{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":1,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":30,"n_cols":5,"rows_kept":30,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[3,2,3,3],[9,2,9,3],[10,2,10,3],[11,2,11,3],[12,2,12,3],[13,2,13,3],[17,2,17,3],[18,2,18,3],[22,2,22,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA9910959530503321"]
[null,null,"Titolo",null,"The Routledge international handbook of learning / / [edited by] Peter Jarvis with Mary Watts"]
[null,null,"Pubbl/distr/stampa",null,"London ; ; New York, : Routledge, 2012"]
[null,null,"ISBN",null,"1-136-59855-3"]
[{"$nulls":4},"0-429-23053-2"]
[{"$nulls":4},"1-280-68255-8"]
[{"$nulls":4},"9786613659491"]
[{"$nulls":4},"0-203-35738-8"]
[{"$nulls":4},"1-136-59856-1"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (591 p.)"]
[null,null,"Collana",null,"Routledge international handbooks"]
[null,null,"Disciplina",null,"370.1523"]
[null,null,"Soggetti",null,"Learning"]
[{"$nulls":4},"Learning, Psychology of"]
[{"$nulls":4},"Learning - Physiological aspects"]
[{"$nulls":4},"Learning - Social aspects"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Front 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"]
[{"$nulls":4},"7. Gender and learning: feminist perspectives: Julia Preece8. Learning and identity: Lyn Tett; 9. Thinking styles in student learning and development: Li-fang Zhang; 10. Non-learning: Peter Jarvis; Part 2: Learning across the lifespan; 11. Learning in early childhood: Christine Stephen; 12. Crossing boundaries: harnessing funds of knowledge in dialogic inquiry across formaland informal learning environments: Kristiina Kumpulainen and Lasse Lipponen; 13. Young people and learning: Rachel Brooks; 14. Adult learning: andragogy versus "]
[{"$nulls":4},"pedagogy or from pedagogy to andragogy: Peter Jarvis"]
[{"$nulls":4},"15. Exploring learning in midlife: Jo-Anne H. Willment16. The older adult in education: Mary Alice Wolf; 17. Lifelong learning in long-term care settings: Alexandra Withnall; 18. The biographical approach to lifelong learning: Peter Alheit; 19. Learning from our lives: John Field; 20. Psychological development: Mark Tennant; 21. Transformative learning: Patricia Cranton and Edward W. Taylor; Part 3: Learning sites; 22. Informal learning: everyday living: Paul Hager; 23. Self-directed learning: Katarina Popović; 24. Learning at the site of work: Stephen Billett"]
[{"$nulls":4},"25. 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"]
[{"$nulls":4},"32. Reading disability: Julian G. Elliott and Elena L. Grigorenko33. On becoming a person in society: the person with dementia: Kay de Vries; Part 5: Learning across the disciplines: human and social sciences; 34. Human-centric learning and post-human experimentation: Richard Edwards; 35. Piaget's constructivism and adult learning: Etienne Bourgeois; 36. Psychoanalytic perspectives on learning and the subject called the learner: Linden West; 37. Sociology and learning: Martin Dyke and Ian Bryant; 38. Anthropology and learning: Peggy Froerer; 39. Learning in a complex world: Mark Olssen"]
[{"$nulls":4},"40. Perspectives on geography and learning: Johanna L. Waters"]
[null,null,null,"Sommario/riassunto","As 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"]