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Engaged learning in the academy[elec...

Moore, David Thornton.

Engaged learning in the academy[electronic resource] :challenges and possibilities /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	370.15/23
書名/作者:	Engaged learning in the academy : challenges and possibilities // David Thornton Moore.
作者:	Moore, David Thornton.
出版者:	New York : : Palgrave Macmillan,, 2013.
面頁冊數:	1 online resource.
標題:	Learning by discovery.
標題:	Experiential learning.
標題:	Education, Higher.
ISBN:	9781137025197 (electronic bk.)
ISBN:	1137025190 (electronic bk.)
書目註:	Includes bibliographical references.
內容註:	The paradox of experiential learning in higher education -- A theoretical framework -- Analyzing the curriculum of experience -- Comparing curricula; academic and experiential -- Discovering the pedagogy of experience -- Pedagogy in school and field -- Experiential pedagogies in school -- Institutional mission(s) and engaged learning.
摘要、提要註:	Advocates of engaged learning in higher education through programs such as internships, cooperative education, and service-learning make strong claims for its value to students, colleges, and communities. But many mainstream academics either ignore or reject those claims, favoring more conventional forms of curriculum and teaching. Drawing on ethnographies of scores of student-interns and many years of professional practice, Moore tackles the controversy over whether first-hand experience is a legitimate and effective source of learning. He identifies both the pitfalls and the possibilities in engaged pedagogies and suggests conditions under which they might work best.
電子資源:	An electronic book accessible through the World Wide Web; click for information

Engaged learning in the academy[electronic resource] :challenges and possibilities /
Moore, David Thornton.

Engaged learning in the academychallenges and possibilities /[electronic resource] :David Thornton Moore. - New York :Palgrave Macmillan,2013. - 1 online resource.

Includes bibliographical references.

The paradox of experiential learning in higher education -- A theoretical framework -- Analyzing the curriculum of experience -- Comparing curricula; academic and experiential -- Discovering the pedagogy of experience -- Pedagogy in school and field -- Experiential pedagogies in school -- Institutional mission(s) and engaged learning.

Advocates of engaged learning in higher education through programs such as internships, cooperative education, and service-learning make strong claims for its value to students, colleges, and communities. But many mainstream academics either ignore or reject those claims, favoring more conventional forms of curriculum and teaching. Drawing on ethnographies of scores of student-interns and many years of professional practice, Moore tackles the controversy over whether first-hand experience is a legitimate and effective source of learning. He identifies both the pitfalls and the possibilities in engaged pedagogies and suggests conditions under which they might work best.

ISBN: 9781137025197 (electronic bk.)

Source: 581927Palgrave Macmillanhttp://www.palgraveconnect.comSubjects--Topical Terms:

528287
Learning by discovery.
Index Terms--Genre/Form:

336502
Electronic books.

LC Class. No.: LB1067 / .M66 2013

Dewey Class. No.: 370.15/23

Engaged learning in the academy[electronic resource] :challenges and possibilities /
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020 $a 1137025190 (electronic bk.)
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035 $a ocn834123733
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245 1 0 $a Engaged learning in the academy $h [electronic resource] : $b challenges and possibilities / $c David Thornton Moore.
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300 $a 1 online resource.
504 $a Includes bibliographical references.
505 0 $a The paradox of experiential learning in higher education -- A theoretical framework -- Analyzing the curriculum of experience -- Comparing curricula; academic and experiential -- Discovering the pedagogy of experience -- Pedagogy in school and field -- Experiential pedagogies in school -- Institutional mission(s) and engaged learning.
520 $a Advocates of engaged learning in higher education through programs such as internships, cooperative education, and service-learning make strong claims for its value to students, colleges, and communities. But many mainstream academics either ignore or reject those claims, favoring more conventional forms of curriculum and teaching. Drawing on ethnographies of scores of student-interns and many years of professional practice, Moore tackles the controversy over whether first-hand experience is a legitimate and effective source of learning. He identifies both the pitfalls and the possibilities in engaged pedagogies and suggests conditions under which they might work best.
588 $a Description based on print version record.
650 0 $a Learning by discovery. $3 528287
650 0 $a Experiential learning. $3 386523
650 0 $a Education, Higher. $3 338813
655 7 $a Electronic books. $2 local $3 336502
710 2 $a Palgrave Connect (Online service) $3 370384
776 0 8 $i Print version: $a Moore, David Thornton. $t Engaged learning in the academy $z 9781137025180 $w (DLC) 2012038635 $w (OCoLC)816316540
856 4 0 $3 Palgrave Connect $u http://www.palgraveconnect.com/doifinder/10.1057/9781137025197 $z An electronic book accessible through the World Wide Web; click for information
938 $a EBL - Ebook Library $b EBLB $n EBL1161341
938 $a Ingram Digital eBook Collection $b IDEB $n cis25154717
994 $a C0 $b TEF

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