| Papers [1-15] of 37 :: [Page 1 of 3] | | Go to page : 1 2 3 —> | Search results on "EXPERIENTIAL EDUCATION": |
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Experiential Education, 2006.
This paper explains the concept of experiential education and examines some of the challenges related to this form of education.
1,350 words (approx. 5.4 pages), 4 sources, $ 53.95
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Abstract
This paper explains that experiential education theory includes nature study, outdoor education, conservation and sustainability education. The paper also notes that experiential education began at the local level but now the focus is on the national and global levels. The paper goes on to discuss the challenge of applying this form of education locally and globally as well as the fact that the movements for social and for environmental justice are interdependent.
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Adult Education, 2005.
Takes the position that experiential learning in adult education should be granted greater academic validity.
1,575 words (approx. 6.3 pages), 6 sources, APA, $ 55.95
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Abstract
This paper discusses adult education and the validity of experiential learning in adult education. The paper explains why work and life experiences are legitimate forms of learning that should be equated with formal education.
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Teacher Education Programs (TEP), 2006.
This paper is a literature review of current teacher education programs (TEP).
2,935 words (approx. 11.7 pages), 11 sources, APA, $ 86.95
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Abstract
This paper explains that the new direction in teacher education programs (TEP) set aside rote recall in favor of understanding and application, giving consideration to the different backgrounds of student teachers, their varied learning capacities and their individual experiences and needs. The author points out that TEPs are using the innovative method of authentic assessment, which essentially assesses the teaching readiness of student teachers based on actual classroom settings by simulating the acts of real-life teaching in the teacher education classroom thus replacing the more traditional multiple-choice, paper-and-pen tests. The paper relates that teaching as a moral activity is now being incorporated into TEPs; however, the increasing complexity of conflicting political, social and scientific concepts relating to the moral aspects of teaching is hampering efforts to prepare student teachers for moral education.
Table of Contents
Introduction
Authentic Assessments
Experiential Learning
Classroom-Based Research
Intuition and Reflection
Teaching for Diversity
Conclusion
From the Paper
"In Canada, a successful TEP used the practicum as jumping board for applying university education to actual classroom practice. The practicum period is of course the post-graduate teacher preparation that is usually carried out at the opening of the school year, with the novice teachers dumped in their assigned class completely at their own devises. In this case, the practicum was moved four weeks into the school year to enable the novice teachers to learn from first-hand experience. A mentor teacher is on hand to lend support. The teacher education thus continued through the four-week part of the practicum as the student teachers observe and learn how an actual class is managed."
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Learning Theories, 2006.
A look at John Dewey's experiential theory of education.
1,800 words (approx. 7.2 pages), 1 source, $ 71.95
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Abstract
This paper discusses John Dewey', considered the father of modern educational theory, and his views on education and the educational system. The paper explains that Dewey's insights evolved from an educational system that was based on authoritarian concepts. Dewey believed that the traditional style of schooling prevented education from having a focus on the individual learning styles of the student. These learning styles were directly correlated to the student's experiences, which were pivotal in how the student accepted, processed and ultimately learned information. The paper explains that this theory was entitled the experiential theory of education and was considered an innovative approach to learning at the time.
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Drug Abuse Resistance Education, 2007.
An evaluation of the D.A.R.E program, including a critical look into its conceptual and methodological practices, based on the article "DARE (Drug Abuse Resistance Education): Very Popular but not Very Effective," by Clayton et. al.
966 words (approx. 3.9 pages), 3 sources, MLA, $ 34.95
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Abstract
The paper examines the article, "DARE (Drug Abuse Resistance Education): Very Popular but not Very Effective," by Clayton et. al., which centered onto the components that make the DARE program a popular but ineffective drug use intervention program among America's youth. The paper thoroughly analyzes the two causes of the ineffectiveness of the DARE program, as argued and presented by Clayton et. al. The paper's analysis posits similarly as the authors have argued--that is, the analysis presented here asserts that: (1) drug use intervention, in order to be effective, must be intensified to age groups wherein drug use becomes more crucial and prevalent, and (2) more than education and information dissemination, America's youth must be informed of drug use's detrimental effects at an "experiential level," wherein they are able to fully "witness" its effects, as experienced by (former) drug users themselves.
From the Paper
"The first argument presented in the article in arguing the continued support for the DARE program despite its ineffectiveness is the "feel good" effect that the program has on different sectors of the society. Citing the police, educational system, and even the family institution (specifically parents) as the loyal supporters of this program, the authors pointed out that the continued support of these sectors is motivated only by the fact that the program "makes students, teachers, administrators, parents, police, and politicians "feel good" because something is being done about drug abuse" (107)."
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Experiential Family Therapy, 2007.
An overview of the concept of experiential family therapy.
1,164 words (approx. 4.7 pages), 4 sources, MLA, $ 40.95
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Abstract
Experiential theory is an application that holds that people learn how to act in life by watching those in their circle.This paper presents an exploration of experiential family therapy. The writer examines the premise and structure of experiential theory and integrates the application of it with the ideas of Virginia Satir and Carl Whitaker. The writer also discusses a family and the use of experiential theory within that family's needs.
Outline:
Introduction
Experts in the Field
Experiential
Case Study
Conclusion
From the Paper
"Using experiential theory as a base, the therapist should the family members to begin sharing feelings once a day with each other. As long as the family member choose another family member once a day to discuss a feeling or emotion with, the therapist does not set any other boundaries other than the receiving family member has to listen without comment or judgment then repeat back to the speaker what they believe the speaker was trying to say. A chart can be constructed for the younger children in which they place a face depicting how they are feeling that day on the day of the week. For instance if they are feeling sad they would place a sad face on the chart. Happiness will be denoted by a happy face. The parents need to be encourage to ask the children to talk about the face they chose and why they chose it. "
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Learning Styles and Distance Education, 2006.
A discussion regarding the link between learning styles and satisfaction.
12,285 words (approx. 49.1 pages), 74 sources, MLA, $ 236.95
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Abstract
This paper outlines the various central issues that relate to the many learning styles and student perceptions of these styles in terms of learning facility and educative value. This paper focuses on the what are the characteristic elements of the various learning styles which can be seen to be advantageous to learning in the distance education environment; and conversely what characteristics tend to act negatively in terms of learning in this environment.
Outline:
Introduction
An Overview of the Importance of Learning Styles in Contemporary Education
Distance Education
The Importance of Learning Styles in Distance Education
Learning Styles
Brief Review on General Tendencies in Research
Variables and Variations Affecting Learning Styles
An Overview of Cognitive Learning Styles
Kolb and Experiential Learning Styles
Case Studies
Conclusion
From the Paper
"This finding suggests that the field independent learner may be more suited to the distance learning environment and that the learning style that would be appropriate in this case would stress more imaginative and challenging teaching methods that would stimulate this particular learning style preference. Another cognitive style of learning that is important for the understanding of learning sties is the Holist-Analytic dichotomy. "The holists tend to view a situation as a whole, while the analytics tend to view a situation as a collection of parts and often stress only one or two aspects at a time. Intermediates will have the advantage of both styles." Liu Y. and Ginther D. (1999) A further cognitive distinction that is valuable in terms of assessing learning styles is the verbal-imagery dimension. A number of associations and generalizations as to learning style can be derived from studies of this distinction and preference among students. For example, "Generally, the imagers tend to be internal and passive, while the verbalizers tend to be external and stimulating." Liu Y. and Ginther D. (1999)"
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Symbolic-Experiential Theory of Counseling, 2005.
Examines Carl Whitaker's Symbolic-Experiential Family Systems Therapy.
1,800 words (approx. 7.2 pages), 11 sources, APA, $ 63.95
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Abstract
This paper presents a brief examination of Carl Whitaker's Symbolic-Experiential Family Systems Therapy, looking at its history, strengths, weaknesses, quirks, and applicability. The paper also examines how the therapy fits into Christian thought.
From the Paper
"The ultimate basis for Carl Whitaker's Symbolic-Experiential theory of counseling can be traced back to Alfred Adler and the use of an holistic theory of personality and model of psychopathology in combination with a humanistic philosophy. Adlerian psychotherapy speaks of challenging clients through a type of Socratic dialogue where they are encouraged to correct mistaken assumptions, attitudes, behaviors and feelings about themselves and the world. The objective of therapy is to replace exaggerated self-protection, self-enhancement and..."
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Experiential Family Therapy, 2002.
Overview of the history and methods of experiential family therapy.
3,650 words (approx. 14.6 pages), 7 sources, $ 133.95
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Abstract
Therapeutic work with families is a recent scientific phenomenon but an ancient art. Throughout human history, designated persons in all cultures have helped couples and families cope, adjust, and grow (Samuel T. Gladding). In the preface of his book, Family Therapy: Concepts and Methods, Family Therapist, Michael P. Nichols stresses the importance of an elaborate session with the unhappy family, and the goals it accomplishes that are very much absent from the regular, traditional approaches or the academic sessions.
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Educational Philosophies, 2006.
An examination of different types of educational philosophies and how they are based on the works of Jean-Jacques Rousseau and John Dewey.
2,874 words (approx. 11.5 pages), 4 sources, MLA, $ 85.95
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Abstract
This paper explores how the modern ideas of experiential education, constructivist teaching and inquiry-based teaching, all have their roots in the educational philosophies of Rousseau and Dewey. It explains that experiential education simply refers to the idea that children learn by doing and that knowing a fact without knowing how to apply it, is essentially useless. It then shows how constructivist teaching is basically the idea that the teacher helps the students to build knowledge, integrating one idea into the other, like how chemistry and biology and physics really build upon each other rather than being separate sciences. Finally, it explains that self-explanatory is where the child seeks the answer to a problem rather than being told a dry fact.
From the Paper
"These ideas combined can make for a powerful teaching method, a method that teaches children to think about problems and how to solve them and not simply telling them to memorize this or that fact. It is a method that recognizes the interconnectedness of the disciplines, realizing that the greatest poets are often scientists and vice versa. It also allows children to realize that there is a method, that they can investigate, that there is a set of skills that goes along with the knowledge, that Watson and Crick did not just think really hard about the structure of DNA, but that they performed experiments and deduced what the language of life was and how it was shaped and why it was shaped that way and, perhaps more importantly, what that means for people, the planet, and the future of both."
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Educational Philosophy, 2006.
A review of various literature on educational philosophy.
900 words (approx. 3.6 pages), 4 sources, $ 35.95
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Abstract
This paper is a portion of an on-going process to create an integrated statement of the client's philosophy of teaching. According to the paper, the client states that s/he has a student-centered, experiential teaching philosophy, if s/he has one at all. Research has shown that although a teaching philosophy is a useful guide, it should not create restrictions on the teacher and student working relationship. The paper concludes that for this reason, a teaching philosophy should not be discarded; rather, it should be treated as the useful guideline that it is for aiding children along their educational path.
From the Paper
"According to Petress (2003) that to some people, the term "philosophy" the author believes that most students know more than they think they do. [. . .] Too often, students tend to misconstrue what knowledge is and to judge themselves unnecessarily harshly; students thus sometimes form destructive self-fulfilling prophesies for themselves [. . .] (p. 3) Clifford, Friesen, and Jardine (2003) expand upon this thought by stating that not only should students be taught to think critically, but also "that they have voices that can shape what their society comes to accept as knowledge" (p. 28). This feeling of being empowered in defining their own educational future can only lead to student success."
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John Dewey, 2004.
An analysis of John Dewey and his theory of education.
2,742 words (approx. 11.0 pages), 3 sources, MLA, $ 82.95
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Abstract
This paper discusses the life and work of John Dewey. His philosophical theory of education is examined. The paper covers Dewey's views of experiential education, as well as progressive education. The issue of democracy in the classroom is highlighted in the paper. The paper assesses the usefulness of the Dewey system in today's educational environment.
From the Paper
"The easiest starting point for any appraisal of John Dewey's theory of education is its simplicity, in which lies both its beauty and its limitations. The second easiest place is in the current child-rearing conduct known as "Time Out," which seems a sort of precursor or possibly fellow-traveler to such modish childrearing practices as self-expression, child-centered curricula, the teacher as coach, appreciating diversity. Indeed, one might lay Ebonics at Dewey's feet, also, if one stretched a point, because education doesn't get more child-centered than equating a colloquial patois with a language that should be learned and used as a basis for human thought. In fact, that makes about as much sense as codifying the linguistic habits of any group of uneducated people living anywhere and speaking any language, and attempting to pass it off as a legitimate language in its own right. In fact, Dewey himself used language at its highest levels, spending his "long life tirelessly writing voluminous essays in a dense, opaque style accessible mainly to readers with formal training in philosophy and logic"(Eakin, 2000)."
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The Theories of David Kolb and Life Experiences, 2002.
A look at the theory and application of David Kolb's model for experiential learning.
2,150 words (approx. 8.6 pages), 2 sources, $ 80.95
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Abstract
This paper explores two personal experiences through Kolb's model for experiential learning. The Kolb's model is dependent on an individual proceeding through experiences in order to gain a better comprehension of specific types of events. In addition to an overview of Kolb's model for learning, this paper also examines two specific personal experiences in respect to Kolb's model. The conclusion compares a specific example of music to Kolb's theories.
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Graduate Students Who Are Not Native English-Speakers, 2002.
This paper discusses the literature background and research techniques for studying the experiences of graduate students who are not native English-speakers.
6,700 words (approx. 26.8 pages), 23 sources, APA, $ 152.95
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Abstract
This paper explains that, despite the growth of minority representation in higher education, the experience of many students is still one of marginality, the condition in which the individual is in both societies, not poised between them. The author intends to study the actual experience of individuals attending higher education as immigrants and non-native English-speakers. The author explores phenomenology theory, which asserts that reality is an embodied, contextual experience rather than one that is defined and represented through the mediation of language, will be the research technique.
Table of Contents
Phenomenon of Interest
Perceived Justification for Studying the Phenomenon
Assumptions and Biases
The Method of Inquiry
Relevance for Nursing
Evolution of the Study
Historical Context
Experiential Context
The Phenomenological Method Background of the Method
Merleau-Ponty's Phenomenology Research
Van Manen's Method of Phenomenological Research
Summary
From the Paper
"Although the discussion of the experience of immigrant students in the literature provides one perspective, the lived experience of individuals provides even more information to reflect upon. For example, in her discussion of her college career, Cynthia Inda (1997) provided a perspective on why she attempted to attend college to begin with, and the kind of process she needed to follow in order to be successful. For her, that process began with a background that did not support higher education. Neither of her Mexican immigrant, parents spoke English, none of her brothers and sisters attended college, and most did not finish high school. Yet, ultimately, Inda was able to enroll at Harvard University after gaining the skills and confidence she needed academically."
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Death and Dying.
This paper is a personal, experiential, explication essay on the notion of death and dying, which the author faced during his father's five-year fight against esophageal cancer and eventual death.
5,930 words (approx. 23.7 pages), 4 sources, MLA, $ 141.95
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Abstract
This paper explains that the idea of death and dying is abhorrent; yet, in the case of the author's father, his dying and death was a process of renewal for him, for the author, for the author's mother, and siblings and members of the vast family of seventeen children into which his father was born. The author points out that he does fear death, not the actual act of dying, but knowing of the incompleteness it brings. The paper explains that Elizabeth Kubler-Ross's formalism on the stages in death and dying helped him to put his grief in a better context and to categorize his feelings.
Table of Content
Introduction
Individual Coping Strategies
Differential Treatment from Others
The Will to Live
From the Paper
"The concepts of heaven and hell have evolved over time. This extends for all major religions. Practitioners are admonished to seek good over evil for fear that they might face the fires of hell in the scary and graphic detail elaborately laid out by Dante in the "Inferno." It is not the hell fire and brimstone of the time of the awakening as Christian dogma evolved in the United States. Even the pope has spoken about heaven and hell actually being experienced here on earth, through how a person conducts his or her life. Going back to the differences between eastern and western thought of dying can be summed up in the concepts of Sogyal Rinpoche. In his "Tibetan Book of Living and Dying" he puts forth the idea that Tibetans believe that the best way to live ones life to the fullest is to spend every waking moment of it preparing to die. Such a morbid fascination with death would have no place in the western thought. And yet there is some truth to it."
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