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Subject-Specific Learning Versus Jewish-Developmental Outcomes in Jewish Education: What Should We Aim For? [chapter]

Jeffrey S. Kress, Jon A. Levisohn, Jon A. Levisohn, Jeffrey Kress
2019 Advancing the Learning Agenda in Jewish Education  
When my kids were taking karate, it was crystal clear what they were supposed to be learning, and crystal clear, too, when they had learned it.  ...  In other words, it's a desired outcome, but it's what I would call a "developmental" outcome, not a domain-specific outcome.  ... 
doi:10.1515/9781618117540-012 fatcat:ibnowccchngr3inxhcqb67anrm

Page 346 of Journal of Business and Technical Communication Vol. 16, Issue 3 [page]

2002 Journal of Business and Technical Communication  
I had to learn different ways of writing that often were at odds with what I learned in college and what I taught my students.  ...  abstract knowledge and that what they learned was necessary to further the goals of the organization—not just “’knowledge for knowl- edge’s sake’” (81).  ... 

Measuring Significant Learning through a Personal Leadership Transformation Assignment in an Undergraduate Leadership Course

Summer Odom, Valerie McKee, Allison Dunn
2017 Journal of Leadership Education  
A content analysis of 24 student reflections was used to analyze the six domains of learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn.  ...  The purpose of this study was to measure undergraduate students' significant learning after the completion of a PLTA in a personal leadership course and reflection about the experience.  ...  A recommendation for further study would be to analyze the "tweets" made by students throughout the three-week time period to gain a more holistic view of the learning taking place through this pedagogy  ... 
doi:10.12806/v16/i3/r3 fatcat:vt7vlyadi5bobbcot2bgkk3wz4

Interrelations, transitions, and experiential outcomes are the main domains to lay the foundation and maximum learning in Architectural Design Studio

ISMITA SINGH
2018 Zenodo  
, specifically focusing on how students learn and experience learning in learning environment.  ...  How students interact with one another, both academically and socially, is an example of a theme that can be categorized under interrelations.  ...  Everything becomes a little more… real. Stuff becomes a lot less about theory and a lot more about actual projects That was when I figured out how to work for myself.  ... 
doi:10.5281/zenodo.5417682 fatcat:4rif54yxmvchfeq7wen43yyuem

Domains of learning

Robert M. Gagné
1972 Interchange: A Quarterly Review of Education  
Age deserves further consideration to show not only what the differences in learning are but why they may be expected to occur.  ...  Also, in identifying domains of learning, he recognizes that each requires different techniques for assessment of learning outcomes.  ...  was one and the same, regardless of what was being learned.  ... 
doi:10.1007/bf02145939 fatcat:q6mt2tnchrcq3h4uwgnmv7pafe

Exploring the relation between work domains and work-related learning: the case of the Dutch police force

Anja J. Doornbos, S. Bolhuis, E. Denessen
2004 International Journal of Training and Development  
Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn.  ...  The principal aim of this study is to explore the relations between work domains and the work-related learning of workers.  ...  How did you get to be a better policeman? What was your role in the work situation (e.g., personal interest? team learning? guidance?).  ... 
doi:10.1111/j.1360-3736.2004.00207.x fatcat:lozgosicg5bp3i5affduz7t3xa

A Way to Implement the Neo-Vygotskian Theoretical Learning Approach in the Schools

Yuriy V. Karpov
2013 International Journal of Pedagogical Innovations  
The steps in teaching students under this approach are as follows: a) promoting students' learning motivation in relation to the given topic; b) providing students with the subject-domain concepts; c)  ...  In contrast to Davydov's version of the theoretical learning approach, Galperin & Talyzina's version of this approach involves changes in how students are taught within the traditional curriculum rather  ...  To substantiate this idea, one of its proponents wrote: "If I am learning to become a blacksmith, I . . . don't read a ton of books about how to shoe a horse.  ... 
doi:10.12785/ijpi/010104 fatcat:k4ntykrpobfbzmhr63lojamty4

11. Possibility And Necessity [chapter]

2016 Glimpses of Oneida Life  
A psychologist exploring such a simulation might notice obstacles to learning, and patterns in how learning occurs in this domain.  ...  I am offering a "rational reconstruction", which I hope is in the spirit of what he was trying to do, namely, understanding development as a biological process with some (hard to specify) invariant features  ...  Questions about Piaget I do not know the answers to these questions: Did Piaget ever list systematically, in a generative form, how the various problems he considered within a domain could vary, and why  ... 
doi:10.3138/9781442622753-024 fatcat:wvx6s4pbczglfijtan275r3vtm

Association of Cognitive, Affective, Psychomotor and Intuitive Domains in Education, Sönmez Model

Veysel Sönmez
2017 Universal Journal of Educational Research  
Findings and Results: A high level of significant and positive correlation was found between cognitive, psychomotor, affective and intuitive learning outcomes.  ...  That means when an individual learns a cognitive behavior he/she also learns other associated psychomotor, affective, and intuitive behaviors. Leaning is codded into four domains altogether.  ...  This is what my profession requires. The more I learn the more I want to learn. Especially when I cure a patient, I become very happy.  ... 
doi:10.13189/ujer.2017.050307 fatcat:mkqykpi5h5cydkq3thadl25lka

The Problem of Models and Modeling: One Teacher's Solution

Aviva B Dorfman
2008 Networks An Online Journal for Teacher Research  
When I received their first draft, I looked for the unit to be broken down by a description of the learning experiences in each domain, wondering, "What will children be doing that supports their personal  ...  If you organize your unit by learning goals, content, or class schedule, for each activity or learning experience show what domains and specific learning goals within the domains are being addressed.  ...  Appendix A The following is an adaptation of the full assignment sheet that I currently use in the methods course. The text includes changes that reflect the solution to the modeling dilemma.  ... 
doi:10.4148/2470-6353.1117 fatcat:ibqhhsmttrcuvlponr4fwspiii

Studying the development of learning and task motivation

Jacquelynne S. Eccles
2005 Learning and Instruction  
I discuss the difficulty in testing the hypothesis that ability self concepts influence developmental changes in learning and task motivation.  ...  I point to the following concerns: (1) the difficulty in conceptualizing and then measuring these concepts well; (2) the likely reciprocal relations among the key constructs (i.e., learning and task motivation  ...  We need to know more about these activity settings in order to design more ''captivating'' school learning experiences (see Eccles & Templeton, 2002 for some discussion of this issue).  ... 
doi:10.1016/j.learninstruc.2005.04.012 fatcat:7haazmr7ffbjffrzmq5xm5wite

In-service Science Teacher Professional Development

Niclas Åhman, Gunilla Gunnarsson, Inger Edfors
2015 Nordina: Nordic Studies in Science Education  
Funding of the study was provided by the research school LicFontD2 and the Linnaeus University.  ...  Structure Goal & purpose Content Teaching content Reflective approach How Why What Student knowledge Learning Understanding Student learning How Why T4: I think that would  ...  The third and fourth category encompassed records in which teachers emphasized the didactic questions what, why and how, i.e., the students' learning was mainly explicit.  ... 
doi:10.5617/nordina.2048 fatcat:rcxuegzrtjbkxm5o4qlf2sk4ya

Understanding Teacher Candidate Dispositions: Reflecting to Build Self-Awareness

Deborah L. Schussler, Lisa M. Stooksberry, Lynne A. Bercaw
2010 Journal of Teacher Education  
I thought that she wouldn’t really progress and I could write a paper on how her behavior was bad, and her home life was bad, . .. and this made her a learning disabled child.  ...  Jackie’s focus was on her own enthusiasm about the content. Later in the semester, she was disappointed at the students’ grades on a test. She lamented, “I don’t know what else I could have done.  ... 
doi:10.1177/0022487110371377 fatcat:5tcynhl76jf77adrqcc4pfkbwe

Supporting teachers to scaffold students' language for mathematical learning [chapter]

Farran Mackay, Jantien Smit, Arthur Bakker, Ronald Keijzer
2021 Diversity Dimensions in Mathematics and Language Learning  
It was in this conversation that the term "domain text" was first coined as a concretization to the more technical concept of a genre, where domain text was considered to be a prototypical text for a particular  ...  The third adaptation was to shift identifying the language for mathematical learning for a particular mathematical domain, to that for solving a particular mathematical problem within a domain.  ... 
doi:10.1515/9783110661941-020 fatcat:sq4xw3ac5vadpiiixx34nzipdi

Human action and social groups as the natural home of assessment: Thoughts on 21st century learning and assessment

James Paul Gee
2013 Educational Studies Moscow  
Assessment is an integral part of all human learning. This is its "natural home".  ...  Finally, I discuss the further formalization of assessment in systems of assessment used in schools.  ...  This is learning where no one is really clear what the domain is or how the classroom learning relates to any real domain. I don't want to discuss specific cases here.  ... 
doi:10.17323/1814-9545-2013-1-73-106 fatcat:sgwrt2cnhfetrlo5n5t4l6lhsu
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