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Books on the topic 'Kolb's experiential learning theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Hayward, M. J. David Kolb's experiential learning theory: An exegesis and critical evaluation. Birmingham: University of Birmingham, 1992.

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2

Baker, H. Eugene. Experiential exercises in organization theory. Englewood Cliffs, N.J: Prentice Hall, 1995.

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3

A handbook of reflective and experiential learning: Theory and practice. London: RoutledgeFalmer, 2004.

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4

Moon, Jennifer A. A handbook of reflective and experiential learning: Theory and practice. New York: RoutledgeFalmer, 2004.

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5

Baker, H. Eugene. Experiential exercises in organization theory and design. Mason, OH: Thomson South-Western, 2004.

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6

Peter, Jarvis. Towards a comprehensive theory of human learning. London : New York: Routledge, 2006.

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7

Beginning with ourselves in practice, theory, and human affairs. Cambridge, MA: Brookline Books, 1987.

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8

Varela, Francisco J. Conocer: Las ciencias cognitivas : tendencias y perspectivas : cartografia de las ideas actuales. Barcelona: Gedisa, 1990.

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9

Weatherford, David E. A review of theory and research found in selected experimental education, life skill development, and 4-H program impacts literature. [Raleigh, N.C.?]: North Carolina Agricultural Extension Service, 1987.

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10

Lasting lessons: A teacher's guide to reflecting on experience. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, 1992.

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11

Service-learning in theory and practice: The future of community engagement in higher education. New York: Palgrave Macmillan, 2010.

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12

Schön, Donald A. Le praticien réflexif: À la recherche du savoir caché dans l'agir professionnel. Montréal: Éditions Logiques, 1994.

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13

Beginning reflective practice. Cheltenham: Nelson Thornes, 2003.

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14

Hickcox, Leslie K. An historical review of Kolb's formulation of experiential learning theory. 1990.

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15

Rollo, James Michael. Kolb's theory of experiential learning compared with the perceived needs of reentry students at large public universities. 1986.

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16

Rayment, Kenneth William. Kolb's experiential learning theory: A critical appraisal with a practical application to MBA students. Bradford, 1988.

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17

Theory Experiential Learning. Kendall/Hunt Publishing Company, 2002.

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18

Perspectives on experiential learning: Kolb's model and implications for extension. 1994.

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19

Experiential Exercises in Organizational Theory and Design. 2nd ed. South-Western College Pub, 2006.

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20

Warner, Weil Susan, McGill Ian, Society for Research into Higher Education., and International Conference on Experiential Learning (1st : 1987 : London, England), eds. Making sense of experiential learning: Diversity in theory and practice. [Guildford, England]: Society for Research into Higher Education, 1989.

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21

Ewert, Alan, and Jim Sibthorp. Outdoor Adventure Education: Foundations, Theory, and Research. Human Kinetics, 2014.

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22

Outdoor Adventure Education: Foundations, Theory and Research. Human Kinetics, 2014.

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23

E, Smith Thomas, ed. The Theory and practice of challenge education. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1992.

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24

Conocer: las ciencias cognitivas: tendencias y perspectivas. Cartografía de las ideas actuales. Barcelona, España: Gedisa, 2005.

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25

Conocer. Gedisa Editorial, 1992.

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26

Gender, Experience, and Knowledge in Adult Learning: Alisoun's Daughters. Taylor & Francis Group, 2015.

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27

Michelson, Elana. Gender, Experience, and Knowledge in Adult Learning: Alisoun's Daughters. Taylor & Francis Group, 2015.

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28

Seligman, Martin E. P., and Roy F. Baumeister. Homo Prospectus. Oxford University Press, 2016.

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29

The enhancement of containment theory variables through the application of an adventure based experiential learning program. 1988.

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30

The enhancement of containment theory variables through the application of an adventure based experiential learning program. 1990.

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31

Thompson, Neil, and Sue Thompson. The Critically Reflective Practitioner. Red Globe Press, 2018.

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32

Servicelearning In Theory And Practice The Future Of Community Engagement In Higher Education. Palgrave MacMillan, 2010.

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33

(Editor), Michael Reynolds, and Russ Vince (Editor), eds. Organizing Reflection. Ashgate Publishing, 2004.

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34

Le praticien réflexif. Logiques Editions, 1997.

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35

Sherman, Jessica. Using aesthetic and experiential education to promote health in the writing classroom: Problems and possibilities. 2005.

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36

Albert, Craig Douglas. Teaching International Relations Theory. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.312.

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International relations (IR) theory is favorably described in almost every syllabus since 1930. The most important questions asked were: “What is theory?” and “Is there a reason for IR theory?” The most widely used texts all focus on the first question and suggest, among others, that IR theory is “a way of making the world or some part of it more intelligible or better understood.” We can gauge where the teaching of IR theory is today by analyzing a sample of syllabi from IR scholars serving on the Advisory Board of the International Studies Association’s (ISA) Compendium Project. These syllabi reveal some trends. Within the eight undergraduate syllabi, for example, a general introduction to IR theory is taught in four separate classes. Among the theories discussed in different classes are realism, classical realism, neo-realism, Marxism and neo-Marxism, world-systems theory, imperialism, constructivism, and international political economy. Novel methods for teaching IR theory include the use of films, active learning, and experiential learning. The diversity of treatments of IR theory implied by the ISA syllabi provides evidence that, with the exception of the proliferation of perspectives, relatively little has changed since the debates of the late 1930s. The discipline lacks much semblance of unity regarding whether, and how, to offer IR theory to students. Nevertheless, there have been improvements that are likely to continue in terms of the ways in which theories may be presented.

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37

James, Calderhead, and Gates Peter, eds. Conceptualizing reflection in teacher development. London: Washington, D.C., 1993.

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38

Beginning Reflective Practice. Cengage Learning, 2013.

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39

Jasper, Melanie. Beginning Reflective Practice: Foundations in Nursing and Health Care (Foundations in Nursing & Health Care). Nelson Thornes, 2003.

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40

Beginning Reflective Practice. Cengage Learning, 2013.

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41

Thiele, Leslie Paul, and Seaton Tarrant. Environmental Political Theory’s Contribution to Sustainability Studies. Edited by Teena Gabrielson, Cheryl Hall, John M. Meyer, and David Schlosberg. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199685271.013.42.

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In this chapter, we examine the relationship between environmental political theory and the development of sustainability studies within US higher education. We assess the incorporation of environmental political theory authors in sustainability classrooms and the extent to which environmental political theory and sustainability studies classrooms engage in experiential, skills-based learning. We situate this pedagogy as an extension of the tradition of the liberal arts, especially as developed by John Dewey, and effectively, as citizenship skill development for democratic societies. To teach twenty-first-century citizenship skills, we maintain, is to teach sustainability skills. This entails educating and empowering students to grapple intellectually and practically with the interdependent social, environmental, and economic challenges that define their current circumstances and future prospects. Environmental political theory can and should become more relevant to sustainability studies programs, primarily by strengthening its mission of engaged theory through the cultivation of experiential learning opportunities.

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42

Page, Tara. Placemaking. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474428774.001.0001.

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‘Where are you from?’ This question often refers to someone’s birthplace, childhood home or a place that holds significance. The location that is offered in response to this question is more than a means of orientation; it is a lived place that has complex meanings that identify and are learned. The significance of place and belonging to our lives is often overlooked, yet it is key to understanding who we are, both individually and collectively. Through embodied and material practice research, underpinned with theories of new materialism, Tara Page enables us to learn and understand how our ways of knowing, making and learning place are entangled with embodied and materials pedagogies. This creative and multi-dimensional assemblage brings together the global with the local, practice with theory and demonstrates the complex pedagogy between bodies, places and everyday social relations of power revealing that placemaking is the very experiential fact of our existence but is also a necessary one.

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43

Conoley, Collie W., and Michael J. Scheel. Goal Focused Positive Psychotherapy. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190681722.001.0001.

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Goal Focused Positive Psychotherapy presents the first comprehensive positive psychology psychotherapy model that optimizes well-being and thereby diminishes psychological distress. The theory of change is the Broaden-and-Build Theory of positive emotions. The therapeutic process promotes client strengths, hope, positive emotions, and goals. The book provides the foundational premises, empirical support, theory, therapeutic techniques and interventions, a training model, case examples, and future directions. A three-year study is presented that reveals that Goal Focused Positive Psychotherapy (GFPP) was as effective as cognitive-behavioral therapy and short-term psychodynamic therapies, which fits the meta-analyses of therapy outcome studies that no bona fide psychotherapy achieves superior outcome. However, GFPP was significantly more attractive to the clients. Descriptions are provided of the Broaden-and-Build Theory, therapy goals based upon clients’ values and personal meaning (i.e., approach goals and intrinsic goals), identification and use of clients’ personal strengths (including client culture), centrality of hope and hope theory, the implicit theory of personal change or the growth mindset, and finally Self-Determination Theory. The techniques and interventions of GFPP as well as the importance of the therapist’s intentions during therapy are presented. GFPP focuses upon the client and relationship while not viewing psychotherapy as a set of potent scripted treatments that acts upon the client. Goal Focused Positive Supervision is presented as a new model that supports the supervisee’s strength-based self-definition rather than a pathological one or deficit orientation. Training that includes the experiential learning of GFPP principles is underscored.

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