Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Conflict | 3 |
| Learning Processes | 3 |
| Transformative Learning | 3 |
| Foreign Countries | 2 |
| Intervention | 2 |
| Action Research | 1 |
| Administrators | 1 |
| Adult Education | 1 |
| Attitude Change | 1 |
| Barriers | 1 |
| Beliefs | 1 |
| More ▼ | |
Author
| Alrø, Helle | 1 |
| Bedasa, Nigusie Angessa | 1 |
| Dahl, Poul Nørgård | 1 |
| Hussein, Jeylan Wolyie | 1 |
| Koskey, Kristin L. K. | 1 |
| Linnenbrink-Garcia, Lisa | 1 |
| Manzey, Christine | 1 |
| Pugh, Kevin J. | 1 |
| Stewart, Victoria C. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Adult Education | 1 |
| High Schools | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHussein, Jeylan Wolyie; Bedasa, Nigusie Angessa – Research in Post-Compulsory Education, 2017
The article presents analysis of the epistemological, pedagogical and methodological processes and dilemmas that unfolded during our efforts to transform the conceptions and understandings of our participants' thinking about ways of managing land-related conflicts. The paper reports our evaluation of the thinking and perspectives that guided our…
Descriptors: Foreign Countries, Land Use, Land Acquisition, Conflict
Alrø, Helle; Dahl, Poul Nørgård – Journal of Workplace Learning, 2015
Purpose: The purpose of this paper is to present an approach to group coaching in the workplace that can enhance shared learning in groups and teams through dialogue as opposed to group members' individual positioning through discussion and debate. Design/methodology/approach: An action research project conducted throughout one year in…
Descriptors: Groups, Coaching (Performance), Work Environment, Action Research
Pugh, Kevin J.; Linnenbrink-Garcia, Lisa; Koskey, Kristin L. K.; Stewart, Victoria C.; Manzey, Christine – Cognition and Instruction, 2010
The Teaching for Transformative Experiences in Science (TTES) model is designed to foster transformative experiences (e.g., experiences with science content involving the application of that content in ways that expand perception and value in everyday experience). This study presents a case study of a high school biology teacher learning to…
Descriptors: Intervention, Conflict, Biology, Science Instruction
