Handbook of Adult and Continuing EducationArthur L. Wilson, Elisabeth Hayes John Wiley & Sons, 27. tra 2009. - Broj stranica: 768 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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Stranica xvii
... structure still makes good sense, for it represents an insightful categorization that orders for newcomers, long-time practitioners, and academics a complex and diverse field of study and practice. Familiar readers will quickly note ...
... structure still makes good sense, for it represents an insightful categorization that orders for newcomers, long-time practitioners, and academics a complex and diverse field of study and practice. Familiar readers will quickly note ...
Stranica 5
... structures, and functions. We believe, though, that the privileging of traditional scientific analysis (which has been predominantly positivistic as opposed to interpretive, critical, or other more contemporary forms of knowledge ...
... structures, and functions. We believe, though, that the privileging of traditional scientific analysis (which has been predominantly positivistic as opposed to interpretive, critical, or other more contemporary forms of knowledge ...
Stranica 11
... structure of the handbooks. To this volume they remain cen- tral concerns to the extent that professionalization and ... structural-functionalist ideology (see Chapter Two for a further discussion). As Keppel said in 1924, he needed ...
... structure of the handbooks. To this volume they remain cen- tral concerns to the extent that professionalization and ... structural-functionalist ideology (see Chapter Two for a further discussion). As Keppel said in 1924, he needed ...
Stranica 22
... structural-functionalism: “structure is basically a descriptive term, employed by anal- ogy with anatomy as equivalent to something like a fixed pattern. Structure here has no connection with movement whatsoever: It is an arrangement of ...
... structural-functionalism: “structure is basically a descriptive term, employed by anal- ogy with anatomy as equivalent to something like a fixed pattern. Structure here has no connection with movement whatsoever: It is an arrangement of ...
Stranica 23
... structural-functionalist accounts of human action, the intentionality of the human actor disappears in the quest to ... structure nor agency but one in which the recursive and constitutive interplay of both produce knowledgeable and ...
... structural-functionalist accounts of human action, the intentionality of the human actor disappears in the quest to ... structure nor agency but one in which the recursive and constitutive interplay of both produce knowledgeable and ...
Sadržaj
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 Pregled nije dostupan - 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