Dealing with conceptualisations of learning :: learning between means and aims in theory and practice /
This book addresses the multiple aims/means structure in educational processes of learning. Learning happens everywhere. When dealing with learning in educational contexts, means and aims always have both a normative and an instrumental content. Furthermore, learning always actualises itself in term...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam, The Netherlands :
Sense Publishers,
[2017]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This book addresses the multiple aims/means structure in educational processes of learning. Learning happens everywhere. When dealing with learning in educational contexts, means and aims always have both a normative and an instrumental content. Furthermore, learning always actualises itself in terms of methods and targets and must be viewed from a teacher's as well as a student's perspective. The book deals with learning by using 'means' and 'aim' as metaphors and analytical categories. As a mean, learning is the description of 'something which happens in a process'. As an aim, learning is the description of a kind of expertise, which might be the result of a learning process. In order to get an analytical grip of learning as a phenomenon in teaching and within student/teacher interactions, the book conceptualises and discusses the multiple aims/means structure, which we assume characterises processes of learning that involve a teacher and a student. |
| Beschreibung: | 1 online resource (v, 146 pages) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9789463510295 946351029X |
Internformat
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| 245 | 0 | 0 | |a Dealing with conceptualisations of learning : |b learning between means and aims in theory and practice / |c edited by Ane Qvortrup (University of Southern Denmark, Denmark) and Merete Wiberg (Aarhus University, Denmark). |
| 246 | 3 | |a Dealing with conceptualizations of learning | |
| 264 | 1 | |a Rotterdam, The Netherlands : |b Sense Publishers, |c [2017] | |
| 300 | |a 1 online resource (v, 146 pages) | ||
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| 520 | |a This book addresses the multiple aims/means structure in educational processes of learning. Learning happens everywhere. When dealing with learning in educational contexts, means and aims always have both a normative and an instrumental content. Furthermore, learning always actualises itself in terms of methods and targets and must be viewed from a teacher's as well as a student's perspective. The book deals with learning by using 'means' and 'aim' as metaphors and analytical categories. As a mean, learning is the description of 'something which happens in a process'. As an aim, learning is the description of a kind of expertise, which might be the result of a learning process. In order to get an analytical grip of learning as a phenomenon in teaching and within student/teacher interactions, the book conceptualises and discusses the multiple aims/means structure, which we assume characterises processes of learning that involve a teacher and a student. | ||
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a TABLE OF CONTENTS; 1. LEARNING BETWEEN MEANS AND AIMS; INTRODUCTION; HOW IS EDUCATION POSSIBLE AND HOW TO UNDERSTAND EDUCATION?; THE RELATIONSHIP BETWEEN TEACHING AND LEARNING; An Analysis of the Concepts Means and Aim; The Double Aim/Means Structure of Learning; REFERENCES; 2. PREREQUISITES OF LEARNING FROM VARIOUS MEANS AND AIM PERSPECTIVES; INTRODUCTION; THE CATEGORIES: THE STUDENT/CHILD, THE 'TEACHER' AND THE SHARED CONTEXT; THE CHILD/STUDENT CATEGORY; Meaningfulness as a Prerequisite for Learning; Persistence as a Prerequisite for Learning; TEACHER CATEGORY. | |
| 505 | 8 | |a From the Teachers' View of Learning to Reflection as a Prerequisite for Teachers' LearningTHE SHARED CONTEXT CATEGORY; Meaningful Experience as a Prerequisite for Learning; Disturbance and Interruption as Prerequisites for Learning; CONCLUSION; REFERENCES; 3. ON LEARNING (HOW) TO LEARN; INTRODUCTION; 'LEARNING TO LEARN': A PROBLEMATIC CONCEPT; THE PROBLEMATIC A PRIORI CONCEPT OF CONSCIOUS LEARNING; LEARNING HOW TO LEARN IN TERMS OF ACQUIRING AND REFINING HABITS OF LEARNING; CAPACITIES AND ABILITIES TO LEARN; THE DEVELOPMENT OF VIRTUES RELATED TO LEARNING; CONCLUSION; REFERENCES. | |
| 505 | 8 | |a 4. PRACTICAL EMOTIONS IN THE PROCESSES OF LEARNINGINTRODUCTION; EMOTIONAL DISTORTION AND EMOTIONAL AWARENESS; EMOTIONS AS A MEANS FOR STUDENT MEANING-MAKING AND MOTIVATION; EMOTIONS AS A MEANS FOR THE TEACHER'S SENSITIVITY; CONCLUDING REMARKS; REFERENCES; 5. MOTIVATION, LEARNING, AND THE EDUCATIONAL DIALOGUE; INTRODUCTION; THE LEARNING OBJECTIVE PARADIGM AND THE RELATIONAL MODEL; HATTIE AND THE REFORMULATION OF BEHAVIORISM; THE LACK OF STUDENT INTENTIONALITY AND AGENCY IN HATTIE'S WORK; The Return of the Problems with Behaviorism; REPLACING FEEDBACK WITH THE EDUCATIONAL DIALOGUE; NOTES. | |
| 505 | 8 | |a AIMS OF GROUP WORK: DEEP LEARNING, COMMUNICATIVE SKILLS AND CO-WORKABILITYGROUP WORK AND PROJECT STUDIES FROM THE STUDENTS' PERSPECTIVE; CONCLUSION: MORE ATTENTIVENESS TO THE MEANS OF GROUP WORK; NOTES; REFERENCES; 8. FORMATIVE REFORMULATIONS IN INTERVENTIONS ON SCHOOL DEVELOPMENT: A Longitudinal Case Study of a Project on Student Note-Writing; INTRODUCTION; THE STUDENT NOTE PROJECT; RESEARCH INTEREST; THEORY OF CHANGE; METHODOLOGY OF INVESTIGATING CHANGE; EMERGING INSIGHT IN STUDENT NOTE-WRITING; SUMMARY OF THE PROJECT IDEAS EMERGING FROM YEAR ONE. | |
| 650 | 0 | |a Learning. |0 http://id.loc.gov/authorities/subjects/sh85075520 | |
| 650 | 0 | |a Education. |0 http://id.loc.gov/authorities/subjects/sh85040989 | |
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| 700 | 1 | |a Qvortrup, Ane, |e editor. | |
| 700 | 1 | |a Wiberg, Merete, |e editor. | |
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| 776 | 0 | 8 | |i Print version: |t Dealing with Conceptualisations of Learning. |d Rotterdam : SensePublishers : Imprint : SensePublishers, 2017 |z 9789463510271 |z 9463510273 |w (OCoLC)985665348 |
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Datensatz im Suchindex
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| adam_text | |
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| author2 | Qvortrup, Ane Wiberg, Merete |
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| callnumber-first | L - Education |
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| contents | TABLE OF CONTENTS; 1. LEARNING BETWEEN MEANS AND AIMS; INTRODUCTION; HOW IS EDUCATION POSSIBLE AND HOW TO UNDERSTAND EDUCATION?; THE RELATIONSHIP BETWEEN TEACHING AND LEARNING; An Analysis of the Concepts Means and Aim; The Double Aim/Means Structure of Learning; REFERENCES; 2. PREREQUISITES OF LEARNING FROM VARIOUS MEANS AND AIM PERSPECTIVES; INTRODUCTION; THE CATEGORIES: THE STUDENT/CHILD, THE 'TEACHER' AND THE SHARED CONTEXT; THE CHILD/STUDENT CATEGORY; Meaningfulness as a Prerequisite for Learning; Persistence as a Prerequisite for Learning; TEACHER CATEGORY. From the Teachers' View of Learning to Reflection as a Prerequisite for Teachers' LearningTHE SHARED CONTEXT CATEGORY; Meaningful Experience as a Prerequisite for Learning; Disturbance and Interruption as Prerequisites for Learning; CONCLUSION; REFERENCES; 3. ON LEARNING (HOW) TO LEARN; INTRODUCTION; 'LEARNING TO LEARN': A PROBLEMATIC CONCEPT; THE PROBLEMATIC A PRIORI CONCEPT OF CONSCIOUS LEARNING; LEARNING HOW TO LEARN IN TERMS OF ACQUIRING AND REFINING HABITS OF LEARNING; CAPACITIES AND ABILITIES TO LEARN; THE DEVELOPMENT OF VIRTUES RELATED TO LEARNING; CONCLUSION; REFERENCES. 4. PRACTICAL EMOTIONS IN THE PROCESSES OF LEARNINGINTRODUCTION; EMOTIONAL DISTORTION AND EMOTIONAL AWARENESS; EMOTIONS AS A MEANS FOR STUDENT MEANING-MAKING AND MOTIVATION; EMOTIONS AS A MEANS FOR THE TEACHER'S SENSITIVITY; CONCLUDING REMARKS; REFERENCES; 5. MOTIVATION, LEARNING, AND THE EDUCATIONAL DIALOGUE; INTRODUCTION; THE LEARNING OBJECTIVE PARADIGM AND THE RELATIONAL MODEL; HATTIE AND THE REFORMULATION OF BEHAVIORISM; THE LACK OF STUDENT INTENTIONALITY AND AGENCY IN HATTIE'S WORK; The Return of the Problems with Behaviorism; REPLACING FEEDBACK WITH THE EDUCATIONAL DIALOGUE; NOTES. AIMS OF GROUP WORK: DEEP LEARNING, COMMUNICATIVE SKILLS AND CO-WORKABILITYGROUP WORK AND PROJECT STUDIES FROM THE STUDENTS' PERSPECTIVE; CONCLUSION: MORE ATTENTIVENESS TO THE MEANS OF GROUP WORK; NOTES; REFERENCES; 8. FORMATIVE REFORMULATIONS IN INTERVENTIONS ON SCHOOL DEVELOPMENT: A Longitudinal Case Study of a Project on Student Note-Writing; INTRODUCTION; THE STUDENT NOTE PROJECT; RESEARCH INTEREST; THEORY OF CHANGE; METHODOLOGY OF INVESTIGATING CHANGE; EMERGING INSIGHT IN STUDENT NOTE-WRITING; SUMMARY OF THE PROJECT IDEAS EMERGING FROM YEAR ONE. |
| ctrlnum | (OCoLC)992518959 |
| dewey-full | 370 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370 |
| dewey-search | 370 |
| dewey-sort | 3370 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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(Aarhus University, Denmark).</subfield></datafield><datafield tag="246" ind1="3" ind2=" "><subfield code="a">Dealing with conceptualizations of learning</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Rotterdam, The Netherlands :</subfield><subfield code="b">Sense Publishers,</subfield><subfield code="c">[2017]</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (v, 146 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">text file</subfield><subfield code="b">PDF</subfield><subfield code="2">rda</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This book addresses the multiple aims/means structure in educational processes of learning. Learning happens everywhere. When dealing with learning in educational contexts, means and aims always have both a normative and an instrumental content. Furthermore, learning always actualises itself in terms of methods and targets and must be viewed from a teacher's as well as a student's perspective. The book deals with learning by using 'means' and 'aim' as metaphors and analytical categories. As a mean, learning is the description of 'something which happens in a process'. As an aim, learning is the description of a kind of expertise, which might be the result of a learning process. In order to get an analytical grip of learning as a phenomenon in teaching and within student/teacher interactions, the book conceptualises and discusses the multiple aims/means structure, which we assume characterises processes of learning that involve a teacher and a student.</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">TABLE OF CONTENTS; 1. LEARNING BETWEEN MEANS AND AIMS; INTRODUCTION; HOW IS EDUCATION POSSIBLE AND HOW TO UNDERSTAND EDUCATION?; THE RELATIONSHIP BETWEEN TEACHING AND LEARNING; An Analysis of the Concepts Means and Aim; The Double Aim/Means Structure of Learning; REFERENCES; 2. PREREQUISITES OF LEARNING FROM VARIOUS MEANS AND AIM PERSPECTIVES; INTRODUCTION; THE CATEGORIES: THE STUDENT/CHILD, THE 'TEACHER' AND THE SHARED CONTEXT; THE CHILD/STUDENT CATEGORY; Meaningfulness as a Prerequisite for Learning; Persistence as a Prerequisite for Learning; TEACHER CATEGORY.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">From the Teachers' View of Learning to Reflection as a Prerequisite for Teachers' LearningTHE SHARED CONTEXT CATEGORY; Meaningful Experience as a Prerequisite for Learning; Disturbance and Interruption as Prerequisites for Learning; CONCLUSION; REFERENCES; 3. ON LEARNING (HOW) TO LEARN; INTRODUCTION; 'LEARNING TO LEARN': A PROBLEMATIC CONCEPT; THE PROBLEMATIC A PRIORI CONCEPT OF CONSCIOUS LEARNING; LEARNING HOW TO LEARN IN TERMS OF ACQUIRING AND REFINING HABITS OF LEARNING; CAPACITIES AND ABILITIES TO LEARN; THE DEVELOPMENT OF VIRTUES RELATED TO LEARNING; CONCLUSION; REFERENCES.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">4. PRACTICAL EMOTIONS IN THE PROCESSES OF LEARNINGINTRODUCTION; EMOTIONAL DISTORTION AND EMOTIONAL AWARENESS; EMOTIONS AS A MEANS FOR STUDENT MEANING-MAKING AND MOTIVATION; EMOTIONS AS A MEANS FOR THE TEACHER'S SENSITIVITY; CONCLUDING REMARKS; REFERENCES; 5. MOTIVATION, LEARNING, AND THE EDUCATIONAL DIALOGUE; INTRODUCTION; THE LEARNING OBJECTIVE PARADIGM AND THE RELATIONAL MODEL; HATTIE AND THE REFORMULATION OF BEHAVIORISM; THE LACK OF STUDENT INTENTIONALITY AND AGENCY IN HATTIE'S WORK; The Return of the Problems with Behaviorism; REPLACING FEEDBACK WITH THE EDUCATIONAL DIALOGUE; NOTES.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">AIMS OF GROUP WORK: DEEP LEARNING, COMMUNICATIVE SKILLS AND CO-WORKABILITYGROUP WORK AND PROJECT STUDIES FROM THE STUDENTS' PERSPECTIVE; CONCLUSION: MORE ATTENTIVENESS TO THE MEANS OF GROUP WORK; NOTES; REFERENCES; 8. 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| id | ZDB-4-EBA-ocn992518959 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:27:54Z |
| institution | BVB |
| isbn | 9789463510295 946351029X |
| language | English |
| oclc_num | 992518959 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (v, 146 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | Sense Publishers, |
| record_format | marc |
| spelling | Dealing with conceptualisations of learning : learning between means and aims in theory and practice / edited by Ane Qvortrup (University of Southern Denmark, Denmark) and Merete Wiberg (Aarhus University, Denmark). Dealing with conceptualizations of learning Rotterdam, The Netherlands : Sense Publishers, [2017] 1 online resource (v, 146 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda This book addresses the multiple aims/means structure in educational processes of learning. Learning happens everywhere. When dealing with learning in educational contexts, means and aims always have both a normative and an instrumental content. Furthermore, learning always actualises itself in terms of methods and targets and must be viewed from a teacher's as well as a student's perspective. The book deals with learning by using 'means' and 'aim' as metaphors and analytical categories. As a mean, learning is the description of 'something which happens in a process'. As an aim, learning is the description of a kind of expertise, which might be the result of a learning process. In order to get an analytical grip of learning as a phenomenon in teaching and within student/teacher interactions, the book conceptualises and discusses the multiple aims/means structure, which we assume characterises processes of learning that involve a teacher and a student. Includes bibliographical references. TABLE OF CONTENTS; 1. LEARNING BETWEEN MEANS AND AIMS; INTRODUCTION; HOW IS EDUCATION POSSIBLE AND HOW TO UNDERSTAND EDUCATION?; THE RELATIONSHIP BETWEEN TEACHING AND LEARNING; An Analysis of the Concepts Means and Aim; The Double Aim/Means Structure of Learning; REFERENCES; 2. PREREQUISITES OF LEARNING FROM VARIOUS MEANS AND AIM PERSPECTIVES; INTRODUCTION; THE CATEGORIES: THE STUDENT/CHILD, THE 'TEACHER' AND THE SHARED CONTEXT; THE CHILD/STUDENT CATEGORY; Meaningfulness as a Prerequisite for Learning; Persistence as a Prerequisite for Learning; TEACHER CATEGORY. From the Teachers' View of Learning to Reflection as a Prerequisite for Teachers' LearningTHE SHARED CONTEXT CATEGORY; Meaningful Experience as a Prerequisite for Learning; Disturbance and Interruption as Prerequisites for Learning; CONCLUSION; REFERENCES; 3. ON LEARNING (HOW) TO LEARN; INTRODUCTION; 'LEARNING TO LEARN': A PROBLEMATIC CONCEPT; THE PROBLEMATIC A PRIORI CONCEPT OF CONSCIOUS LEARNING; LEARNING HOW TO LEARN IN TERMS OF ACQUIRING AND REFINING HABITS OF LEARNING; CAPACITIES AND ABILITIES TO LEARN; THE DEVELOPMENT OF VIRTUES RELATED TO LEARNING; CONCLUSION; REFERENCES. 4. PRACTICAL EMOTIONS IN THE PROCESSES OF LEARNINGINTRODUCTION; EMOTIONAL DISTORTION AND EMOTIONAL AWARENESS; EMOTIONS AS A MEANS FOR STUDENT MEANING-MAKING AND MOTIVATION; EMOTIONS AS A MEANS FOR THE TEACHER'S SENSITIVITY; CONCLUDING REMARKS; REFERENCES; 5. MOTIVATION, LEARNING, AND THE EDUCATIONAL DIALOGUE; INTRODUCTION; THE LEARNING OBJECTIVE PARADIGM AND THE RELATIONAL MODEL; HATTIE AND THE REFORMULATION OF BEHAVIORISM; THE LACK OF STUDENT INTENTIONALITY AND AGENCY IN HATTIE'S WORK; The Return of the Problems with Behaviorism; REPLACING FEEDBACK WITH THE EDUCATIONAL DIALOGUE; NOTES. AIMS OF GROUP WORK: DEEP LEARNING, COMMUNICATIVE SKILLS AND CO-WORKABILITYGROUP WORK AND PROJECT STUDIES FROM THE STUDENTS' PERSPECTIVE; CONCLUSION: MORE ATTENTIVENESS TO THE MEANS OF GROUP WORK; NOTES; REFERENCES; 8. FORMATIVE REFORMULATIONS IN INTERVENTIONS ON SCHOOL DEVELOPMENT: A Longitudinal Case Study of a Project on Student Note-Writing; INTRODUCTION; THE STUDENT NOTE PROJECT; RESEARCH INTEREST; THEORY OF CHANGE; METHODOLOGY OF INVESTIGATING CHANGE; EMERGING INSIGHT IN STUDENT NOTE-WRITING; SUMMARY OF THE PROJECT IDEAS EMERGING FROM YEAR ONE. Learning. http://id.loc.gov/authorities/subjects/sh85075520 Education. http://id.loc.gov/authorities/subjects/sh85040989 Learning https://id.nlm.nih.gov/mesh/D007858 Apprentissage. 81.51 learning process. (NL-LeOCL)077600665 bcl EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Learning fast Education fast Qvortrup, Ane, editor. Wiberg, Merete, editor. has work: Dealing with conceptualisations of learning (Text) https://id.oclc.org/worldcat/entity/E39PCGxjXXXrFcDj3p8xQwvcxC https://id.oclc.org/worldcat/ontology/hasWork Print version: Dealing with Conceptualisations of Learning. Rotterdam : SensePublishers : Imprint : SensePublishers, 2017 9789463510271 9463510273 (OCoLC)985665348 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1517871 Volltext |
| spellingShingle | Dealing with conceptualisations of learning : learning between means and aims in theory and practice / TABLE OF CONTENTS; 1. LEARNING BETWEEN MEANS AND AIMS; INTRODUCTION; HOW IS EDUCATION POSSIBLE AND HOW TO UNDERSTAND EDUCATION?; THE RELATIONSHIP BETWEEN TEACHING AND LEARNING; An Analysis of the Concepts Means and Aim; The Double Aim/Means Structure of Learning; REFERENCES; 2. PREREQUISITES OF LEARNING FROM VARIOUS MEANS AND AIM PERSPECTIVES; INTRODUCTION; THE CATEGORIES: THE STUDENT/CHILD, THE 'TEACHER' AND THE SHARED CONTEXT; THE CHILD/STUDENT CATEGORY; Meaningfulness as a Prerequisite for Learning; Persistence as a Prerequisite for Learning; TEACHER CATEGORY. From the Teachers' View of Learning to Reflection as a Prerequisite for Teachers' LearningTHE SHARED CONTEXT CATEGORY; Meaningful Experience as a Prerequisite for Learning; Disturbance and Interruption as Prerequisites for Learning; CONCLUSION; REFERENCES; 3. ON LEARNING (HOW) TO LEARN; INTRODUCTION; 'LEARNING TO LEARN': A PROBLEMATIC CONCEPT; THE PROBLEMATIC A PRIORI CONCEPT OF CONSCIOUS LEARNING; LEARNING HOW TO LEARN IN TERMS OF ACQUIRING AND REFINING HABITS OF LEARNING; CAPACITIES AND ABILITIES TO LEARN; THE DEVELOPMENT OF VIRTUES RELATED TO LEARNING; CONCLUSION; REFERENCES. 4. PRACTICAL EMOTIONS IN THE PROCESSES OF LEARNINGINTRODUCTION; EMOTIONAL DISTORTION AND EMOTIONAL AWARENESS; EMOTIONS AS A MEANS FOR STUDENT MEANING-MAKING AND MOTIVATION; EMOTIONS AS A MEANS FOR THE TEACHER'S SENSITIVITY; CONCLUDING REMARKS; REFERENCES; 5. MOTIVATION, LEARNING, AND THE EDUCATIONAL DIALOGUE; INTRODUCTION; THE LEARNING OBJECTIVE PARADIGM AND THE RELATIONAL MODEL; HATTIE AND THE REFORMULATION OF BEHAVIORISM; THE LACK OF STUDENT INTENTIONALITY AND AGENCY IN HATTIE'S WORK; The Return of the Problems with Behaviorism; REPLACING FEEDBACK WITH THE EDUCATIONAL DIALOGUE; NOTES. AIMS OF GROUP WORK: DEEP LEARNING, COMMUNICATIVE SKILLS AND CO-WORKABILITYGROUP WORK AND PROJECT STUDIES FROM THE STUDENTS' PERSPECTIVE; CONCLUSION: MORE ATTENTIVENESS TO THE MEANS OF GROUP WORK; NOTES; REFERENCES; 8. FORMATIVE REFORMULATIONS IN INTERVENTIONS ON SCHOOL DEVELOPMENT: A Longitudinal Case Study of a Project on Student Note-Writing; INTRODUCTION; THE STUDENT NOTE PROJECT; RESEARCH INTEREST; THEORY OF CHANGE; METHODOLOGY OF INVESTIGATING CHANGE; EMERGING INSIGHT IN STUDENT NOTE-WRITING; SUMMARY OF THE PROJECT IDEAS EMERGING FROM YEAR ONE. Learning. http://id.loc.gov/authorities/subjects/sh85075520 Education. http://id.loc.gov/authorities/subjects/sh85040989 Learning https://id.nlm.nih.gov/mesh/D007858 Apprentissage. 81.51 learning process. (NL-LeOCL)077600665 bcl EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Learning fast Education fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85075520 http://id.loc.gov/authorities/subjects/sh85040989 https://id.nlm.nih.gov/mesh/D007858 (NL-LeOCL)077600665 |
| title | Dealing with conceptualisations of learning : learning between means and aims in theory and practice / |
| title_alt | Dealing with conceptualizations of learning |
| title_auth | Dealing with conceptualisations of learning : learning between means and aims in theory and practice / |
| title_exact_search | Dealing with conceptualisations of learning : learning between means and aims in theory and practice / |
| title_full | Dealing with conceptualisations of learning : learning between means and aims in theory and practice / edited by Ane Qvortrup (University of Southern Denmark, Denmark) and Merete Wiberg (Aarhus University, Denmark). |
| title_fullStr | Dealing with conceptualisations of learning : learning between means and aims in theory and practice / edited by Ane Qvortrup (University of Southern Denmark, Denmark) and Merete Wiberg (Aarhus University, Denmark). |
| title_full_unstemmed | Dealing with conceptualisations of learning : learning between means and aims in theory and practice / edited by Ane Qvortrup (University of Southern Denmark, Denmark) and Merete Wiberg (Aarhus University, Denmark). |
| title_short | Dealing with conceptualisations of learning : |
| title_sort | dealing with conceptualisations of learning learning between means and aims in theory and practice |
| title_sub | learning between means and aims in theory and practice / |
| topic | Learning. http://id.loc.gov/authorities/subjects/sh85075520 Education. http://id.loc.gov/authorities/subjects/sh85040989 Learning https://id.nlm.nih.gov/mesh/D007858 Apprentissage. 81.51 learning process. (NL-LeOCL)077600665 bcl EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Learning fast Education fast |
| topic_facet | Learning. Education. Learning Apprentissage. 81.51 learning process. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Education |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1517871 |
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