The Profession and Practice of Adult Education: An IntroductionJohn Wiley & Sons, 17. feb. 2011 - 396 sider The Profession and Practice of Adult Education is a timely book and an excellent introduction to the field. Drawing from an extensive volume of literature, it provides comprehensive coverage and a clear guide. Graduate students will benefit from it and practitioners will be kept abreast of changes that are occurring. --Peter Jarvis, professor of continuing education and senior research professor, University of Surrey, United Kingdom |
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... can be had at a much lower financialcost than at any other time.Furthermore, we are caught up in what Barry Schwartzcalls the “paradox ofchoice” (Schwartz, 2004). According to Schwartz,the paradoxof choice refers to the notion that in ...
... can be had at a much lower financialcost than at any other time.Furthermore, we are caught up in what Barry Schwartzcalls the “paradox ofchoice” (Schwartz, 2004). According to Schwartz,the paradoxof choice refers to the notion that in ...
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... can be defined, Paterson (1979) offers a way out of the quagmire. At the heart of the concept is the notionthat adults are olderthan children, and as a result thereisa setof expectations abouttheir behavior: “Those people(in ...
... can be defined, Paterson (1979) offers a way out of the quagmire. At the heart of the concept is the notionthat adults are olderthan children, and as a result thereisa setof expectations abouttheir behavior: “Those people(in ...
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... can be distinguished from adultlearning, and indeeditis importantto do so whentrying to arriveata comprehensive understanding of adult education. Adult learning isacognitive process internalto the learner; it is what thelearner does in ...
... can be distinguished from adultlearning, and indeeditis importantto do so whentrying to arriveata comprehensive understanding of adult education. Adult learning isacognitive process internalto the learner; it is what thelearner does in ...
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... can be regarded as the gestational period inthe evolution of the phrase that would both encompass and toa significant degree displace most ofits competitors” (p. 114). Three events occurred after World War I that served to cement the ...
... can be regarded as the gestational period inthe evolution of the phrase that would both encompass and toa significant degree displace most ofits competitors” (p. 114). Three events occurred after World War I that served to cement the ...
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... can be found in the literature and rhetoric of bothgeneral education and adult education, but not muchin practice.The U.S. Congress actually passed the Lifelong Learning Act in 1976but never appropriated funds toimplement it. Worldwide ...
... can be found in the literature and rhetoric of bothgeneral education and adult education, but not muchin practice.The U.S. Congress actually passed the Lifelong Learning Act in 1976but never appropriated funds toimplement it. Worldwide ...
Innhold
Chapter3 | |
Chapter 4 Adult Education in Contemporary Society | |
The Organization and Delivery of Adult Education | |
Chapter 6 TheAdult Learner and Concepts of Learning | |
Examining Access and Opportunity | |
PartIII Developing a Professional Field of Practice | |
The Unacknowledged Side of Practice | |
Reframing Practice The Future of Adult Education | |
ADecade in Review and Trends for the Future | |
Name | |
Subject | |
The Global Context of Adult Education | |
Andre utgaver - Vis alle
The Profession and Practice of Adult Education: An Introduction Sharan B. Merriam,Ralph G. Brockett Ingen forhåndsvisning tilgjengelig - 2007 |
The Profession and Practice of Adult Education: An Introduction Sharan B. Merriam,Ralph G. Brockett Ingen forhåndsvisning tilgjengelig - 2011 |
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activities Adult and Continuing Adult Education Quarterly adult education’s adult learning African Americans agencies American andragogy andthe Association Brockett bythe Caffarella canbe Cervero challenges chapter communitybased concepts constructivism content areas context Continuing Education countries critical critical theory cultural Cunningham Darkenwald Directions for Adult discussion distance education diversity education of adults education programs emphasis example experience experiential learning feminist feminist pedagogy field forAdult forexample formal global goals groups higher education identify inadult individual institutions inthe inwhich issues JosseyBass knowledge Knowles learners lifelong literacy Malcolm Knowles Merriam Mezirow Mulcrone nations nonformal education North America ofadult ofthe one’s organizations participation pedagogy perspective philosophy political practice practitioners professional progressivism reflects response role San Francisco selfdirected learning situated cognition social society Stubblefield suchas theadult thefield theory tothe transformation transformative learning typologies understanding University withthe women workplace