東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Components necessary for effective e...

O'Connor, James.

Linked to FindBook

Google Book

Amazon

博客來

Components necessary for effective experiential learning educational programs: A case study of twelve high school experiential learning placements.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Components necessary for effective experiential learning educational programs: A case study of twelve high school experiential learning placements./
Author:	O'Connor, James.
Description:	169 p.
Notes:	Adviser: Corrinne Caldwell.
Contained By:	Dissertation Abstracts International68-03A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3255134

Components necessary for effective experiential learning educational programs: A case study of twelve high school experiential learning placements.
O'Connor, James.

Components necessary for effective experiential learning educational programs: A case study of twelve high school experiential learning placements. - 169 p.

Adviser: Corrinne Caldwell.

Thesis (Ed.D.)--Temple University, 2007.

Utilizing the theoretical construct of Situated Learning, this case study examines in detail twelve "most positive" experiential learning experiences. All experiential learning experiences occurred within south-central Pennsylvania and were chosen from four high schools. The purpose was to understand the experiences of certain experiential learning situations judged the most positive from among a pool of approximately 240 situations, to view it from the perspective of all participants, and to understand the experiences in enough depth to draw some conclusions as to common elements present in most positive placements. The major question of the study was: Are there significant, consistent, predictive components found in positive-outcome placements and how do those characteristics relate to previous theoretical projections? A minor question asked: How do all participants in experiential learning educational programs evaluate the outcomes of their respective placements? The findings affirmed the importance of legitimate peripheral participation and communities of practice (Lave & Wenger) and added additional corollaries detailing the importance of mentor/protege relationships and mutuality of benefit. The findings also noted that usual predictors of success (academic ability, socio-economic status, certain personality traits) were not consistent contributors to the success of these experiences. The minor question was answered by demonstrating consistent patterns evaluating positive outcomes are discernable when separated into sub-groups of coordinators, students, works site supervisors, and parents.Subjects--Topical Terms:

626645
Education, Administration.

Components necessary for effective experiential learning educational programs: A case study of twelve high school experiential learning placements.
LDR:02566nam 2200277 a 45 001 949130
005 20110525
008 110525s2007 ||||||||||||||||| ||eng d
035 $a (UMI)AAI3255134
035 $a AAI3255134
040 $a UMI $c UMI
100 1 $a O'Connor, James. $3 1272511
245 1 0 $a Components necessary for effective experiential learning educational programs: A case study of twelve high school experiential learning placements.
300 $a 169 p.
500 $a Adviser: Corrinne Caldwell.
500 $a Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0824.
502 $a Thesis (Ed.D.)--Temple University, 2007.
520 $a Utilizing the theoretical construct of Situated Learning, this case study examines in detail twelve "most positive" experiential learning experiences. All experiential learning experiences occurred within south-central Pennsylvania and were chosen from four high schools. The purpose was to understand the experiences of certain experiential learning situations judged the most positive from among a pool of approximately 240 situations, to view it from the perspective of all participants, and to understand the experiences in enough depth to draw some conclusions as to common elements present in most positive placements. The major question of the study was: Are there significant, consistent, predictive components found in positive-outcome placements and how do those characteristics relate to previous theoretical projections? A minor question asked: How do all participants in experiential learning educational programs evaluate the outcomes of their respective placements? The findings affirmed the importance of legitimate peripheral participation and communities of practice (Lave & Wenger) and added additional corollaries detailing the importance of mentor/protege relationships and mutuality of benefit. The findings also noted that usual predictors of success (academic ability, socio-economic status, certain personality traits) were not consistent contributors to the success of these experiences. The minor question was answered by demonstrating consistent patterns evaluating positive outcomes are discernable when separated into sub-groups of coordinators, students, works site supervisors, and parents.
590 $a School code: 0225.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Business. $3 1017515
650 4 $a Education, Vocational. $3 1017499
690 $a 0514
690 $a 0688
690 $a 0747
710 2 $a Temple University. $3 959342
773 0 $t Dissertation Abstracts International $g 68-03A.
790 $a 0225
790 1 0 $a Caldwell, Corrinne, $e advisor
791 $a Ed.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3255134