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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... experience the phenomenon. Perhaps youteach an aerobicsclass several morningsa weekatyour localYMCA or community ... training program, or perhaps you work as a private consultant conducting managementtraining seminarsfor companies ...
... experience the phenomenon. Perhaps youteach an aerobicsclass several morningsa weekatyour localYMCA or community ... training program, or perhaps you work as a private consultant conducting managementtraining seminarsfor companies ...
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... Learning Adult education can be distinguished from adultlearning, and indeeditis importantto do so whentrying to ... experience. If the same person were to participate ina patienteducation program ora selfhelpgroup focusing on the ...
... Learning Adult education can be distinguished from adultlearning, and indeeditis importantto do so whentrying to ... experience. If the same person were to participate ina patienteducation program ora selfhelpgroup focusing on the ...
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... learning “beyond schools,”point outthat “many groups ofyouth, as well as adults. learnmore effectively in nonformal outofschool settings” (p. 5). Theyidentify vocational training, learning from experience, internships ...
... learning “beyond schools,”point outthat “many groups ofyouth, as well as adults. learnmore effectively in nonformal outofschool settings” (p. 5). Theyidentify vocational training, learning from experience, internships ...
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... experience thanfrom traditionand authority. The dimensions of pragmatism thatwere particularly appealingto educators ... learners andtheir needs and experiences rather thanon predetermined content •Theuseof scientific methodology ...
... experience thanfrom traditionand authority. The dimensions of pragmatism thatwere particularly appealingto educators ... learners andtheir needs and experiences rather thanon predetermined content •Theuseof scientific methodology ...
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... experiential, nonthreatening, andcollaborative work best. Many adult educators research and write from a humanist perspective. Probably the most prominentwriter in thefield is Malcolm Knowles, whose work on selfdirected learning, groups ...
... experiential, nonthreatening, andcollaborative work best. Many adult educators research and write from a humanist perspective. Probably the most prominentwriter in thefield is Malcolm Knowles, whose work on selfdirected learning, groups ...
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