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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... society” (p.32). Probablythe bestknown definition emphasizing the process of adult education is that of Houle (1972). He argues that it is a process involving planning by individualsor agenciesby whichadults “alone, ingroups, or in ...
... society” (p.32). Probablythe bestknown definition emphasizing the process of adult education is that of Houle (1972). He argues that it is a process involving planning by individualsor agenciesby whichadults “alone, ingroups, or in ...
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... society's educational structure, the timing of compulsory education,andso on. The United Nations Educational, Scientific and Cultural Organization (UNESCO) hastaken the leadin promoting lifelong learning asakindof master concept ...
... society's educational structure, the timing of compulsory education,andso on. The United Nations Educational, Scientific and Cultural Organization (UNESCO) hastaken the leadin promoting lifelong learning asakindof master concept ...
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... society.Itis anadult educator's responsibilityto “help individuals satisfy their needs and achievetheir goals,”the ultimate goal being“human fulfillment” (p.27). An institution's needs,on theother hand, are todevelop its constituency ...
... society.Itis anadult educator's responsibilityto “help individuals satisfy their needs and achievetheir goals,”the ultimate goal being“human fulfillment” (p.27). An institution's needs,on theother hand, are todevelop its constituency ...
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... society requires “a crash program to retool . . . adults with the competencies required to function adequately inacondition of perpetual change” (p.36). A number of writers have presented what Rachal (1988) calls “content purpose ...
... society requires “a crash program to retool . . . adults with the competencies required to function adequately inacondition of perpetual change” (p.36). A number of writers have presented what Rachal (1988) calls “content purpose ...
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... society isstilla powerful rationale for much of adulteducation, a morerecent perspective (as in thegoal of“social transformation”) sees adult education as aforcefor challenging and changing thesocial structure. Afourth observation is ...
... society isstilla powerful rationale for much of adulteducation, a morerecent perspective (as in thegoal of“social transformation”) sees adult education as aforcefor challenging and changing thesocial structure. Afourth observation is ...
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