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Peer reviewedDrake, James A. – Educational Theory, 1979
"The Educational Imagination: On the Design and Evaluation of School Programs" by Elliot W. Eisner is reviewed. (JD)
Descriptors: Academic Achievement, Curriculum Evaluation, Educational Research, Higher Education
Dougherty, Pat Fallon – Instructor, 1976
Learning-disabled kids in a farmhouse classroom. (Editor)
Descriptors: Educational Environment, Exceptional Persons, Learning Disabilities, Learning Experience
Kohl, Herb – Teacher, 1977
A teacher and her students explore the structure of "bubbles" in comic books. Evaluating the use of narration in comics led to the use of narration in books and how characters relate in stories. (Author/RK)
Descriptors: Comics (Publications), Freehand Drawing, Illustrations, Learning Experience
Peer reviewedSchisgall, Jane – School Arts, 1976
Pictures of rubbings are used to aid young children in creating their own sense of artistic expression. (RK)
Descriptors: Art Education, Elementary School Students, Illustrations, Learning Experience
Peer reviewedGabert, Julie – Journal of Experiential Education, 1997
Describes an introductory horizontal caving experience for college-age women who were uncomfortable with their bodies, insecure with movement, and unwilling to take big risks. The darkness and quiet of the cave released inhibitions and promoted group cohesion, feelings of intimacy and safety, self-discovery, and self-confidence. (SV)
Descriptors: Empowerment, Females, Group Dynamics, Individual Development
Smith, Maxine – Echoes, the Northern Maine Journal of Rural Culture, 1995
In 1937, four young women, three of whom were teachers in one-room schools in rural Maine, set off on an eight-week cross-country trip to California. They decided to take the trip so they could teach from first-hand experience. Together they saved $1,200 and then visited 30 states, Washington, D.C., and 2 Canadian provinces. (LP)
Descriptors: Friendship, Individual Development, Learning Experience, One Teacher Schools
Peer reviewedSmith, Kenneth E.; McCormick, Donald W. – Adult Learning, 1992
A process for translating experience into college-level learning involves identifying relevant experiences and types: (1) a single experience leading to a single learning topic; (2) a single experience leading to several topics; or (3) several experiences leading to a single topic. Visual representations of these types help students validate the…
Descriptors: Adult Education, Adult Students, College Credits, Experiential Learning
Winn, William – Educational Technology, 1993
Discusses the relationship between instructional design and situated learning. The transfer of knowledge and skills to a variety of settings is considered; and ways in which instructional design can contribute to the goals of situated learning are described, including planning learning experiences that are situated in the real world. (24…
Descriptors: Apprenticeships, Experiential Learning, Instructional Design, Learning Experience
Peer reviewedWestfall, Sarah B. – New Directions for Student Services, 1999
Explains practical considerations in developing cross-campus partnerships that support connections between in- and out-of-class experiences. Major obstacles to developing partnerships are identifying support and resistance, maintaining effective strategies, timing, seeing the terrain, managing logistics, and learning quickly. Offers case study of…
Descriptors: College Freshmen, Higher Education, Learning Experience, Partnerships in Education
Peer reviewedGlackin, Marie; Glackin, Marie – Nurse Education Today, 1998
Interviews with 92 nursing students over age 21 in Northern Ireland found the college was not meeting the needs of students with high levels of work experience and education, which were not recognized. They perceive themselves as more motivated and better able to study independently than younger students. (SK)
Descriptors: Adult Students, Foreign Countries, Higher Education, Learning Experience
Peer reviewedCarter, Phillip D. – Journal of Adult Education, 1996
Grounded teaching and learning based on grounded theory involves continuous collection and analysis of data; hypotheses formed, rejected, and reformed during the process; and the data (learners' self-reporting of their learning experiences) as the focal point of activity. (SK)
Descriptors: Adult Education, Adult Students, Data Analysis, Data Collection
Ray, Janisse – Orion Afield: Working for Nature and Community, 2001
In Olympia (Washington), the Procession of the Species has been an annual parade and wildlife festival since 1994. By engaging the community in creative workshops and joyful participation, the festival seeks to promote appreciation of and responsibility toward nature more effectively than does traditional environmental education. (SV)
Descriptors: Attitude Change, Community Involvement, Creative Expression, Environmental Education
Peer reviewedKnobel, Michele – Journal of Adolescent & Adult Literacy, 2001
Analyzes the tenuous relationship between school learning and one student's everyday life. Emphasizes that standard tests and benchmarks should only ever be the baseline for a teacher. Examines national benchmarks, testing, and standards in the light of one case in Australia in order to discuss the pitfalls associated with judging students on the…
Descriptors: Benchmarking, Case Studies, Foreign Countries, Learning Experience
Peer reviewedMcClelland, Jerry; Dahlberg, Karin; Plihal, Jane – College Teaching, 2002
Explored how university students experience their body while learning. Found these themes: the physical setting creates discomfort; the body senses the classroom's emotional climate; activity occupies or distracts the body; there is a lost sense of body when immersed in a good learning experience; bodily relaxation and freedom occur when one is…
Descriptors: College Students, Higher Education, Human Body, Learning Experience
Valadez, Gilbert – Phi Delta Kappan, 2004
When asked by a student in a seminar recently if he could remember a perfect day teaching elementary school, the author writes memories of one he distinctly remembers because he gained new insight into teaching on that particular day. After returning to work following the devastating loss of a younger 19 year-old brother in a car crash, he resumed…
Descriptors: Personal Narratives, Grief, Teaching Experience, Transformative Learning


