Applications of Developmental Theory to the Design and Conduct of Quality Field Experience Programs: Exercises for Educators. PANEL Resource Paper #8.

Autor/inn/en	Whitham, Michele; Erdynast, Albert
Institution	National Society for Internships and Experiential Education, Raleigh, NC. Peer Assistance Network in Experiential Learning.
Titel	Applications of Developmental Theory to the Design and Conduct of Quality Field Experience Programs: Exercises for Educators. PANEL Resource Paper #8.
Quelle	(1982), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Stellungnahme; Behavioral Objectives; College Students; Developmental Stages; Experiential Learning; Field Experience Programs; Higher Education; Interpersonal Relationship; Interprofessional Relationship; Program Design; Student Development; Theories + Suchen Sie Ihr Suchwort? Collegestudent; Experiental learning; Erfahrungsorientiertes Lernen; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Programme design; Programmaufbau; Programmplanung; Theory; Theorie
Abstract	The application of structural-developmental theory to experiential education practice is discussed. The theory is based on the concept of stages, which are structurally whole, internally consistent systems of thought that organize the individual's understanding of, feelings toward, and actions on the world. Stage theory presents the image of an expanding self that is forced to reach for a new formulation of reality more adequate to the situation at hand. The structural-developmental theory presents a working model of "the whole person" as the totality of all his/her capacities (cognitive, moral, social, ego). It is possible for experiential education to promote development by deliberately supplying the prerequisite conditions for movement from stage to stage. Structural-developmental theory has implications for: (1) how experiences for individual students are structured; (2) how educators interact with students; and (3) how educators interact with the community placement staff. Using these three aspects of experiential education, elements of good practice are covered, based on the theory. Three group exercises and checklists are included to stimulate thinking differently about experiential activities, how field experiences are planned and structured, and objectives of the experience. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01