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Planning Practice & Research Volume 37, 2022 - Issue 4: Grounded planning: possibilities for planning education, research and practice guest edited by Hsiutzu Betty Chang and Wei-Ju Huang

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Grounded planning: reflections on planning education, research and practice

Conceptual Freedom in Planning Education and Students’ Methodological Learning

Alois HumerInstitute for Urban and Regional Research, Austrian Academy of Sciences, Vienna, AustriaCorrespondence[email protected]

https://orcid.org/0000-0003-0212-8609 View further author information

Pages 412-426 | Published online: 28 Apr 2020

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https://doi.org/10.1080/02697459.2020.1758429
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Jongwoong Kim. (2023) A Reflective Account of Instructing Remote Planning Studios in the Era of COVID-19. Planning Practice & Research 38:1, pages 145-157.
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Wim van der Knaap. (2022) Embedding Transdisciplinarity in a Spatial Planning Curriculum. Planning Practice & Research 37:4, pages 489-496.
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Hsiutzu Betty Chang & Wei-Ju Huang. (2022) Toward Grounded Planning: Possibilities for Bridging Theory and Practice through Grounded Learning. Planning Practice & Research 37:4, pages 407-411.
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Articles from other publishers (1)

Eva Purkarthofer & Raine Mäntysalo. (2022) Enhancing Knowledge, Skills, and Identity Development Through Collaborative Student-Led Learning: Experiences With the Gradual Empowerment of Students in a Planning Studio Course. Journal of Planning Education and Research, pages 0739456X2211185.
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