---
abstract: 'Formal education can be improved by transferring responsibility from the teacher to the learner. A simple approach to this is the time contract. Time contracts have been used successfully in nine quasi-experiments but, despite these successes, some educators see this as subversive research.'
altloc:
- http://marketing.wharton.upenn.edu/forecast/paperpdf/Learner%20Responsibility.pdf
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creators_name:
- family: Armstrong
given: J. Scott
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lineage: ''
date: 1983
date_type: published
datestamp: 2006-10-05
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dir: disk0/00/00/51/91
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eprintid: 5191
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lastmod: 2011-03-11 08:56:37
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pagerange: 26-38
pubdom: FALSE
publication: Interfaces
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refereed: FALSE
referencetext: |-
Amrstrong, J. Scott (1980), “Teacher vs. learner responsibility in management education,” Working Paper, Department of Marketing, Wharton School (copy available from author).
Armstrong, J. Scott (1982a), “Research on scientific journals: Implications for editors and authors,” Journal of Forecasting, 1 (1), 83 - 104.
Armstrong, J. Scott (1982b), “The use of time contracts in formal education,” Working Paper, Department of Marketing. Wharton School (full text at http://jscottarmstrong.com).
Astin, Alexander W. (1968), “Undergraduate achievement and institutional excellence,” Science, 161 (August 16), 661-668.
Attiyeh, Richard and Lumsden, Keith G. (1972), “Some modern myths in teaching economics: The U.K. experience,” American Economic Review, 62 (2), 629-173.
Batson, C. Daniel (1975). “Rational processing or rationalization? The effect of disconfirming information on a naked religious belief,” Journal of Personality and Social Psychology, 77 (1), 176-181.
Berg, Ivar (1970), Education and Jobs: The Great Training Robbery. New York: Praeger, New York.
Blumberg, Paul (1968), Industrial Democracy: The Sociology of Participation. New York: Schocken Books.
Burgoyne, John and Stuart, Roger (1978), Management Development: Context and Strategies. Famborough: Gower Press.
Condry, John (1977), “Enemies of exploration: Self-initiated versus other-initiated learning,” Journal of Personality and Social Psychology, 35 (7), 159-177.
Dubin, Robert and Taveggia, Thomas C. (1968), The Teaching-Learning Paradox. Eugene, OR: Center for Advanced Study of Educational Administration, University of Oregon.
Gage, N. L. (1978), The Scientific Basis of the Art of Teaching. New York: Teachers College Press, Columbia University.
Harrison, Roger (1971), “Self-directed learning, a radical approach to educational design,” Simulation and Games, 8
(1), 73-94.
Hoyt, D. P. (1966), “College grades and adult accomplishment: Review of research,” The Educational Record, 17 (1), 70-75.
Levine, Fredric M. and Fasnacht, G. (1971), “Token rewards may lead to token learning,” American Psychologist, 29 (11), 816-820.
Jencks, Christopher (1972), Inequality: A Reassessment of the Effect of Family end Schooling in America, New York: Basic Books.
Schick, G. J. and Kunnecke, B. F. (1982). “Do high grades, top schools or an advanced degree lead to job security and extraordinary salary progression?,” Interfaces, 12 (1) 9-18.
Tough, Allen (1979), The Adult’s Learning Projects: A Fresh Approach to theory and Practice in Adult Learning, 2nd Edition. Toronto: Ontario Institute for Studies in Education.
Tough, Allen (1982), Intentional Changes. Chicago: Follett Publication Co.
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reportno: ~
rev_number: 12
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status_changed: 2007-09-12 17:07:42
subjects:
- behanal
succeeds: ~
suggestions: ~
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thesistype: ~
title: 'Learner Responsibility in Management Education, or Ventures into Forbidden Research (with Comments)'
type: journalp
userid: 214
volume: 13