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| 008 | 210202b ||||| |||| 00| 0 eng d | ||
| 100 |
_aOonk, Carla _942134 |
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| 245 | _aEducating Boundary Crossing Planners: Evidence for Student Learning in the Multistakeholder Regional Learning Environment | ||
| 260 |
_bSage, _c2019. |
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| 300 | _aVol 39, Issue 3, 2019 (360-373 p.) | ||
| 520 | _aThe regional learning environment (RLE) embeds planning student learning in a real-world participatory planning process. This study investigates the effectiveness of the RLE and its “boundary crossing” design characteristics with respect to student learning. The quasi-experimental study combines a quantitative competence test (N = 225) with qualitative student and teacher learning reports. The RLE, in general, stimulates planning students’ learning. “Working in multidisciplinary student groups” and “high coaching intensity” have specific added value for learning. “Intense student–stakeholder collaboration” does not significantly improve learning; however, qualitative data indicate this to be a powerful boundary crossing design principle of the RLE. | ||
| 650 |
_aauthentic learning environment, _942135 |
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| 650 |
_a boundary crossing, _942136 |
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| 650 |
_a competence development, _942137 |
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| 650 |
_a multidisciplinary, _942138 |
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| 650 |
_a multistakeholder, _942139 |
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| 650 |
_aplanning education _942140 |
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| 700 |
_aGulikers, Judith _942141 |
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| 700 |
_aMulder, Martin _942142 |
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| 773 | 0 |
_011153 _915496 _dSage, 2019. _tJournal of Planning Education and Research |
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| 856 | _uhttps://doi.org/10.1177/0739456X17737598 | ||
| 942 |
_2ddc _cART |
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