Theory in Practice
Increasing Professional Effectiveness
Bibliographic Data
| ID | 9016650 |
|---|---|
| Authors | Philip J Runkel (University of Oregon, corresponding author) |
| Year | 1976 |
| Volume | 47 |
| Issue | 1 |
| Pages | 113-115 |
| Publication date | 1976-01-01 |
| Open Access | No |
| Type | REVIEW |
| Review of | Theory in practice: Increasing Professional Effectiveness, Chris Argyris, 1974 |
| Venue | The Journal of Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.1976.11774020 |
| OpenAlex | W2044342873 |
| Language | EN |
| Citations received | 7 |
(1976). Theory in Practice: Increasing Professional Effectiveness. The Journal of Higher Education: Vol. 47, No. 1, pp. 113-115
Mathematics education · Pedagogy · Professional development · Sociology · Evaluation of Teaching Practices · Psychology · Teacher Education and Leadership Studies
Current State of Youth Employment in the Republic of Sakha (Yakutia)
L’utilisation de la vidéo pour développer la compétence réflexive des enseignants
Ecouter et dire en médecine, une approche psycho-sociale
Gestion professionnelle et gestion technocratique des services sociaux
The troublesome nature of intraprofessional collaboration
Formative assessment in higher education
Critical Reflexivity and Social Work Practice
Entstehung, Struktur und Steuerung des deutschen Schulsystems
La professionnalisation
Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research
Encouraging Self-Reflection in Social Work Students
Critically Reflecting on the Australian Association of Social Workers Code of Ethics
Reformulating Strategies to Develop Democratization through Civic Education in Aceh
La reconnaissance des acquis et des compétences, une transdiscipline ?1
Caractériser les îlots de capitalisation d’entraîneurs de haut niveau experts à partir d’une approche inductive
Consultants pris entre « l’arbre et l’écorce » ou comment concilier « vendre du conseil » et co-construire l’intervention
Strengthening Urban Labs’ Democratic Aspirations
De Rutas Seguras a Rutas Bakanes en Chile
Facilitating pre-service teachers’ instructional design and higher-order thinking with generative AI
Transforming Scientists’ Understanding of Science–Society Relations. Stimulating Double-Loop Learning when Teaching RRI
Documentación pedagógica y formación inicial
Developing Intercultural Competence Through Short-Term Study Abroad Programs
Collaborative research and use of Q methodology to understand technology infusion in teacher preparation
“It’s What We Can Do Right Now”
Before the scalpel
Facilitating Online Participatory Planning During the Covid-19 Pandemic
Illuminating and bridging the vortex between tacit and explicit knowledge
Organizational Good Epistemic Practices
Rigidities of imagination in scenario planning
Building higher education
Trajectories of merit
Toward Transpersonal Learning Communities in Business
The Power of Qualitative Methods
Staff perceptions of the role of technology in experiential learning
Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK)
Edgar H. Schein
Beyond answers
Subjective Evidence Based Ethnography
A neo-complexity orientation to action research
Participatory action research
Pragmatist Philosophy and Action Research
Presentational Form in First Person Research
On the Cognitive Mechanics of Planning Judgment
The Importance of Qualitative Research for Causal Explanation in Education
Comparing effectuation to discovery-driven planning, prescriptive entrepreneurship, business planning, lean startup, and design thinking
Career motives and entrepreneurial decision-making
Indices de transformation sociale par l’art qui relie une pratique artistique avec et dans la communauté
Utilisation de la méthode des incidents critiques dans une perspective d’explicitation, d’analyse critique et de transformation des pratiques professionnelles
Analyser l’alternance d’enquêtes entre pratique et théorie pour mieux les provoquer
What Is Social Science? A Comparison with Biology
The Intercom Ontario High-Bandwidth Residential Field Trial
Reflecting on ‘Reflective Practice’
Look before You Leap
Ethics in Field Education
Trends in Data-Based Sociological Practice
School Discipline Disparity
Constructing and changing theories of practice
Discretionary assessment practices
Learning journey
Double-loop Learning
Disrupting Façades of Clarity in the Teaching and Learning of Qualitative Research
The Relation between Early Childhood Teachers’ Conceptualization of “Play” and Their Practice
Critical perspectives on changes in educational leadership practice
Dan Lockton
Democratic alternatives to hierarchy – why so few
Solving problems, the island way
Cómo se Encuentran las Instituciones de Educación Superior Venezolanas con relación al Resto del Mundo en Cuanto al Aprendizaje Organizacional se Refiere
Picturing dual language and gentrification
A TPACK Diagnostic Tool for Teacher Education Leaders
Black Mega-Churches in the Internet Age
Global benchmarking
Managing Improvisation in Cross Cultural Virtual Teams
Exploring the ingredients to the development of coach noticing
The Researcher as Autobiographer
Understanding a Pakistani Science Teacher's Practice Through a Life History Study
Teacher Educators as Role Models
Dialectical Inquiry–Does It Deliver? A User Based Research Experience
Organizational Pathways for Social Innovation and Societal Impacts in Disability Nonprofits
Focused Dialogues in Training Contexts
Teachers' development towards the reflective teaching of writing
Roles and relationships in qualitative research on teachers' thinking
The development of student teachers' practical theory of teaching
Dilemmas in crossing the boundaries
Teacher Conversations
The contextualist turn and schematics of institutional fit
Implementation as communicative action
The temporal dimension of knowledge and the limits of policy appraisal
Society as emergent and more than rational
Implementation of School-Based Management
Fostering diversity work as a process of lifelong learning
The Splitting of Leadership and Management as a Social Defense
Supporting Reflective Learning
Dialectical Inquiry
| Highly cited | No |
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