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Law, Barry Alan. "Experiential education in teacher education". Thesis, University of Canterbury. School of Educational Studies and Human Development, 1993. http://hdl.handle.net/10092/2356.
Pełny tekst źródłaRoberts, Frederic P. "Experiential Learning in a Traditional Classroom; Experiential Pedagogy, Traditional Pedagogy, and Student Preference". Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172473.
Pełny tekst źródłaExperiential learning theory, student driven learning methods, and brain research related to learning and memory support the use of experientially based learning activities in a traditional classroom. It is the author’s opinion, however, that teachers rarely make use of such activities, termed Learning Games in this paper, as a means to help students learn, retain, and recall material presented in the classroom. Reasons include a lack of training and a perceived limit of time for the inclusion of experientially based teaching techniques. Others argue that experiential learning resembles unguided learning and places undue demands on student working memory that can hinder effective learning. This paper presents support for the use of Learning Games, activities developed by the author based on research and the value of ‘fun’, ‘play’, and ‘games’, to enhance the learning process. Significance of the study is to increase the acceptance of experiential learning in a traditional classroom, to dispel preconceived notions, and to expand on a teacher’s diversity of teaching techniques to offer more opportunities for student learning. A mixed methods research design is used to evaluate student preference to experiential learning pedagogy to that of traditional classroom instruction. The results showed no significant difference in student preference between experiential and traditional pedagogy. Possible reasons include factors related to the school’s culture and traditions, student demographics, teacher inexperience, and classroom environment. Heuristic inquiry reveals the researcher’s teaching philosophy and methods incongruent to the research setting.
Disque, J. Graham. "Experiential Therapy". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/2808.
Pełny tekst źródłaSnyman, Andries. "Service-learning and experiential learning as forms of experiential education : similarities and dissimilarities". Journal for New Generation Sciences, Vol 3, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/473.
Pełny tekst źródłaIn 2003 is vier technikons genooi om deel te neem aan die "Community Higher Education Service Partnership" (CHESP) inisiatief van die "Joint Education Trust" (JET). Die doel is om diens-leer modules oor verskeie dissiplines heen te ontwikkel en op die wyse technikons meer effektief betrokke te kry by gemeenskapsontwikkeling en die kapasiteitsbou van gemeenskapsleiers, akademici en deelnemers uit die dienste sektor. Technikons neig om diens-leer te identifiseer met hulle praktyk van ervaringsleer. Die doel van die artikel is om die neiging aan te spreek deur te wys op die ooreenkomste en verskille tussen die twee vorme van leer, en wel op basis van Andrew Furco (1996) se analise van ervaringsonderwys. Hoewel daar sekere ooreenkomste tussen diens-leer en ervaringsleer bestaan, plaas die verskille hulle op twee onderskeie punte van Furco se kontinuum vir ervaringsonderwys. Met die oog op die suksesvolle implementering van diens-leer deur technikons is dit noodsaaklik dat akademici en rolspelers uit die gemeenskap hierdie ooreenkomste en verskille verstaan.
Meers, Eileen G. "An investigation of an experiential education program /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148732966214416.
Pełny tekst źródłaLaw, Barry Alan, i n/a. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education". Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.
Pełny tekst źródłaLaw, Barry Alan. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365587.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Faculty of Environmental Sciences
Full Text
Fowler, John Christopher. "The use of experiential learning within nurse education". Thesis, De Montfort University, 2006. http://hdl.handle.net/2086/6259.
Pełny tekst źródłaRodenbaugh, Marlene Handley. "The effectiveness of experiential education in executive development". ScholarWorks, 2001. http://scholarworks.waldenu.edu/hodgkinson/10.
Pełny tekst źródłaAndrews, Steven Brian. "Underwater photoelicitation: a new experiential marine education technique". Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/1032.
Pełny tekst źródłaWiltscheck, Amy F. "Outdoor experiential training in the classroom setting". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000wiltschecka.pdf.
Pełny tekst źródłaPaul, Joanna K. "Beyond four walls : lessons from the experiential education movement". Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10007443/.
Pełny tekst źródłaPage, Deborah. "Billy Wilder's Experiential Film Education: Experiences, Reflection and Experimentation". University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin153537899211635.
Pełny tekst źródłaLoury, Sharon D., i Joe Florence. "Integrating Cultural Competency and Experiential Learning into Interdisciplinary Education". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8192.
Pełny tekst źródłaEstes, Joyce Hinson. "The premenstrual experience : a cognitive experiential approach to treatment". Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1260448247.
Pełny tekst źródłaBorows, Kurt. "An experiential catechism curriculum (a two-year catechism curriculum using biblical symbols, audio visuals, and artifacts in experiential formats /". Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
Pełny tekst źródłaWalker, Amanda L. "Experiential Education Recruitment Value| A Correlational Study of Large and Small Companies". Thesis, Delta State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10306885.
Pełny tekst źródłaThe purpose of this study is to evaluate employer perceptions regarding the value of internships and to determine the role of company size in internship recruitment and/or placement. This study provides a much-needed employer viewpoint of the role of experiential education in undergraduate and graduate education, as well as offering researchers valuable insight into the needs and hiring practices of employers. Three research questions guided this study: Is there a relationship between company size and internship value in recruitment and/or placement, is there a relationship between company size and the value of internships in recruitment and/or placement opportunities for full-time hiring, and Is there a relationship between company size and perceived value if the prior experience is unpaid? Employer members of the National Association of Colleges and Employers (NACE) were invited to participate; n = 264 with a return rate of 8.51 percent. A correlation research design was used to determine if a relationship existed between large and small companies and their value of experiential education as it relates to hiring. Spearman rho was used to provide the statistical analysis. Empirical results indicated there was a slight correlation among large and small companies in regard to the value they placed on internships as a prerequisite in their field, when considering applicants for fulltime hires, and when evaluating whether the experiential learning experience was paid or unpaid. Additionally, employers indicated that experiential learning opportunities such as internships or co-ops are increasing in value in recruitment and /or placement for their industries. For example, nearly 70 percent of employers indicated internships or co-ops should be a part of graduation requirements for students thus, suggesting the increased value companies are placing on internships. Internships and co-ops have become a standard for industries. Employers suggested the value of experiential learning in the recruitment and placement of applicants is a highly desired component of an applicant's credentials.
Gorgenyi, Erika. "Közösség model for an experiential outdoor education program in Hungary /". Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Pełny tekst źródłaGoss, Donna L. "Contemporary Approaches to Bridging Classroom and Experiential Education - A Phenomenological Study". Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522934870787552.
Pełny tekst źródłaYeganeh, Bauback. "Mindful Experiential Learning". Case Western Reserve University School of Graduate Studies / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=case1163023095.
Pełny tekst źródłaAmanah, Siti. "A learner-centred approach to improve teaching and learning in an agricultural polytechnic in Indonesia /". View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030529.141402/index.html.
Pełny tekst źródła"A thesis submitted in partial fulfilment of the requirements of the Degree of Master of Science (Honours)--T.p.
Van, Wasshenova Emily. "Experiential Attitudes about Physical Activity in Older Adults". University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525445315290475.
Pełny tekst źródłaFridari, I. Gusti Ayu Diah. "From Traditional to Experiential Education| The Transformative Experience of Teachers". Thesis, Sofia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786007.
Pełny tekst źródłaThe aim of this research was to investigate the transformational experience of teachers who had training and experience with traditional education and then moved to an experiential teaching method as found in the One Earth School, Bali, Indonesia. The researcher conducted interviews with eight teachers and made observations of the teachers’ practices in the One Earth School. This study sought to answer the main research question: What was the transformative experience of teachers who moved from traditional to experiential forms of education? This primary research question was expanded to include sub-research questions that explored: How did an experiential educational method influence teacher practice, what were the barriers in transitioning to an education in experiential learning, how did the teachers address those barriers? The primary researcher used a multiple case study method. Six key themes emerged from this analysis, which were a sense of purpose, transformation of educational beliefs, experiences of transformative learning, sense of community, sense of intimacy, and self-transformation. The findings of this study provided data to support the theories and practices of transformative experiences for teachers who converted to this method. The experiences of teaching in the OES provided teachers impactful learning experiences that facilitated their transformation. The findings will provide a model for articulating and disseminating the transformative practices of educators as co-learners.
Shumway, Anika. "Experiential Education in the Writing Classroom: Developing Habits for Citizenship". BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8910.
Pełny tekst źródłaLord, Darcy Lynne. "Exploring the role of somatic education in experiential well-being /". The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486459267518186.
Pełny tekst źródłaTaniguchi, Stacy Tooru. "Outdoor Education and Meaningful Learning: Finding the attributes of meaningful learning experiences in an outdoor education program". BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/164.
Pełny tekst źródłaSeibel, Megan M. "Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26478.
Pełny tekst źródłaPh. D.
Donald, Emily J. "Experiential Theories: AEDP and EFT". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4945.
Pełny tekst źródłaPuglielli, Leanne. "Experiential Cooperative Inquiry as a methodology for effective change /". Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261485564.
Pełny tekst źródłaCook, Bettye Alexander Contreras Gloria. "A chronological study of experiential education in the American history museum". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5190.
Pełny tekst źródłaHanes, Suzanne. "The effect of metaphoric, experiential education on creativity and sensation seeking in adventure-based education". The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298471485.
Pełny tekst źródłaLassahn, D. Eric. "A Necessary Evil?| Barriers to Transformative Learning Outcomes for Resistant Participants in Required Experiential Learning Activities". Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705855.
Pełny tekst źródłaRequired experiential learning within the context of higher education is on the rise. This dissertation endeavors to expand current understandings of resistance to required experiential learning including root causes, implications, and opportunities to address and alleviate resistance. The debate regarding the merits of required service, service-learning, study abroad, and other experiential learning opportunities is examined. In addition, access to such opportunities, causes and effects of resistance that develops for some participants, and ways of addressing this phenomenon are identified. To this end, an exploration of existing literature related to required experiential learning and reluctant participation is offered. In addition to a case study of Susquehanna University’s Global Opportunities program, data for this study was gathered through research methods including focus groups and semi-structured, open-ended interview. Findings reveal a variety of causes of resistance, why resistance manifests for some students prior to required study away, and strategies that practitioners in the field of experiential education employ to address such resistance.
Lee, Shara. "Academic Engagement through Experiential Learning: Building Transferable Skills within Undergraduate Education". Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5393.
Pełny tekst źródłaEd.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership; Higher Education
Ramos, Joshua D. "Hands-on online : towards experiential product design education with online resources". Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85474.
Pełny tekst źródłaCataloged from PDF version of thesis.
Includes bibliographical references (pages 60-63).
This pilot study investigates the potential for teaching experiential, hands-on product design online. Specifically, the work is a first attempt to elucidate differences in outcomes between residential, hands-on educational experiences and online, hands-on instruction. Product design education is a subject that presents many challenges in translation to an online setting. Abstract concepts like open-ended problem solving and physical concepts like prototyping are more difficult to teach online than more codified information. Three experimental groups were investigated. A traditional delivery group acted as a control for the study. Participants in the traditional group met at the Product Design Lab at MIT and learned the material through face-to-face lectures and demonstrations. The online group learned the material through an online resource developed specifically for this experiment. A third group, labeled the hybrid group, resembled a flipped classroom where participants learned the material on their own and then came to campus to practice what they learned. All groups took part in an opportunity identification activity in which participants identified problem solving opportunities, brainstormed solutions and developed prototypes to illustrate their most promising solution. Participants in this study attended a 2-day workshop covering the topics of design process, sketching and prototyping with simple materials. The designs developed by participants were collected and reviewed by a panel of product design experts, who then rated the work on the realness of the identified opportunity and the effectiveness of the prototype in illustrating the solution. The assessments were compared and statistical hypothesis testing was performed. All methods employed failed to reject the null hypothesis that the groups performed equally, providing evidence that learning gains were the same for all three delivery methods. Surveys taken by the participants revealed highest instructor ratings and overall learning ratings in traditional learning and the lowest ratings of resource adequacy in online learning. While this is an initial study with a relatively small sample size, the outcomes for early-stage product design instruction present interesting implications for both online and residential education in terms of improving education, and suggest a number of avenues for further study.
by Joshua D. Ramos.
S.M.
Cook, Bettye Alexander. "A Chronological Study of Experiential Education in the American History Museum". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5190/.
Pełny tekst źródłaKurzweil, Joshua. "Experiential learning and reflective practice in teacher education / by Joshua Kurzweil". Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/5/.
Pełny tekst źródłaRychener, Melissa Anne. "Intercultural experiential learning through international internships the case of medical education /". Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1087182917.
Pełny tekst źródłaTitle from first page of PDF file. Document formatted into pages; contains xv, 177 p.; also includes graphics. Includes bibliographical references (p. 141-149).
LaFontaine, Cathi J. "An analysis of experiential learning within postsecondary marketing education in Wisconsin and Minnesota". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006lafontainec.pdf.
Pełny tekst źródłaHlasny, Jason G. "New horizons an experimental education prototype for adjudicated and/or behaviorally disordered children /". Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998hlasnyj.pdf.
Pełny tekst źródłaPizarchik, Mary. "The effects of experiential learning: An examination of three styles of experiential education programs and their implications for conventional classrooms". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3305.
Pełny tekst źródłaHanneman, Lauren E. "The effectiveness of experiential environmental education| O'Neill Sea Odyssey program case study". Thesis, San Jose State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1541512.
Pełny tekst źródłaEnvironmental education programs aim to develop participant awareness, sensitivity, and understanding of their affective relationship to the natural environment through conceptual knowledge and personal experiences. Previous findings have suggested that participation in environmental education programs leads to short-term positive increases in environmental knowledge, pro-environmental attitudes, and intentions to act in environmentally responsible behaviors; however, few studies have included long-term, follow-up assessment. This research provided an analysis of the effectiveness of the O'Neill Sea Odyssey (OSO) education program in fostering a long-term awareness of personal responsibility about ocean pollution among student participants.
A survey administered to 261 students from the greater San Francisco Bay Area in California was used to explore 7th through 10 th grade students' conceptions about the connection between ocean pollution and stewardship behaviors. The study revealed that 75% of 86 former OSO participants retained a high level of awareness of the connection between non-point source pollution and personal behaviors two to five years after the program, regardless of differences in sex, language, grade level, and community setting. These results indicate that OSO participants retained a long-term conceptual awareness about environmental stewardship behaviors taught during the OSO program.
Aaron, Scott T. "A grounded theory of how Jewish Experiential Education impacts the identity development of Jewish Emerging Adults". Thesis, Loyola University Chicago, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3566513.
Pełny tekst źródłaThe Jewish community has increasingly relied upon Experiential Education as a pedagogical approach to instilling Jewish identity and communal affiliation over the past twenty years. The Experiential Education format of travel programs has specifically been emphasized and promoted for Jewish Emerging Adults for this purpose, and outcome studies of these trip programs have demonstrated success in instilling identification and affiliation with both the Jewish community and the state of Israel among their participants. However, little is actually empirically known about the processes that impact the participant during the trip experience – the so-called "black box" – or how significant a participant's predisposition towards Israel and Judaism are in how they process their trip experiences. Even less is empirically known about the identity development of Jewish Emerging Adults in large part due to a pre-disposition to study Jews developmentally only as affiliates of a religion rather than members of a distinctly multi-layered group.
This grounded theory study examines participants in two different trip experiences, Taglit Birthright Israel and an Alternative Spring Break, through post-trip interviews. The emergent theory suggests three conclusions: The predisposition of a participant towards their own Jewish identity can influence how they process their experiences on the trip; the actual trip experience can be best understood as repeatedly processing multiple and ongoing experiences within the trip itself; the processing of those experiences can be descriptively modeled as a theory that allows an glimpse in to the "black box." Such a theoretical model can be used to better train trip staff on how the trip experience impacts the Jewish identity of those participants and also to plan trip itineraries to optimize the trip's experiential impact on participant Jewish and Zionist identity and communal affiliation.
Hold, Judith L. "A good death| The experiential ethics of nursing". Thesis, The University of Alabama, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3612092.
Pełny tekst źródłaDuring end-of-life care, nurses face ethical dilemmas on a daily basis with minimal operative scholastic preparation and professional expertise. The diverse source of ethical quandaries includes patient care issues related to legalities, inappropriate medical interventions, social roles, and professional and personal values. Ethical discourse in end-of-life care occurs within institutions where policies, professional relationships, and economic factors constrain ethical reflection. Thus, it is imperative that ethics education take into account the professional and social context of nursing, in addition to traditional teachings focused on many principles and theories, codes of conduct, and legal ramifications. The purpose of this research was to explore how experienced nurses' successfully resolved day-to-day ethical dilemmas during end-of-life care. This study utilized narrative analysis to analyze data generated from one-on-one interviews with six hospice nurses. The semi-structured interviews were conducted in two phases. Using core story creation, several different ethical dilemmas were identified divulging struggles with key stakeholders. Thematic analysis was then used to create three main themes: Ethics within Practice, Ethical Knowledge, and Ethical Solutions discussed within the framework of situational context, deliberations, and ethical actions. The results gained from this research provide information on how to improve nursing ethics education through the use of narratives of experienced nurses. The nurses used in this research told their stories depicting a keen awareness of ethical conflicts situated by contextual factors including social, political, and personal issues. Their deliberations were informed through formal, experiential, and intuitive knowledge creating a sense of phronesis as they negotiated the right course of actions. The nurses solved ethical predicaments by either following rules or choosing acts of resistance. It is my contention that the results of this study will empower practicing nurses and nurse educators to appreciate and incorporate context and different forms of knowledge to inform ethical discourse. We can utilize the experienced nurses' wisdom to improve nursing ethics education which ultimately translates to providing better deaths for patients.
Cowin, Louise. "Women and outdoor and experiential education : feminist perspectives on encountering the self". Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35867.
Pełny tekst źródłaBurkitt, Ian, Charles H. Husband, Jennifer Mackenzie i Alison Torn. "Nurse Education and Communities of Practice". English National Board for Nursing, Midwifery and Health Visiting, 2001. http://hdl.handle.net/10454/3758.
Pełny tekst źródłaThe processes whereby nurses develop the skills and knowledge required to deliver individualized and holistic care were examined in a 2-year study of nurses in a range of clinical settings and a university department of nursing in England. Members of two research teams of qualified nurses joined various communities of nursing practice as participating members and simultaneously "shadowed" designated nurses. At day's end, shadowers and shadowees reviewed the day's practice in critical incident interviews. The powerful processes of nurse socialization that create a strong core identity of the "good nurse" proved central to understanding the acquisition, use, and protection of nursing skills. Learning to become a nurse was always situated within particular communities of practice. Learning in such contexts, both in clinical and educational settings, entailed not just mastering a range of intellectual concepts but also learning through embodied performances involving engagement and interaction with the community of practice. The following were among the study recommendations: (1) link educational and clinical settings by helping clinical staff understand their collective role in the educational experience; (2) enhance the mentor and assessor functions; and (3) enable, support, and resource time in education for clinicians and time in practice for educators.
Cowin, Louise. "Women and outdoor and experiential education, feminist perspectives on encountering the self". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0027/NQ50134.pdf.
Pełny tekst źródłaHouck, Linda. "Bridging biblical faith and ecology for adults an experiential environmental education program /". Online version, 2009. http://content.wwu.edu/cdm4/item_viewer.php?CISOROOT=/theses&CISOPTR=317&CISOBOX=1&REC.
Pełny tekst źródłaDawidowski, Roxana. "Cultural Intelligence Experiential Education and Systems of Thought: The Missing Cultural Link". Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/11558.
Pełny tekst źródłaTownsend, Jeffery Scott. "Long term effectiveness of a team-taught, constructivist, experiential secondary science methods course". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337249.
Pełny tekst źródłaTitle from PDF t.p. (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4620. Adviser: Valarie L. Akerson.
Roberts, Jay W. "Beyond Learning By Doing: Theoretical Currents of Experience in Education". Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1240251991.
Pełny tekst źródła