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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... theory journal in adult education. She isa threetime winner of the prestigious Cyril O. Houle World Award for Literature in Adult Education for books published in 1982, 1997, and 1999. She regularly presents seminars on adult learning ...
... theory journal in adult education. She isa threetime winner of the prestigious Cyril O. Houle World Award for Literature in Adult Education for books published in 1982, 1997, and 1999. She regularly presents seminars on adult learning ...
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... Theory, Research, and Practice (1991, with R. Hiemstra), and EthicalIssues inAdult Education (1988, edited). Brockett's major scholarly interests are inthe areas of professional ethics for adult education, selfdirection in adult ...
... Theory, Research, and Practice (1991, with R. Hiemstra), and EthicalIssues inAdult Education (1988, edited). Brockett's major scholarly interests are inthe areas of professional ethics for adult education, selfdirection in adult ...
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... theory and practice mutually informing each other isin the area of adult learning. Knowles (1980b) proposed that adult learnershave independent selfconcepts and hence liketo be selfdirected in planning and evaluating their learning.He ...
... theory and practice mutually informing each other isin the area of adult learning. Knowles (1980b) proposed that adult learnershave independent selfconcepts and hence liketo be selfdirected in planning and evaluating their learning.He ...
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... theory,and simultaneously to amore informed practice. In summary, thereare good reasons forphilosophizing orfor systematically examiningthe principles, values, and assumptionsthat underliethe practiceof adult education. Such anactivity ...
... theory,and simultaneously to amore informed practice. In summary, thereare good reasons forphilosophizing orfor systematically examiningthe principles, values, and assumptionsthat underliethe practiceof adult education. Such anactivity ...
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... theory ofandragogy out ofboth humanisticand progressive philosophies. As Pratt (1993) observes, andragogy restsupon Knowles's beliefin“the ideals ofa democraticcitizenship and the beliefthatcivic and democratic virtuewould arise outof ...
... theory ofandragogy out ofboth humanisticand progressive philosophies. As Pratt (1993) observes, andragogy restsupon Knowles's beliefin“the ideals ofa democraticcitizenship and the beliefthatcivic and democratic virtuewould arise outof ...
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