The ecological model of Bronfenbremnner and the Kolb liner theory are considered in this paper.
These models are learning styles’ examples. They have been adopted widely in different systems
of education (Martin & Fabes, 2009). Learning styles refer to consistent ways of enabling
students to respond to any stimuli during the learning process. They are the basis of cognitive,
physiological as well as effective factors which indicate the way learners perceive, interact and
respond to any form of learning. The discussion of this paper focuses on external forces that
differentiate Brofenbrenner’s model from the Kolb’s linear model. The paper also outlines the
crucial Kolb’s model analysis with consideration of Bronfenbrenner’s model. The paper will also
critique Kolb’s model.
The ecological model of Bronfenbremnner and the Kolb liner theory are considered in this paper.
These models are learning styles’ examples. They have been adopted widely in different systems
of education (Martin & Fabes, 2009). Learning styles refer to consistent ways of enabling
students to respond to any stimuli during the learning process. They are the basis of cognitive,
physiological as well as effective factors which indicate the way learners perceive, interact and
respond to any form of learning. The discussion of this paper focuses on external forces that
differentiate Brofenbrenner’s model from the Kolb’s linear model. The paper also outlines the
crucial Kolb’s model analysis with consideration of Bronfenbrenner’s model. The paper will also
critique Kolb’s model.
Behaviorism and Cognitivism are two movements in psychology that have significant implications for viewing learning and education. Behaviorism is the study of behavior for the purpose of identifying its determinants. Behaviorism employs mechanism as a fundamental metaphor, which assumes that behavior is governed by a finite set of physical laws. Cognitivism was a reaction to Behaviorism. It is the study of mental processes through the scientific method and abstractions from behavior. Cognitivism employs mechanism and information processing as the principle metaphors for interpreting findings.
Social learning theories - Personalities theoriesManu Melwin Joy
social learning theory was proposed by Neal E. Miller and John Dollard in 1941. The proposition of social learning was expanded upon and theorized by Canadian psychologist Albert Bandura from 1962 until the present. . Bandura provided his concept of self-efficacy in 1977, while he refuted the traditional learning theory for understanding learning.
Behaviorism and Cognitivism are two movements in psychology that have significant implications for viewing learning and education. Behaviorism is the study of behavior for the purpose of identifying its determinants. Behaviorism employs mechanism as a fundamental metaphor, which assumes that behavior is governed by a finite set of physical laws. Cognitivism was a reaction to Behaviorism. It is the study of mental processes through the scientific method and abstractions from behavior. Cognitivism employs mechanism and information processing as the principle metaphors for interpreting findings.
Social learning theories - Personalities theoriesManu Melwin Joy
social learning theory was proposed by Neal E. Miller and John Dollard in 1941. The proposition of social learning was expanded upon and theorized by Canadian psychologist Albert Bandura from 1962 until the present. . Bandura provided his concept of self-efficacy in 1977, while he refuted the traditional learning theory for understanding learning.
A presentation I created for a Human Behavior in the Social Environment course at Radford University on several key ideas of adolescents. Feedback is appreciated.
We are In This Together: Quick Tips to Keep Families, Staff and Communities E...Luisa Cotto
Early childhood education it is a shared responsibility with all those who support children’s learning. As an administrator, you and your program are in a unique position to promote children’s well-being – in your school and beyond the boundaries of your school – by engaging families and the community at large Successful engagement starts when program administrators are committed to meaningful engagement and provide a clear message to staff, families and the community that they matter and they are critical partners in the program decision-making.
Theory of Change Mapping using a Youth Development Example4Good.org
Harvard researcher Carol Weiss advises communities desiring to make mindful social change that there is nothing as practical as good theory. Because change takes time, it’s important to track and document the process by which one aims to initiate and enforce change. Relaying your message of change to the public may sound challenging and difficult, but it can be done! Every community needs a roadmap for success that clearly states assumptions, inputs, outputs, and outcomes. This webinar will use a youth development as one example of how to take an idea and translate it into what is called a “theory of change.”
A learning style is student’s consistent way of responding to and using stimuli in the context of learning.
David A. Kolb, Harvard Professor of Organizational Behavior, put forward the mode of “experiential learning cycle”
MD1 Compare and Contrast Principles of Practiceeckchela
This is a Walden University course (8104), It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
We are students in our 2nd year of a BA (Hons) Professional Studies in Education. As a class we were asked to act as a 'community of practice' to explore different teaching and learning theories, the result was this presentation. Thank you Ann for inspiring us and getting us started.
InstructionsApplication 2 Laying the Foundation for New Approac.docxnormanibarber20063
Instructions
Application 2: Laying the Foundation for New Approaches to Practice
As frequently noted in the literature, there is often a gap between research evidence and practice. This is not a new phenomenon; however, with the rapid growth of knowledge, it is essential that nurses hone their ability to identify this gap, determine best practices based on the evidence, and then apply this evidence to practice through the development of new approaches. In order for that to transpire, nurses must be skilled in leading change efforts so that adoption of new practice approaches can be successful.
For your EBP Project in Week 2 (Application 1), you identified an issue in your practicum setting in which the outcome is different from what would be expected according to the research literature. This week, continue to explore current research literature looking for new evidence to address the problem. In addition, you build on the work you began in this week’s Discussion and select an evidence-based practice model and change theory or framework that will support your efforts.
To prepare for Application 2 address the following:
· How current is the science underlying the practices related to your EBP Project issue?
· Consider possible causes of the difference in outcomes from what would be expected according to the research literature.
· Evaluate the effect the EBP Project issue is having in practice.
· Using the Walden Library and other credible sources, locate current research evidence of new practices that are effective in addressing the issue.
· Use the GRADE model presented in the Guyatt et al. (2011) article to evaluate the research evidence.
The full Application 2 is due by Day 7 of this week. Instructions for how to prepare for previous sections of this Application have been provided in Week 4.
To complete:
In a 3- to 5-page paper, include the following:
· A brief summary of the currency of the science underlying the practices used to address your EBP Project issue
· Possible causes of the difference in outcomes from what would be expected according to the research literature
· The effect the EBP Project issue is having in practice
· Current research evidence on new practices for addressing the EBP Project issue
· A summary of the evidence-based practice model (including models from other disciplines as appropriate) and/or change theory or framework you will utilize to systematically integrate new approaches to practice to address the issue
http://tso.sagepub.com/
Teaching Sociology
http://tso.sagepub.com/content/37/1/76
The online version of this article can be found at:
DOI: 10.1177/0092055X0903700107
2009 37: 76Teaching Sociology
Robert J. Hironimus-Wendt and Lora Ebert Wallace
The Sociological Imagination and Social Responsibility
Published by:
http://www.sagepublications.com
On behalf of:
American Sociological Association
can be found at:Teaching SociologyAdditional services and information for
.
A Survey on Various Learning Styles Used in E-Learning SystemEditor IJMTER
Personalized E-learning seeks to provide each individual learner with the right and
sufficient content they need according to learners level of knowledge, behavior and profile. The
performance of the learners can be enhanced by posting the suitable E-learning contents to the learners
based on their learning styles. Hence, it is very essential to have a clear knowledge about various
learning styles in order to predict the learning styles of different learners in E-learning environments.
However, predicting the learning styles needs complete knowledge about the learners past and present
characteristics. The core objective of this survey paper is to outline the working of the existing learning
style models and the metrics used to evaluate them. Based on the existing models, this paper identifies
Felder–Silverman learning style model as the appropriate model for E-learning so that it can enrich the
performance of the E-learning system.
Social Emotional Learning Guided ResponsesIntroduction to Soci.docxpbilly1
Social Emotional Learning Guided Responses
Introduction to Social Emotional Learning
To address issues of bullying and other social-emotional concerns, schools are adopting social and emotional learning (SEL) programs (Jones & Bouffard, 2012). Researchers and programs have varying definitions of SEL. Jones and Bouffard (2012) defined SEL considering three categories: emotional processes (e.g. emotional knowledge, regulation, empathy, etc.), social/interpersonal skills (e.g. understanding social cues, interpreting others’ behaviors, interacting positively, etc.), and cognitive regulation (e.g. attention control, inhibiting in appropriate responses, etc.).
Research findings on the relationship between SEL and student outcomes varies, depending on the SEL program and research. However, overall findings indicate a correlation to academic achievement, behavioral adjustment, and emotional health and well-being (Jones & Bouffard, 2012).
There are many questions to consider when examining SEL:
What is the purpose of public schools? Is it to address academic learning or more, such as social emotional learning?
If SEL should be adopted in schools, there are other questions to consider:
How much time and money should be spent on SEL?
Should SEL be determined by individual teachers or should it be systematic throughout schools and districts? Are there risks to systematic SEL?
Should students be tested on SEL?
What type of SEL programs should be used? (NOTE - There are many addressed in the supplemental readings: Promoting Alternative Thinking Strategies (PATHS), Quiet Time Program, Fast Track, Positive Behavioral Interventions & Supports (PBIS), and Mindful Schools).
To prevent bullying, should SEL be used? Is it an appropriate replacement for zero tolerance policies regarding bullying?
Please answer the question prompts under each response thoroughly. You should support your opinion with information from the readings; however, you also may share your own experiences and observations in the responses. Use the guide below to receive full credit.
All questions for each response prompt (e.g. Response 1, Response 2) are fully answered. For each prompt, there are at least two pieces of information from the readings supporting your opinion. Information can be noted with the use of specific facts, quotes, or cited with page number.
Response 1: Bullying
In preparing for this response, it is recommended that you note the following information from the CNN article, Bullying is a ‘Serious Public Health Problem’ Report Says:
· Effects of Bullying
· What is Bullying
· Ideas on Prevention (e.g. zero tolerance practices, SEL)
After reading this article, do you agree or disagree with using SEL to help prevent bullying? Should zero tolerance practices be used? If so, how? Please explain.
Response 2: Mindfulness
There are many different types of SEL programs. Mindful Schools is one program, and this reading, Research on Mindfulness, provides a summa.
Levelwise PageRank with Loop-Based Dead End Handling Strategy : SHORT REPORT ...Subhajit Sahu
Abstract — Levelwise PageRank is an alternative method of PageRank computation which decomposes the input graph into a directed acyclic block-graph of strongly connected components, and processes them in topological order, one level at a time. This enables calculation for ranks in a distributed fashion without per-iteration communication, unlike the standard method where all vertices are processed in each iteration. It however comes with a precondition of the absence of dead ends in the input graph. Here, the native non-distributed performance of Levelwise PageRank was compared against Monolithic PageRank on a CPU as well as a GPU. To ensure a fair comparison, Monolithic PageRank was also performed on a graph where vertices were split by components. Results indicate that Levelwise PageRank is about as fast as Monolithic PageRank on the CPU, but quite a bit slower on the GPU. Slowdown on the GPU is likely caused by a large submission of small workloads, and expected to be non-issue when the computation is performed on massive graphs.
Learn SQL from basic queries to Advance queriesmanishkhaire30
Dive into the world of data analysis with our comprehensive guide on mastering SQL! This presentation offers a practical approach to learning SQL, focusing on real-world applications and hands-on practice. Whether you're a beginner or looking to sharpen your skills, this guide provides the tools you need to extract, analyze, and interpret data effectively.
Key Highlights:
Foundations of SQL: Understand the basics of SQL, including data retrieval, filtering, and aggregation.
Advanced Queries: Learn to craft complex queries to uncover deep insights from your data.
Data Trends and Patterns: Discover how to identify and interpret trends and patterns in your datasets.
Practical Examples: Follow step-by-step examples to apply SQL techniques in real-world scenarios.
Actionable Insights: Gain the skills to derive actionable insights that drive informed decision-making.
Join us on this journey to enhance your data analysis capabilities and unlock the full potential of SQL. Perfect for data enthusiasts, analysts, and anyone eager to harness the power of data!
#DataAnalysis #SQL #LearningSQL #DataInsights #DataScience #Analytics
The Building Blocks of QuestDB, a Time Series Databasejavier ramirez
Talk Delivered at Valencia Codes Meetup 2024-06.
Traditionally, databases have treated timestamps just as another data type. However, when performing real-time analytics, timestamps should be first class citizens and we need rich time semantics to get the most out of our data. We also need to deal with ever growing datasets while keeping performant, which is as fun as it sounds.
It is no wonder time-series databases are now more popular than ever before. Join me in this session to learn about the internal architecture and building blocks of QuestDB, an open source time-series database designed for speed. We will also review a history of some of the changes we have gone over the past two years to deal with late and unordered data, non-blocking writes, read-replicas, or faster batch ingestion.
Techniques to optimize the pagerank algorithm usually fall in two categories. One is to try reducing the work per iteration, and the other is to try reducing the number of iterations. These goals are often at odds with one another. Skipping computation on vertices which have already converged has the potential to save iteration time. Skipping in-identical vertices, with the same in-links, helps reduce duplicate computations and thus could help reduce iteration time. Road networks often have chains which can be short-circuited before pagerank computation to improve performance. Final ranks of chain nodes can be easily calculated. This could reduce both the iteration time, and the number of iterations. If a graph has no dangling nodes, pagerank of each strongly connected component can be computed in topological order. This could help reduce the iteration time, no. of iterations, and also enable multi-iteration concurrency in pagerank computation. The combination of all of the above methods is the STICD algorithm. [sticd] For dynamic graphs, unchanged components whose ranks are unaffected can be skipped altogether.
Unleashing the Power of Data_ Choosing a Trusted Analytics Platform.pdfEnterprise Wired
In this guide, we'll explore the key considerations and features to look for when choosing a Trusted analytics platform that meets your organization's needs and delivers actionable intelligence you can trust.
06-04-2024 - NYC Tech Week - Discussion on Vector Databases, Unstructured Data and AI
Discussion on Vector Databases, Unstructured Data and AI
https://www.meetup.com/unstructured-data-meetup-new-york/
This meetup is for people working in unstructured data. Speakers will come present about related topics such as vector databases, LLMs, and managing data at scale. The intended audience of this group includes roles like machine learning engineers, data scientists, data engineers, software engineers, and PMs.This meetup was formerly Milvus Meetup, and is sponsored by Zilliz maintainers of Milvus.
Analysis insight about a Flyball dog competition team's performanceroli9797
Insight of my analysis about a Flyball dog competition team's last year performance. Find more: https://github.com/rolandnagy-ds/flyball_race_analysis/tree/main
06-04-2024 - NYC Tech Week - Discussion on Vector Databases, Unstructured Data and AI
Round table discussion of vector databases, unstructured data, ai, big data, real-time, robots and Milvus.
A lively discussion with NJ Gen AI Meetup Lead, Prasad and Procure.FYI's Co-Found
Adjusting OpenMP PageRank : SHORT REPORT / NOTESSubhajit Sahu
For massive graphs that fit in RAM, but not in GPU memory, it is possible to take
advantage of a shared memory system with multiple CPUs, each with multiple cores, to
accelerate pagerank computation. If the NUMA architecture of the system is properly taken
into account with good vertex partitioning, the speedup can be significant. To take steps in
this direction, experiments are conducted to implement pagerank in OpenMP using two
different approaches, uniform and hybrid. The uniform approach runs all primitives required
for pagerank in OpenMP mode (with multiple threads). On the other hand, the hybrid
approach runs certain primitives in sequential mode (i.e., sumAt, multiply).
Enhanced Enterprise Intelligence with your personal AI Data Copilot.pdfGetInData
Recently we have observed the rise of open-source Large Language Models (LLMs) that are community-driven or developed by the AI market leaders, such as Meta (Llama3), Databricks (DBRX) and Snowflake (Arctic). On the other hand, there is a growth in interest in specialized, carefully fine-tuned yet relatively small models that can efficiently assist programmers in day-to-day tasks. Finally, Retrieval-Augmented Generation (RAG) architectures have gained a lot of traction as the preferred approach for LLMs context and prompt augmentation for building conversational SQL data copilots, code copilots and chatbots.
In this presentation, we will show how we built upon these three concepts a robust Data Copilot that can help to democratize access to company data assets and boost performance of everyone working with data platforms.
Why do we need yet another (open-source ) Copilot?
How can we build one?
Architecture and evaluation
Bronfenbrenner’s ecological model compared to kolb’s linear model
1. Bronfenbrenner’s Ecological Model
Compared to Kolb’s Linear Model
- See more at: http://www.customwritingservice.org/blog/bronfenbrenners-
ecological-model-compared-to-kolbs-linear-model/
Introduction
The ecological model of Bronfenbremnner and the Kolb liner theory are considered in this paper.
These models are learning styles’ examples. They have been adopted widely in different systems
of education (Martin & Fabes, 2009). Learning styles refer to consistent ways of enabling
students to respond to any stimuli during the learning process. They are the basis of cognitive,
physiological as well as effective factors which indicate the way learners perceive, interact and
respond to any form of learning. The discussion of this paper focuses on external forces that
differentiate Brofenbrenner’s model from the Kolb’s linear model. The paper also outlines the
crucial Kolb’s model analysis with consideration of Bronfenbrenner’s model. The paper will also
critique Kolb’s model.
2. Bronfenbrenner’s Ecological Model
According to Brofenbrenner, to understand human development fully, the ecological
environment where a person grows in should be analyzed. He notes that the system has five
major external factors known as the subsystems. They direct and support human development.
They also depend on the lifestyle of a person and they provide different sources and options to
growth (Evans, 2010). A person is able to increase the ability to solve problems in the learning
environment, develop self-exploitation ability and improve social skills due to their access to
these subsystems.
Brofenbrenner’s model is different from Kolb’s linear theory because it stresses the effects that
the environment in which a person grows in has on their development. Thus, environment
influences learning. There are five external forces that Brofenbrenner outlines in his model
which are not considered important for any learning process by Kolb’s model. They include the
mesosystem, microsystem, exosystem, chronosystem and macrosystem (Merriam, et al., 2007).
Microsystem is the environment that is closer to the child. It provides contact with different
structures. It is made of relationships of the child such as relationships with family, friends,
neighbors, classroom or childcare. The implication of this system is that the child is affected by
inner influences which are stronger than external forces. The microsystem offers the first avenue
via which a child learns about the word. It also acts as the reference point of the child.
Essentially, the child is nurtured by this system because it provides haunting occurrences within
the child’s memory. Relationships are powerful within this system because they influence a
child’s personality. They also develop trust from the attachment that a child has with parents as
well as the existing mutuality (Shaffer, 2009).
The mesosystem offers a point where a person’s microsystem structures meet. Interactions of
microsystem factors characterize it as well as determination of whether these are familiar or not.
These affect a child’s development since they offer a communication means between different
aspects of the life of a person. Connections between teachers, parents, neighbors and church
represent the mesosystem.
The exosystem is characterized by a large social network that a child is not exposed to. This
subsystem has factors that interact with those of the microsystem of a child. Thus, they affect the
child’s development. In this regards, examples include the workplace of a parent and resources
that the community supply to the family. The interaction force between microsystem and
exosystem affects a child either negatively or positively. A child’s development can be degraded
or empowered by this interaction. Macrosystems on other hand comprises of ethics, laws and
cultural values. Their characteristics are the pattern or organization of a group or the society.
This subsystem plays the role of holding different life aspects together. It also affects how
relations or events are executed.
Transformations and environmental occurrences during the life of a person as well as historical
events characterize chronosystem. Such occurrences include deaths of loved ones, divorce and
earthquake which might affect development. Within a learning environment, learners exhibit
different reactions because of the variation of factors that affect their microsystem. By
3. interacting with one another, students learn from one another. They also comprehend different
means of learning.
Critique of the Kolb’s Model
Kolb’s Linear Model
Before critiquing Kolb’s model, it is important to comprehend its framework and scope. There
are learning styles that were developed by David Kolb in 1984. This model was created out of
these styles. Many discussions have emerged from this model. In most cases, it is applied in
adult learning. Kolb argues that this model cannot happen by simply reading about or watching
something. For knowledge to be acquired, one has to practice (Martinez-Pons, 2001). The
framework of this model comprises of two features. These are the four learning stages and
Learning Style Inventory (LSI) (Kolb, 1984). In the four-stage style, a learning cycle where
experience is translated into concepts via reflection is described. These concepts are used in
guiding the active experimentation and new experiences’ choices. These processes can be
summarized as a concrete experience, abstract conceptualization, reflective observation, as well
as active experimentation. They all follow one another as follows (Jordan, et al., 2008).
4. Since Kolb’s did this work in the 1970s, scholars have criticized it for various reasons. While
doing this, the work was examined thoroughly to address several issues. These include
answering questions like; what does learning means? Are learning methods different to make the
four-stage cycle necessary?
The examination discovered that the learning definition of Kolb was incorrect because it distorts
major references on which it is based. His proposal is a different definition which is consistent
with the fundamentals of his model. According to Kolb’s model, learning definition implies that
it affects domains’ choices. The definition of Kolb supports knowledge stance which is a sensory
participation’s function that cognitive process follows. Nevertheless, this definition contradicts
the empirical fundamentals because it draws from the Piaget’s cognitive development levels.
These do not indicate the essence of any learning experience (Shaffer, 2009).
Although Kolb’s model has facilitated learning as well as understanding among different adults,
it does not indicate an actual representation of the way learning takes place in humans.
Unresolved issues and contradictions on the theory’s foundation have been accumulating since
the model was examined. In the second Kolb’s linear model review, basic propositions of the
foundation of the model are addressed as well as their nature, various learning modes and their
position in relation to learning theory. The review indicates that the four learning modes are
unnecessary for any learning and inconsistent. The conclusion of the review is that this section of
this theory contradicts itself and it comprises of inherent inconsistencies. A study of the four-
stage style of learning shows several findings (Merriam et al., 2007).
First, the indicated four stages are not important or necessary for any learning to occur. However,
they can demonstrate real learning effectively if revised reasonably. Second, the
conceptualization and experience stages are not positioned properly in this cycle. A person
acquires knowledge after changing their experiences fully. Consciousness is involved. Third,
active experimentation and reflective observation are not placed properly in the transformation
cycle. Additionally, active experimentation and reflective observation are not distinguished
properly in this cycle. The point of correct differentiation ought to have focused on intension and
extension. Nevertheless, activities that are directed towards the environment and learners have
been declared inherent in the two stages (Watts et al., 2009).
Similarly, Kolb portrays the four-stages as distinct and inseparable. This makes the stages look
interpenetrating and interconnected. Consequently, the implication is that learning needs
opposite and polar abilities that a person must choose continuously so that they can feature in
various learning situations. This notion distorts other famous people’s finding such as Dewey,
Lewin and Piaget. These stages should be interpenetrating, reciprocal and dependent. They ought
to be represented in a manner that is more appropriate so that integrity and validity can be
achieved.
False learning definition in reference to the adaptive choices is another critique. The entire
learning process ought not to compare to adaptive learning because the cause of adaptive choices
is learning and adaptive choices can bring new experiences, hence one can learn something from
it. This implies that it can create a learning avenue. However, adaptive choices cannot create
knowledge, intuition or understanding. As such, different contradictions of the four stage
5. learning style raise questions about Kolb’s model validity, measures, and four -stage styles as
well as techniques Merriam, et al., 2007).
The proposition of Kolb is that learning comprises of conflicts and tension. This is another
misappropriation. Tension is a bad way of mediating the learning stages. The proposal of Kolb is
that tension acts as a connecting mechanism for these stages, the environment and the learners.
Nevertheless, tension cannot be applied in learning because conflict drives learning (Watts,
Cockroft, & Duncan, 2009). Additionally, these stages do not have to be there for any learning to
occur. However, when revised reasonably they can depict real learning (Shaffer, 2009). Second,
conceptualization and experience stages are not positioned properly in the cycle. A person
acquires knowledge after experiences change fully. This entails consciousness. Third, active
experimentation and reflective observation are not placed properly in the transformation cycle.
To critique any system, the system’s failures must be examined. The foundation of Kolb’s model
is assumptions, erroneous and false principles. This has led to inconsistencies. To correct the
situation, one must use assumptions from thoughts, development of another system, providing
justifications or abandoning this theory.
Conclusion
From the analysis of this paper, it is apparent that there are several theories that attempt to make
learning process simpler. The emphasis of Brofenbrenner’s model is on the impact that
ecological environment has on an individual’s development which impact on the learning ability
later. Kolb’s liner model on the other hand presents a learning cycle that has four stages with
inseparable modes. Nevertheless, there has been criticism for Kolb’s model due to the
inconsistencies that it has on fundamental assumptions. Consequently, the model should be
amended. Different factors of Bronfenbrenner have been outlined in this paper. However, these
are absent in Kolb’s model. Additionally, the paper has discussed Kolb’s model critiques.
References
Evans, N. J. (2010). Student development in college: Theory, research, and practice. San
Francisco: Jossey-Bass.
Jordan, A., Carlile, O., & Stack, A. (2008). Approaches to learning: A guide for teachers.
Maidenhead: Open University Press.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and
development. Englewood Cliffs, NJ: Prentice-Hall.
6. Martin, C. L., Fabes, R. A., & Fabes, R. A. (2009). Discovering child development. Boston:
Houghton Mifflin Co.
Martinez-Pons, M. (2001). The psychology of teaching and learning: A three step approach.
London [u.a.:
Continuum.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. (2007). Learning in adulthood: A
comprehensive guide. San Francisco: Jossey-Bass.
Shaffer, D. R. (2009). Social and personality development. Australia: Wadsworth/Cengage
Learning.
Watts, J., Cockcroft, K., & Duncan, N. (2009). Developmental psychology. Cape Town, South
Africa: UCT Press.
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