LEADER 05848nam 2200805Ia 450 001 9910806291403321 005 20200520144314.0 010 $a1-136-59855-3 010 $a0-429-23053-2 010 $a1-280-68255-8 010 $a9786613659491 010 $a0-203-35738-8 010 $a1-136-59856-1 024 7 $a10.4324/9780203357385 035 $a(CKB)2670000000203543 035 $a(EBL)978902 035 $a(OCoLC)804664941 035 $a(SSID)ssj0000681757 035 $a(PQKBManifestationID)11930547 035 $a(PQKBTitleCode)TC0000681757 035 $a(PQKBWorkID)10663508 035 $a(PQKB)11046392 035 $a(MiAaPQ)EBC978902 035 $a(Au-PeEL)EBL978902 035 $a(CaPaEBR)ebr10570417 035 $a(CaONFJC)MIL365949 035 $a(OCoLC)796812784 035 $a(FINmELB)ELB138888 035 $a(EXLCZ)992670000000203543 100 $a20120502d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe Routledge international handbook of learning /$f[edited by] Peter Jarvis with Mary Watts 205 $a1st ed. 210 $aLondon ;$aNew York $cRoutledge$d2012 215 $a1 online resource (591 p.) 225 1 $aRoutledge international handbooks 300 $aDescription based upon print version of record. 311 $a1-138-57703-0 (OCoLC)774632096 311 $a0-415-57130-8 320 $aIncludes bibliographical references and index. 327 $aFront Cover; The Routledge International Handbook of Learning; Copyright Page; Contents; List of illustrations; List of contributors; Preface; Introduction: Human learning: Peter Jarvis; Part 1: Learning and the person; 1. Learning and the senses: Paul Martin and Viv Martin; 2. Learning and cognition: Knud Illeris; 3. Learning a role: becoming a nurse: Michelle Camilleri; 4. Self-constructed activity, work analysis, and occupational training: an approach tolearning objects for adults: Marc Durand; 5. Emotional intelligence: Betty Rudd; 6. Language and learning: Bernard Camilleri 327 $a7. Gender and learning: feminist perspectives: Julia Preece8. Learning and identity: Lyn Tett; 9. Thinking styles in student learning and development: Li-fang Zhang; 10. Non-learning: Peter Jarvis; Part 2: Learning across the lifespan; 11. Learning in early childhood: Christine Stephen; 12. Crossing boundaries: harnessing funds of knowledge in dialogic inquiry across formaland informal learning environments: Kristiina Kumpulainen and Lasse Lipponen; 13. Young people and learning: Rachel Brooks; 14. Adult learning: andragogy versus pedagogy or from pedagogy to andragogy: Peter Jarvis 327 $a15. Exploring learning in midlife: Jo-Anne H. Willment16. The older adult in education: Mary Alice Wolf; 17. Lifelong learning in long-term care settings: Alexandra Withnall; 18. The biographical approach to lifelong learning: Peter Alheit; 19. Learning from our lives: John Field; 20. Psychological development: Mark Tennant; 21. Transformative learning: Patricia Cranton and Edward W. Taylor; Part 3: Learning sites; 22. Informal learning: everyday living: Paul Hager; 23. Self-directed learning: Katarina Popovic?; 24. Learning at the site of work: Stephen Billett 327 $a25. Organisational learning won't be turned off: Bente Elkjaer26. E-learning (m-learning): Susannah Quinsee; 27. Sleep-dependent learning: Daan R. van der Veen and Simon N. Archer; 28. Learning and violence: Shahrzad Mojab and Bethany J. Osborne; 29. An aesthetic education: an education in aesthetics in the setting of a Danish folk high school through the theatrical arts: Lars Ilum; Part 4: Learning and disability; 30. Learning, sensory impairment, and physical disability: Joanna Beazley Richards; 31. Autism spectrum conditions and learning: Mary Watts 327 $a32. Reading disability: Julian G. Elliott and Elena L. Grigorenko33. On becoming a person in society: the person with dementia: Kay de Vries; Part 5: Learning across the disciplines: human and social sciences; 34. Human-centric learning and post-human experimentation: Richard Edwards; 35. Piaget's constructivism and adult learning: Etienne Bourgeois; 36. Psychoanalytic perspectives on learning and the subject called the learner: Linden West; 37. Sociology and learning: Martin Dyke and Ian Bryant; 38. Anthropology and learning: Peggy Froerer; 39. Learning in a complex world: Mark Olssen 327 $a40. Perspectives on geography and learning: Johanna L. Waters 330 $aAs our understanding of learning focuses on the whole person rather than individual aspects of learning, so the process of learning is beginning to be studied from a wide variety of perspectives and disciplines. This handbook presents a comprehensive overview of the contemporary research into learning: it brings together a diverse range of specialities with chapters written by leading scholars throughout the world from a wide variety of different approaches. The International Handbook of Learning captures the complexities of the learning process in seven major parts. Its 54 chapters are sub 410 0$aRoutledge international handbooks. 606 $aLearning 606 $aLearning, Psychology of 606 $aLearning$xPhysiological aspects 606 $aLearning$xSocial aspects 615 0$aLearning. 615 0$aLearning, Psychology of. 615 0$aLearning$xPhysiological aspects. 615 0$aLearning$xSocial aspects. 676 $a370.1523 701 $aJarvis$b Peter$f1937-$0851240 701 $aWatts$b Mary H$01598847 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910806291403321 996 $aThe Routledge international handbook of learning$93921286 997 $aUNINA