Items where Subject is "LC5201 Education extension. Adult education. Continuing education"
- Library of Congress Subject Areas (22148)
- L Education (590)
- LC Special aspects of education (25)
- LC5201 Education extension. Adult education. Continuing education (8)
- LC Special aspects of education (25)
- L Education (590)
Article
Germain, S. 
ORCID: 0000-0003-2697-6039 (2014).
Prison-based Education and Its New Pedagogical Perspective.
Journal of Criminal Justice Education, 25(2),
pp. 196-209.
doi: 10.1080/10511253.2014.882962
McSherry, L. A., O'Leary, E., Dombrowski, S. U. , Francis, J. ORCID: 0000-0001-5784-8895, Martin, C. M., O'Leary, J. J. & Sharp, L. (2018).
Which primary care practitioners have poor human papillomavirus (HPV) knowledge? A step towards informing the development of professional education initiatives.
PLOS ONE, 13(12),
article number e0208482.
doi: 10.1371/journal.pone.0208482
de Jong, J., Douglas, S., Sicilia, M. , Radnor, Z., Noordegraaf, M. & Debus, P. (2016). Instruments of value: using the analytic tools of public value theory in teaching and practice. Public Management Review, 19(5), pp. 605-620. doi: 10.1080/14719037.2016.1192162
Book Section
Yates, J. ORCID: 0000-0001-9235-564X (2020).
Career Coaching.
In: Passmore, J. (Ed.),
The Coaches' Handbook: The Complete Practitioner Guide for Professional Coaches.
(pp. 280-290). Abingdon, UK: Routledge.
Monograph
Harrison, G. ORCID: 0000-0003-2795-8190 & Dolbear, G. (2018).
Standards for Sonographic Education.
Consortium for the Accreditation of Sonographic Education.
Thesis
Bagodi, V. (2023). Exploring burnout and its consequences in DPsych trainee counselling psychologists using a mixed-method study. (Unpublished Doctoral thesis, City, University of London)
Brockbank, A. (2009). The role of reflective dialogue in transormational reflective learning. (Unpublished Doctoral thesis, City University)
Wilkinson, D. (2000). An examination of the costs and benefits of the quality assurance mechanisms of Authorised Validating agencies applicable to three key stakeholder groups: higher education institutions, Access course providing institutions and students. (Unpublished Doctoral thesis, City University London)