Tectonic Boundaries Negotiating Convergent Forces In Adult Education
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Tectonic Boundaries: Negotiating Convergent Forces in Adult Education by Carmela R. Nanton Pdf
Sociocultural Context -- Environmental Context -- International Context -- Health Inequalities and Disparities -- Critical Adult Health Learning -- Responsibilities of Adult Educators -- Individual Education -- Work in Communities -- Conclusion -- References -- 5 Competing in the World's Global Education and Technology Arenas -- 21st Century Transitions and Changes -- Technological Changes and the Workplace -- Skills Needed to Thrive in the 21st Century -- Generational Characteristics of Adult Learners in the 21st Century -- Digital Natives and Digital Immigrants
Tectonic Boundaries: Negotiating Convergent Forces in Adult Education by Carmela R. Nanton Pdf
Much like how tectonic plates interact, this volume explores the convergent, divergent, and transforming interaction of multiple forces pressing against adult contemporary education. Presenting multiple perspectives and environments, topics covered include: possibilities and requirements for change that will be needed in curriculum, philosophy, programs and practice, strategies for negotiating the interactive boundaries of a dynamic, complex, fluid global environment, and case studies and examples from theory, pedagogy, technology, healthcare, workplace, society, and policies. This is the 149th volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.
Adult Learning Through Collaborative Leadership by Catherine Etmanski,Kathy Bishop,M. Beth Page Pdf
By attending to the adult learning that takes place through more collaborative approaches to leadership, this volume draws upon scholars who understand leadership as more participatory, transformative, generative, and democratic. Looking beyond position-based individual leadership it captures how adults learn through the diverse actions, processes, and strategies collaborative leaders employ to bring about change. Drawing from scholarship and practice, this sourcebook weaves theory with the authors experiences by showcasing real-life examples of collaborative leadership in a variety of contexts including community, healthcare, secondary, and post-secondary education. It also provides a range of creative strategiessuch as playbuilding, coaching, fostering global partnerships, and ensemble leadershipas well as indigenous and feminist perspectives on leadership. This sourcebook will support adult educators seeking to promote learning through more collaborative approaches to leadership and engagement in a variety of settings. Readers will benefit by deepening their understanding of how leadership is not only enacted among individuals, but how it is also expressed in collective ways of thinking, doing, being, knowing, and learning. This is the 156th volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.
Learning in Adulthood by Sharan B. Merriam,Lisa M. Baumgartner Pdf
The new edition of the authoritative book in the field of adult education — fully revised to reflect the latest research and practice implications. For nearly three decades, Learning in Adulthood has been the definitive guide in the field of adult education. Now in its fourth edition, this comprehensive volume is fully revised to reflect the latest developments in theory, research, and practice. The authors integrate foundational research and current knowledge to present fresh, original perspectives on teaching and learning in adulthood. Written by internationally-recognized experts, this market-leading guide draws from work in sociology, philosophy, critical social theory, psychology, and education to provide an inclusive overview of adult learning. Designed primarily for educators of adults, this book is accessible for readers new to adult education, yet suitably rigorous for those more familiar with the subject. Content is organized into four practical parts, covering topics such as the social context of adult learning, self-directed and transformational learning, postmodern and feminist perspectives, cognitive development in adulthood, and more. Offering the most comprehensive single-volume treatment of adult learning available, this landmark text: Offers a wide-ranging perspective on adult learning Synthesizes the latest thinking and work in the field Includes coverage of the sociocultural perspectives of adult learning Explores the broader social implications of adult education Learning in Adulthood: A Comprehensive Guide, 4th Edition is an indispensable resource for educators and administrators involved in teaching adults, as well as faculty and students in graduate programs in adult education.
Discovery Teaching Like Jesus by Kathy Hoppe,Jeff Hoppe Pdf
Discovery Teaching Like Jesus critiques the current assumptions, models, and delivery methods of adult religious education. Based on a constructivist theory, it examines the unique ways in which Jesus proclaimed his message to followers and then applies that to current teaching practices in religious settings. It focuses on adult learning theory (andragogy) and transformative learning while applying the discovery teaching methods in adult spiritual formation classes and groups. The authors identify four ways that Jesus implements constructivist methods: he creates teachable moments, he employs powerful narratives, he sparks curiosity, and he makes his listeners think. Using these techniques as a framework, the authors demonstrate how to use these in adult religious education settings. In the final section, the authors offer suggestions for excellence in teaching through recruiting, training, and supporting reflective teachers. Included in this final section are ways that adult facilitators can use self-reflection and examination to enhance their teaching ability.
The Wiley Handbook of Adult Literacy by Dolores Perin Pdf
Examines the widespread phenomenon of poor literacy skills in adults across the globe This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills. It includes not only adults enrolled in adult literacy programs, but postsecondary students with low literacy skills, some of whom have reading disabilities. The first section of The Wiley Handbook of Adult Literacy covers issues such as phonological abilities in adults who have not yet learned to read; gender differences in the reading motivation of adults with low literacy skills; literacy skills, academic self-efficacy, and participation in prison education; and more. Chapters on adult literacy, social change and sociocultural factors in South Asia and in Ghana; literacy, numeracy, and self-rated health among U.S. adults; adult literacy programs in Southeastern Europe and Turkey, and a review of family and workplace literacy programs are among the topics featured in the second section. The last part examines how to teach reading and writing to adults with low skills; adults’ transition from secondary to postsecondary education; implications for policy, research, and practice in the adult education field; educational technologies that support reading comprehension; and more. Looks at the cognitive processing challenges associated with low literacy in adults Features contributions from a global team of experts in the field Offers writing strategy instruction for low-skilled postsecondary students The Wiley Handbook of Adult Literacy is an excellent book for academic researchers, teacher educators, professional developers, program designers, and graduate students. It’s also beneficial to curriculum developers, adult basic education and developmental education instructors, and program administrators, as well as clinicians and counselors who provide services to adults with reading disabilities.
Teaching and Learning across Cultures by Craig Ott Pdf
Representing the fruit of a lifetime of reflection and practice, this comprehensive resource helps teachers understand the way people in different cultures learn so they can adapt their teaching for maximum effectiveness. Senior missiologist and educator Craig Ott draws on extensive research and cross-cultural experience from around the world. This book introduces students to current theories and best practices for teaching and learning across cultures. Case studies, illustrations, diagrams, and sidebars help the theories of the book come to life.
Resilience through Knowledge Co-Production by Marie Roué,Douglas Nakashima,Igor Krupnik Pdf
Confronted with the complex environmental crises of the Anthropocene, scientists have moved towards an interdisciplinary approach to address challenges that are both social and ecological. Several arenas are now calling for co-production of new transdisciplinary knowledge by combining Indigenous knowledge and science. This book revisits epistemological debates on the notion of co-production and assesses the relevant methods, principles and values that enable communities to co-produce. It explores the factors that determine how indigenous-scientific knowledge can be rooted in equity, mutual respect and shared benefits. Resilience through Knowledge Co-Production includes several collective papers co-authored by Indigenous experts and scientists, with case studies involving Indigenous communities from the Arctic, Pacific islands, the Amazon, the Sahel and high altitude areas. Offering guidance to indigenous peoples, scientists, decision-makers and NGOs, this book moves towards a decolonised co-production of knowledge that unites indigenous knowledge and science to address global environmental crises.
Gavin W. Henning,Gianina R. Baker,Natasha A. Jankowski,Anne E. Lundquist,Erick Montenegro
Author : Gavin W. Henning,Gianina R. Baker,Natasha A. Jankowski,Anne E. Lundquist,Erick Montenegro Publisher : Taylor & Francis Page : 229 pages File Size : 41,9 Mb Release : 2023-07-03 Category : Education ISBN : 9781000977745
Reframing Assessment to Center Equity by Gavin W. Henning,Gianina R. Baker,Natasha A. Jankowski,Anne E. Lundquist,Erick Montenegro Pdf
This book makes the case for assessment of student learning as a vehicle for equity in higher education. The book proceeds through a framework of “why, what, how, and now what.” The opening chapters present the case for infusing equity into assessment, arguing that assessment professionals can and should be activists in advancing equity, given the historic and systemic use of assessment as an impediment to the educational access and attainment of historically marginalized populations. The “what” chapters offer definitions of emerging terms, discuss the narratives of equity in evidence of student learning, present models and approaches to promoting equity, and explore the relationship between knowledge systems and assessment practice. The “how” chapters begin by progressively moving from the classroom to the program, then beyond the program level to share examples from student affairs. Subsequent chapters address the problem of equitable access to STEM fields; culturally responsive practices within the context of community colleges; the ongoing work of culturally situated assessment practices in Historically Black Colleges and Universities; and the role of technology-enabled assessment as a possible tool for equitable assessment. The final two chapters in the book address the “now what”, providing a way for assessment professional to develop individual awareness within their practice as a next step in the equity journey, and a conceptual framework to anchor equity in their work.
Susan A. Ambrose,Michael W. Bridges,Michele DiPietro,Marsha C. Lovett,Marie K. Norman
Author : Susan A. Ambrose,Michael W. Bridges,Michele DiPietro,Marsha C. Lovett,Marie K. Norman Publisher : John Wiley & Sons Page : 336 pages File Size : 50,7 Mb Release : 2010-04-16 Category : Education ISBN : 9780470617601
How Learning Works by Susan A. Ambrose,Michael W. Bridges,Michele DiPietro,Marsha C. Lovett,Marie K. Norman Pdf
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
"Communicative interactions in international negotiations on cultural property not only provide information about the emergence and proliferation of arguments, rhetorics, and registers, but also permit valuable insights into actors' positions, strategies and alliances. They significantly influence local and national practices and views related to cultural property debates. What can be gained from a deep analysis of the communicative patterns and strategies that actors engage in - the entailing text and talk of negotiations - is a better understanding of the process itself: how do different actors argue, what kind of strategies and rhetorics do they use, to which instruments and institutions do they refer, and in what way do actors react to each other? An analysis of communicative interactions contributes to the question of how international negotiations work. The analytic inclusion of sociolinguistic practices allows insights into positions, strategies, and perspectives pertaining to cultural property. By looking at not only what actors say, but also at how and in what contexts they do so, it is possible to make more accurate statements about their positions and perceptions in cultural property debates. As these communicative interactions influence outcomes considerably, an approach from linguistic anthropology is not only beneficial for an understanding of specific negotiations, but also for the analysis of broader cultural property issues"--Provided by publisher
oAction inquiryo is a fresh approach to learning leadership in the midst of action. This highly accessible process takes each of us beyond muddling through daily dilemmas to exercising transforming power at key moments and more timely action in general. Bill Torbert and Associates lead you through more and more sophisticated oaction-logicso-strategies for analyzing the world and reacting to it-until you are able to practice action inquiry continually. Speaking to everyone from new managers to CEOs to world leaders, real-life stories of leadership and organizational transformations show how action inquiry increases personal integrity, relational mutuality, company profitability, and long-term organizational and environmental sustainability.
Learning in the Workplace (Routledge Revivals) by Victoria Marsick Pdf
The nature of the workplace and the workforce has changed rapidly in post-industrial society. Most workers are now facing the need for high levels of preparatory education, retraining for new jobs and the ability to continue learning at work in order to keep up with new developments. The book, first published in 1987, argues that training in the workplace often fails because it is based on conditions that no longer prevail in modern organisations. The mechanistic approach of the behaviourist paradigm, it is argued, views the organisation as a machine and training as the preparation of workers for machine-like work according to their levels in the hierarchy, much as on an assembly line. The humanists’ advocation of collaborative learning has changed but not fundamentally altered this conception. This book will be of interest to students of education and business management.
Perspectives on Theory U: Insights from the Field by Gunnlaugson, Olen Pdf
"This book brings together an existing array of research on Theory U, including specific aspects of the theory, through diverse interpretations and contexts while exploring key theoretical concepts and outlining current approaches and blind spots"--Provided by publisher.
At various times in a span of fifteen years, John McPhee made geological field surveys in the company of Eldridge Moores, a tectonicist at the University of California at Davis. The result of these trips is Assembling California, a cross-section in human and geologic time, from Donner Pass in the Sierra Nevada through the golden foothills of the Mother Lode and across the Great Central Valley to the wine country of the Coast Ranges, the rock of San Francisco, and the San Andreas family of faults. The two disparate time scales occasionally intersect—in the gold disruptions of the nineteenth century no less than in the earthquakes of the twentieth—and always with relevance to a newly understood geologic history in which half a dozen large and separate pieces of country are seen to have drifted in from far and near to coalesce as California. McPhee and Moores also journeyed to remote mountains of Arizona and to Cyprus and northern Greece, where rock of the deep-ocean floor has been transported into continental settings, as it has in California. Global in scope and a delight to read, Assembling California is a sweeping narrative of maps in motion, of evolving and dissolving lands.
