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This work is derived from several years studying the teaching of adults in Asia and North America. It presents five different perspectives on teaching adults. Each perspective is described as a set of actions, intentions and beliefs, and then illustrated within contexts of adult education practice.
Originally published in 1989. This detailed bibliography focuses on women’s education in the developing nations of Asia, Africa, Latin America and the Caribbean and the Middle East. It contains annotations for about 1200 published works in English, French, Spanish, Portuguese and German. The entries include extensive research journal, monograph and book literature items, including chapters hidden in books that don’t have women or education as their main theme. The citations are organised thematically but with geographic divisions within each of the 15 sections and each entry has a decently detailed summary. It is prefaced by a useful article written by Gail Kelly on the directions in research at the time and the development of women-centric approaches.
2001 Winner of the Phillip E. Frandson Award for Literature in Continuing Education "An absolutely indispensable trove of practical, concrete ideas for teaching and training adults. Enough theorizing and mythologizing! This is the real stuff!" —Laurent A. Parks Daloz, associate director, the Whidbey Institute, and author of Mentor: Guiding the Journey of Adult Learners "This book gives us educators and trainers of adults a solid framework for intentionally incorporating into our practice what we believe to be a central tenet of what we do—help learners develop and change." —Rosemary S. Caffarella, professor, Division of Educational Leadership and Policy Studies, University of Northern Colorado, and coauthor of Learning in Adulthood: A Comprehensive Guide Today's adult educators recognize that it is no longer sufficient for teachers to teach and trainers to train. This practical guide shows how to encourage learning and development while helping adult learners to become more aware of their personal growth and change. It not only offers a rationale for focusing on the experience and development of adult learners, but also presents a theoretical and conceptual framework of the intentions that guide educators. The authors provide nearly seventy instructional activities--some of which can be done in a single session and others that can be done in a series of sessions or an entire course. These flexible activities are organized according to their focus on a particular learning strategy. No matter the content or setting, readers can select any activity and customize it to suit their developmental and instructional objectives. Most important, Developing Adult Learners highlights the compelling voices of teachers and students who have discovered the excitement of growing and changing through learning. It is full of pragmatic advice for faculty members, part-time instructors, workplace educators, leadership trainers, and anyone dedicated to helping adult learners achieve rich and rewarding experiences.
How to identify, analyse, and assess the various types of adult learning needs? How to develop programmes tailored to these needs? This study guide is written for postgraduate students preparing to become professional adult educators, as well as for those intending to plan educational programmes for adults. The book covers the various types of adult (learning)needs and provides hints on how to identify, analyse, and assess these needs. It presents typical challenges involved in performing such an analysis as well as theoretical considerations of the concept and types of needs, of diagnosing educational needs and their theoretical understanding. The author draws conclusions on how to develop programmes tailored to the needs identified. With a focus on practical concerns, she illustrates the necessary steps as well as the factors to be considered when designing an educational programme for adults, both in the planning stage and in the stages of implementation and evaluation. From the Contents: The Importance of Needs Analysis and Programme Planning in Adult Education Needs: Theoretical Considerations Fields of Needs Analysis in an Educational Context Methods of Needs Analysis in Adult Education Needs Analysis for Planning Educational Programmes Steps in Programme Planning in Adult Education
This work acknowledges that spirituality is an integral part of adult learning and development. Building on the history of adult education and training, the authors suggest that the profession needs to recover some of its early concerns for holistic and spirituality informed practice.
The Review of Adult Learning and Literacy: Connecting Research Policy, and Practice, Volume 4 is the newest addition to a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Volume 4 opens with an overview of significant recent developments in the field. Subsequent chapters cover a wide range of topics critical to the success of adult education and literacy services in the United States: *issues of race, class, gender, and sexual orientation; *the role of workplace education in building adults' basic skills; *the role of new learning technologies in adult education and literacy; *adult developmental theories and their implications for the teaching of adult basic education and English for speakers of other languages; and *traditional and contemporary adult learning theories, including an annotated bibliography of key resources. Intended for policymakers, scholars, and practitioners dedicated to improving the quality of adult basic education, adult English for speakers of other languages, and adult secondary education programs, Review of Adult Learning and Literacy, Volume 4 is an essential resource for the field.
This volume helps parents and early childhood educators understand the nature of early literacy at home and at school. Ways in which nursery school structures support and extend childrens's literacy are explored. This volume, based on an 18-month ethnographic study of story reading and other literacy events in nursery school, describes parents' attitudes, beliefs, and values about literacy, nursery school organization of time and space, how reading and writing is used by nursery school participants and how story reading events help children learn to make sense of books and use books to learn about the world.
This book provides a reconstruction of Aristotelian character education, shedding new light on what moral character really is, and how it can be highlighted, measured, nurtured and taught in current schooling. Arguing that many recent approaches to character education understand character in exclusively amoral, instrumentalist terms, Kristjánsson proposes a coherent, plausible and up-to-date concept, retaining the overall structure of Aristotelian character education. After discussing and debunking popular myths about Aristotelian character education, subsequent chapters focus on the practical ramifications and methodologies of character education. These include measuring virtue and morality, asking whether Aristotelian character education can salvage the effects of bad upbringing, and considering implications for teacher training and classroom practice. The book rejuvenates time-honoured principles of the development of virtues in young people, at a time when ‘character’ features prominently in educational agendas and parental concerns over school education systems. Offering an interdisciplinary perspective which draws from the disciplines of education, psychology, philosophy and sociology, this book will appeal to researchers, academics and students wanting a greater insight into character education.
While much critical attention has been given to adult literature, African literature for children and young adults remains a neglected area. As the United States becomes an increasingly pluralistic society, it becomes all the more important for children and young adults to be exposed to books set in Africa. This bibliography includes entries for nearly 700 books written in English by both African and Western authors and published between 1873 and 1994. An additional 120 books are either discussed or mentioned in the annotations. The entries are organized in six chapters. The first chapter includes general works, while the others are devoted to particular geographic regions. Within each chapter, entries are further grouped according to genres, such as traditional literature, biography, poetry, drama, fiction, autobiography, and informational books. Entries are then listed alphabetically. Each entry includes an annotation that provides a plot/content summary, thematic analysis, literary evaluation, and sensitivity to multicultural and international issues; an indication of the recommended grade level for the book is included. The books are carefully selected to give fair representation to the various regions and countries of Africa, literary genres, prominent authors and books, and literary phases; the author has tried to include all available books published in the 1980s and 1990s. The introductory essay provides an in-depth analysis of the social, political, cultural, and literary contexts of the three phases of African children's literature: colonial, postcolonial Western, and postcolonial African. This bibliography is intended for scholars, teachers, librarians, parents, students, and general readers.