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Courting the shadow: A heuristic st...

Erwin, John R.

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Courting the shadow: A heuristic study of valuable learning.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Courting the shadow: A heuristic study of valuable learning./
作者:	Erwin, John R.
面頁冊數:	116 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0479.
Contained By:	Dissertation Abstracts International63-02A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3042500
ISBN:	9780493561745

Courting the shadow: A heuristic study of valuable learning.
Erwin, John R.

Courting the shadow: A heuristic study of valuable learning. - 116 p.

Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0479.

Thesis (Ph.D.)--The University of Oklahoma, 2002.

This study is a qualitative investigation of learning from a learner's perspective. Heuristic research methodology was employed to isolate and describe the qualities of lessons deemed most important for personal development. Data collection utilized the researcher's observations and field notes combined with interviews of educators and students. Data collection and analysis were guided by the researcher's tacit knowledge. Descriptions of learning experiences were produced using the reflective guidelines associated with heuristic research: initial engagement, immersion, incubation, illumination, explication, and creative synthesis.

ISBN: 9780493561745Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Courting the shadow: A heuristic study of valuable learning.
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520 $a This study is a qualitative investigation of learning from a learner's perspective. Heuristic research methodology was employed to isolate and describe the qualities of lessons deemed most important for personal development. Data collection utilized the researcher's observations and field notes combined with interviews of educators and students. Data collection and analysis were guided by the researcher's tacit knowledge. Descriptions of learning experiences were produced using the reflective guidelines associated with heuristic research: initial engagement, immersion, incubation, illumination, explication, and creative synthesis.
520 $a Emergent themes resulting from this study are explicated. In descriptions of valued learning, student experiences signified the importance of personal worth, purpose, family relationships, community relationships, emotion and personal transcendence. Teachers were in agreement with student observations but additionally described the value of ethical caring, process development, and commitment.
520 $a The researcher's experience with heuristic methodology application is critiqued and the study's findings are related to pertinent literature. Finally, implications and recommendations for educators and educational reformers are presented as suggested by this research.
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