Teachers, Never Stop Learning Journal Article for Academic Leadership
Academic Leadership: The Online Journal, Vol: 8, Issue: 1
2010
- 1,619Usage
- 6Captures
Metric Options: CountsSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage1,619
- Downloads1,280
- 1,280
- Abstract Views339
- Captures6
- Readers6
Article Description
Teachers, facilitators, and instructors must understand their students in order to affect learning. Understanding who learners are and how they develop cognitively, emotionally, and intellectually will help instructors create learning opportunities which will enhance student knowledge. The same is true when it is the teacher who becomes the student. Whether the readers of this article are teachers, administrators, or professional development providers, adults must understand how adults learn, and teachers should allow themselves the opportunity to remember what it is like to be a learner (Brookfield, 1995).
Bibliographic Details
Fort Hays State University
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