Titlebook: Extraordinary Learning in the Workplace; Janet P. Hafler Book 2011 Springer Science+Business Media B.V. 2011 curriculum.pedagogy.practice.

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Book 2011arning in the Workplace. is broken into four main sections. Part I explores curriculum, both formal and hidden. Part II focuses on conceptions and theories of learning and instruction and is intended to inform the work of educators with regard to components of professional education that occur in th

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Conceptual Perspectives: Emerging Changes in the Assessment Paradigmains such as communication skills, professionalism, teamwork, leadership, and cultural sensitivity has lagged, yet researchers and practitioners increasingly have begun to explore assessment of such areas more systematically. The introduction of comprehensive measurement methods for both competence

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Immunoglobulin (IVIG) Infusion Therapy,ains such as communication skills, professionalism, teamwork, leadership, and cultural sensitivity has lagged, yet researchers and practitioners increasingly have begun to explore assessment of such areas more systematically. The introduction of comprehensive measurement methods for both competence

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Book 2011ce and a positive synergy among the intended and formal preparation of professionals, that tacit learning occurs within the hidden curriculum, and that the subsequent demands, both formal and tacit, are embedded in subsequent workplace settings. Thus, for this text, these authors explore research an

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The Hidden Curriculum, Structural Disconnects, and the Socialization of New Professionalsn schools and in workplaces. The hidden curriculum refers to cultural mores that are transmitted, but not openly acknowledged, through formal and informal educational practices (Hafferty & Franks, 1994; Hafferty & Levinson, 2008; Hafferty, 1998; Sullivan, 2005; Sullivan, Colby, Wegner, Bond, & Schulman, 2007).

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Brigitte Nake-Mann,Hannelore Neumannfessions education curricula, typically very early in the preservice curriculum; and discusses the implications for learning in the workplace of three predominant traditions of scholarship and practice in curriculum studies – the systems, deliberative curriculum inquiry, and “reconceptualist” approaches.

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