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Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99
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Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99 (2015)Curriculum development for the workplace …Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics (2018)Cognitive Apprenticeship: Tea…Mimetic Learning at Work (2014)Mimetic Learning at WorkWorkplace-based assessment as an educational tool: AMEE Guide No. 31 (2007)Workplace-based assessment as…Orienting Teaching Toward the Learning Process (2004)Orienting Teaching Toward the…Assessment Crisis: The Absence of Assessment for Learning (2002)Assessment Crisis: The Absenc…Task Analysis Methods for Instructional Design (1998)Task Analysis Methods for Ins…Qualitative Research: Consensus methods for medical and health services research (1995)Qualitative Research: Consens…An Integrative Model Of Organizational Trust (1995)An Integrative Model Of Organ…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Situated Learning (1991)Situated LearningEffectiveness of Mastery Learning Programs: A Meta-Analysis (1990)Effectiveness of Mastery Lear…Situated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…Cognitive Apprenticeship (1988)Cognitive ApprenticeshipLearning in the workplace (1987)Learning in the workplaceNominal Group Technique: A process for initiating curriculum development in higher education (1983)Nominal Group Technique: A pr…Experiential Learning : Experience as the Source of Learning and Development (1983)Experiential Learning : Exper…Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)The Psychology of Written Composition (1989)Handbook of reading research (1991)Objectivism versus constructivism: Do we need a new philosophical paradigm? (1991)Scaffolding in Teacher–Student Interaction: A Decade of Research (2010)A Theory of Goal Setting and Task Performance (1991)Effects of feedback intervention on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)The Power of Feedback (2007)Criteria for good assessment: Consensus statement and recommendations from the Ottawa 2010 Conference (2011)A model for programmatic assessment fit for purpose (2012)Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2016)Theory of the firm: Managerial behavior, agency costs and ownership structure (1976)The Evolution of Cooperation (1981)Economic Action and Social Structure: The Problem of Embeddedness (1985)Not So Different After All: A Cross-Discipline View Of Trust (1998)Psychological Safety and Learning Behavior in Work Teams (1999)Trust and TAM in Online Shopping: An Integrated Model1 (2003)Inside the Black Box: Raising Standards through Classroom Assessment (2010)Formative Assessment: Assessment Is for Self-regulated Learning (2012)Are badges useful in education?: it depends upon the type of badge and expertise of learner (2013)Knowing What Students Know: The Science and Design of Educational Assessment (2013)A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education (2020)Mental Models (1983)What Video Games Have to Teach Us about Learning and Literacy (2004)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Managing the learning process (1983)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)The ‘digital natives’ debate: A critical review of the evidence (2008)A Group Process Model for Problem Identification and Program Planning (1971)Consensus methods: characteristics and guidelines for use. (1984)Qualitative Research: Introducing focus groups (1995)Assessing Bias in Studies of Prognostic Factors (2013)COSMIN guideline for systematic reviews of patient-reported outcome measures (2018)PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation (2018)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)A threat in the air: How stereotypes shape intellectual identity and performance. (1997)Problem-Based Learning: What and How Do Students Learn? (2004)The Four-Phase Model of Interest Development (2006)Focus on Formative Feedback (2008)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)What video games have to teach us about learning and literacy (2003)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 1983Experiential Learning : Experience as the Source of Learning and Development33,193 cited
  • 1995An Integrative Model Of Organizational Trust22,324 cited
  • 1989Situated Cognition and the Culture of Learning13,635 cited
  • 2018Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics3,688 cited
  • 1995Qualitative Research: Consensus methods for medical and health services research3,469 cited
  • 1988Cognitive Apprenticeship1,299 cited
  • 2007Workplace-based assessment as an educational tool: AMEE Guide No. 31996 cited
  • 2002Assessment Crisis: The Absence of Assessment for Learning891 cited
  • 1990Effectiveness of Mastery Learning Programs: A Meta-Analysis591 cited
  • 1998Task Analysis Methods for Instructional Design349 cited
  • 1987Learning in the workplace258 cited
  • 2004Orienting Teaching Toward the Learning Process221 cited
  • 1983Nominal Group Technique: A process for initiating curriculum development in higher education101 cited
  • 2014

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Mimetic Learning at Work
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