Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-10T12:52:23.108Z Has data issue: false hasContentIssue false
  • English
  • Français

Transforming Our Models of Learning and Development: How Far Do We Go?

Published online by Cambridge University Press:  07 January 2015

J. Kevin Ford
J. Kevin Ford*
Affiliation:
Michigan State University
*
E-mail: fordjk@msu.edu, Address: Department of Psychology, Michigan State University, East Lansing, MI 48824
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 1 , Issue 4 , December 2008 , pp. 468 - 471
Copyright
Copyright © Society for Industrial and Organizational Psychology 2008 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

Department of Psychology, Michigan State University

References

Brophy, J. (2006). Graham Nuthall and social constructivist teaching: Research-based cautions and qualifications. Teaching and Teacher Education, 22, 529–537.Google Scholar
Cook, T. (1985). Postpositivist critical multiplism. In Shotland, R. & Mark, M. (Eds.), Social science and social policy (pp. 25–62). Beverly Hills, CA: Sage.Google Scholar
Ford, J. K., & Sinha, R. (in press). Advances in training evaluation research. In Cooper, C. & Cartwright, S. (Eds.), The Oxford handbook of personnel psychology. New York: Oxford University Press.Google Scholar
Foster-Fishman, P., Nowell, B., Deacon, Z., Nievar, M. A., & McCann, P. (2005). Using methods that matter: The impact of reflection, dialogue, and voice. American Journal of Community Psychology, 36, 275–291.Google Scholar
Kraiger, K. (2008). Transforming our models of learning and development: Web-based instruction as enabler of third-generation instruction. Industrial and Organizational Psychology: Perspectives on Science and Practice, 1, 454–467.Google Scholar
Morgan, G. (2006). Images of organizations. Thousand Oaks, CA: Sage.Google Scholar
Nuthall, G. (2004). Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap. Harvard Educational Review, 74, 273–307.Google Scholar
Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345–375. Palo Alto, CA: Annual Reviews.Google Scholar
Sfrad, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27, 4–13.Google Scholar
Yelon, S. L., & Ford, J. K. (1999). Pursuing a multidimensional view of transfer. Performance Improvement Quarterly, 12, 58–78.Google Scholar