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Anna Craft 《Curriculum Journal》2013,24(1):125-136
This article explores relationships between Neuro-linguistic Programming - a growing school of thought and practice - and established learning theory, drawing a distinction between models, strategies and theories. Some evaluative comments are made about the coherence of Neuro-linguistic Programming as it currently stands, both in terms of its internal consistency, and in relation to established learning theories. In relation to its internal structure, questions are asked as to how far copying an expert's behaviour can really lead a learner to becoming an expert, and about the lack of attention within the theory given to the domain of application. Two other important areas are examined: the dissonance between the claim that Neuro-linguistic Programming caters to individuality in learning while also proposing a view that learning is best done experientially; and a specific aspect of the theory, named the ‘logical levels’, asking whether learners are really as predictable and as subject to cause/effect as this theory would suggest. Finally,the epistemological basis of Neurolinguistic Programming is questioned. It is argued that, though Neuro-linguistic Programming has begun to make an impact in education, it remains a set of strategies rather than a theory or a model, and these internal inconsistencies need to be addressed if it is to have a place among the dominant learning theories of our age. 相似文献
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Böje Holmberg, Theory and Practice of Distance Education, 2nd edition, (London and New York: Routledge, 1995, 246 pp., $75.00). 相似文献
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This paper offers analysis and evaluation of ‘Creative Science Teaching (CST) Labs III’, a unique and immersive approach to science teachers’ continuing professional development (CPD) designed and run by a London-based organisation, Performing Arts Labs (PAL), involving specialists from the arts, science and technology as integral. Articulating the key features of the experience and its perceived influences and by setting these in the wider context of the literatures in continuing professional development and creative teaching and learning, the paper seeks to demonstrate novel dimensions that this initiative has to offer CPD in creative teaching and the ensuing learning, highlighting key questions for further developing these new dimensions. 相似文献
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This study is concerned with decision making in child abuse investigations. The study used an experimental design to investigate the effects of four case factors that influence child protective service workers' and attorneys' dispositions choices in alleged cases of physical child abuse. The factors were: the physical injury, mild or serious; previous report of child abuse, yes or no; parental reaction, positive or negative; and parental admission of involvement with injury, admit or deny. The main findings were: Attorneys had a tendency to recommend court intervention, while protective workers had a tendency not to recommend court action; and all four case factors had a significant effect on the disposition choices for both professional groups, although injury and previous report accounted for a larger proportion of the variance. 相似文献
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This study examines how American newspapers made sense of the issue of fake news. By analysing newspaper editorials and considering the problem of fake news as a critical incident confronting journalism, this study found that news organizations in the US recognize fake news as a social problem while acknowledging the challenge in defining it. They generally considered fake news as a social media phenomenon thriving on political polarization driven by mostly ideological, but sometimes also financial, motivations. Therefore, they assigned blame for the rise of fake news to the current political environment, to technological platforms Google and Facebook, and to audiences. 相似文献
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Lisa Wirihana Anthony Welch Moira Williamson Martin Christensen Judy Craft 《Journal of Higher Education Policy & Management》2017,39(3):307-319
There is a great deal of literature surrounding the needs of regional Australia. This integrative review of the literature focuses on the experience of nursing academics teaching on a satellite campus, many of which are located in regional Australia. Four themes were identified: (1) challenges specific to regional satellite campuses, (2) student characteristics, (3) student experiences and (4) the academics’ experiences. These themes identified not only significant benefits but also considerable challenges to the provision of higher education on regional university campuses. The experience of nursing academics and indeed their students is remarkably different from the experience of their metropolitan counterparts, and therefore the local context needs to be considered in regional education provision. Australian regional nursing academics need to be multi-skilled to address the workload and social inequity in support service provision. 相似文献