Titlebook: Extraordinary Learning in the Workplace; Janet P. Hafler Book 2011 Springer Science+Business Media B.V. 2011 curriculum.pedagogy.practice.

Destruct

書目名稱Extraordinary Learning in the Workplace影響因子(影響力)




書目名稱Extraordinary Learning in the Workplace影響因子(影響力)學科排名




書目名稱Extraordinary Learning in the Workplace網(wǎng)絡公開度




書目名稱Extraordinary Learning in the Workplace網(wǎng)絡公開度學科排名




書目名稱Extraordinary Learning in the Workplace被引頻次




書目名稱Extraordinary Learning in the Workplace被引頻次學科排名




書目名稱Extraordinary Learning in the Workplace年度引用




書目名稱Extraordinary Learning in the Workplace年度引用學科排名




書目名稱Extraordinary Learning in the Workplace讀者反饋




書目名稱Extraordinary Learning in the Workplace讀者反饋學科排名

袋鼠

The Hidden Curriculum, Structural Disconnects, and the Socialization of New Professionalsas the hidden curriculum. We now recognize how necessary it is to account for the unstated, but never the less vital, curriculum that is operational in schools and in workplaces. The hidden curriculum refers to cultural mores that are transmitted, but not openly acknowledged, through formal and info

能量守恒

Conceptions and Theories of Learning for Workplace Education occur in the practice settings of the workplace, the signature pedagogy in education for the professions. In those milieus, novices experience professional socialization as they enter into a community of practice; develop clinical and professional skills through observation, coaching, mentoring, an

假裝是我

Coaching, Mentoring, and Supervision for Workplace Learningstructors in workplace settings are constantly challenged to identify and apply appropriate methods that will help preprofessional students reach their learning goals. With education theory and research showing the complexity of teaching and learning processes in the workplace, the authors of this c

manifestation

無法治愈

Assessment: Practical Strategies Applied to the Professionsce training for each of the four professions (medicine, nursing, theology, and education) that are the focus of the book. Not all assessments are conducted in the “physical workplace”: frequently learners are observed and assessed in simulated, offsite situations that are meant to serve as a close a

無法治愈

nuclear-tests

Envisioning the Futureum, instructional design, learning, assessment, and faculty development. The purpose of this chapter is to present a framework for workplace learning, to synthesize the findings of the preceding chapters as they relate to this framework, and to discuss opportunities to advance research on workplace

GUILT

埋伏

978-94-007-3487-6Springer Science+Business Media B.V. 2011