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003			SIRSI
005			20160812084544.0
007			cr nn 008mamaa
008			110103s2011 ne | s |||| 0|eng d
020			_a9789400702714 _9978-94-007-0271-4
040			_cMX-MeUAM
050		4	_aLC1051-1072
050		4	_aLC1041-1048
082	0	4	_a370.113 _223
100	1		_aHafler, Janet P. _eeditor.
245	1	0	_aExtraordinary Learning in the Workplace _h[recurso electrónico] / _cedited by Janet P. Hafler.
264		1	_aDordrecht : _bSpringer Netherlands, _c2011.
300			_aXX, 212 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aInnovation and Change in Professional Education ; _v6
505	0		_aOVERVIEW, Janet P. Hafler -- I — CURRICULUM -- Chapter 1: Conceptual Perspectives and the Formal Curriculum, Ilene B. Harris -- Chapter 2: The Hidden Curriculum, Structural Disconnects, and the Socialization of New Professionals, Frederic W. Hafferty, Janet P. Hafler -- II — LEARNING AND INSTRUCTION -- Chapter 3: Theories of Learning for Workplace Education, Ilene B. Harris -- Chapter 4: Instructional Theory and Design: Practices for Workplace Learning, Beverly W. Henry, Kathleen F. Malu -- III — ASSESSMENT -- Chapter 5: Conceptual Perspectives: Emerging Changes in the Assessment Paradigm for Professionals, Robert Galbraith, Stephen G. Clyman, Donald E. Melnick -- Chapter 6: Assessment: Practical Strategies Applied to the Professions, Maurice Clifton, Elza Mylona -- IV — IMPLEMENTATION -- Chapter 7: Faculty Development for Workplace Instructors, Marilla D. Svinicki, LuAnn Wilkerson, Chapter 8: Envisioning the Future, Bridget O’Brien.
520			_aThe contributing authors of this multidisciplinary text agree that workplace learning truly is extraordinary when it is marked by structural congruence and a positive synergy among the intended and formal preparation of professionals, that tacit learning occurs within the hidden curriculum, and that the subsequent demands, both formal and tacit, are embedded in subsequent workplace settings. Thus, for this text, these authors explore research and practice literature related to curriculum, instruction and assessment of professionals’ learning in the workplace and the implications for best practices. But what makes this book truly unique is that the authors examine that literature in the context of four professions—education, nursing, medicine and clergy—at the point of those professions wherein students are learning during the degree program stages of their education. Extraordinary Learning in the Workplace is broken into four main sections. Part I explores curriculum, both formal and hidden. Part II focuses on conceptions and theories of learning and instruction and is intended to inform the work of educators with regard to components of professional education that occur in the practice settings of the workplace. Part III covers assessment, using medicine as its example to argue that assessment has remained largely unchanged for years, thus making the multiple choice questions tests introduced in the 1950s the de facto gold standard for “quality” assessment. And Part IV focuses on the training of the instructors, visiting the three key themes of relationships, activities or tasks, and work practices.
650		0	_aEducation.
650		0	_aCurriculum planning.
650	1	4	_aEducation.
650	2	4	_aProfessional & Vocational Education.
650	2	4	_aLearning & Instruction.
650	2	4	_aCurriculum Studies.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789400702707
830		0	_aInnovation and Change in Professional Education ; _v6
856	4	0	_zLibro electrónico _uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-94-007-0271-4
596			_a19
942			_cLIBRO_ELEC
999			_c206146 _d206146