UID:
edoccha_9958391220902883
Format:
1 online resource (xvi, 207 pages)
ISBN:
1-134-62961-3
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1-134-62962-1
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0-203-18980-9
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1-280-32838-X
,
0-203-13451-6
Note:
Bibliographic Level Mode of Issuance: Monograph
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chapter 1 Transfer of learning /
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chapter Schema theory and information processing --
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chapter Implications for teaching and learning --
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chapter 2 The challenge of assessment /
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chapter The critical professional --
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chapter Issues in assessment --
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chapter The process of assessing transfer of learning: what to assess? --
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chapter 3 Competence, risk assessment and transfer of learning /
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chapter 4 Personal construct theory and the transfer of learning: the history of a moment --
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NICK GOULD /
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chapter Intensity --
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chapter Cognitive integration --
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chapter Repertory grids as a reflexive technique --
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chapter 5 Enquiry and action learning: a model for transferring learning --
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VIVIENE E. CREE AND RALPH DAVIDSON /
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chapter Process of EAL study units --
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chapter The use of consultants --
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chapter 6 Intentional observation: exploring transfer in action --
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KAREN TANNER AND PAT LE RICHE /
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chapter 7 Using a reflective diary in student supervision /
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chapter What is a reflective diary? --
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chapter As a tool for developing reflective practice --
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chapter As a tool for assessment --
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chapter 8 Critical incident analysis: facilitating reflection and transfer of learning --
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HILARY DAVIES AND HELEN KINLOCH /
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chapter 9 In praise of the process recording /
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chapter 1 0 Mature students and transfer of learning /
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chapter 1 1 Understanding and managing conflict in the learning process: Christians coming out --
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YVONNE CHANNER /
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chapter 1 2 From the blackboard to the web /
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chapter Figure 12.1 Community Portraits homepage. For Community Portraits, the walled and windowed space of conventional teaching, with its tables and chairs, black/white-board, overhead projector and ancillary equipment, is replaced by a structured learning environment (TELSIpro) that is mapped out on the participants computer screens. Once logged on to Community Portraits, participants see four buttons across the top of the screen allowing them to choose one of three activities (Document preparation, Sending mail or Chat) or to seek help. The selection of a button will lead to a list of options in the vertical column on the left of the screen. The main work area occupies the rest of the screen (Figure 12.1). Participants decide and allocate permissions for reading and revising any document --
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chapter Community Portraits and the transfer of learning.
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English
Additional Edition:
ISBN 0-415-20418-6
Additional Edition:
ISBN 0-415-20419-4
Language:
English
DOI:
10.4324/9780203134511
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