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Apprendre autrement: Pourquoi et comment
16 references·0 citing·35 second hop
Apprendre autrement: Pourquoi et comment (2004)Apprendre autrement: Pourquoi et commentAction learning : a guide for professional, management, and educational development (1995)Action learning : a guide for…Educating professionals: Responding to new expectations for competence and accountability (1994)Educating professionals: Resp…A frame of reference for psychology. (1994)A frame of reference for psyc…"Psychology" or "the psychological studies"? (1993)"Psychology" or "the psycholo…Redefining the science-practice relationship and professional training. (1992)Redefining the science-practi…40 years later: Is the Boulder model still alive? (1992)40 years later: Is the Boulde…Liberal education, study in depth, and the arts and sciences major: Psychology. (1991)Liberal education, study in d…Rebuilding the ship at sea: The historical and theoretical problems of constructionist epistemologies in psychology. (1990)Rebuilding the ship at sea: T…Psychology at a crossroads. (1990)Psychology at a crossroads.Grounded theory: A promising approach to conceptualization in psychology? (1988)Grounded theory: A promising …Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions (1987)Educating the Reflective Prac…Educating the reflective practitioner (1987)Educating the reflective prac…Experiential Learning : Experience as the Source of Learning and Development (1983)Experiential Learning : Exper…The origins and growth of action learning (1982)The origins and growth of act…The Future of Operational Research is Past (1979)The Future of Operational Res…Theory in Practice: Increasing Professional Effectiveness. (1976)Theory in Practice: Increasin…The Structure of Scientific Revolutions (1963)Judgment under Uncertainty: Heuristics and Biases (1975)The Reflective Practitioner: How Professionals Think in Action (1985)Teachers' Prior Experiences and Actual Perceptions of Professional Identity (1995)A Model of Work-Based Learning (1997)Toward an Epistemology of Practice (2007)The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)Qualitative Research for Education: An Introduction to Theory and Methods (1997)Comparing qualitative research methodologies for systemic research: the use of grounded theory, discourse analysis and narrative analysis (2005)Meta-analysis of qualitative studies: A tool for reviewing qualitative research findings in psychotherapy (2008)Psychotherapy change process research: Realizing the promise (2010)Action Research for Management Research (1996)Knowledge‐enabled customer relationship management: integrating customer relationship management and knowledge management concepts[1] (2003)An Overview of the Methodological Approach of Action Research (2008)Strategic management: an evaluation of the use of three learning methods (2002)The Reflective Practitioner: Reaching for Excellence in Practice (2005)The impact of executive coaching on self‐efficacy related to management soft‐skills (2010)Reflection in teacher education: Towards definition and implementation (1995)Adding It Up: Helping Children Learn Mathematics (2013)Conducting Educational Design Research (2018)A Scientific Methodology for MIS Case Studies (1989)Tentative guidelines to help choosing an appropriate MCDA method (1998)10 Sociomateriality: Challenging the Separation of Technology, Work and Organization (2008)Stories of Experience and Narrative Inquiry (1990)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)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)Defining Preparation and Professional Development for the Future (2002)Le concept de recherche collaborative : l’idée d’un rapprochement entre chercheurs universitaires et praticiens enseignants (2007)Educators of educators: their goals, perceptions and practices (2010)Strategy formulation processes: Differences in perceptions of strength and weaknesses indicators and environmental uncertainty by managerial level (1987)Reflection: a necessary but not sufficient condition for professional development (1993)Schon Shock: a case for refraining reflection‐in‐action? (1995)
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References

  • 1983Experiential Learning : Experience as the Source of Learning and Development33,193 cited
  • 1987Educating the reflective practitioner11,394 cited
  • 1987Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions6,908 cited
  • 1979The Future of Operational Research is Past1,077 cited
  • 1982The origins and growth of action learning727 cited
  • 1976Theory in Practice: Increasing Professional Effectiveness.680 cited
  • 1988Grounded theory: A promising approach to conceptualization in psychology?449 cited
  • 1995Action learning : a guide for professional, management, and educational development283 cited
  • 1992Redefining the science-practice relationship and professional training.245 cited
  • 1994Educating professionals: Responding to new expectations for competence and accountability109 cited
  • 1993"Psychology" or "the psychological studies"?105 cited
  • 1991Liberal education, study in depth, and the arts and sciences major: Psychology.93 cited
  • 199240 years later: Is the Boulder model still alive?56 cited
  • 1994A frame of reference for psychology.43 cited
  • 1990Psychology at a crossroads.34 cited

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  • 1990Rebuilding the ship at sea: The historical and theoretical problems of constructionist epistemologies in psychology.22 cited
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