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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... groups within AAACE, votedto leave AAACE and establish itself asaseparate entity. Since 1999,AAACE has faced declining membership and attendance atits annual conference.Yet, the association continuesto producetwo ofthe most influential ...
... groups within AAACE, votedto leave AAACE and establish itself asaseparate entity. Since 1999,AAACE has faced declining membership and attendance atits annual conference.Yet, the association continuesto producetwo ofthe most influential ...
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... group are systematic, organized events intendedto bring about learning. So while learningcan occur both incidentally andin planned educational activities, itis only the planned activities that we calladult education.
... group are systematic, organized events intendedto bring about learning. So while learningcan occur both incidentally andin planned educational activities, itis only the planned activities that we calladult education.
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... group of students to learn,the preferred term inadult education is program. What is meant by this termis the total educational offerings ofan institution or agency (an eveningschool program, forexample), activities designed for a ...
... group of students to learn,the preferred term inadult education is program. What is meant by this termis the total educational offerings ofan institution or agency (an eveningschool program, forexample), activities designed for a ...
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... groups ofyouth, as well as adults. learnmore effectively in nonformal outofschool settings” (p. 5). Theyidentify vocational training, learning from experience, internships, andapprenticeships ascommon vehicles for such learning. In ...
... groups ofyouth, as well as adults. learnmore effectively in nonformal outofschool settings” (p. 5). Theyidentify vocational training, learning from experience, internships, andapprenticeships ascommon vehicles for such learning. In ...
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... groups, informally or formally, there area number of good reasons for reflectingon whatwedo. First, becoming aware of our underlying values and assumptions provides guidelinesfor making decisions andsetting policy. Suppose, forexample ...
... groups, informally or formally, there area number of good reasons for reflectingon whatwedo. First, becoming aware of our underlying values and assumptions provides guidelinesfor making decisions andsetting policy. Suppose, forexample ...
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