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 |
Inni boken
Resultat 1-5 av 15
Side
... typologies, we map the field by content areaand personnel. Wealso address the process involved in delivering programs. Chapter Sixfocuses on the learner in adult education, addressingwho participates andwhy, what they are studying, and ...
... typologies, we map the field by content areaand personnel. Wealso address the process involved in delivering programs. Chapter Sixfocuses on the learner in adult education, addressingwho participates andwhy, what they are studying, and ...
Side
... typologies. Two general purposes of adult education identified by Lindeman ([1926] 1989) have remained central tothe field.“Adult education,” Lindeman wrote, “will becomean agency of progress if its shorttime goalof selfimprovement can ...
... typologies. Two general purposes of adult education identified by Lindeman ([1926] 1989) have remained central tothe field.“Adult education,” Lindeman wrote, “will becomean agency of progress if its shorttime goalof selfimprovement can ...
Side
... typologies. These typologies suggest the type of contentin each category, aswellas“the purposeofthat form ofadult education” (p. 21). Interestingly, contentpurpose typologies have changed littlesince Bryson (1936)published his typology ...
... typologies. These typologies suggest the type of contentin each category, aswellas“the purposeofthat form ofadult education” (p. 21). Interestingly, contentpurpose typologies have changed littlesince Bryson (1936)published his typology ...
Side
... typologies. Examplesof practice in which this purpose is inherent are adult basic education programs that help adults learntoread, highschool completion programs, andsomebasic skillsdevelopment programs. In addition to the traditional ...
... typologies. Examplesof practice in which this purpose is inherent are adult basic education programs that help adults learntoread, highschool completion programs, andsomebasic skillsdevelopment programs. In addition to the traditional ...
Side
... typologies list “promote productivity” and “organizational effectiveness,” respectively, asagoalof adulteducation. As Darkenwald and Merriam (1982) observe: “Adults employed by publicandprivate agencies and organizations are involved in ...
... typologies list “promote productivity” and “organizational effectiveness,” respectively, asagoalof adulteducation. As Darkenwald and Merriam (1982) observe: “Adults employed by publicandprivate agencies and organizations are involved in ...
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 |
Vanlige uttrykk og setninger
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