ISSN:1044-8004    

DOI:10.1002/hrdq.3920070402

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1996

数据来源: WILEY

摘要:

AbstractBoundary management is a challenge in all forms of participant observation. Here the authors explore considerations that they believe are unique to participant observation research within Action Reflection Learning™ (ARL™) programs. The authors hypothesize that field researchers' efforts to manage boundaries bear some similarities to a key phenomenon of the program itself, that is, learning takes place as a result of reflection informed by an outsider's perspective. The researcher's role is given the label of sophisticated barbarian because researchers have some specialized knowledge and can thus ask some sophisticated questions. Yet, because they maintain some distance from the existing group's culture and mindset, they may ask some questions that seem barbaric to insid

ISSN:1044-8004    

DOI:10.1002/hrdq.3920070403

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1996

数据来源: WILEY

ISSN:1044-8004    

DOI:10.1002/hrdq.3920070404

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1996

数据来源: WILEY

摘要:

AbstractIn my role as a human resource development (HRD) faculty member, I often feel that students perceive my teaching of instructional systems design and program evaluation much like a play within a play. In other words, as 1 teach about teaching others, my students silently critique and sometimes assimilate what I do. For this reason, I have become keenly sensitive to the importance of modeling effective teaching and learning practices in the classroom. In a continuous effort to find ways to enhance my teaching and my students' critical reflection and learning, I decided to undertake a research study to examine the ways in which critical incidents affect learning experiences (Brookfield, 1995). The critical incident method asks students to respond to a set of evaluative questions each week of the course. The instructor then reads and summarizes the responses and returns the summaries to the students during the following class period. At that time they are discussed and possible changes in the course are negotiated.

ISSN:1044-8004    

DOI:10.1002/hrdq.3920070405

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1996

数据来源: WILEY

摘要:

AbstractThis study examines the relationship between readiness for self‐directed learning as measured by the Self‐Directed learning Readiness Scale (SDLRS) and occupational categories at a large manufacturing firm. The sample consisted of 607 respondents who included managers and nonmanagers. Nine occupational categories were examined. ANOVA tests resulted in statistically significant differences among the mean SDLRS scores below the .001 level The highest mean scores were in the sales area. Managers scored significantly higher than nonmanagers at the .005 le

ISSN:1044-8004    

DOI:10.1002/hrdq.3920070406

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1996

数据来源: WILEY

ISSN:1044-8004    

DOI:10.1002/hrdq.3920070407

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1996

数据来源: WILEY

ISSN:1044-8004    

DOI:10.1002/hrdq.3920070408

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1996

数据来源: WILEY

ISSN:1044-8004    

DOI:10.1002/hrdq.3920070409

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1996

数据来源: WILEY

ISSN:1044-8004    

DOI:10.1002/hrdq.3920070410

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1996

数据来源: WILEY

ISSN:1044-8004    

DOI:10.1002/hrdq.3920070411

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1996

数据来源: WILEY