Rozprawy doktorskie na temat „Learning from experience”
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Klunk, Clare Dvoranchik. "Workplace Devaluation: Learning from Experience". Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27337.
Pełny tekst źródłaPh. D.
Bills, Christopher John. "Learning from experience : manifestations of young children's learning from pedagogic representations". Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391936.
Pełny tekst źródłaPurdy, Martha Leete. "Adult Experience of Learning From Novels". Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40505.
Pełny tekst źródłaEd. D.
Lindberg, Anna-Karin. "Learning from accidents : Experience feedback in practice". Doctoral thesis, KTH, Filosofi och teknikhistoria, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-27212.
Pełny tekst źródłaQC 20101209
Burnard, Philip. "Learning from experience : nurse tutors' and student nurses' perceptions of experiential learning". Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303729.
Pełny tekst źródłaLawday, G. D. "Problems in practice : learning from experience in management consulting". Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273481.
Pełny tekst źródłaCompton, Christa M. "Learning from experience : a study of clinical pastoral education /". May be available electronically:, 2007. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
Pełny tekst źródłaBruce, Jake. "Learning from limited experience: Real-world robot navigation from a single traversal". Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205492/1/Jacob_Bruce_Thesis.pdf.
Pełny tekst źródłaTroëng, Thomas. "On errors & adverse outcomes in surgery learning from experience /". Malmö : Dept. of Community Health Sciences and the Dept. of Surgery, Malmö General Hospital, University of Lund, 1992. http://catalog.hathitrust.org/api/volumes/oclc/38946479.html.
Pełny tekst źródłaAshford, E. "Learning from experience : the case study of a primary school". Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/12022/.
Pełny tekst źródłaSingleton, Devena M. "The Transition from Traditional to Blended On-Campus Learning Experience". NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/306.
Pełny tekst źródłaLamoureux, Marcel. "Policy learning theory derived from Russian power sector liberalisation policy experience". Thesis, Glasgow Caledonian University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726804.
Pełny tekst źródłaMacGibbon, Lesley. "Power, knowledge and reflexivity : learning "from experience" in a women's refuge". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2002. http://hdl.handle.net/10092/2887.
Pełny tekst źródłaDamiani, Octavio. "Learning from collective experience : successful small farmer associations in northeast Brazil". Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/65454.
Pełny tekst źródłaButler, Helen. "Student Wellbeing as Educational Practice: Learning from Educators’ Stories of Experience". Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/542c3d139d37742295411aca31e8f8b8cb1cc5fcdb37ea9e8f21e289b4a06e36/5462160/BUTLER_2017_THESIS.pdf.
Pełny tekst źródłaStolen, Thor Antonio. "Understanding how students with learning disabilities from an urban environment experience nature-based informal learning". Thesis, The University of Wisconsin - Milwaukee, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10250471.
Pełny tekst źródłaResearch has shown that there is an achievement gap with students of color in the urban environment and their White non-urban peers (Norman, Ault, Bentz, & Meskimen, 2001; National Research Council, 2012) additionally an achievement gaps exists between students with disabilities and their non-disabled peers (National Center for Learning Disabilities, 2011). The demand for Science, Technology, Engineering, and Mathematics (STEM) preparation is growing and more students need to be prepared in school for STEM careers (Carlson, 1997). The didactic traditional style of teacher led text book reading has proven unsuccessful for large groups of urban youths and students with disabilities (Kahle, Meece, & Scantlebury, 2000; Haberman, 1991; National Research Council, 2012). Using a hands-on, experiential informal learning environments in science has proven successful in engaging students to the science curriculum (National Research Council, 2012). Nature has also proven to engage students into the curriculum. This study combines these topics and addresses the gap in the literature where these topics overlap. This qualitative case study sought to understand how students with learning disabilities from an urban environment experienced nature-based informal learning. The participants for this exploratory case study informed by ethnographic methods of observation involved seven eighth grade students with learning disabilities from an inclusive science program at a public urban school.
The students participated in four nature related informal learning experiences that were aligned to the science curriculum. These students’ experiences were collected from observations, and conducting both one-on-one interviews and focus groups. The data was then triangulated, analyzed thematically, and interpreted. The students’ experiences were shared thematically. The three themes which emerged from the data were:
-Hands-on learning is an engaging and a more enjoyable way of learning for students with learning disabilities.
-There is not enough science being taught.
-Students are not habitually accessing natural areas.
Nakamura, Sayaka. "Determinants of Contraceptive Choice among Japanese Women: Ten Years after the Pill Approval". 名古屋大学大学院経済学研究科附属国際経済政策研究センター, 2012. http://hdl.handle.net/2237/16945.
Pełny tekst źródłaRaboy, Marc 1948. "Broadcasting and the idea of the public : learning from the Canadian experience". Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=76908.
Pełny tekst źródłaFlynn, Jerome P. "What Happens While We Learn? The Idiosyncratic Nature of Learning from Experience". Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/86194.
Pełny tekst źródłaPh. D.
McHenry, Kristen, S. Alicia Williams, Florence M. Weierbach, Kate E. Beatty i Brian Cross. "From Opportunity to Necessity: Development of an Asynchronous Online Interprofessional Learning Experience". Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/ijhse/vol8/iss1/4.
Pełny tekst źródłaRanieri, Andrea Y. "Conditions for Maximizing Expected Value in Repeated Choices from Experience". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7898.
Pełny tekst źródłaMackenzie, Ann E. "Learning from experience in the community : an ethnographic study of district nurse students". Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/844462/.
Pełny tekst źródłaStark, Mary Elizabeth Rae. "Learning from experience : the role of placement in becoming a reflective primary teacher". Thesis, University of Strathclyde, 2000. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23750.
Pełny tekst źródłaMary, Joanna Elizabeth. "Learning from foster carers : the experience of fostering and mental health service provision". Thesis, University of Hertfordshire, 2003. http://hdl.handle.net/2299/14173.
Pełny tekst źródłaTawileh, Wissam. "Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan". TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33953.
Pełny tekst źródłaBartova, Zdenka. "Learning from the experts: Qualitative study of the lived experience of mental illness". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1412.
Pełny tekst źródłaFeest, Kathy. "Learning from the pre registration house officer experience : lessons from conventional interpretation and the creative narrative approach". Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398782.
Pełny tekst źródłaKamatsuchi, Mahoko. "Learning from implementation of Integrated Child Health Events : lessons from global practice and the experience of Zambia". Thesis, London School of Hygiene and Tropical Medicine (University of London), 2017. http://researchonline.lshtm.ac.uk/3482689/.
Pełny tekst źródłaChen, Ji. "Considerations in Introducing Emissions Trading in China's Power Sector - Learning from the International Experience". Thesis, University of Dundee, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500627.
Pełny tekst źródłaFoshay, John D. "Knowledge acquisition from video, video with animated graphics, and laboratory experience predictors for adolescents with mild mental impairments /". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1332.
Pełny tekst źródłaTitle from document title page. Document formatted into pages; contains vi, 98 p. Includes abstract. Includes bibliographical references (p. 75-82).
Jia, Junqing. "Toward the Design of Motivating Experiences in a Chinese Language Program: From Beginning to Advanced Levels". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339623140.
Pełny tekst źródłaEspinoza, Guillermo Ysidro. "Granule cell plasticity in the developing rat hippocampus from specific reward schedule experience in learning /". Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004262.
Pełny tekst źródłaArtemenko, V. M. "Social factors of distance learning: adopted from the experience of distance learning implementation in Poltava University of Economics and Trade". Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/33414.
Pełny tekst źródłaHämäläinen, Juha. "Developing Social Pedagogy as an Academic Discipline and Professional Practice : Learning from the Finnish Experience". 名古屋大学大学院教育発達科学研究科附属生涯・キャリア教育研究センター, 2014. http://hdl.handle.net/2237/19685.
Pełny tekst źródłaJonas, K. "Learning from experience in the engineering of non-orthogonal architectural surfaces : a computational design system". Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1417948/.
Pełny tekst źródłaHesketh, Janet. "A management studies curriculum for free thought in a changing South African context : learning from a unique experience". Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/843767/.
Pełny tekst źródłaNoh, In Joon. "Essays on Drivers of Quality and Compliance Performance in the Pharmaceutical Industry: Policy, Manufacturing Strategy, and Organizational Learning Perspectives". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595014194719331.
Pełny tekst źródłaPretorius, J. "Learning and knowing from the arts : an interdisciplinary model of aesthetic knowing". Journal for New Generation Sciences, Vol 12, Issue 1: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/655.
Pełny tekst źródłaIn this article the author analyzes the types of knowledge and learning involved when educationalists study works of art to further their professional development. A theoretical background of experiential learning is presented. An Interdisciplinary Model of Aesthetic Knowing (IMAK) is developed and presented, utilizing the Model of Aesthetic Understanding as Informed Experience of Richard Lachapelle, Deborah Murray and Sandy Neim. Additional kinds of knowledge and learning processes included in the IMAK are discussed. Attending a concert in South Africa by Neil Diamond, the popular singer/songwriter stimulated the author to reflect upon his own metacognitive thinking and learning, both during and after the concert, and on the application of what he learned to the IMAK and in his lecturing room.
Duarte, Tiago. "An Examination of How a Coach of Disability Sport Learns to Coach from and Through Experience". Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26176.
Pełny tekst źródłaTsang, Eric Wing Kwong. "Learning from joint venturing experience : the case of foreign direct investment by Singapore companies in China". Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266363.
Pełny tekst źródłaHashimoto, Naoko. "Women's experience of breastfeeding in the current Japanese social context : learning from women and their babies". Thesis, University of West London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431246.
Pełny tekst źródłaAlmusallam, Basma. "From Gyms to Classrooms: Enhancing the learning experience inside the design classroom through communities of practice". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555503829131717.
Pełny tekst źródłaRivers, Michelle Lauren. "Under What Conditions Do Students Learn From Experience About The Benefits Of Practice Testing For Learning?" Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1625409046861153.
Pełny tekst źródłaStiles, James W. "From chameleons to koalas exploring Australian culture with pre-service teachers through children's literture and international experience /". Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086105676.
Pełny tekst źródłaTitle from first page of PDF file. Document formatted into pages; contains xi, 279 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Barbara Lehman, College of Education. Includes bibliographical references (p. 241-255).
Woodfine, Debra A. "Friends and Neighbours (F.A.N.) Club, a prevention program on bullying : understanding and learning from the child's experience". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29558.
Pełny tekst źródłaLewis, Daniel. "The experience of moving from mainstream to special school : a case study of eight teachers' transformative learning". Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13315/.
Pełny tekst źródłaBARBOZA, Annye Elizabeth Mendes. "A aprendizagem de gestores por meio de suas experiências em uma construtora pernambucana de médio porte: um estudo de caso na Viana & Moura Construções S/A". Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/15657.
Pełny tekst źródłaMade available in DSpace on 2016-03-03T17:46:17Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO (2015-02-12) - ANNYE ELIZABETH MENDES BARBOZA.pdf: 2462127 bytes, checksum: f8991bcdfa5bc1d66b5bb263d62a4006 (MD5) Previous issue date: 2015-02-12
A aprendizagem de gestores é um tema de relevância não somente para profissionais e organizações, mas para toda a sociedade. Assim, a lacuna nos estudos referentes a esse tema inspirou a realização desta pesquisa. O objetivo geral deste estudo foi compreender como acontece a aprendizagem de gestores por meio de suas experiências na organização estudada – uma construtora pernambucana de médio porte. Três questões orientaram esta investigação: a) Quais as principais experiências de aprendizagem dos gestores? b) O que os gestores aprendem por meio de suas experiências? c) Como os gestores aprendem por meio de suas experiências? Esta pesquisa foi fundamentada na abordagem construtivista da aprendizagem pela experiência, com base nos conceitos de experiência e reflexão de Dewey. Realizou-se um estudo de caso único, no qual a Viana & Moura Construções S/A foi selecionada mediante critérios. Seis foram os gestores pesquisados e 12 entrevistas semiestruturadas realizadas, além de análise documental e observações. A análise de dados ocorreu em paralelo à coleta e utilizou-se o método comparativo constante e a amostragem teórica advindos da teoria fundamentada. Os resultados indicaram dois eventos como as experiências mais significativas de aprendizagem dos gestores, por meio dos quais concluiu-se que eles aprenderam novas concepções como insumo para decisões e novas formas de conduzir processos. E, concluiu-se que eles aprenderam por meio da vivência de problemas e pelas reflexões, havendo destaque para o papel das emoções nesses processos. Considerou-se que essa investigação possa ter contribuído para a confirmação de conceitos de Dewey, em especial o caráter transacional das experiências e as fases do pensamento reflexivo.
Managers’ learning is a subject of high impact not only to organizations and its employees, but also to the whole society. Thus, the gap within the studies on this subject has motivated this research. The aim of this study was to understand how managers have learnt from their experiences in the selected organization – a pernambucana midsize construction company. Three questions guided this investigation: a) what are the managers’ most significant learning experiences? b) what do managers learn from their experiences? c) how do managers learn from their experiences? This research is based on the constructivist approach of learning from experience, drawing from Dewey’s concepts of experience and reflection. A single case study was conducted, and Viana & Moura Construções S/A was selected by several criteria. Six managers were interviewed as 12 interviews were carried out, besides, documental analysis and observations were also executed. Data analysis took place at the same time as data collection, and the constant comparative method and theoretical sample, drawn from the grounded theory, were applied. The results showed two events as the most significant to the managers, through which they’ve learnt new concepts as inputs to make decisions and new ways of conducting processes. Furthermore, they’ve learnt while going through problems and while reflecting. The presence of emotions on the processes of learning also stood out. It is argued that this investigation might have contributed to the reassurance of Dewey’s concepts, in particular, the transactional aspect of experiences and the phases of inquiry.
Gugerty, Catherine Ann. "Internships in Public Relations and Advertising: The Nature of the Experience From the Student's Perspective". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3133.
Pełny tekst źródłaOstrowski, Erek J. "Coming in from the Cold| The Experience of Group Coaching as a Setting for Entrepreneurial Learning and Change". Thesis, Fielding Graduate University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746488.
Pełny tekst źródłaThe challenges of entrepreneurship make learning integral to the entrepreneurial process. However, many entrepreneurs work in relative isolation and lack opportunities to engage with peers in ways that promote meaningful reflection and learning. This study explores the experience of group coaching as a setting for meaningful learning and change in entrepreneurs. Scholars studying similar group settings have shown that social processes, including those related to peer learning and identity work, contribute to entrepreneurial learning (EL) and identity construction in important ways. Still, relatively little is known about how these social processes unfold or about the different types of social contexts in which EL occurs. This study advances the literature through a narrative exploration of eight entrepreneurs’ experiences navigating challenges related to entrepreneurial learning and identity in the social context of their coaching groups.
Data collection was accomplished via one-on-one, semi-structured narrative interviews with each participant. The data were interpreted using separate and sequential narrative/performative and thematic analytical methods to produce an in-depth, multi-dimensional understanding of the data. Participants’ stories depicted group coaching as a viable context for supporting entrepreneurial learning and change on multiple levels. In addition, the study findings contribute to an understanding of where or under what conditions EL unfolds within group coaching, and how or in what ways participant entrepreneurs experience learning in this context. Finally, the relational context of the interview itself was found to contribute to participants’ meaning making, directly influencing their constructions of past events and their meaning. The study presents practical implications for coaches, coaching educators, and entrepreneurs, as well as recommendations for future research.
Algahtani, Abdullah Faleh. "Evaluating the effectiveness of the e-learning experience in some universities in Saudi Arabia from male students’ perceptions". Thesis, Durham University, 2011. http://etheses.dur.ac.uk/3215/.
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