Handbook of Adult and Continuing EducationArthur L. Wilson, Elisabeth Hayes John Wiley & Sons, 27. apr. 2009 - 768 sider Sponsored by the American Association of Adult & Continuing Education"This monumental work is a testimony to the science of adult education and the skills of Wilson and Hayes. It is a veritable feast for nourishing our understanding of the current field of adult education. The editors and their well-chosen colleagues consistently question how we know and upon what grounds we act. They invite us to consider not only how we can design effective adult education, but also why we practice in a particular socio-economic context." --Jane Vella, author of Taking Learning to Task and Learning to Listen, Learning to Teach "This new handbook captures the exciting intellectual and professional development of our field in the last decade. It is an indispensable resource for faculty, students, and professionals." --Jack Mezirow, emeritus professor, Adult and Continuing Education, Teachers College, Columbia University For nearly seventy years, the handbooks of adult and continuing education have been definitive references on the best practices, programs, and institutions in the field. In this new edition, over sixty leading authorities share their diverse perspectives in a single volume--exploring a wealth of topics, including: learning from experience, adult learning for self-development, race and culture in adult learning, technology and distance learning, learning in the workplace, adult education for community action and development, and much more. Much more than a catalogue of theory and historical facts, this handbook strongly reflects the values of adult educators and instructors who are dedicated to promoting social and educational opportunity for learners and to sustaining fair and ethical practices. |
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Side xvi
... practice of adult education. We believe that the question of defining what adult education looks like and how it ... professional practice require an openness to critical inspection and a willingness to engage the new forms of knowledge ...
... practice of adult education. We believe that the question of defining what adult education looks like and how it ... professional practice require an openness to critical inspection and a willingness to engage the new forms of knowledge ...
Side xvii
... the section, which we are now calling “The Profession's Common Concerns,” to focus on what the field has historically considered general stocks of xviii Preface knowledge and process essential to professional practice. Following.
... the section, which we are now calling “The Profession's Common Concerns,” to focus on what the field has historically considered general stocks of xviii Preface knowledge and process essential to professional practice. Following.
Side xviii
Arthur L. Wilson, Elisabeth Hayes. xviii Preface knowledge and process essential to professional practice. Following is the section “The Profession in Practice” that honors every handbook since 1934: an enumeration of the multiple and ...
Arthur L. Wilson, Elisabeth Hayes. xviii Preface knowledge and process essential to professional practice. Following is the section “The Profession in Practice” that honors every handbook since 1934: an enumeration of the multiple and ...
Side xxi
... professional practice and continuing professional education , which is an emphasis in his work with Cornell Cooperative Extension staff development . His interest in adult education foundations has produced a number of historical and ...
... professional practice and continuing professional education , which is an emphasis in his work with Cornell Cooperative Extension staff development . His interest in adult education foundations has produced a number of historical and ...
Side 1
... professional practice, and how we understand criti- cally reflective practice. To do so, in Chapter One we selectively trace the handbooks' historical approaches to understanding the construction of knowledge and what their presumed ...
... professional practice, and how we understand criti- cally reflective practice. To do so, in Chapter One we selectively trace the handbooks' historical approaches to understanding the construction of knowledge and what their presumed ...
Innhold
1 | |
Part II THE PROFESSIONS COMMON CONCERNS | 51 |
Part III THE PROFESSION IN PRACTICE | 243 |
Part IV REFLECTING ON THE PROFESSION | 557 |
Name Index | 709 |
Subject Index | 723 |
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Handbook of Adult and Continuing Education Arthur L. Wilson,Elisabeth Hayes Ingen forhåndsvisning tilgjengelig - 2009 |
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AAACE action Adult and Continuing Adult Education Quarterly adult learning adult religious education African American American andragogy approach Association assumptions Cervero challenge chapter classroom community college competing concept context Continuing Education Cooperative Extension critical pedagogy critical reflection critique cultural defined discourse distance education economic education programs example experience experiential learning feminist feminist pedagogy field focus gender global groups Handbook of Adult higher education human individual institutions instructional interaction issues Jossey-Bass knowledge construction Knowles leadership learners learning society literacy mentoring Merriam National needs Northern Illinois University organizational organizations participation participatory action research Pedagogy perspective planning political postmodern poststructural practitioners Press problems professional practice questions reflective practice relationships role rural San Francisco situated cognition skills social structures teachers teaching theory tion traditional transformational learning understanding University urban workers workplace York