1c+Learning+and+Human+Development

toc =1c Learning and Human Development=

**Competency Definitions**

 * Leadership Definition: Leadership is committed to and practices continuous personal, interpersonal, and organizational learning.
 * This competency is about life long learning where principals and teachers learn hand in hand with students and colleagues.
 * //Your adapted definition here//

**Best Databases**
([|Andrews University Library Databases Start Page]: //Always start here so you have full access to the articles.//)
 * Wiley InterScience
 * EBSCOhost Life Long Learning

These references need cleaning to APA format, and then they should be added below.
> Vella, J. (2001). __Taking Learning to Task__. San Francisco, CA, Jossey-Bass.
 * Knowledge Management - Brewer & Brewer, 2010, Knowledge Management, Human Resource Management, and Higher Education: A Theoretical Model
 * Brookfield, S. D. (1983). __Adult Learners, Adult Education and the Community__. Milton Keyes, England, Open Univeristy Press.
 * Brookfield, S. D. (1986). __Understanding and Facilitating Adult Learning__. San Francisco, CA, Jossey-Bass.
 * Bruner, J. S. (1966). __Toward a Theory of Instruction__. Cambridge, MA, The Belknap Press of Harvard University Press.
 * Collins, J.C. (2005). //Good to great and the social sectors: why business thinking is not the answer; a monograph to accompany good to great.// Personal publication by Jim Collins (ISBN -13:978-0-9773264-0-2).
 * Conner, M. L. (1997 - 2004). How Adults Learn, Ageless Learner. 2004.
 * Council, N. R. (2000). __How People Learn__. Washington D. C., National Academy Press.
 * De Pree, M. (1989). __Leadership is an Art__. New York, NY, Doubleday.
 * Johnson, S. (1998). //Who Moved My Cheese?// New York: G.P. Putnam's Sons.
 * Joyce, B., M. Weil, et al. (2004). __Models of Teaching__. Boston, MA, Allyn and Bacon.
 * Kidd, J. R. (1973). __How Adults Learn__. New York, NY, Cambridge Books.
 * Knowles, M. S. (1980). __The Modern Practice of Adult Education: From Pedagogy to Andragogy__. New York, NY, Cambridge Books.
 * Kolb, D. A. (1984). __Experiential Learning: Experience as the source of learning and development__. Englewood Cliffs, NJ, Prentice-Hall.
 * Kotter, J. P. (1996). __Leading Change__. Boston, MA, Harvard Business School Press.
 * Palmer, P. J. (1998). __The Courage to Teach__. San Francisco, CA, Jossey-Bass Publishers.
 * Peck, M. S. (1988). __The Different Drum__. New York, NY, Simon & Schuster.
 * Phillips, G. M., D. J. Pedersen, et al. (1979). __Group Discussion: A Practical Guide to Participation and Leadership__. Boston, MA, Houghton Mifflin Company.
 * Steinbach, R. L. (1993). __The Adult Learner: Strategies for Success__. Menlo Park, CA, Crisp Publications.
 * Smith, M. K. (2001) //'David A. Kolb on experiential learning', the encyclopedia of informal education//, [].First published July 1996. Last updated: January 30, 2005.)

**References**
> Kagan, S. (1992). //Cooperative learning//. San Juan Capistrano, CA: Resources for Teachers.
 * Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.), //Theory and practice of online learning// (pp. 3-31). Athabasca, AB: Athabasca University.
 * Alfred, M. V. (2002). //Learning and sociocultural contexts: Implications for adults, community, and workplace education//. San Francisco, CA: Jossey-Bass.
 * Armstrong, T. (2000). //Multiple intelligences in the classroom// (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
 * Barker, C. L., & Searchwell, C. J. (2001). //Writing year-end teacher improvement plans—right now!!// . Thousand Oaks, CA: Corwin Press.
 * Barker, C. L., & Searchwell, C. J. (2004). //Writing meaningful evaluations for non-instructional staff—right now!!// Thousand Oaks, CA: Corwin Press.
 * Barker, C. L., & Searchwell, C. J. (2004). //Writing meaningful teacher evaluations—right now!!// (2nd ed.). Thousand Oaks, CA: Corwin Press.
 * Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). //Women's ways of knowing//. New York, NY: Basic Books.
 * Berger, R. (2003). //An ethic of excellence: Building a culture of craftmanship with students//. Portsmouth, NH: Heinemann.
 * Beyer, L. E., & Apple, M. W. (1998). //The curriculum: Problems, politics, and possibilities// (2nd ed.). Albany, NY: State University of New York Press.
 * Bickel, R., Howley, C., Williams, T., & Glascock, C. (2001). High school size, achievement equity, and cost: Robust interaction effects and tentative results //Education Policy Analysis Archives, 9//(40), 49.
 * Billig, S., & Waterman, A. S. (2003). //Studying service-learning: Innovations in education research methodology//. Mahwah, NJ: L. Erlbaum Associates.
 * Blanchard, K. & O’Connor, M. (2003). //Managing by values: how to put your values into action for extraordinary results.// San Francisco: Berrett-Koehler Publishers, Inc.
 * Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. //Educational Researcher, 33//(8), 3-15.
 * Brislin, R. W., Bochner, S., Lonner, W. J., & East-West Culture Learning Institute. (1975). //Cross-cultural perspectives on learning//. Beverly Hills, CA: Sage Publications.
 * CAST. (2009). //What is universal design for learning?// Retrieved from []
 * Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. //AACE Journal, 16//(2), 137-159.
 * Collins, J. C. (2001) //Good to great: why some companies make the leap—and others don’t.// New York, NY: Harper Business.
 * Cooper, J. (2003). //Classroom teaching skills//. Boston: Houghton Mifflin.
 * Corcoran, T., & Lawrence, N. (2003). Changing district culture and capacity: The impact of the Merck Institute for science education partnership. //Consortium for Policy Research in Education, Research Report Series RR-054//, 1-51.
 * Cuban, L. (2003). //Oversold and underused: Computers in the classroom//. Cambridge, MA: Harvard University Press.
 * Cunningham, C. A., & Billingsley, M. (2003). //Curriculum webs: A practical guide to weaving the web into teaching and learning//. Boston: Allyn and Bacon.
 * Danielson, C. (1996). //Enhancing professional practice: A framework for teaching//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * Darling-Hammond, L., & Youngs, P. (2002). Defining "highly qualified teachers": What does "scientifically-based research" actually tell us? //Educational Researcher, 31//(9), 13-25.
 * Davis, P. M. (1999). //Learning theories//. Retrieved from []
 * DeLay, R. B. (1996). Forming knowledge: Constructivist learning and experiential education. //The Journal of Experiential Education, 19//(2), 76-81. Retrieved from []
 * Dewey, J. (1998). //Experience and education// (60th anniversary ed.). West Lafayette, IN: Kappa Delta Pi.
 * Dougherty, A. M. (1995). //Consultation: Practice and perspectives in school and community settings// (2nd ed.). Pacific Grove, CA: Brooks/Cole.
 * Downes, S. (2005). //An introduction to connective knowledge//. Retrieved from []
 * Downes, S. (2006). //Learning networks and connective knowledge//. Retrieved from []
 * Driscoll, M. P. (2000). //Psychology of learning for instruction// (2nd ed.). Boston: Allyn and Bacon.
 * Eisner, E. W. (1998). //The enlightened eye: Qualitative inquiry and the enhancement of educational practice//. Upper Saddle River: Merrill.
 * Faulstich Orellana, M., & Bowman, P. (2003). Cultural diversity research on learning and development: Conceptual, methodological, and strategic considerations. //Educational Researcher, 32//(5), 26-32.
 * Fay, J., Cline, F., & Sornson, R. (2000). //Meeting the challenge: Using love and logic to help children develop attention and behavior skills//. Golden, CO: Love and Logic Press.
 * Fletcher, S. (2000). //Competence-based assessment techniques// (2nd Rev. ed.). London: Kogan Page.
 * Fowler, J. W. (1981). //Stages of faith: The psychology of human development and the quest for meaning//. San Francisco: Harper & Row.
 * Freire, P. (1971). //Pedagogy of the oppressed//. New York, NY: Seaview.
 * Freire, P. (1998). //Teachers as cultural workers: letters to those who dare teach / Uniform Title: Professora sim, tia não. English//. Boulder, CO: Westview Press.
 * Fried, A., Zannini, K., Wheeler, D., Lee, Y., & Cortez, J. (2005). //Instructional design theory database project//. Retrieved from []
 * Frost, P., & Fukami, C. (1997). Teaching effectiveness in the organizational sciences: Recognizing and enhancing the scholarship of teaching. //Academy// //of Management// //Journal, 40//(6), 1271-1281.
 * Gadsden, V. L. (2008). The arts and education: Knowledge generation, pedagogy, and the discourse of learning. //Review of Research in Education, 32//, 29-61.
 * Gardner, H. (1999). //Intelligence reframed: Multiple intelligences for the 21st century//. New York: Basic Books.
 * Gillani, B. B. (2003). //Learning theories and the design of e-learning environments//. Lanham, MD: University Press of America.
 * Gladwell, M. (2000). //The tipping point: how little things can make a big difference.// Boston, MA: Little, Brown.
 * Goleman, D. (1995). //Emotional intelligence//. New York: Bantam Books.
 * Goleman, D., Boyatzis, R. E., & McKee, A. (2002). //Primal leadership: Realizing the power of emotional intelligence//. Boston: Harvard Business School Press.
 * Gordon, S. P. (2005). //Standards for instructional supervision//. Larchmont, NY: Eye On Education.
 * Grabe, M., & Grabe, C. (2000). //Integrating the internet for meaningful learning//. Boston: Houghton Mifflin.
 * Gutierrez, K., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. //Educational Researcher, 32//(5), 19-25.
 * Hay Group. Transforning Learning. from http://transforminglearning.co.uk/homepage/Culture_for_Learning_Report.pdf
 * Hoy, A. W., & Hoy, W. K. . (2006). //Instructional Leadership// (2nd ed.). Boston: Allyn & Bacon.
 * Jensen, E. (2006). //Enriching the brain: How to maximize every learner's potential//. San Francisco, CA: Jossey-Bass.
 * Jarvis, P. (2001). //The age of learning: Education and the knowledge society//. London: Kogan Page.
 * Jarvis, P. (2002). //The theory & practice of teaching//. Sterling, VA: London Kogan Page.
 * Johnson, D. W., & Johnson, R. T. (1999). //Learning together and alone: Cooperative, competitive, and individualistic learning// (5th ed.). Boston: Allyn and Bacon.
 * Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). //Active learning: Cooperation in the college classroom//. Edina, MN: Interaction Book Co.
 * Joyce, B. R., Weil, M., & Calhoun, E. (2004). //Models of teaching// (7th ed.). Boston: Allyn and Bacon.
 * Kagan, S. (1994). //Cooperative learning//. San Clemente, CA: Kagan Publishing.
 * Kearsley, G. (2000). //Online education: Learning and teaching in cyberspace//. Belmont, CA: Wadsworth Thomson Learning
 * Kearlsey, G. (2009). //Explorations in learning and instruction: The theory into practice database//. Retrieved from []
 * Keirsey, David, and Marilyn Bates. (1984). //Please understand me: character and temperament types.// Del Mar, CA: Gnosology Books, Prometheus Nemesis.
 * Knight, G. R. (2006). //Philosophy and education: An introduction in Christian perspective// (Fourth ed.). Berrien Springs, MI: Andrews University Press.
 * Knowles, M. S. (1984). //The adult learner: A neglected species// (3rd ed.). Houston, TX: Gulf Publishing.
 * Knowledgebase, L. T. (2009). //Learning theories overview//. Retrieved from [|http://www.learning-theories.com]
 * Kohn, A. (1999). //Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes//. Boston: Houghton Mifflin Co.
 * Kolb, D. A. (2005). //The Kolb learning style inventory//. Boston, MA: Hay Group, Inc.
 * Kouzes, J. M. & Posner, B. Z. (eds.) (2004). //Christian reflections on the leadership challenge.// San Francisco, CA: Jossey Bass.
 * Kouzes, J. M. & Posner, B. Z. (1995). //The leadership challenge.// San Francisco, CA: Jossey Bass.
 * Larreamendy-Joerns, J., & Leinhardt, G. (2006). Going the distance with online education. //Review of Educational Research, 76//(4), 567-605.
 * Larson, R., Larson, D. & Gillespie, V. B. . (1992). //Project affirmation: Teaching values//. Riverside, CA: La Sierra University Press.
 * Lave, J., & Wenger, E. (2005). //Situated learning: Legitimate peripheral participation//. Cambridge [England]: New York.
 * Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning knowns, unknowns, and ways to pursue better questions and answers. //Review of Educational Research, 77//(4), 575-614.
 * Lee, C., Spencer, M., & Harpalani, V. (2003). Every shut eye ain’t sleep: Studying how people live culturally. //Educational Researcher, 32//(5), 6-13.
 * Lengnick-Hall, C. A., & Sanders, M. M. (1997). Designing effective learning systems for management education: Student roles, requisite variety, and practicing what we teach. //Academy// //of Management// //Journal, 40//(6), 1334-1368.
 * Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. //Educational Researcher, 35//(3), 3-14.
 * Lingenfelter, J., & Lingenfelter, S. G. (2003). //Teaching cross-culturally: An incarnation model for learning and teaching//. Grand Rapids, MI: Baker Academic.
 * Linn, P. L., Howard, A., & Miller, E. (2004). //Handbook for research in cooperative education and internships//. Mahwah, NJ: Lawrence Erlbaum Associates.
 * Linton, T. H., & Kester, D. (2003). Exploring the achievement gap between white and minority students in Texas: A comparison of the 1996 and 2000 NAEP and TAAS eighth grade mathematics test results. //Education Policy Analysis Archives, 11//(10).
 * Marazza, L. L. (2003). //The 5 essentials of organizational excellence: Maximizing schoolwide student achievement and performance//. Thousand Oaks, CA: Corwin Press.
 * Marzano, R. J., Norford, J. S., Paynter, D. E., Pickering, D. J., & Gaddy, B. B. (2001). //A handbook for classroom instruction that works//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). //Classroom instruction that works: research-based strategies for increasing student achievement//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * Marzano, R. J., Arredondo, D.E., Brandt, R.S., Pickering, D.J., Glackburn, G.J., & Moffett, C.A. (1997). //Dimensions of learning teacher's manual//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * McGough, D. (2003). Leaders as learners: An inquiry into the formation and transformation of principals' professional perspectives. //Educational Evaluation and Policy Analysis, 25//(4), 449-471.
 * McLaughlin, M., & Strokes, L. (1998). Mind-set matters: Cultivating a learning-centered school. //U.S.// //Department of Education//, 1-31.
 * Nash, R. J. (1999). //Faith, hype, and clarity: Teaching about religion in American schools and colleges//. New York: Teacher’s College Press.
 * Nash, R. J. (2002). //Spirituality, ethics, religion, and teaching//. New York: Peter Lang.
 * Odden, A., & Archibald, S. (2001). //Reallocating resources: How to boost student achievement without asking for more//. Thousand Oaks, CA: Corwin Press.
 * Ogawa, R., T., Crain, R., Loomis, M., & Ball, T. (2008). Chat-it: Toward conceptualizing learning in the context of formal organizations. //Educational Researcher, 37//(2), 83-95.
 * Omoregie, M., & Farish-Jackson, J. (2003). //A guide to distance education//. Lanham, MD: University Press of America.
 * Ornstein, A. C. (2003). //Teaching and schooling in America: Pre- and post-September 11//. Boston: Allyn and Bacon.
 * Perry, W. G., Jr. (1970). //Forms of intellectual and ethical development in the college years: A scheme//. New York, NY: Holt, Rinehart, and Winston.
 * Petersen, G. J. (1999). Demonstrated actions of instructional leaders: An examination of five California superintendents [Electronic Version]. //Education Policy Analysis Archives//, //7//,
 * Pisha, B., & Stahl, S. (2008). Transforming the textbook to improve learning. In D. H. Rose & A. Meyer (Eds.), //A practical reader in universal design for learning//. Cambridge, MA: Harvard Education Press.
 * Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * Roblyer, M. D. (2003). //Integrating educational technology into teaching// (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
 * Rosenfield, S. A. (1987). //Instructional consultation//. Hillsdale, NJ: Lawrence Erlbaum Publishers.
 * Roth, W.-M., & Lee, Y.-J. (2007). "Vygotsky's neglected legacy": Cultural-historical activity theory. //Review of Educational Research, 77//(2), 186-232.
 * Quinn, R. E. (1996). //Deep change//. San Francisco: Jossey-Bass.
 * Rose, D. H., & Meyer, A. (Eds.). (2008). //A practical reader in universal design for learning//. Cambridge, MA: Harvard Education Press.
 * Salmon, G. (2004). //E-moderating: The key to teaching and learning online// (2nd ed.). London: RoutledgeFalmer.
 * Sawyer, R. D. (2001). Teachers who grow as collaborative leaders:The rocky road of support [Electronic Version]. //Education Policy Analysis Archives//, //9//, from http://epaa.asu.edu/epaa/v9n38.html
 * Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. //Educational Researcher, 33//(2), 12-20.
 * Scheffler, I. (1960). //The language of education//. Springfield, IL: Thomas.
 * Schunk, D. H. (2008). //Learning theories: An educational perspective// (5th ed.). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
 * Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. //Review of Educational Research, 77//(4), 454-499.
 * Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. //Review of Educational Research, 77//(4), 454-499.
 * Sergiovanni, T. J., & Starrat, R. J. (2002). //Supervision: A redefinition// (7th ed.). New York: McGraw Hill.
 * Shute, V. J. (2008). Focus on formative feedback. //Review of Educational Research, 78//(1), 153-189.
 * Siemens, G. (2005). Connectivism: A learning theory for the digital age. //International Journal of Instructional Technology and Distance Learning, 2//(1). Retrieved from []
 * Siemens, G. (2006). //Connectivism: Learning theory or pastime for the self-amused?// Retrieved from []
 * Siemens, G., & Downes, S. (2008, November 24). //Connectivism and connective knowledge online course support wiki//. Retrieved from []
 * Silins, H., & Mulford, B. (2002). Schools as learning organizations:The case for system, teacher and student learning. //Journal of Educational Administration, 40//(5), 425-446
 * Singer, A. J. (2003). //Teaching to learn, learning to teach: A handbook for secondary school teachers//. Mahwah, NJ: Lawrence Erlbaum Associates.
 * Smith, F. (1998). //The book of learning and forgetting//. New York: Teachers College Press.
 * Somuncuoglu, Y., & Yildirim, A. (1999). Relationship between achievement goal orientations and use of learning strategies. //Journal of Educational Research, 92//(5), 267-277.
 * Spillane, J. P., Hallett, T., & Diamond, J. B. (2003). Forms of capital and the construction of leadership: Instructional leadership in urban elementary schools. //Sociology of Education, 76//(1), 1-17.
 * Stahl, S. (2008). Engaging the text: Brain research and the universal design of reading strategy supports. In D. H. Rose & A. Meyer (Eds.), //A practical reader in universal design for learning//. Cambridge, MA: Harvard Education Press.
 * Straughan, R. (1982). //Can we teach children to be good?// Boston: Allen & Unwin.
 * Strike, K. A., & Soltis, J. F. (1998). //The ethics of teaching// (3rd ed.). New York: Teachers College Press.
 * Stronge, J. H., & Tucker, P. D. . (2003). //Handbook on teacher evaluation//. Larchmont, NY: Eye On Education.
 * Sullivan, S., & Glanz, J. (2000). //Supervision that improves teaching: Strategies and techniques//. Thousand Oaks, CA: Corwin Press.
 * Supovitz, J. (2003). Mapping a course for improved student learning: How innovative schools systematically use student performance data to guide improvement. //Consortium for Policy Research in Education//, 1-55.
 * Tobin, D. R. (1998). //Corporate learning strategies//. Retrieved from []
 * Tomlinson, C. A. (1999). //The differentiated classroom: Responding to the needs of all learners//. Alexandria, VA: Association for Supervision and Curriculum Development.
 * Thompson, L. J. (1995). //Habits of the mind: Critical thinking in the classroom//. Lanham, MD: University Press of America.
 * Tracey, R. (2009, March 17). //Instructivism, constructivism or connectivism?// Retrieved from []
 * Willingham, D. T., & Lloyd, J. W. (2007). How educational theories can use neuroscientific data. //Mind, Brain, and Education, 1//(3), 140-149.
 * Valdez, G. (2000). //Computer-based technology and learning: Evolving uses and expectations// (Rev. ed.). Oak Brook, IL: North Central Regional Educational Laboratory.
 * Valli, L. (1999). Listening to other voices: A description of teacher reflection in the United States. //Peabody// //Journal of Education, 72//(1), 67-88.
 * Vygotsky, L. (1978). //Thought and language//. Cambridge, MA: The MIT Press.
 * Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance [Electronic Version]. //Education Policy Analysis Archives//, //10//, from http://epaa.asu.edu/epaa/v10n12/
 * West Ed. (2000). Teachers who learn, kids who achieve: A look at schools with model professional development. //The National Awards Program//, 1-76.
 * Whitaker, T. (2002). //Dealing with difficult teachers.// (2nd ed.). Larchmont, NY: Eye On Education.
 * White, E. (1952). //Education//. Mountain View, CA: Pacific Press.
 * Wiles, J., & Bondi, J. (2004). //Supervision a guide to practice// (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
 * Young, M. (2008). From constructivism to realism in the sociology of the curriculum. //Review of Research in Education, 32//, 1-28.
 * Zepeda, S. J. (2003). //Instructional supervision//. Larchmont, NY: Eye On Education.
 * Zepeda, S. J. (2003). //The principal as instructional leader//. Larchmont, NY: Eye On Education.
 * Zubizarreta, J. (2004). //The learning portfolio: Reflective practice for improving student learning//. Bolton, MA: Anker Publishing Company, Inc.

**Sample Artifacts**
Aii. [|Reflection] on Input and Learning Strengths and a sample email exchange showing how I lead by sharing information/learning. Aiii. [|Reflection] on //Women's Ways of Knowing// || Personal Learning: Learning New Technologies & Educational Strategies || Janine Lim janine@janinelim.com [|Full portfolio online here]. || My personal learning includes constant learning on the job, reading professional magazines and blogs, and attending technology conferences. Because my work is technology related, everything is constantly changing. Without the ability to learn by investigating, practicing, and researching, I wouldn’t be able to successfully support my schools in using videoconferencing and other technologies. Each year I learn at least one new technology or new software so that I can teach it to others. || These files tie my own personal learning to my favorite learning theories: constructivism, social constructivism, and situated learning. It also ties my personal learning to my Strengths, Learning and Input. || Gii. [|Learning theory and the 11 Instructional Strategies That Work] Giii.[|Regional group presentation, May 17, 2009]. Giv. [|Understanding connectivism chart] || LEAD 756 || Janine Lim janine@janinelim.com [|Full portfolio online here]. || **Overview** The items in this section were part of my independent study on Learning & Human Development
 * **Document** || **Title** || **Author** || **Description** || **Connection to Competency** ||
 * (click File to attach a file) || (write the title here) || (write the author's name here) || (write a description of the file) || (describe how this file addresses this competency) ||
 * [|Behavioral_Theories_of_Leadership.pdf] || ** To whoever added this file, it's a link to livetext which doesn't work outside livetext. Please attach the actual file. Also fill in the rest of these boxes to tell us about the file and who you are. Thank you!! - Janine ** ||  ||   ||   ||
 * [[file:1Andrews Org DEVEL and Change CompetencyRevised.pptx]] ||  || Cheryl Kisunzu ||   ||   ||
 * Ai. [|My Ten Year Learning Journal]
 * Gi. [|Learning theory and e-learning]

i. This chart makes connections between learning theory and e-learning. ii. This chart makes connections between learning theory and Marzano's research based "Instructional Strategies That Work." iii. This PPT is what I used to share my understanding of learning theories with my regional group. iv. I used this chart to make sense of a new learning theory, connectivism. || These artifacts show my ability to connect learning theory to my practice, to instructional strategies, and to share with my regional group. || (NEED the file linked here) || LEAD 756 || Jim Weller principal@rschool.org || Overview: This is a reflective journal of the process of installing a professional learning community in a K-8 school.
 * Artifact Descriptions**
 * Our Journey to becoming a PLC

Artifact Description: 1. Top thoughts on PLC: Steering committees gleanings from PLC study. || Need connections here. ||

**Sample Reflection Papers**
In this [|reflection paper], I synthesize the learning and work completed while working on the learning competency. I begin with personal learning and several ways to consider my own learning. I move then to the new instructional strategies I decided to learn about during this course of study. Learning theories and their connection to my online courses and the connectedness of the Internet are also included. I end with a description of improved practice and my hopes for future learning. || Janine Lim janine@janinelim.com [|Full portfolio online here]. ||
 * **Document** || **Title** || **Author** ||
 * (click File to attach a file) || (write the title and add any other relevant info) || (write the author's name and link to email - if desired) ||
 * [|1c reflection paper] || //**Reflecting on Learning and Human Development**//
 * ||  || (hit tab here to add another row) ||
 * ||  || (hit tab here to add another row) ||
 * ||  || (hit tab here to add another row) ||
 * ||  || (hit tab here to add another row) ||