmas : A Studio Model for Teaching Meaning-Making and Reflection in Action ». Dans 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.24.
Texte intégralPearsall III, Albert A., et Laurence Covington. « Transformative Reshaping : A Teaching and Learning Practice ». Dans 2nd Annual Faculty Senate Research Conference : Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.11.
Texte intégralOnyango, Evans, et Catherine Kelonye. « Artificial Intelligence (AI) Driven Interventions in Technical and Vocational Education and Training ». Dans Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1996.
Texte intégralMyllymäki, Mikko, et Ismo Hakala. « Video-based Blended Learning Practice in Master Studies ». Dans Artificial Intelligence and Applications. Calgary,AB,Canada : ACTAPRESS, 2013. http://dx.doi.org/10.2316/p.2013.792-023.
Texte intégralZhao, Linlin, Yahui Zhao, Zhenguo Zhang, Rongyi Cui et Xu Cui. « Practice and Thinking of Blending Learning Based on the “Outcomes-Based Education” Concept ». Dans International Conference on Education Studies : Experience and Innovation (ICESEI 2020). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201128.034.
Texte intégralValbak-Andersen, Camilla. « Leading Reflective Practice-Based Learning Trajectories in Order to Develop Organizational Improvisational Skills ». Dans 18th European Conference on Research Methodology for Business and Management Studies. Academic Conferences and Publishing Limited, 2019. http://dx.doi.org/10.34190/rm.19.050.
Texte intégralZhu, Mei-Li. « Project-based learning model design based on crowdsourcing— Take“Game Project Development Practice”as an example∗ ». Dans ICEDS 2021 : 2021 2nd International Conference on Education Development and Studies. New York, NY, USA : ACM, 2021. http://dx.doi.org/10.1145/3459043.3459059.
Texte intégralRapports d'organisations sur le sujet "Practice-based studies, transformative learning"
Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas et Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative : A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, février 2010. http://dx.doi.org/10.15365/ceel.seal2010.
Texte intégralOlsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas et Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative : A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, février 2010. http://dx.doi.org/10.15365/ceel.promise2010.
Texte intégralPeters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson et Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students : Case Studies of Postsecondary Course Innovations. Digital Promise, août 2022. http://dx.doi.org/10.51388/20.500.12265/162.
Texte intégralLevy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), février 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.
Texte intégralNelson, Gena, Angela Crawford et Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, janvier 2022. http://dx.doi.org/10.18122/sped.143.boisestate.
Texte intégralClark, Louise, Jo Carpenter et Joe Taylor. Learning From Responsiveness to a Rapidly Evolving Context : IDRC’s Covid-19 Responses for Equity Programme. Institute of Development Studies, juin 2022. http://dx.doi.org/10.19088/core.2022.004.
Texte intégralCarter, Becky. Analysing Intersecting Social Inequalities in Crisis Settings. Institute of Development Studies (IDS), janvier 2022. http://dx.doi.org/10.19088/k4d.2022.003.
Texte intégralBurnett, Cathy. Scoping the field of literacy research : how might a range of research be valuable to primary teachers ? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.
Texte intégralShalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko et Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], novembre 2020. http://dx.doi.org/10.31812/123456789/4466.
Texte intégralRao, Nitya, Sheetal Patil, Maitreyi Koduganti, Chandni Singh, Ashwin Mahalingam, Prathijna Poonacha et Nishant Singh. Sowing Sustainable Cities : Lessons for Urban Agriculture Practices in India. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/ssc12.2022.
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