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排序方式: 共有67条查询结果,搜索用时 15 毫秒
41.
Saul B. Robinsohn Franklin Parker Franz Hilker Gustaf Ögren Brian Holmes Marjorie L. Jenkins Eve Malmquist Sven Hilding Clare Burstall Karl Gerlicher Gilbert de Landsheere Ursula Schäfer Ann Dryland Nicholas Hans 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(2):232-254
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Saul Carliner 《Performance Improvement》2013,52(3):5-11
Although the current interest in informal learning seems recent, performance improvement professionals have long had an interest in informal learning‐the ways that people learn outside of formal structures. The earliest forms of learning for work were informal, including de facto and formal apprenticeship programs and the “school of life.” Contemporary interest began in the 1960s and 1970s with the rise of self‐directed learning. In the 1970s and 1980s, focus shifted to adult learning theory and human performance technology, both of which explore the roles of interventions other than classroom learning. The early 1990s brought two practical applications—electronic performance support systems and edutainment—followed by a third in the late 1990s—knowledge management. Discussions of informal learning arose in the 2000s. Each movement offers practical lessons for designing informal learning today. 相似文献
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Saul Tobias 《Culture, Theory & Critique》2013,54(3):302-320
AbstractThis essay discusses Nietzsche's tragic moral psychology and its significance for liberal political philosophy. In the essay, I sketch out what I view to be the basic features of Nietzsche's tragic psychology, which is strongly opposed to the Socratic and Stoic traditions, and I show how this perspective can be distinguished from the moral psychology that informs liberalism's position on issues such as personhood and political history. I conclude with a few suggestions for viewing Nietzsche's thought as a necessary corrective to a certain dogmatism that still inhabits liberal theory, in this way enabling liberal thought to conceptualise human nature and the human good in more creative and complex ways. 相似文献
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Leigh Ann Haefner Carla Zembal‐Saul 《International Journal of Science Education》2013,35(13):1653-1674
This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science investigations and teaching inquiry‐oriented science influence prospective elementary teachers' understanding of science and science learning and teaching? Eleven prospective elementary teachers participated in this qualitative, multi‐participant case study. Constant comparative analysis strategies attempted to build abstractions and explanations across participants around the constructs of the study. Findings suggest that engaging in scientific inquiry supported the development more appropriate understandings of science and scientific inquiry, and that prospective teachers became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include careful consideration of learning experiences crafted for prospective elementary teachers to support the development of robust subject matter knowledge. 相似文献
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This article explores long‐term trends in spending using data compiled from the Training magazine Annual Industry Survey from 1982 through 2008. It builds on literature that proposes spending on training is an investment that yields benefits—and that offers methods for demonstrating it. After adjusting for inflation, aggregate spending on training rose 1.5% between 1986 and 2008. Inflation‐adjusted spending on training staff fell 14%, although inflation‐adjusted spending on outside products and services increased 237%. Spending on training fell in all but two job categories. Findings support the belief that spending on training is falling but suggest that this is a sustained and systemic drop rather than a temporary response to an economic crisis. Also, expenditures on internal training resources have fallen, while spending on external resources has risen. A key limitation of this study is that it relies solely on data from the Training Annual Industry Survey. 相似文献
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Saul Friedlander 《海外英语》2008,(11):45
这是弗里德兰德尔的第二部有关第二次世界大战历史的著作.弗里德兰德尔先生现年75岁.在他的这部著作中,他糅舍当时杂志和书信等相关资料,描写纳粹的残暴行径.弗里德兰德尔指出,"通常有关二战的历史都是根据德国的档案文件来描述的".弗里德兰德尔出生于布拉格.1939年逃往法国,1948年移居以色列.他现在在洛杉矶的加利福尼亚大学讲授历史. 相似文献
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