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Related Concept Videos

Purposive Learning01:22

Purposive Learning

106
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
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Introduction to Learning01:18

Introduction to Learning

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Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
354
Observational Learning01:12

Observational Learning

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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
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Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

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Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of...
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Shifting from education to learning: Leadership learning framework.

Kathy L Guthrie1, Daniel M Jenkins2

  • 1Educational Leadership and Policy Studies, Florida State University, Tallahassee, Florida, USA.

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Summary
This summary is machine-generated.

This article introduces the leadership learning framework (LLF), detailing its development and application. The LLF emphasizes leadership learning over teaching, using a steering wheel metaphor to explain its six key aspects in diverse educational settings.

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Area of Science:

  • Educational Leadership
  • Curriculum Development
  • Higher Education Pedagogy

Background:

  • Traditional leadership education often focuses on teaching rather than experiential learning.
  • A need exists for adaptable frameworks to guide leadership program development in evolving educational landscapes.
  • Existing models may not fully capture the multifaceted nature of leadership acquisition.

Purpose of the Study:

  • To provide an overview of the leadership learning framework (LLF).
  • To explain the developmental origins and theoretical underpinnings of the LLF.
  • To illustrate the practical application and adaptability of the LLF in various educational contexts.

Main Methods:

  • Conceptual development and synthesis of existing leadership education theories.
  • Application of a steering wheel metaphor to delineate the six core components of the LLF.
  • Case examples and discussion of LLF implementation in curricular and co-curricular programs.

Main Results:

  • The LLF offers a structured approach to leadership education, shifting focus to the learning process.
  • The framework's six aspects, visualized through a steering wheel metaphor, provide a comprehensive model.
  • LLF has demonstrated versatility in application across different educational environments.

Conclusions:

  • The leadership learning framework (LLF) provides a robust and adaptable model for contemporary leadership education.
  • The LLF's emphasis on learning and its metaphorical structure facilitate program design and implementation.
  • Continued reflection and application of the LLF are crucial for addressing the dynamic nature of leadership development.