Your search returned over 400 essays for "Self"
It is important to note that adult learning is very different from the normal learning of a child or a regular student. Brookfield (1985) concluded that adult learning is more inner and self directed, that is, the adult learner learns to learn. A new branch of psychology has been in progress that is primarily concerned with understanding the interrelationship of learning and development and the ways in which learning contributes to adult life-span development. Various researches have demonstrated approaches for analyzing how learning activities contribute to life-span developmental processes. The very act of learning is a developmental process. Developing learning occurs in social contexts such as classrooms and work sites where groups of individuals interact, engage in joint problem solving and co-construct knowledge. Rather than focusing on learning as a goal of education, the promotion of the intellectual, cognitive, or social developments of the individual may emerge as more typical objects of instruction. Assessments can then be geared toward evaluating developmental outcomes, such as the results of knowledge reorganization, tracking of growth trajectories, and prediction of long-term change rather than simply documenting what and how much adults have "learned" as a result of instruction. Adults do not stop learning in their early 20s, but continue to learn, develop, and mature across the whole of their lives. Adult educational psychology explores how life-span developmental processes (e.g., social, cognitive, intellective) take shape in contexts such as the workplace, family, and community. A practical outcome of adult educational psychology research is that it often produces findings that can be useful to practitioners in the development of effective instructional methods and assessment techniques that are useful indicators of adult learning (Pourchot and Smith 1998; Yoonkyeing 1999).
Your search returned over 400 essays for "Self Image"
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Your search returned over 400 essays for "self-knowledge"
Introduction: The use and meaning of self-citation
The Cited Journal lists in JCR often reveal that each journal is one of its own most frequently cited sources. A high volume of self-citation is not unusual or unwarranted in journals that are leaders in a field because of the consistently high quality of the papers they publish, and/or because of the uniqueness or novelty of their subject matter. Ideally, authors reference the prior publications that are most relevant to their current results, independently of the source journal in which the work was published. However, there are journals where the observed rate of self-citation is a dominant influence in the total level of citation. For these journals, self-citation has the potential to distort the true role of the title as a participant in the literature of its subject.
Your search returned over 400 essays for "self concept"
Journal self-citation across the Thomson Reuters Citation Database — analysis of the JCR-Science Edition 2002
All 5,876 journals listed in the 2002 Science Edition of the JCR were examined. For each journal, the self-citation rate is defined as the number of journal self-citations expressed as a percentage of the total citations to the journal in 2002. Figure 1 shows a histogram of the distribution of self-citation rates across the contents of JCR-Science Edition 2002.
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