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dc.contributor.authorHenley, Arden
dc.date.accessioned2016-10-28T22:40:47Z
dc.date.available2016-10-28T22:40:47Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/20.500.11803/540
dc.description.abstractThis chapter responds to a critical and often overlooked dimension of the graduate education of professionals. It presents an approach to teaching and learning that is fully compatible with performance-based ideas and a focus on outcomes, while incorporating the perspective of the profession as a social entity.en_US
dc.language.isoenen_US
dc.publisherCreateSpaceen_US
dc.relation.ispartofInnovations in Teaching Adults
dc.relation.ispartofseriesProven practices in higher education;
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectProfession as social entityen_US
dc.subjectProfessional educationen_US
dc.subjectPromoting communities of practiceen_US
dc.titleLegitimate Peripheral Participation: Learning Reconceived as a Transformation of Social Identityen_US
dc.typeBook Chapteren_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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Attribution-NonCommercial-NoDerivs 3.0 United States