Obstinate actions-oriented behaviour towards applying theoractive learning : an ontology of educational learning and leadership theories in practice
المؤلف
المصدر
International Journal of Psycho-Educational Sciences
العدد
المجلد 7، العدد 1 (30 إبريل/نيسان 2018)، ص ص. 18-28، 11ص.
الناشر
تاريخ النشر
2018-04-30
دولة النشر
سوريا
عدد الصفحات
11
التخصصات الرئيسية
الملخص EN
Obstinate actions-oriented behaviour is the study of learning and practicing behaviour theoractively, which is acquired from the content based, process based learning and spawning critical reflexivity to the learnt theoretical phenomena into practical actions.
Obstinate actions-oriented behaviour is a multi-faceted behaviour that is generally applied to gain success and to become effective through the ontology of theoractive learning.
Obstinacy actions-orientation, in this study, is viewed in a positive light; and denotes a self-willed, natural and nurturing action towards the tenacious pursuit of a selfdesired goal.
This action is achieved by applying learning theories to practice, thus displaying theoractiveness, with self-willed obstinacy towards the individual goal or the organizational goal.
Theoractive learning is grounded in content and process learning in order to generate critical reflexivity with which to judge and evaluate the learnt behaviour of an individual.
This paper is conceptually designed and accumulates various relevant theoretical literature within organizations and leadership with a purpose to support theconceptual commentary.
Terminologies used in this paper are precisely described andillustrated.
The meanings were elucidated and supported by integrating the leadershiptheories.
Theoretical consciousness can play a pivotal role in shaping an individual’scompetences, and in generating a theoractiveness; however, theories are often limited to content learning.
Nonetheless, process-based orientation subconsciously implements these theories at a higher educational level.
Obstinate actions orientation consists of both an art-obstinacy and a science-obstinacy.
Teaching by the “what method” is a scienceobstinate action, whereas, teaching by the “why and how” method is an art-obstinate action.
Actions-oriented behaviour enables followership movement towards the leader’s desired conducive climate, creating a dominant leadership style within the context, and maintaining a leadership style fix.
نمط استشهاد جمعية علماء النفس الأمريكية (APA)
Rajbhandari, Mani Man Singh. 2018. Obstinate actions-oriented behaviour towards applying theoractive learning : an ontology of educational learning and leadership theories in practice. International Journal of Psycho-Educational Sciences،Vol. 7, no. 1, pp.18-28.
https://search.emarefa.net/detail/BIM-835141
نمط استشهاد الجمعية الأمريكية للغات الحديثة (MLA)
Rajbhandari, Mani Man Singh. Obstinate actions-oriented behaviour towards applying theoractive learning : an ontology of educational learning and leadership theories in practice. International Journal of Psycho-Educational Sciences Vol. 7, no. 1 (Apr. 2018), pp.18-28.
https://search.emarefa.net/detail/BIM-835141
نمط استشهاد الجمعية الطبية الأمريكية (AMA)
Rajbhandari, Mani Man Singh. Obstinate actions-oriented behaviour towards applying theoractive learning : an ontology of educational learning and leadership theories in practice. International Journal of Psycho-Educational Sciences. 2018. Vol. 7, no. 1, pp.18-28.
https://search.emarefa.net/detail/BIM-835141
نوع البيانات
مقالات
لغة النص
الإنجليزية
الملاحظات
Includes bibliographical references : p. 26-28
رقم السجل
BIM-835141
قاعدة معامل التأثير والاستشهادات المرجعية العربي "ارسيف Arcif"
أضخم قاعدة بيانات عربية للاستشهادات المرجعية للمجلات العلمية المحكمة الصادرة في العالم العربي
تقوم هذه الخدمة بالتحقق من التشابه أو الانتحال في الأبحاث والمقالات العلمية والأطروحات الجامعية والكتب والأبحاث باللغة العربية، وتحديد درجة التشابه أو أصالة الأعمال البحثية وحماية ملكيتها الفكرية. تعرف اكثر