University of Hertfordshire

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@article{078fedb7f66f45d98d8c71b1a5f4ade6,
title = "“I Think That Sometimes Reading Is Overrated”: Tactical, Strategic, and Epistemological Reflections on Planning Education",
abstract = "This article uses the analogy of tactical and strategic planning to suggest methods for increasing the amount of reading done by planning students, inspired by data revealing disappointingly low levels of reading among students at one institution. The article also advocates reflection on teaching and learning practices at an epistemological level, questioning whether the teaching practices of planning scholars have completed the transition to a constructivist epistemology implied by much of the research within the discipline.",
keywords = "deep learning, epistemology, independent learning, planning pedagogy",
author = "John Sturzaker",
note = "Publisher Copyright: {\textcopyright} The Author(s) 2014. Copyright: Copyright 2015 Elsevier B.V., All rights reserved.",
year = "2014",
month = dec,
day = "20",
doi = "10.1177/0739456X14545996",
language = "English",
volume = "34",
pages = "465--471",
journal = "Journal of Planning Education and Research",
issn = "0739-456X",
publisher = "SAGE Publications Inc.",
number = "4",

}

RIS

TY - JOUR

T1 - “I Think That Sometimes Reading Is Overrated”

T2 - Tactical, Strategic, and Epistemological Reflections on Planning Education

AU - Sturzaker, John

N1 - Publisher Copyright: © The Author(s) 2014. Copyright: Copyright 2015 Elsevier B.V., All rights reserved.

PY - 2014/12/20

Y1 - 2014/12/20

N2 - This article uses the analogy of tactical and strategic planning to suggest methods for increasing the amount of reading done by planning students, inspired by data revealing disappointingly low levels of reading among students at one institution. The article also advocates reflection on teaching and learning practices at an epistemological level, questioning whether the teaching practices of planning scholars have completed the transition to a constructivist epistemology implied by much of the research within the discipline.

AB - This article uses the analogy of tactical and strategic planning to suggest methods for increasing the amount of reading done by planning students, inspired by data revealing disappointingly low levels of reading among students at one institution. The article also advocates reflection on teaching and learning practices at an epistemological level, questioning whether the teaching practices of planning scholars have completed the transition to a constructivist epistemology implied by much of the research within the discipline.

KW - deep learning

KW - epistemology

KW - independent learning

KW - planning pedagogy

UR - http://www.scopus.com/inward/record.url?scp=84910679098&partnerID=8YFLogxK

U2 - 10.1177/0739456X14545996

DO - 10.1177/0739456X14545996

M3 - Article

AN - SCOPUS:84910679098

VL - 34

SP - 465

EP - 471

JO - Journal of Planning Education and Research

JF - Journal of Planning Education and Research

SN - 0739-456X

IS - 4

ER -