Adult Learners

Additional Info:
A detailed philosophical debate on the nature of expertise is long overdue and Dimensions of Expertise opens up that debate. Christopher Winch firstly explores an account of know-how, derived primarily from the pioneering work of Gilbert Ryle, and moves on to relate this epistemological debate to discussions concerning the nature of expertise in vocational and professional education, including attempts to provide a theory of expertise. (From the Publisher)

Table Of Content:
Preface

ch. 1. The Two Faces of Expertise 
ch. 2. Current Philosophical Debates about Knowing How
ch. 3.  Skills and Their Discontents
ch. 4.  Beyond Skill: The Complexities of Competence
ch. 5. To Follow a Rule…: The Normative Basis of Practical Knowledge
ch. 6. Theory, Underpinning Knowledge and Practice
ch. 7. Tacit Knowledge
ch. 8. Can There be a Theory of Expertise? 
ch. 9. Novice, Journeyman, Expert
ch. 10.  Vocational Education and the Development of Expertise

Bibliography
Index

Additional Info:
Drawing on the lived experiences of Black students in adult degree completion programs at predominantly White, Christian institutions in the southern United States, this book presents a model for reimagining adult higher education. Westbrook explores the reasons students enrolled in degree programs, how they experience their predominantly white institutions, and how their experiences affect their lives. Employing Critical Race Theory and Christian theology as frameworks for evaluating the students’ experiences, the author sheds light on the ways African American experiences to inform, critique, and shape Christian adult learning in higher education. (From the Publisher)

Table Of Content:
Ch 1. Introduction
Ch 2. Critical Race Theory as a Framework for Exploring
Ch 3. Imago Dei as a Theological Framework
Ch 4. Phenomenology as a Methodological Framework
Ch 5. Theme One: Goals for Education
Ch 6. Theme Two: Adult Learning Conditions
Ch 7. Theme Three: Support Systems
Ch 8. Theme Four: Faith
Ch 9. Theme Five: Race
Ch 10. “Breaking the Cycle” of Racialization

Additional Info:
Adult education occurs whenever individuals engage in sustained, systematic learning in order to affect changes in their attitudes, knowledge, skills, or belief systems. Learning, instruction, and developmental processes are the primary foci of educational psychology research and theorizing, but educational psychologists' work in these domains has centered primarily on the childhood and adolescent school years. More recently, however, a number of educational psychologists have studied learning and development in adulthood. The results of these efforts have resulted in what is now called adult educational psychology.
The purpose of this volume is to introduce this new subfield within educational psychology. Section 1 focuses on the interplay between learning and development in adulthood, how various forms of instruction lead to different learning outcomes for adults, description of the diverse social contexts in which adult learning takes place, and the development of metacognitive knowledge across the life span. Section 2 describes both research and theory pertaining to adult intellectual functioning, thinking, and problem-solving skills within various contexts. Section 3 describes research in a variety of adult learning domains; discusses the cognitive and behavioral dimensions of reading in adulthood and the applications of reading in real-life circumstances; examines an educational intervention developed to promote forgiveness; and relates the outcomes of an intervention designed to educate parents about their children's mathematics learning. Section 4 summarizes the themes and issues running throughout this, the first book that has sought to span the gulf betweenadult education, adult development, and educational psychology. (From the Publisher)

Table Of Content:
Foreword
Preface
ch. 1 What Does Educational Psychology Know About Adult Learning and Development?
ch. 2 We Learn, Therefore We Develop: Learning Versus Development - or Developing Learning?
ch. 3 Abstraction, the Will, the Self, and Models of Learning in Adulthood
ch. 4 Extending Sociocultural Theory to Adult Learning
ch. 5 On the Development of Adult Metacognition
ch. 6 Changing Mind, Changing World: Practical Intelligence and Tacit Knowledge in Adult Learning
ch. 7 The Role of Adults' Beliefs About Knowledge in School, Work, and Everyday Life
ch. 8 Adult Intelligence: Sketch of a Theory and Applications to Learning and Education
ch. 9 Mnemonic Strategies for Adult Learner
ch. 10 Adult Age Differences in Reading and Remembering Text and Using This Information to Make Decisions in Everyday Life
ch. 11 The Educational Psychology of Reading in Adulthood
ch. 12 Forgiveness Education With Adult Learners
ch. 13 Contributions of Parent Education to Adult Development
ch. 14 Toward an Adult Educational Psychology
Author Index
Subject Index

Additional Info:
In Taking Learning to Task, Vella draws from current theory and practice to explore the meaning and power of learning tasks. To illustrate this unique approach, she provides seven steps to planning learning-centered courses, four types of learning tasks, a checklist of principles and practices, critical questions for instructional design, key components for evaluation, and other invaluable tools." "Taking Learning to Task is a hands-on, practical guide to designing effective learning tasks for diverse learners and diverse content. Teachers, trainers, and all types of instructors will find a wealth of advice for refining their day-to-day practice. (From the Publisher)

Table Of Content:
ch. 1. Learning Tasks: Assumptions and Definition.
ch. 2. Comparing Teaching Tasks and Learning Tasks.
ch. 3. Learning Tasks As Part of a Complete Design.
ch. 4. Four Types of Learning Tasks.
ch. 5. The Power of Action: "The Verb's the Thing".
ch. 6. Principles to Guide Design.
ch. 7. The Art of Leading Learning Tasks.
ch. 8. Time and the Learning Task.
ch. 9. Checkpoint: Reviewing Concepts Through Examples.
ch. 10. Matching Tasks to the Group: One Size Does Not Fit All.
ch. 11. Tasks for Distance Learning and the Internet.
ch. 12. Using Learning Tasks: Twenty Reasons and Twenty Principles.

Resources.
A. Learning Tasks in Action: A Workshop Model.
B. Example of a Distance-Learning Course.
C. Technical Guide for Designing and Using Learning Tasks.

Additional Info:
The Handbook of Race and Adult Education provides a discourse on the theory, the real-life experiences, and the structure of privileges within race and racism. Edited by leaders in this field, the unique resource presents ways for changes in classrooms, communities, and homes for marginalized or oppressed groups and individuals. As the first comprehensive resource on race, racism, and adult education, this book is essential for introductory level graduate students in understanding the complexity of race and racism in an educational context. (From the Publisher)

Table Of Content:
About the Authors
Acknowledgments
Foreword
The Beginning: Kitchen Table Dialogue

Part One: The Myth Versus the Reality of Race and Racism
ch. 1 Rebirth of the Indigenous Spirit: Turning the World Right Side Up (Rose Borunda)
ch. 2 Reading, Writing, and Racism: Developing Racial Literacy in the Adult Education English Classroom (Yolanda Sealey-Ruiz)
ch. 3 Experiencing the Race, Gender, and Socioeconomic Divide in Academia: A Chicana Perspective (Raquel A. Gonzales and Maria Mejorado)
ch. 4 Transforming Teaching and Learning: Teaching Race (Nichole M. Ray)
ch. 5 "Who Is This Cowboy?" Challenging the Cultural Gatekeepers (Lesley Ngatai)
Reflection One: Healing: A Journey Through Conversations on Race and Gender

Part Two: Problematizing "Whiteness," Supremacy, and Privilege: Their Impact on Race
ch. 6 White Whispers: Talking About Race in Adult Education (Lisa M. Baumgartner)
ch. 7 Transforming White Consciousness (Doug Paxton)
ch. 8 Adult Education and the Problem of the Color (Power) Line: Views from the Whiter Side (Elaine Manglitz, Ronald M. Cervero)
ch. 9 White on White: Developing Capacity to Communicate About Race with Critical Humility (European-American Collaborative Challenging Whiteness)
Reflection Two: Struggling: A Journey of Comfort and Discomfort

Part Three: Theoretical Responses to Race and Racism
ch. 10 An Exploration of Critical Race Theory (Rosemary B. Closson)
ch. 11 Musings on Controversial Intersections of Positionality: A Queer Crit Perspective in Adult and Continuing Education (Mitsunori Misawa)
ch. 12 Challenging Racism Through Postcolonial Discourse: A Critical Approach to Adult Education Pedagogy (Mary V. Alfred)
ch. 13 Black Skins, No Mask (Taj Johns)
ch. 14 Immigration, Racial Identity, and Adult Education: Reflections on a Transnational Paradigm of Resistance (Luis Kong)
ch. 15 A River Runs Through It: Building Bridges Across Racial Divisions in Urban Graduate Education (Catherine H. Monaghan and Catherine A. Hansman)
Reflection Three: Looking Inward: A Journey Through Dialogue and Reflections on Race

Part Four: Reframing the Field Through the Lens of Race
ch. 16 Mammies, Maids, and Mamas: The Unspoken Language of Perceptual and Verbal Racism (Doris A. Flowers)
ch. 17 The Race Card (Barbara Ford)
ch. 18 Expanding the Racialized Discourse: An Asian American Perspective (Ming-yeh Lee)
ch. 19 Challenges and Approaches to Racializing Discourse in a Privileged, White Dominant Society (LaJerne Terry Cornish)
ch. 20 Using an African-Centered Paradigm for Understanding Race and Racism in Adult Education (Derise E. Toliver)
Reflection Four: Inpowering the Self: A Journey Toward Ending Racism

Part Five: Individual and Collective Responses to Race and Racism
ch. 21 Epilogue: Implications for Curriculum, Programming, and Research (Scipio A. J. Colin III, Vanessa Sheared, Juanita Johnson-Bailey, Stephen D. Brookfield)

Index

Additional Info:
Aging Education provides educators in aging studies with a unique text that responds to the paucity of instructional strategies and teaching materials. By developing and explaining a multidisciplinary approach to working with older adults in areas related to health, education, ethics, law, cultural competency for a multicultural population, translating social policy into practice, spirituality, and human services, the editors provide an imaginative and thought-provoking unmet need for gerontology educators by providing them with teaching and practice strategies in aging education. (From the Publisher)

Table Of Content:
Foreword
Preface

ch. 1 Programs and services for older adults : a national and international focus (Terry Tirrito)
ch. 2 Strategies for teaching aging social welfare problems and policies (Julie Miller-Cribbs)
ch. 3 Teaching the adult learner about mental health issues in aging (Vicki Murdock)
ch. 4 Families and aging : Alzheimer's disease spousal caregiver support group (Gil Choi)
ch. 5 An approach to teaching spirituality for practice with the older adult (Larry P. Ortiz and Melissa B. Littlefield)
ch. 6 Education about dying, death, grief and loss : principles and strategies (Kenneth J. Doka)
ch. 7 Act III : maximizing choices in retirement (Nieli Langer)
ch. 8 Senior volunteers : staying connected with the community (Nina Dubler Katz)
ch. 9 Elder abuse : policy and training for law enforcement personnel (Nieli Langer and Tan Kirby Davis)
ch. 10 Gericare specialist : an educational response to the elder home care crisis (Jane M. Cardea, Jane F. McGarrahan and Bernice C. Brennan)

Epilogue
Editors and contributors
Index

Additional Info:
Click Here for Book Review
Abstract: In this wide-ranging book, Elana Michelson invites us to revisit basic understandings of the 'experiential learner'. How does experience come to be seen as the basis of knowledge? How do gender, class, and race enter into the ways in which knowledge is valued? What political and cultural belief systems underlie such practices as the assessment of prior learning and the writing of life narratives?

Drawing on a range of disciplines, from feminist theory and the politics of knowledge to literary criticism, Michelson argues that particular understandings of `experiential learning’ have been central to modern Western cultures and the power relationships that underlie them. Presented in four parts, this challenging and lively book asks educators of adults to think in new ways about their assumptions, theories, and practices:

- Part I provides readers with a short history of the notion of experiential learning.

- Part II brings the insights and concerns of feminist theory to bear on mainstream theories of experiential learning.

- Part III examines the assessment of prior experiential learning for academic credit and/or professional credentials.

- Part IV addresses a second pedagogical practice that is ubiquitous in adult learning, namely, the assigning of life narratives.

Gender, Experience, and Knowledge in Adult Learning will be of value to scholars and graduate students exploring adult and experiential learning, as well as academics wishing to introduce students to a broad range of feminist, critical-race, materialist and postmodernist thinking in the field. (From the Publisher)

Table Of Content:
List of figures
Acknowledgements
Credit list
Introduction

Part I - The politics of experience
ch. 1 Purging the transgressive from experiential learning
ch. 2 Gender, reason, and the universal knower
ch. 3 Othering rationality

Part II - Gender, experience, and the body
ch. 4 Body, culture, and the feminist claims for experience
ch. 5 The body in question
ch. 6 Mind and matter: Dewey, Kolb, and embodied knowing

Part III - Power and the assessment of experiential learning
ch. 7 Conservatism and transgression in the assessment of experiential learning
ch. 8 Queering the assessment of experiential learning
ch. 9 Practice studies, complexity, and the assessment of experiential learning

Part IV - Narrating the self
ch. 10 Autobiography and adult learning
ch. 11 Textualizing the self: genre, experience, and adult learning
ch. 12 The ghosts of war: trauma, narrative, and adult learning

Conclusion
Bibliograpy
Index

Additional Info:
"Developing Critical Thinkers" is a book practitioners and others interested in applying critical thinking principles will find extremely useful. The writing is clear, the examples are many, and the ideas are well grounded in theory and research. (From the Publisher)

Table Of Content:
Understanding Critical Thinking in Adult Life.
Practical Approaches for Developing Critical Thinkers.
Helping Adults Learn to Think Critically in Different Arenas of Life.

Additional Info:
The concept of learning styles is based on the theory that an individual responds to educational experiences with consistent behavior and performance patterns. The complexity of the construct, the psychometric problems related to its measurement, and the enigmatic relationship between culture and the teaching and learning process means that the body of research on learning styles must be interpreted and applied carefully. Analyses presented in this paper suggest that the widespread conclusions in the literature that African American, Hispanic American, and Indian students are field-dependent learners who prosper academically when taught with field-dependent teaching strategies are premature and conjectural. Research does not support the supposition that members of a particular ethnic group have the same learning style. The body of research does have implications for enhancing the academic achievement of culturally diverse students by reminding teachers to be alert to individual students' learning styles as well as their own actions and methods in reference to their students' cultural experiences and preferred learning environments.

Additional Info:
Click Here for Book Review
Abstract: Learning transfer is the use of skills and knowledge acquired in one situation or setting in a different environment. It is, fundamentally, the point of education. By consciously building it into our curricula, syllabi, and practice, we can greatly enhance the likelihood that students will integrate their learning and their lives.

This issue examines learning transfer across the breadth of adult education. The authors approach the question practically, looking at techniques such as experiential or problem-based learning and the use of classroom technology as well as the perspectives of brain research, the effects of race and culture, and the context and complications of personal change. Each chapter offers practitioners a thoughtful outlook that will help them plan for and implement learning transfer in their particular area of focus.

This is 137th volume of the Jossey-Bass quarterly report 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 adult and continuing education settings, such as colleges and universities, extension programs, businesses, libraries, and museums. (From the Publisher)

Table Of Content:
Editor’s Note (Leann M. R. Kaiser, Karen Kaminski, Jeffrey M. Foley)

ch. 1 Learning Transfer and Its Intentionality in Adult and Continuing Education (Jeffrey M. Foley, Leann M. R. Kaiser)
While transfer of learning is the ultimate goal of any instructional setting, adult educators have few resources they can rely on to support planning for transfer. This chapter offers an introduction to the concept of learning transfer and initial ideas for building this into our educational practices.

ch. 2 Leveraging Experiential Learning Techniques for Transfer (Nate Furman, Jim Sibthorp)
This chapter describes how experiential learning techniques can be helpful in encouraging learning transfer as these techniques can foster a depth of learning and cognitive recall necessary for transfer.

ch. 3 Problem-Based Learning: A Learning Environment for Enhancing Learning Transfer (Woei Hung)
Problem-based learning helps students make connections between theory and real-world application. This chapter provides practical methods for using problem-based learning to enhance the likelihood
of learning transfer.

ch. 4 Considering Components, Types, and Degrees of Authenticity in Designing Technology to Support Transfer (Patricia L. Hardré)
This chapter discusses the concept of authenticity in relation to using technology to enhance learning and support transfer.

ch. 5 Brain-Friendly Teaching Supports Learning Transfer (Jacqueline McGinty, Jean Radin, Karen Kaminski)
The authors present the workings of the human brain and how this knowledge can be used to create brain-friendly learning environments that support transfer of learning.

ch. 6 Racial and Cultural Factors and Learning Transfer (Rosemary Closson)
This chapter addresses the potential infl uence of including ethnicity or culture as a variable in the learning transfer process.

ch. 7 Understanding Transfer as Personal Change: Concerns, Intentions, and Resistance (Jeani C. Young)
Personal change stemming from learning experiences is the focus of this chapter. Models of change and transition are used to explain the occurrence of and resistance to transfer.

ch. 8 Applying Transfer in Practice (Karen Kaminski, Jeffrey M. Foley, Leann M. R. Kaiser)
The authors offer a synthesis of the ideas presented in previous chapters by encouraging an application of learning transfer to adult learning settings.

Index

Additional Info:
Revenues and expenditures of schools are analyzed for this ten year period. Enrollment trends, including extension sights and distance education, are reviewed. Qualitative factors that contribute to financial stability are examined, including findings from six schools whose financial performance was remarkably consistent and solid for this decade. (From the Publisher)

Additional Info:
New Directions for Teaching & Learning, Number 131 While issues of interpersonal boundaries between faculty and students is not new, more recent influences such as evolving technology and current generational differences have created a new set of dilemmas. How do we set appropriate expectations regarding e-mail response time in a twenty-four-hour, seven-day-a-week Internet-connected culture? How do we maintain our authority with a generation that views the syllabus as negotiable? Complex questions about power, positionality, connection, distance, and privacy underlie these decision points. This sourcebook provides an in-depth look at interpersonal boundaries between faculty and students, giving consideration to the deeper contextual factors and power dynamics that inform how we set, adjust, and maintain boundaries as educators. This is the 131st volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. From the Publisher

Table Of Content:
Editor's Note

ch. 1 Boundaries and Student Self-Disclosure in Authentic, Integrated Learning Activities and Assignments (Melanie Booth)
ch. 2 Managing Boundaries in the Web 2.0 Classroom (Bree McEwan)
ch. 3 Millennial Values and Boundaries in the Classroom (Chip Espinoza)
ch. 4 We're All Adults Here: Clarifying and Maintaining Boundaries with Adult Learners (Melanie Booth, Harriet L. Schwartz)
ch. 5 The Coconut and the Peach: Understanding, Establishing, and Maintaining Interpersonal Boundaries with International Students (Miki Yamashita, Harriet L. Schwartz)
ch. 6 Complicity or Multiplicity? Defining Boundaries for Graduate Teaching Assistant Success (Karen Dunn-Haley, Anne Zanzucchi)
ch. 7 Crossing Boundaries in Doctoral Education: Relational Learning, Cohort Communities, and Dissertation Committees (Elizabeth L. Holloway, Laurien Alexandre)
ch. 8 Reflections and Intention: Interpersonal Boundaries in Teaching and Learning (Harriet L. Schwartz)

Index

Additional Info:
Briton challenges the dominant depoliticized vision of adult education, calling into question the modernist tenets and moral integrity of contemporary adult education practice. By examining his own struggle to escape the confines of modernist thought, the author delivers a succinct yet decisive critique of modern educational practice and challenges educators to reconceptualize their field of endeavor as a postmodern pedagogy of engagement. In refusing to deny its conjectural foundations, to mask its tenuous structure, or to defend its precarious integrity, the book assumes a form that distinguishes it markedly from its modernist counterparts. In favoring commentary over empirical evidence, a multiplicity of voices over a prescriptive narrative, the development of an ethical attitude toward practice over formulaic prescriptions for practice, and inter- over intra-disciplinary sources to substantiate its claims, this work calls into question a whole range of modernist predilections. By repeatedly breaching the narrowly prescribed parameters of adult education's orthodoxy and constantly promoting reflective inquiry, this book reveals how different, yet equally valid, forms of evidence can be drawn upon to develop an ethical postmodern perspective that calls the modern instrumental practice of adult education into question. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

Ch. 1 Engaging the Question of Adult Education
Ch. 2 The Fear of Falling into Error
Ch. 3 Facing the Dilemma
Ch. 4 Enlightenment and Modernity
Ch. 5 Choosing a Research Paradigm
Ch. 6 Toward a Postmodern Pedagogy of Engagement in Adult Education

Postscript: Living through the Question of Adult Education
Notes
Bibliography
Index

Additional Info:
Extensive workbook reviews differences in adult and child learners and discusses adult learning styles. Offers strategies on presentation, facilitation, course design, and course evaluation. Includes sample materials in appendices.

Additional Info:
One challenge in teaching is designing a learning environment for students who span multiple generations. I’ll focus on this challenge in two blog posts. This first post will look more closely at “non-traditional” or “adult” learners as a demographic group, and suggest ways to support them in our classes. The second post will look at the so-called generational differences between students of different ages. Across both posts, I’ll include cautions for classifying students into neatly defined categories and suggest some strategies for supporting the learning of all students.

Additional Info:
Journal Issue.

Table Of Content:
ch. 1 Group Bible Study And Faith Maturity In Older Adults (Dennis D. Maxwell)
ch. 2 Educating Adults For Empathy: Implications Of Cognitive Role-Taking And Identity Formation (H. Edward Everding and Lucinda A. Huffaker)
ch. 3 Intergenerational Education For An Intergenerational Church? (Allan G. Harkness)
ch. 4 Making The Monday Connection: Teaching Business Ethics In The Congregation (Harry J. Van Buren III)
ch. 5 A Model For Effective Adult And Adolescent Education In A Relational Mode (Wayne E. Faust)
ch. 6 Evaluation In Adult Religious Education (Nancy L. DeMott and Jerome W. Blank)

Additional Info:
Click Here for Book Review
Presenting current trends in transformative learning and adult higher education, this volume paints a vivid picture of the Transformative Learning theory in action. The concepts that knit these articles together despite the variety of educational settings and populations are: relationships, community, and the body experience - often missing in higher education.

This volume includes:
- the voices of marginalized populations often excluded from research studies such as community college students, emerging adults with learning differences, English language learners, native Alaskans, African-American health educators, doctoral students, and yoga practitioners;
- new paradigms for thinking about adult undergraduate education;
- new ways to deal with social conflict and advise doctoral students; and
- personal stories from Black women leaders, college teachers, student writers as well as pregnant women, and social service providers.

This is the 147th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Editors’ Notes (Judith Beth Cohen, Jo Ann Gammel, Amy Rutstein-Riley)

ch. 1 The Spiral Road of Transformative Learning: Through the Lens of College Students with Learning Differences (Lynn Abrahams)
This chapter explores how college students with diagnosed learning differences develop identity within the family system.

ch. 2 Transformative Learning and the Road to Maternal Leadership (Rachel Panton)
This study of three African-American holistic health educators shows how their woman-centered learning cultures influenced their personal transformations and leadership roles.

ch. 3 A Relational Approach to Mentoring Women Doctoral Students (Jo Ann Gammel, Amy Rutstein-Riley)
In an examination of six dyads of women advisors and advisees in one doctoral program, the authors found that a relational model for mentoring women can be an alternative to the authority-based approach most common to doctoral work.

ch. 4 Examining Transformation on the Road to the Professoriate (Anne C. Benoit)
In this chapter, two college teachers, an African-American woman and a White man, identify pivotal events in their development as educators.

ch. 5 Whose Job Is It to Change? (Kathryn L. Nielsen)
Co-director of a college writing center proposes a plan for insitutional change that honors the voices of English language learners rather than expecting them to adjust to the dominant instituational culture.

ch. 6 Making Voices Visible: Using Visual Data in Teacher Education and Research (Debra Murphy)
This chapter describes changes in the thinking and practice of eight early childhood teachers after they used visual data to complete a teacher research assignment in a community college teacher education course.

ch. 7 Teaching Creative Nonfiction: The Transformative Nature of the Workshop Method (Suzanne Cope)
A writer and teacher of nonfiction examines the widely used workshop method to show how student writers gain greater control over their choice of language, and insight into the meaning of their writing.

ch. 8 Transformative Graduate Education Through the Use of Restorative Practices (John W. Bailie, Craig W. Adamson)
As professors and administrators in a graduate program based upon Restorative Justice, these authors show how classroom pedagogy can model alternatives that promote personal and professional transformation.

ch. 9 Adult Learning, Transformative Education, and Indigenous Epistemology (Diane McEachern)
A social worker, teaching in an undergraduate satellite program in Alaska, explores how a culturally resonant degree program can overcome the barriers faced by native Yupik women attending college.

ch. 10 Iyengar Yoga for Motherhood: Teaching Transformation in a Nonformal Learning Environment (Amy Tate)
A yoga teacher and practitioner explores the widespread phenomenon of yoga by focusing on its empowering effects for pregnant women and its implications for challenging the traditional medical model.

ch. 11 Embodying Authenticity in Higher Education (Laura Douglass)
The author explores how listening to the wisdom of her body was a primary method she used to interpret the competing demands and disorienting dilemmas of scholarship, teaching, and administration.

Index

Additional Info:
Adult educators are increasingly faced with the task of creating and facilitating learning activities for participants from diverse backgrounds. They need to take into account the needs of both male and female learners, learners of different ethnic and racial groups, and learners from different social backgrounds in creating an inclusive adult learning environment. The developing body of literature on multicultural concerns in adult education, on feminist theory and on critical and feminist pedagogies offer some insights in this regard. This publication aims to: (1) synthesise some of the work related to inclusivity and diversity that has already been done in the field of adult education; and (2) examine aspects of the wider literature base on multicultural education and feminist theory and pedagogy that can offer insights specifically for creating inclusive adult learning environments. (From the Publisher)

Table Of Content:
Tables
Foreword
Introduction

Part 1 Planning and implementing an inclusive curriculum
Part 2 Pedagogy: Facilitating inclusivity in the learning environment

Epilogue: Implications for practice, summary and conclusions
ReferencesEnvironments: Insights from

Additional Info:
The article synthesizes and critiques the social science, education, and adult education literature related to the examination of Whiteness and White privilege and offers recommendations for the field of adult education. By examining the historically changing nature of Whiteness, the major themes in this literature are discussed, along with the relevance of these themes for adult education research and practice. In reviewing the current efforts to name and challenge White privilege, the article provides recommendations for moving beyond naming and critiquing White privilege and racism in the field of adult education to challenging and transforming their impact.

Additional Info:
From the “Forward” by Stephen D. Brookfield, Distinguished University Professor, University of St. Thomas, Minneapolis St. Paul, Minnesota

“These days it is fashionable to lament the passing of adult education’s transgressive spirit. The historical myth that exercises considerable influence on the field is that adult education used to be a radical expression of the democratic spirit, but it has been tamed, moved to the dark side, become the lapdog of workplace learning, sold its soul to the devil of professionalism in a misguided attempt to be taken seriously by more powerful branches of education. This myth is just that – a myth. I have never believed it. The radical, transgressive spirit of adult education has endured and constantly reconfigured itself, doing its best to escape and outwit those who would contain and neutralize its energy and surfacing in ways that constantly take adult e ducators by surprise. The colleagues I work with in adult and higher education and the learners I serve and study with are neither tamed nor ideologically hoodwinked. This volume of spirited commitment — defiantly hopeful, seriously playful, and placing matt ers of desire and resistance at its center — is an apt representation of the enduring radical spirit of the best of adult education.”

Table Of Content:
Foreword
Preface
Acknowledgments
Introduction

Section I. General Queer Discourse
ch. 1 Positioning Queer in Adult Education: Intervening in Politics and Praxis in North America
ch. 2 Que(e)rying Intimacy: Challenges to Lifelong Learning
ch. 3 Art as Anti-Oppression Adult Eduction: Creating a Pedagogy of Presence and Place

Section II. Higher Education
ch. 4 Lesbian, Gay, Bisexual, Transgender Campus Climate Assessments: Current Trends and Future Considerations
ch. 5 LGBTQ Allies on Campus: Do They Have a Role?
ch. 6 Where is Our Citizenship in Academia? Experiences of Gay Men of Color in Higher Education
ch. 7 Successfully Queering the Business Curriculum: A Proposal Agenda for Process as well as Content

Section III. Adult Learning
ch. 8 Crossroads for Creating My Space in the Workforce: Transformative Learning Helps Understand LGBTQ Sexual Identity Development among Adults
ch. 9 LGBTQ Lessons from Midlife: An Unpicked Harvest
ch. 10 Sobears: Gay Bears, Sobriety, and Community
ch. 11 Transsexuality: Challenging the Institutionalized Sex/Gender Binary

Section IV. Community
ch. 12 When the Down-Low Becomes the New High: Integrating Queer Politics and Pedagogies through Critical Community Education in Kosovo
ch. 13 Positive Prevention for Gay Men: Dismounting Missionary Positions
ch. 14 Just City Life: Creating a Safe Space for the GLBTQ Community in Urban Adult Education
ch. 15 No End to History: Demanding Civil Quarter for Sexual Minorities in Heteronormative Space

About the Editors
About the Contributors

Additional Info:
Journal Issue.

Table Of Content:
Editorial Introduction (Maura Fortkort)
Foreward (Ellis Leif Larson)
A Profile of Contemporary Seminarians (Ellis L. Larson and James M. Shopshire)
I. Introduction: Why This Study?
II: What are Contemporary Seminarians Like?
III: What Draws People to a Seminary?
IV: How are Students Making it Financially?
V: What are Students Experiencing in Seminary?
VI: What does the Future Hold?
VII: What Can the Churches Expect?
Appendixes:
A. Findings by Denomination
B. Basic Questionnaire
C. Seminaries Included in Sample
D. Methodological Principles Followed
E. Bibliography
Figures and Tables
Seminary Population by Age and Sex
Protestant Seminaries by Age and Sex
Roman Catholic Seminarians by Age and Sex
Age by Sex
Ranking of Average Age
Marital Status by Age and Sex
Race by Age and Sex
Major Field of Study by Age and Sex
Own Theological Position by Age and Sex
Stick to Religion by Age and Sex
Evangelism Priority by Age and Sex
Social Change Priority by Age and Sex
Practice of Prayer by Age and Sex
Worship Attendance by Age and Sex
Motivators Toward Ministry
Decision Definite by Age and Sex
Decision Gradual by Age and Sex
Call vs. Ability by Age and Sex
Home Church Size by Age an Sex
Locality of Home Church by Age and Sex
Church Theological Position by Age and Sex
Previous Worship Attendance by Age and Sex
Church Leader by Age and Sex
Church Meaningful as Youth by Age and Sex
Reasons for Selecting Seminary
Financial Resources in Seminary
Financial Aid by Age and Sex
Current Income by Age and Sex
Current Income by Age and Sex
Hours Employed by Age and Sex
Spouse Employed by Age and Sex
Full/Part Time Student by Age and Sex
Indebtedness for Education by Age and Sex
Sources of Stress while in Seminary
Requirements Difficult by Age and Sex
Expectations Too High by Age and Sex
Curriculum Appropriate by Age and Sex
Teaching Methods by Age and Sex
Field E. Requirements by Age and Sex
Different Time for Courses by Age and Sex
Life Experiences by Age and Sex
Feel Part of Community by Age and Sex
Spouse a Part of Community by Age and Sex
Physical Facilities by Age and Sex
Seminary Housing by Age and Sex
Seminary Rules by Age and Sex
Self-confidence by Age and Sex
Self-esteem by Age and Sex
Hopefulness by Age and Sex
People Orientation by Age and Sex
Relationships by Age and Sex
Goal Orientation by Age and Sex
Current Life Satisfaction by Age and Sex
Vocational Aim by Age and Sex
Estimate of Education by Age and Sex
Expect Fair Placement by Age and Sex
Start at Bottom by Age and Sex
Free to Move for Placement by Age and Sex
Appendixes:
Age and Sex by Denomination
Race by Denomination
Own Theological Position by Denomination
Evangelism Priority by Denomination
Social Change Priority by Denomination
Practice of Prayer by Denomination
Worship Attendance by Denomination
Home Church Membership by Denomination
Home Church Locality by Denomination
Home Church Theological Position by Denomination
Seminary Selection Reasons by Denomination
Personal Financial Resources by Denomination
Adequacy of Financial Aid by Denomination
Indebtedness for School by Denomination
Personal Income by Denomination
Appropriateness of Curriculum by Denomination
Vocation Aim by Denomination
Anticipated Fairness of Placement by Denomination

Additional Info:
Click Here for Book Review
Abstract: Become an effective adult educator by approaching teaching systematically

As the author describes at the beginning of Creating Courses for Adults, "The big idea of this book is that education for adults has to be designed." Whether in basic skills training, English language classes, professional development workshops, personal interest courses, or formal degree programs, good teaching tends to conceal all the planning and decisions which had to be made in order to present participants with a seamless and coherent process for learning. The author posits that nobody is a completely intuitive teacher and that everybody has to make a series of choices as they put courses together. The decisions they make are important and far-reaching, and deserve to be considered carefully.

Starting with the three core factors which must be taken into account when creating courses, Creating Courses for Adults walks readers through a manageable process for addressing the key decisions which must be made in order to design effective learning.

- Instructor factors are what the teacher brings to the teaching and learning process, such as experience and preferences.
- Learner factors are the influences that students bring with them, including their past experiences and expectations for the class.
- Context factors include the educational setting, whether in-person or online, as well as the subject matter.

Readers of Creating Courses for Adults will learn a systematic approach to lesson and course design based on research into the ways adults learn and the best ways to reach them, along with pointers and tips for teaching adults in any setting. (From the Publisher)

Table Of Content:
Preface
Why Design?
Perspective on Learning
Further Information
Acknowledgments
About the Author

PART ONE - Core Factors in Teaching
ch. 1 All About You
Why Who You Are and What You’ve Done Matters
Reflecting on Your Approach
What Are We Doing It For?
Why Identity Matters
Going Further
Conclusion: Pulling It Together

ch. 2 Engaged and Involved Learners
How Do People Learn?
Engagement in Learning
Learner Diversity
Responding to Diversity
Conclusion: Making Difference Matter

ch. 3 Context Drives Design
Why Context Matters
Ball Gown or Boots: Formality
Wired Learning
Organizational Context
The Aims of the Course
Time, or the Lack Thereof
Somewhere to Sit: Physical Resources
Conclusion

PART TWO - The Key Decisions
ch. 4 Knowing Where You Are Going
Objectives—And Some Objections
The Educator
The Learners
The Context
Conclusion

ch. 5 Content and Resources for Learning
Information and Objects
Resources and Materials
The Educator
The Learners
The Context
Conclusion

ch. 6 Ways of Working Together
The Range of Methods
The Educator
The Learners
The Context
Conclusion

ch. 7 What Do the Learners Say?
Designing Evaluation
The Educator
The Learners
The Context
Conclusion

ch. 8 Making Learning Visible
Counting What Counts
The Educator
The Learners
The Context
Conclusion

ch. 9 You Can Take It with You!
Moving Learning beyond the Course
The Educator
The Learners
The Context
Conclusion

ch. 10 Design Frames Practice
The Book in a Box
An Example of a Program Design
For New Educators of Adults

Conclusion
References
Appendix A: A Blank Design Framework
Appendix B: Where to Find Further Resources
Index

Additional Info:
This volume is the continuation of a two-part series that focuses on salient topics and issues affecting Black males as they engage in adult education and learning. Considering the historical and current effects on the way these men participate in adult education, this volume broadens the conversations around adult Black males’ educational experiences by utilizing academic research as well as program descriptions and personal narratives with a concern for the “lived experiences.” More specifically, the authors explore:

- the agency of Black men in carving out pathways to success
- the programs that support these endeavors, and
- the role of civil society in facilitating or inhibiting their progress.

Topics covered include the digital divide, sports, professional career development, sexuality, role of religion, college as a choice, and the Black Lives Matter initiative. Practitioners will be encouraged to reflect on their own practices as they work toward engagement of Black males in learning communities.

This is the 150th 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. (From the Publisher)

Table Of Content:
Editors’ Notes (Brendaly Drayton, Dionne Rosser-Mims, Joni Schwartz and Talmadge C. Guy)

ch. 1 The Intersection of Black Lives Matter and Adult Education: One Community College Initiative (Brian Millerand Joni Schwartz)
This chapter Brian Miller, Joni Schwartz explores the Black Lives Matter movement and the role of adult education by highlighting the response of one community college initiative. It is a call to action for adult educators to critically engage with this social justice movement through pedagogy, community engagement, and scholarly activism.

ch. 2 Black Men and the Digital Divide (Simone C. O. Conceição and Larry G. Martin)
This chapter provides an overview of the ongoing technological, economic, and social changes brought about by digital technology in the context of Black men’s lives. It also reviews how adult educators can support Black men in reaching their goals for success and navigation of the digital divide.

ch. 3 Self-Directed Learning and Not Choosing College: A Counterstory (Richard Osborne and Joni Schwartz)
This chapter explores the possibilities of alternatives to college and technical schools through a dialogic approach that explores entrepreneurship, self-directed learning, and lifelong learning. This counternarrative addresses the inhibitive costs of higher education and includes advice and suggestions for Black males weighing the important decisions of the when, where, and why of college.

ch. 4 Black Males in Black Churches (Traci L. Hodges, Michael L. Rowland and E. Paulette Isaac Savage)
The African American church has historically been the primary institution in the Black community to offer not only religious, but educational, and other social services to the Black community. This chapter provides an overview of the role of Black churches as adult education agencies that address the needs of Black males and promote religious and civic leadership.

ch. 5 Adult Education and Spirituality: A “Liberatory Space” for Black Gay Men (Lawrence Bryant, Lorenzo Bowman and E. Paulette Isaac Savage)
This chapter examines the lived experiences of Black gay men in the development of their spirituality as they grow older. Autoethnographic data are used to examine alternate meaning-making strategies that support the intersection of Black gay men and spirituality.

ch. 6 Academic and Career Advancement for Black Male Athletes at NCAA Division I Institutions (Ashley R. Baker, Billy J. Hawkins)
Sport has been a viable means of upward social mobility for many Black males who were born into lower socioeconomic circumstances. This chapter seeks to address the structural arrangements and challenges many Black male student-athletes encounter resulting from their use of sport for upward social mobility. It calls for the holistic development of Black male student-athletes through mentorship for academic advancement and career preparation beyond sports.

ch. 7 The Brotherhood in Corporate America (Tonya Harris Cornileus)
This chapter draws attention to the intersection of race and gender identities and their impact on the career development of Black men. Through the voices and lived experiences of 14 Black professional men, the chapter challenges the overarching assumption of male privilege in corporate America by identifying systemic obstacles as well as discussing facilitative strategies to address them.

ch. 8 Swimming into the Open (Brendaly Drayton, Dionne Rosser-Mims, Joni Schwartz and Talmadge C. Guy)
This concluding chapter makes the case for why Black men’s voices matter in adult education theory and practice.

Index

Additional Info:
Click Here for Book Review
This volume looks at graduate education, specifically the doctorate, through the lens of adult education practice. Students in doctoral programs are, after all, adults. Building on principles of adult learning, the authors provide examples of academic excellence achieved through the incorporation of best practices in adult education, including:

- practical suggestions for democratically negotiating the curriculum
- best practices for nurturing responsible action for social justice,
- ways of encouraging collaborative and noncompetitive learning and research, and
- support in shifting paradigmatic assumptions beyond the Eurocentric frame.

This is the 147th 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. (From the Publisher)

Table Of Content:
Editors’ Notes (Tom Heaney, Dianne Ramdeholl)

ch. 1 Democracy—Unleashing the Power of “We” (Tom Heaney)
In this chapter, the author provides rationales as to why doctoral programs should be grounded in democratic paradigms, discussing democratic governance processes and the impact this shift can have on doctoral studies.

ch. 2 Critical Reflection as Doctoral Education (Stephen D. Brookfield)
Using a variety of concrete strategies, the author offers a vision of doctoral education grounded in utilizing critical reflection strategies as a way of better understanding power and nurturing individual and collective agency among students.

ch. 3 Just the Two of Us ...We Can Make It If We Try: The Relationship Between Social Justice and Doctoral Studies (Dianne Ramdeholl)
Reflecting on her own trajectory from grassroots adult literacy education to academia, the author offers reflections from this journey and outlines some implications for graduate education that are rooted in social/racial justice commitments.

ch. 4 Doctoral Studies: What Has Radical Adult Education Got to Do With It? (Aziz Choudry, D´esir´ee Rochat)
A doctoral student and her adviser discuss their experiences as community activists discussing dilemmas and contradictions between the academy and activist learning; they offer possibilities for doctoral education that preserve emancipatory spaces to nurture and sustain central tenets of radical education.

ch. 5 A Case for Collaborative Inquiry in Doctoral Education (Nadira K. Charaniya, Jane West Walsh)
The authors, collaborators on a joint doctoral dissertation, reflect on their process and the ways in which this process can subvert dominant notions of knowledge production, instead making space for privileging more collective ways of knowing.

ch. 6 Africentrism—Standing on Its Own Cultural Ground (Derise E. Tolliver)
Grounding her practice in Africentrism, the author offers a vision of doctoral education that is centered in that worldview and reflects on the challenges and power of a doctoral model rooted in this paradigm.

ch. 7 You Gotta Be: Embracing Embodied Knowledges in Doctoral Study (Jaye Jones)
Analyzing the literature on embodied education and implications on positionality within the academy, the author outlines visions for doctoral study that make space for groups who have been historically marginalized/traumatized by academia.

ch. 8 Blended Shore Education: Civic Engagement and Competencies in 21st-Century Doctoral Education (Gabriele Strohschen)

Outlining a model of doctoral education that she developed, the author synthesizes important adult education theories along with her own findings, offering a new model for doctoral education.

ch. 9 Into the Future, One Second at a Time (Tom Heaney, Dianne Ramdeholl)
In this chapter, the editors briefly synopsize the chapters in this volume, linking them to visions of critical and emancipatory theories/practices of adult education that continue to inform and guide the field.

Index

Additional Info:
Finding ways to reduce students' anxiety and maximize the value of learning Greek and Hebrew is a continual challenge for biblical language teachers. Some language teachers use technology tools such as web sites or CDs with audio lessons to improve the experience. Though these tools are helpful, this paper explores the value gained from understanding first how students learn and then how technology tools best support that learning. Developments in cognitive psychology and neuroscience offer many insights concerning adult learning and retention. After a presentation of key insights, several ideas are suggested for enhancing the learning and retention experience of biblical language students.

Additional Info:
While there is much available research and theory about learning and motivation, until now there has been no resource that translates esoteric findings into everyday language and examples that can be readily applied in college classrooms. This book brings the findings and theories of educational psychology to classroom faculty, helping them to adopt a scholarly approach to understanding their students' learning problems. (From the Publisher)

Table Of Content:
Preface

ch. 1 My Attempt to Motivate You to Learn About Learning.
ch. 2 Helping Students Learn the Content.
ch. 3 Helping Students Understand.
ch. 4 Helping Students Develop Skills, Including Intellectual Skills.
ch. 5 Helping Students Retain and Use What They've Learned in Other Settings.
ch. 6 Helping Students Help Themselves.
ch. 7 Motivating Students to Learn.
ch. 8 What to Do About Individual Differences in Learning.
ch. 9 Putting It All Together.

Appendix: The Theories in a Nutshell.
Bibliography.
Index.

Additional Info:
Older, second-career and non-traditional students in seminaries present challenges for theological curricula and teaching in situations where theological study and the actual practice of ministry are no longer sequential but simultaneous. The author proposes a threefold response to these challenges, combining scholarly excellence and compassionate pedagogy with an eye toward seamless integration of study, formation, and life. The axis connecting past and future within this trinity is compassionate pedagogy: an approach to teaching in which passionate mutual participation yields creative contextualizing of academics and practice, guiding students toward a comprehension of their lives and work as the central arena of theological inquiry.

Additional Info:
Transformative Dimensions of Adult Learning describes the dynamics of how adults learn--and how their perceptions are transformed by learning--as a framework for formulating educational theory and practice. It presents an in-depth analysis of the ways in which adults learn, how they make meaning of the learning experience, and how their lives can be transformed by it. (From the Publisher)

Table Of Content:
ch. 1. Making Meaning: The Dynamics of Learning
ch. 2. Meaning Perspectives: How We Understand Experience
ch. 3. Intentional Learning: A Process of Problem Solving
ch. 4. Making Meaning Through Reflection
ch. 5. Distorted Assumptions: Uncovering Errors in Learning
ch. 6. Perspective Transformation: How Learning Leads to Change
ch. 7. Fostering Transformative Adult Learning

Additional Info:
Like many ideas that inform policy, practice and research, ‘transition’ has many meanings. Children make a transition to adulthood, pupils move from primary to secondary school, and there is then a movement from school to work, training or further education. Transitions can lead to profound and positive change and be an impetus for new learning for some individuals and be unsettling, difficult and unproductive for others. Transitions have become a key concern for policy makers and the subject of numerous policy changes over the past ten years. They are also of interest to researchers and professionals working with different groups.

Transitions and Learning Through the Lifecourse examines transitions across a range of education, life and work settings. It explores the claim that successful transitions are essential for educational inclusion, social achievement, and economic prosperity and that individuals and institutions need to manage them more effectively.

Aimed primarily at academic researchers and students at all levels of study across a range of disciplines, including education, careers studies, sociology, feminist and cultural studies, this book is the first systematic attempt to bring together and evaluate insights about educational, life and work transitions from a range of different fields of research. Contributions include:

The transition between home and school

The effects of gender, class and age

Transitions to further and higher education

Transitions for students with disabilities

Transitions into the workplace

Learning within the workplace

Approaches to managing transitions
(From the Publisher)

Table Of Content:
List of Figures
List of Tables
List of Contributors
Acknowledgments
Preface

ch. 1 Transitions In The LIfecourse: The Role of Identity, Agency and Structure (Kathryn Ecclestone, Gert Biesta and Martin Hughes)
ch. 2 The Daily Transition Between Home and School (Martin Hughes, Pamela Greenhough, Wan Ching Yee and Jane Andrews)
ch. 3 Transgression For Transition? What Urban Middle-Class Families aking and Managing 'Against The Grain' School Choices (David James and Phoebe Beedell)
ch. 4 Reading and Writing The Self As A College Student: Fluidity and Ambivalence Across Contexts (Candice Satchwell and Roz Ivanic)
ch. 5 Managing Transitions In Skills For Life (Mary Hamilton)
ch. 6 The Transition From Vocational Education and Training To Higher Education: A Successful Pathway? (Michael Hoelscher, Geoff Hayward, Hubert Ertl and Harriet Dunbar-Goddet)
ch. 7 Disabled Students and Transitions In Higher Education (Elisabet Weedon and Sheila Riddell)
ch. 8 Rethinking 'Failed Transitions' To Higher Education (Jocey Quinn)
ch. 9 Time In Learning Transitions Through The LIfecourse A Feminist Perspective (Helen Colley)
ch. 10 Working As Belonging: The Management of Personal and Collective Identities (Alan Felstead, Dan Bishop, Alison Fuller, Nick Jewson, Lorna Unwin and Kostantinos Kakavelakis)
ch. 11 Adults Learning In and Through The Workplace (Karen Evans and Edmund Waite)
ch. 12 Older Workers' Transitions In Work-Related Learning, Careers and Identities (Jenny Bimrose and Alan Brown)
ch. 13 Managing and Supporting The Vulnerable Self (Kathryn Ecclestone)

Index

Additional Info:
This volume of New Directions for Adult and Continuing Education offers an examination of theoretical and practical issues in providing adult education services to socially, politically, and culturally marginalized groups in the United States, with a particular focus on learner culture from the perspective of authors who share that cultural background." "Culturally relevant adult education focuses on popular culture, that is, learner culture and the cultural context of adult education programs. The contributors to this volume present and discuss various issues, models, and practices that marginalized learners can use to take control of their learning and their lives. (From the Publisher)

Table Of Content:
Editor's Notes

ch. 1 Culture as Context for Education: The Need for Culturally Relevant Adult Education (Talmadge C. Guy)
ch. 2 Adult Learning: Moving Toward More Inclusive Theories and Practices (Donna D. Amstutz)
ch. 3 Giving Voice: Inclusion of African American Students' Polyrhythmic Realities in Adult Basic Education (Vanessa Sheared)
ch. 4 The Quest for Visibility in adult Education: The Hispanic Experience (Jorge Jeria)
ch. 5 Navajo Language and Culture in Adult Education (Louise Lockard)

Additional Info:
This book is for activist adult educators who want to help people make up their own minds and take control of their own lives. At its heart this book is about choice. It examines how activist educators can help people understand that they do have options and then help those people learn how to make effective choices. It is important as a counter to the increasingly formulaic writing in the fields of organizational learning, HRD and adult education. The author attempts to break free of these constraints and return to what actually happens in the encounter between educator and learner. (From the Publisher)

Table Of Content:
Part One: Making a Start
ch. 1 Taking Sides

Part Two: Rebelliousness and Defiance
ch. 2 Rebelliousness
ch. 3 Inspiring Rebelliousness
ch. 4 Defiance, Choice and Consciousness

Part Three: Choosing and Taking Control
ch. 5 Teaching Choice
ch. 6 Collective Decision Making
ch. 7 Teaching Dialogue
ch. 8 Conflict, Negotiation and Power
ch. 9 Teaching Negotiation
ch. 10 Negotiation, Consciousness and Reflection
ch. 11 Disruptive Negotiation

Part Four: Insight and Action
ch. 12 Nonrational Discourse and Insight
ch. 13 Facilitating Insight
ch. 14 Revisiting Insight
ch. 15 Teaching About Action

Part Five: Defiance and Morality
ch. 16 Constructing Moralities
ch. 17 Storytelling
ch. 18 Relative and Foundational Moralities
ch. 19 Hating and Loving

Postscript
References
Index

Additional Info:
Click Here for Book Review
Abstract: As a result of transnational migration, many countries are becoming increasingly ethnoculturally diverse, creating both new opportunities and challenges for practices of adult education. This volume examines the changing nature of adult education in the age of increased transnational migration and:

• synthesize the latest research, policies, and practices in transnational migration and adult education,
• examines the larger historical and structural issues of race and gender in immigration and newer theories, such as diaspora studies, in relation to adult education, and
• provides examples and recommendations for enhancing socially just and inclusive adult education environments for newcomers.

Transborder injustices and multiple dimensions of social justice permeate immigration dynamics and challenge adult educators to rethink social justice in a transnational age.

This is the 146th 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. (From the Publisher)

Table Of Content:
Editor’s Notes (Shibao Guo, Elizabeth Lange)

ch. 1 The Changing Nature of Adult Education in the Age of Transnational Migration: Toward a Model of Recognitive Adult Education (Shibao Guo)
This chapter maps the changing context of transnational migration and its impact on adult education and proposes recognitive adult education as an inclusive model of adult education.

ch. 2 Settlement Services in the Training and Education of Immigrants: Toward a Participatory Mode of Governance (Hongxia Shan)
This chapter reviews the roles that settlement services have played historically in the training and education of immigrants in Canada and promotes a participatory mode of governance as a means to expanding immigrants life world.

ch. 3 Informal Adult Learning and Emotion Work of Service Providers for Refugee Claimants (Susan M. Brigham, Catherine Baillie Abidi, Evangelia Tastsoglou, Elizabeth Lange)
Recognizing the life and death realities of refugees who are claiming asylum in another country, this chapter examines the informal learning and emotion work of service providers who accompany refugee claimants through the refugee application process.

ch. 4 Language Policies and Programs for Adult Immigrants in Canada: Deconstructing Discourses of Integration (Yan Guo)
From a critical multicultural approach, this chapter explores the various purposes of English as a Second Language (ESL) programs and the policy shifts over time, and it deconstructs discourse that is assimilationist in intent.

ch. 5 Literacy and Language Education: The Quantification of Learning (Tara Gibb)
This chapter describes international policy contexts of adult literacy and language assessment and considers the implications that the quantification of learning outcomes has for pedagogy and practice as well as for social inclusion of transnational migrants.

ch. 6 Migrating Professional Knowledge: Progressions, Regressions, and Dislocations (Bonnie L. Slade)
This chapter argues that adult educators need to have a critical awareness of transnational migration dynamics to be able to work in meaningful ways with immigrant professionals, particularly in regard to deskilling issues.

ch. 7 Race and Gender in Immigration: A Continuing Saga With Different Encryptions (Edward Joaquin, Juanita Johnson-Bailey)
From a postcolonial framework, this chapter offers a historical analysis of the immigrant experience, highlighting raced and gendered perspectives that have shaped a persistent colonial mindset, and the potential of transnational adult education for social inclusion.

ch. 8 Diaspora, Migration, and Globalization: Expanding the Discourse of Adult Education (Mary V. Alfred )
This article explores how notions of diaspora,migration, and globalization intersect to inform identities and social realities of immigrant adults.

ch. 9 Rethinking Social Justice and Adult Education for Welcoming, Inclusive Communities: Synthesis of Themes (Elizabeth Lange, Catherine Baillie Abidi)
In synthesizing themes across preceding chapters using a more expansive social justice frame, this chapter discusses the historical and transnational dynamics of migration and profiles adult education spaces as places for building welcoming, inclusive communities.

Index

Additional Info:
Click Here for Book Review
Abstract: Here is an introduction to salient topics and issues affecting Black males as they engage in adult basic education programs, pursue employment, and obtain higher education. The chapters include academic research as well as program descriptions and personal narratives with a concern for the “lived experiences” and the voices of the men.

While not exhaustive, this volumne does hope to challenge commonly held stereotypes, interactions, and policies. It is designed to raise questions about the unique experiences of this specific population and to explore the sociocultural dynamics that impact their education.

This is the 144th 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. (From the Publisher)

Table Of Content:
Editor’s Notes (Dionne Rosser-Mims, Joni Schwartz, Brendaly Drayton, Talmadge C. Guy)

ch. 1 Race, the Black Male, and Heterogeneous Racisms in Education (Juanita Johnson-Bailey, Nichole Ray, Tennille Lasker-Scott)
This chapter explores the effects of historical and current racism on the educational experiences of American Black males. The authors use critical race theory to illustrate how assumptions about culture and gender have subverted the egalitarian ideals of adult education. Teachers and students are urged to use critical reflection and open discussion about racial issues.

ch. 2 The (End)angered Black Male Swimming Against the Current (Talmadge C. Guy)
This chapter discusses the sociohistorical and deeply embedded myths and stereotypes that have dominated narratives about Black men and how these shape the educational and professional experiences of Black men.

ch. 3 The Good Provider: Missing or Overlooked? (Brendaly Drayton)
This chapter explores Black men’s reasons for participating in an adult basic education and literacy program through the lens of gender identity.

ch. 4 High School Equivalency as Counter-Space (Joni Schwartz)
This chapter is based on the findings of an ethnographic study of an urban General Education Development (GED®) program and suggests that, for some marginalized African American and other young men of color, adult education programs are counter-spaces (Yosso, Ceja, Smith, & Solorzano, 2009) of spatial justice in opposition to previous negative school spaces. The chapter is framed from the perspective of critical race theory.

ch. 5 A New Normal: Young Men of Color, Trauma, and Engagement in Learning (Carlyle Van Thompson, Paul J. Schwartz)
This chapter will center on the continuing impact of systemic and persistent educational trauma experienced by Black and Latino males and how trauma affects their current learning. The young men’s counterstories from a phenomenological study and documentary are included.

ch. 6 The Reentry Adult College Student: An Exploration of the Black Male Experience (Dionne Rosser-Mims, Glenn A. Palmer, Pamela Harroff)
This chapter shares findings from a qualitative study on reentry adult Black males’ postsecondary education experiences and identifies strategies to help this population matriculate through college and graduate.

ch. 7 Returning to School After Incarceration: Policy, Prisoners, and the Classroom (Brian Miller, Joserichsen Mondesir, Timothy Stater, Joni Schwartz)
This chapter addresses the challenges facing men of color who return to adult education after incarceration. It frames their experience as a war from a sociopolitical and cultural context, and then explains the support men need to succeed both in and outside the classroom.

ch. 8 Empty Promise: Black American Veterans and the New GI Bill (Alford H. Ottley)
The 2008 GI Bill offers college funds for veterans. Yet Black male vets are not taking advantage of these benefits. This chapter examines personal and societal problems that hinder access to higher education for Black vets, and suggests some ways adult educators can advocate for these young men.

ch. 9 Black Males and Adult Education: A Call to Action (Brendaly Drayton, Dionne Rosser-Mims, Joni Schwartz, Talmadge C. Guy)
In this concluding chapter, the editors offer their reflections on the key themes of this volume and implications for future research and practitioners of adult education.

Index

Additional Info:
The paper presents and critiques some important philosophical and educational arguments that are used to support the practice of personal self-disclosure in the classroom, both in group settings and in the form of autobiographical journals. It argues that there are important reasons for valuing privacy even when self-disclosures occur in an environment of perfect trust and caring; that to understand the importance of privacy primarily in terms of trust, or the absence of trust, is to risk overlooking the less apparent, yet more subtle, threats which ‘sympathy’ and ‘caring’ can pose to self-disclosers.

Additional Info:
From the Publisher
This 30 minute video introduces five recent seminary graduates, some of the financial challenges they faced and decisions they made. Two experienced seminary administrators also offer advice on how to manage finances while in school.

The video, along with accompanying resources, including Financial Planning worksheets, can be used by schools to help students plan for how they will pay for their theological education. All materials, including this video, are free and can be downloaded. Students as well as school administrators are welcome to use the material provided on this site.

Table Of Content:
Introduction

Instructions for Financial Planning

Manna From Heaven?: 1995 Report on Debt (pdf)

The Gathering Storm: 2005 Report on Debt (pdf)

Tools for Budgeting (Excel forms)
Budget Plan
Spending Worksheet
Family Monthly Budget Schedule
Affordability Rule-of-Thumb Calculator
Debt Repayment Plan
Post Graduation Budget Plan

How Much Do You Need to Earn?

On-Line Resources and Tools

Additional Info:
Click Here for Book Review
Abstract: Out of over 40 years of experience in adult or worker education, David Greene brings us tools to develop consciousness and leadership for social change. Based on the power of our huge working class to understand this economic system and to organize, this book aims to empower educators, students and other workers with science applied to solving the serious social problems we face today.

We are confronted with the issues of low-wage, part-time and temporary jobs, inadequate housing, health care, and transportation, inequality and injustice, at the same time as the greatest concentration of wealth in human history. The disparity of wealth and control has never been greater. The only way out of this deepening crisis is through education. To change this we need understanding that is based on the clearest reflection of the real world. Unfit to Be a Slave employs the tools of theory and informed practice, to guide us to create spaces to share experience, study history’s lessons and develop consciousness.

As a collective and organized force we can transform our communities, our countries and our world. Mythologies that tell people, ‘Things don’t change,’ ‘We can’t do anything,’ or ‘It has always been this way,’ prevent poor and working class populations from taking necessary action on behalf of their own lives and families. Unfit to Be a Slave is meant to be a guide to education for social change. (From the Publisher)

Table Of Content:
Foreword (Antonia Darder)
Acknowledgements

ch. 1 Learning for Life: Adult Education as Empowerment
My Story
Popular Education
There Are No Neutrals Here
Practice and Theory
A Fresh Look
Preparation for the Job Market is Not Enough!
Listening and Relevancy
Limitations and Possibilities of the Existing System
An Auto Strike in West Virginia
A Fair Elections Committee
The Haitian Revolution
A Shout Out! Join the Field of Worker-Education!
Dialogue Questions for Teachers and Students
Questions for Chapter One

ch. 2 The Field of Adult or Worker Education
Millions of Adult Students
Types of Literacy
Students and Potential Students
Literacy Programs
Bake Sale to Support Victims of Hurricane Katrina
A Wealth of Experience
Teachers
Validating the Experience of Adult Education Students
Teachers and Organizing
Stability and Voice
Worker or Adult Education Needs to be Redefined
The Status of Adult Education Today
Questions for Chapter Two

ch. 3 Gatekeepers and Social Control
What Do Adult Students Find When They Seek Out Classes?
Two Roads: Education for Liberation or Domestication?
Domesticating Missionaries and Professionals of the State
The Professional Gatekeeper
The More GEDs the Better, Right?
Gatekeeper Myths
The Ideology of Gatekeeping
Questions for Chapter Three

ch. 4 Political Literacy
Taking the Blinders Off
Popular Education for Students and Teachers
Teacher and Student Equality
What Do We Lose When Students Are Denied Voice?
Making Noise! Workers’ Voices Are Missing
Unspoken and Unheard Voices
A Mighty River of People
Winning or Losing
Student Voices - A Force to be Reckoned With
Who Benefits from this Silence?
Suggestions for a Critical Practice of Adult Education
“Listening Good”
Recognizing Student Knowledge
Dialogue about Adult Education
From Dialogue to Actionv Student Committees
Class Content and Lesson Plans
Utilizing Public Documents and other Public Resources
Little Steps
Lesson Topics for Adult Education
Teachers Voices Too, Must be Organized
Voices for Critical Thinking and Popular Education
Questions for Chapter Four

ch. 5 The Political Economy and Adult Education
Political Economy - A Tool for Liberation
Surplus Value
Accumulation of Wealth
Polarization of Society
Polarization in the United States
The Base and the Superstructure of this Economic System
A Class Analysis of Adult or Worker Education
The UPS Story
Why a Class Analysis is Critical Today!
Understanding the Economy is Essential to Changing it!
A Broad Look at the Economy
Whom Do We Bail Out First?
Health Insurance Profiteers
Pharmaceutical Bandits
The Offensive Military
A Very Profitable Prison System
Stock Market Recovery
Financial and Economic Literacy
Examples of Lesson Content
Looking at Garment Industry Wages Around the World
Questions for Chapter Five

ch. 6 Tools for Social Change Consciousness and Social Transformation
Tools of Theory
Tools of Popular Education Practice
Political or Civic Literacy
Popular Education is Not Arranging Chairs in a Circle
Curriculum and Community
Participatory Research
Questions for Chapter Six

ch. 7 Spaces and Schools for Education for Liberation
From Robinson’s Cave to Freedom Schools
The Coal Miners of South Wales
Citizenship Schools and the Highlander Folk School
Labor Colleges
International Literacy Campaigns
Venezuela
Cuba
Nicaragua
Zimbabwe
Other Literacy Campaigns
International Action
The National Right to Literacy Campaign
The New York Bill of Rights for Adult Education
The Freedom School in Licking County
How the School Started
Education: Inside or Outside Institutions?
Questions for Chapter Seven

ch. 8 Conclusion
Stand Up For Your Rights
Start a Freedom School Where You Are!
A Recruitment Call for Worker Education and Literacy

References
Index

Additional Info:
"This volume illustrates several successful applications of team teaching and learning in educational contexts ranging from the traditional classroom to the online classroom, to the workplace, to the community. The emphasis on practice is intentional; it is designed to vivify the inclusive nature of teaming relative to including different perspectives, different pedagogical methods, and both teachers and learners in the multidirectional process of adult learning. The authors provide in-depth discussions of theory on subjects including collaborative learning, action learning, and learning for social transformation and for professional development. Team teaching's challenges and demands are confronted with directness and ingenuity. This volume is a resource for educators in a variety of settings - both those wishing to explore the underpinnings of team teaching and learning, as well as those preparing to implement this promising teaching-learning alternative." (From the Publisher)

Table Of Content:
Editors' Notes

ch. 1 The Many Faces of Team Teaching and Learning: An Overview (Mary-Jane Eisen)
ch. 2 Creating and Maintaining Team-Taught Interdisciplinary General Education (Marcia Bundy Seabury and Karen A. Barret)
ch. 3 Team Teaching in Adult Higher Education Classrooms: Toward Collaborative Knowledge Construction (Candace Harris and Anne N.C. Harvey)
ch. 4 This Isn't Kansas Anymore, Toto: Team Teaching Online (Gabriele Strohschen and Tom Heaney)
ch. 5 Working as a Learning Coach Team in Action Learning (Judy O'Neil and Sharon L. Lamm)
ch. 6 Volunteer Trainer Development in Adult Literacy: Using a Team-Based Strategy to Negotiate National and Local Interests (D. Todd Evans and Jane M. Hugo)
ch. 7 Team Teaching and Learning in Diversity Training for National Service Programs (Viviana Aguilar and Ginlin Woo)
ch. 8 Co-Learning in the Community (Regina M. Curry and Phyllis Cunningham)
ch. 9 Team Teaching and Learning in Adult Education: From Negotiating (Elizabeth J. Tisdell and Mary-Jane Eisen)

Relationships to Implementing Learning Alternatives
Index

Additional Info:
"This volume is an up-to-date version of the popular Update on Adult Learning Theory published in 1993. Traditional theories of andragogy and self-directed learning are revisited, and the burgeoning scholarship on transformational learning and informal and incidental learning is reviewed. Three chapters are devoted to new developments in perspectives introduced in 1993 - women's learning, context-based learning (situated cognition), and critical and postmodern theories. Finally, three very recent approaches to adult learning are presented in this New Update on Adult Learning Theory: emotion and imagination in adult learning, the brain and consciousness, and somatic and narrative knowing. The concluding chapter assesses the contributions of the last decade in expanding our understanding of adult learning." (From the Publisher)

Table Of Content:
Editors Notes

ch. 1 Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory (Sharan B. Merriam)
ch. 2 An Update on Transformational Learning (Lisa M. Baumgartner)
ch. 3 Informal and Incidental Learning (Victoria J. Marsick and Karen E. Watkins)
ch. 4 A New Look at Women's Learning (Elisabeth R. Hayes)
ch. 5 Context-Based Adult Learning (Catherine A. Hansman)
ch. 6 Critical and Postmodern Perspectives on Adult Learning (Deborah W. Kilgore)
ch. 7 The Power of Feelings: Emotion, Imagination, and the Construction of Meaning in Adult Learning (John M. Dirx)
ch. 8 The Brain and Consciousness: Sources of Information for Understanding Adult Learning (Lillian H. Hill)
ch. 9 Off the Beaten Path: Some Creative Approaches to Adult Learning (M. Carolyn Clark)
ch. 10 Something Old, Something New: Adult Learning Theory for the Twenty-First Century (Sharan B. Merriam)

Index

Additional Info:
The use of journal writing to enhance reflective practice is not well documented in the adult education literature. This New Directions for Adult and Continuing Education volume brings insights relating to journal writing to bear on the theory and practice of adult education. The goal of this volume is to establish journal writing as an integral part of the teaching and learning process, point out how journal writing can blur the boundaries between personal and professional, and suggest ways that adult educators can play a role in using journal writing to enhance reflection in learning. The chapter authors give examples of how journal writing can be, and has been, integrated into educational areas as diverse as health education, higher education, education for women, and English as a Second Language. The individual chapters go beyond description. The authors raise practical and ethical issues about the use and place of journal writing and provide suggestions for educators working in a variety of settings. (From the Publisher)

Table Of Content:
Editors' Notes

ch. 1 Using Journal Writing to Enhance Reflective Practice (David Bond)
ch. 2 Uses and Benefits of Journal Writing (Roger Hiemstra)
ch. 3 Ethical Concerns Relating to Journal Writing (Leona M. English)
ch. 4 Responding to Journals in a Learning Process (Tara J. Fenwick)
ch. 5 Journal Writing in Health Education (Angela J. Gillis)
ch. 6 Women, Journal Writing, and the Reflective Process (Elizabeth A. Peterson and Ann M. Jones)
ch. 7 Journal Writing in Adult ESL: Improving Practice Through Reflective Writing (Richard A. Oren)
ch. 8 Journal Writing in Higher Education (Peter Jarvis)
ch. 9 Journal Writing in Practice: From Vision to Reality (Leona M. English and Marie A. Gillen)

Index

Additional Info:
Successful professional learning communities achieve their positive results through team efforts, and each strategy in this illustrated collection of team and group process skills offers readers ready-to-use tools for success. Best-selling authors Gayle Gregory and Lin Kuzmich focus on the where, what, why, how, and when to use each strategy in order to deepen understanding, solve real problems, plan steps for transfer, develop complex solutions, and sustain positive results and successes. These skills and strategies can be used by teachers, teacher leaders, school administrators whenever faculty or staff need a boost toward new and creative solutions aimed at achieving results. With tools supporting the quality of staff dialogue and student learning, this resource is perfect for staff meetings, professional development workshops, and parent advisory meetings. It also can be used by school and district staff to train trainers and facilitate workshops. Sustaining results-oriented team efforts is hard work. This one stop shopping guide gives educators a collection of tools, graphic organizers, and examples of strategies in action, all to support the momentum and success of their team efforts and learning communities. (From the Publisher)

Table Of Content:
Acknowledgments
About the Authors
Introduction: Tools That Get Results

ch. 1 Creating a Growth-Oriented Culture
ch. 2 Sharing Knowledge and Skills
ch. 3 Building Resilience and Creating Solutions
ch. 4 Determining Priorities and Creating Excellence
ch. 5 Putting It All Together

References
Index

Additional Info:
The Power of Critical Theory makes a powerful case for how the work of leading critical theorists can help adult educators and learners make sense of the pressing dilemmas, contradictions and frustrations they experience in their work. Stephen Brookfield guides the readers through a number of concepts and the theorists most identified with each concept. He also examines critical theory from writers who critique the theories using the lenses of gender and race. (From the Publisher)

Table Of Content:
ch. 1 Exploring the meaning of critical theory for adult learning
ch. 2 The learning tasks of critical theory
ch. 3 Challenging ideology
ch. 4 Contesting hegemony
ch. 5 Unmasking power
ch. 6 Overcoming alienation
ch. 7 Learning liberation
ch. 8 Reclaiming reason
ch. 9 Learning democracy
ch. 10 Racializing criticality
ch. 11 Gendering criticality
ch. 12 Teaching criticality

Additional Info:
This guide is intended for educators from all subject, discipline, and workplace/vocational areas of adult education. It has been written to help educators plan, deliver, evaluate and reflect on the uses of scenarios for learning and teaching purposes. The guide begins with a rationale for using ‘scenario-based learning’ – why educators employ it, some motivational qualities of scenarios (through their closeness to film and television), and a note on what constitutes ‘successful scenarios.’ This is followed by an in-depth look at four main scenario options, and how these can be used to achieve particular learning intentions. The guide then focuses on a systematic approach to the planning of learning scenarios including the conditions necessary to optimize success. From here attention is given to the actual delivery of scenarios and selected moments for evaluation, and reflection. (From the Publisher)

Table Of Content:
Introduction

ch. 1 A Rationale for Scenario-Based Learning
ch. 2 Four Main Scenario Options
ch. 3 Planning Scenario Learning
ch. 4 Delivering Scenario Learning

Evaluating and Reflecting on Scenarios
Troubleshooting/Optimising Success
References and Bibliography
Materials to Support Scenarios

Additional Info:
Great site that advocates for non-traditional students

Additional Info:
What happens when teachers share power with students? In this profound book, Ira Shor--the inventor of critical pedagogy in the United States-- relates the story of an experiment that nearly went out of control.

Shor provides the reader with a reenactment of one semester that shows what really can happen when one applies the theory and democratizes the classroom. This is the story of one class in which Shor tried to fully share with his students control of the curriculum and of the classroom. After twenty years of practicing critical teaching, he unexpectedly found himself faced with a student uprising that threatened the very possibility of learning. How Shor resolves these problems, while remaining true to his commitment to power-sharing and radical pedagogy, is the crux of the book. Unconventional in both form and substance, this deeply personal work weaves together student voices and thick descriptions of classroom experience with pedagogical theory to illuminate the power relations that must be negotiated if true learning is to take place. (From the Publisher)

Table Of Content:
Preface and Acknowledgments

ch. 1 The Siberian Syndrome: Students as Exiles in the Culture War of the Classroom
ch. 2 Sharing Power, Democratizing Authority, and Mediating Resistance
ch. 3 Escaping Siberia: Students Ask, "Why Come to Class?"
ch. 4 Power-Sharing and the Birth of the "After-Class Group"
ch. 5 The "After-Class Group" Constructs the Unknown
ch. 6 Power Is Knowledge - "Positive Resistance" and "Ultra-Expectations"
ch. 7 Can Siberia Become a Critical Territory?
ch. 8 Siberian Harvest: Measuring the Yield of Power-Sharing

Afterword
Bibliography
Index

Additional Info:
Click Here for Book Review
Abstract: Believers and teachers of faith regularly know the in-breaking of God's Spirit in their midst, when revelatory experiencing unexpectedly shifts habits of thinking, feeling, and doing toward more life-giving ways of being and becoming. When the moment is right, Spirit breathes new life into dry bones. Though religious educators have much practical wisdom about facilitating learning that is creative and transformative, sharper concepts, cases, and theory can help them do it more critically and assist learners to practice openness to wonder, surprise, and authenticity. The Grace of Playing explains how we can create the conditions for revelatory experiencing by understanding it in light of playing. The notion of playing "as if" can be powerfully reclaimed from ecclesial ambivalence, casual speech, and commercial interests that often lead playing to be associated with childishness, frivolity, or entertainment. This book theorizes adults playing for the sake of faith, drawing on D. W. Winnicott's psychoanalytic theory, a revision of Jurgen Moltmann's theology of play, biblical texts, medieval devotional practices, as well as art and aesthetics that help local faith communities engage in theological reflection. Communal forms of playing in/at God's new creation provide insights into pedagogies in which learners are creating and are created anew. (From the Publisher)

Table Of Content:
Series Foreword (Dean Blevins)
Editors’ Preface (Jack L. Seymour and Elizabeth Caldwell)
Author’s Preface

ch. 1 Introduction
From Revelation to Revelatory Experiencing
The Need for the Language of Playing
Seeking the Grace of Playing

ch. 2 Playing Social Scientifically: The Meanings of Playing
A Characterization of Playing
Many Approaches to Playing and Learning
Creativity and Playing as Form of Engagement
How Christians Play

ch. 3 Playing Theologically: Learning into God’s New Creation
Moltmann Misunderstood
Assessing and Deconstructing Moltmann’s Theology of Play
Moltmann Revised: Spirit and Playing for Love’s Sake
Hide-and-Seek with the Holy Spirit
Christians Playing to Seek, Find, and Be Found

ch. 4 Playing Historically: Medieval Practices
Playing with Devotional Dolls
Playing by Pretense: Holy Fools
A Psychoanalytic Perspective
A Theological Perspective
Insights from Historic Cases of Revelatory Experiencing

ch. 5 Playing Aesthetically: Rethinking Our Grounds for Playing
Creating a Pretend Garden at a Japanese American Church
A Psychoanalytic Perspective
A Theological Perspective
A Historical Perspective
Insights from an Aesthetic Case of Revelatory Experiencing
Re-tilling Grounds for Playing
Playing with Renditions
Developing Local Practical Theological Aesthetics
Doing Theology by Playing Aesthetically

ch. 6 Towards a New Creation
Playing in a Detention Center
Analysis from Four Perspectives on Playing
Using the Tools, Finding Inspiration for Teaching
Forming Learners for Decentering and Re-centering
The Grace of Playing in Worlds in Need
A Commitment to Playing for Love’s Sake

Bibliography

Additional Info:
One of the primary aims of pastoral leadership education is to offer reflective processes that enable learners to surface, critique, and construct different epistemological conceptions of reality leading to more effective pastoral practice. In many pastoral leadership education programs, this type of intentional reflection usually takes place in a mentoring or supervisory relationship as well as in a reflective seminar. In this essay, I describe how I have used the "immunity-to-change language technology" as one type of reflective process for intentional reflection and transformational learning in pastoral leadership education. The results of my research and ongoing use of this educational tool indicate that it can be valuable for enabling change by helping learners expand their pastoral leadership capacities and become more effective in their practice. Given my findings, I conclude that this educational tool could be of interest to other educators who are seeking to broaden their own repertoire of approaches to transformational learning. A version of this research appears in a forthcoming book by the same author, published by Novalis, in Fall 2008.

Additional Info:
Click Here for Book Review
Abstract: Facilitating Learning with the Adult Brain in Mind explains how the brain works, and how to help adults learn, develop, and perform more effectively in various settings. Recent neurobiological discoveries have challenged long-held assumptions that logical, rational thought is the preeminent approach to knowing. Rather, feelings and emotions are essential for meaningful learning to occur in the embodied brain. Using stories, metaphors, and engaging illustrations to illuminate technical ideas, Taylor and Marienau synthesize relevant trends in neuroscience, cognitive science, and philosophy of mind. Readers unfamiliar with current brain discoveries will enjoy an informative, easy-to-read book. Neuroscience fans will find additional material designed to supplement their knowledge.

Many popular publications on brain and learning focus on school-aged learners or tend more toward anatomical description than practical application. This book provides facilitators of adult learning and development a much-needed resource of tested approaches plus the science behind their effectiveness.

- Appreciate the fundamental role of experience in adult learning
- Understand how metaphor and analogy spark curiosity and creativity
- Alleviate adult anxieties that impede learning
- Acquire tools and approaches that foster adult learning and development

Compared with other books on brain and learning, this volume includes dozens of specific examples of how experienced practitioners facilitate meaningful learning. These "brain-aware" approaches can be adopted and adapted for use in diverse settings. Facilitating Learning with the Adult Brain in Mind should be read by advisors/counselors, instructors, curriculum and instructional developers, professional development designers, corporate trainers and coaches, faculty mentors, and graduate students—in fact, anyone interested in how adult brains learn. (From the Publisher)

Table Of Content:
Preface

PART I: Brain: Then and Now
ch. 1 Brain Basics–changes in the brain over eons
ch. 2 The Learning, Changing Adult Brain–experience, memory, and emotions
ch. 3 Metaphors, Embodiment, and Hemispheres–foundations of brain-aware approaches

PART II: PracticesThat Enhance Adult Learning–featuring the Theatre of Knowing
ch. 4 Setting the Stage for Learning–lowering anxiety, engaging curiosity
ch. 5 Enter Stage Left–starting with verbal-theoretical conceptual approaches in mind
ch. 6 Enter Stage Right–starting with embodied and metaphorical approaches in mind
ch. 7 Center Stage–interweaving multifaceted approaches
ch. 8 Spotlight on Meaning Making–scaffolding reflection and feedback

PART III: Reflecting on Practice
ch. 9 Enhancing Brain-Aware Practice with Theory–foundational theories of learning and development
ch. 10 Toward Complexity and Commitment–learning that promotes courageous informed action

Epilogue
References
Acknowledgments
About the Authors and Contributors
Name Index
Subject Index

Additional Info:
This volume of New Directions for Adult and Continuing Education explores emerging theory and practice in adult development, adult learning, and feminist pedagogy for learning environments designed to meet women's needs. Adult women learners face special challenges as they enter or reenter higher education. Research and experience suggest that historical and current education approaches may not serve men and women equally. The central aim of this book is to help make learning environments more supportive of reentry women in their ongoing development. Many of the practices showcased in this sourcebook emerged from programs of alternative higher education as they endeavored to meet the needs of an increasingly diverse population of learners. The different pedagogical approaches described herein help a woman learner shape the narrative of her evolving self in multiple life contexts. Ultimately, the kinds of educational practices described in this volume will prove effective in promoting lifelong learning and development for both women and men. This is the 65th issue in the journal series New Directions for Adult and Continuing Education. (From the Publisher)

Table Of Content:
Editor's Notes (Catherine Marienau, and Kathleen Taylor)

ch. 1 Bridging Practice and Theory for Women's Adult Development (Kathleen Taylor, and Catherine Marienau)
ch. 2 Journal Writing: A Tool for Women Developing as Knowers (Phyllis Walden)
ch. 3 Sitting Beside Herself: Self-Assessment and Women's Adult Development ( Kathleen Taylor)
ch. 4 Prior Learning Assessment, Critical Self-Reflection, and Reentry Women's Development (Jan Droegkamp, and Kathleen Taylor)
ch. 5 In Their Own Voices: Women Learning About Their Own Development (Catherine Marienau)
ch. 6 Teaching to the Development Needs of Nonmainstream Learners (Linda Gajdusek, Helen Gillotte)
ch. 7 A Developmental Core Curriculum for Adult Women Learners (Rosemarie Carfagna)
ch. 8 Multiple Roles of the Mentor Supporting Women's Adult Development (Mayra Bloom)
ch. 9 Linking Learning, Teaching, and Development (Morris Fiddler, and Catherine Marienau)
ch. 10 Speaking Her Mind: Adult Learning and Women's Adult Development (Kathleen Taylor)
Conclusion
Index

Additional Info:
This book is written at a time when our own field of adult education is under assault from a variety of capitalist and neoconservative forces pressuring us... to turn away from the causes of criticality, lifelong learning, and education for freedom. Rather than succumb to these pressures, we have hope that our long term goals of education for life and living can and will be accomplished alongside professional and vocational education. This book offers new insight into what is a very dark moment of our human civilization. From the preface by Dr Carlos Alberto Torres, Professor, GSEIS, Director, Paulo Freire Institute, University of California at Los Angeles The book offers decidedly critical and international perspectives on various aspects of adult education, especially on state, citizenship and neoliberal policies. Critical in both content and method, it is at the same time the part of the collective work needed to advance the Belém call to action by furthering awareness and capacity in the field of adult education. Dr Katarina Popovic, Professor,Universität Duisburg-Essen, University of Belgrade & DBB International, In the midst of diminishing resources and growing inequalities, English and Mayo provide an incisive and much needed critique of adult education in ways that highlight not only its historical and philosophical roots but also its major significance to the practice of democracy. In a direct challenge to the neoliberal accountability craze, Learning with Adults offers a rigorous political reading of the field—one that systematically challenges oppressive educational policies and practices, while affirming an emancipatory vision of civic engagement. Truly an informative treatise that sheds new light on the education of adults. Dr Antonia Darder Professor & Leavey Presidential Endowed Chair in Education Loyola Marymount University Los Angeles Leona English and Peter Mayo challenge hegemonic assumptions and ideas, while offering a constructive alternative based on the principle of working with learners and not just for them. Their analysis is accessible enough for newcomers to the field, while the authors’ wide-ranging coverage and radical approach provide refreshing and challenging messages for the most experienced adult educator. Up-to-date, genuinely international and passionately committed, Learning with Adults is a great book. (From the Publisher)

Table Of Content:
Preface
Introduction: Learning with Adults: A Critical Pedagogical Introduction

Section I: Contextualising Adult Education
ch. 1 The Debates around Lifelong Education/Learning
ch. 2 Adult Education, Neo-liberalism, and the State
ch. 3 Adult Education and Citizenship - A Contested Terrain

Section II: Contemporary Theoretical Perspectives on Adult Education
ch. 4 Marxism and the Emancipatory Tradition in Adult Education and Learning
ch. 5 Post-structuralism and Adult Education
ch. 6 Post-colonialism and Adult Education

Section III: Contexts of Practice in Adult Education
ch. 7 Adult Education and Work
ch. 8 Competencies and Adult Learning
ch. 9 Museums, Cultural Politics, and Adult Learning
ch. 10 Adult Education and Social Movements
ch. 11 Adult Education and Community Development
ch. 12 University Continuing Education

Section 4: Concerns in the Practice of Adult Education
ch. 13 Women and Adult Education
ch. 14 Racism and Adult Education
ch. 15 Spirituality and Adult Education
ch. 16 Environmental Adult Education
ch. 17 Adult Health Education
ch. 18 Education of Older Adults

Conclusion: The Critical Turn in Adult Education

References
Name Index
Subject Index
Frequently Used Abbreviations

Additional Info:
"Exploring Spirituality and Culture in Adult and Higher Education is written from the unique perspective of teacher, researcher, and author Elizabeth Tisdell, who has extensive experience dealing with culture, gender, and educational equity issues in secular adult and higher education classrooms, and formerly in pastoral and religious education settings on college campuses. This book discusses how spiritual development is informed by culture and how this knowledge is relevant to teaching and learning. For educators, an understanding of how spirituality is informed by culture, and how spirituality assists in meaning-making, can aid in their efforts to help their students' educational experiences become more transformative and culturally relevant." Throughout this book, Elizabeth Tisdell shows higher and adult educators how they can draw on both psychological and sociocultural aspects of spirituality to facilitate ongoing knowledge construction in their students - and themselves. For example, educators and students can use classroom activities that incorporate image, symbol, music, and art forms that focus on both the commonalities and differences of human experience. (From the Publisher)

Table Of Content:
Preface
About the Author

Pt. I Breaking the Silence: Spirituality and Culture in Adult Meaning-Making and Education
ch. 1 Introduction: Culture, Spirituality, and Adult Learning
ch. 2 Breaking the Silence: Defining Spirituality in a Culturally Relevant Education Context
ch. 3 Spirituality, Religion, and Culture in Lived Experience: Overlaps and Separations
ch. 4 Between the Cultural and the Universal: Themes and Variations of Spiritual Experience

Pt. II Claiming a Sacred Face: Identity and Spiritual Development
ch. 5 The Great Spiral: Spiritual Development as a Process of Moving Forward and Spiraling Back
ch. 6 Gender, Culture, and Spiritual Identity in Midlife Integration
ch. 7 The Role of Spiritual Experience in Developing a Positive Cultural Identity
ch. 8 Searching for Wholeness: Crossing Culture, White Identity, and Spiritual Development

Pt. III Spirituality in a Culturally Relevant and Transformative Teaching Practice
ch. 9 Approaching Transformative Teaching Grounded in Spirituality and Cultural Relevance
ch. 10 A Theory-in-Progress of a Spiritually Grounded, Culturally Relevant Pedagogy: Philosophical Underpinnings and New Directions
ch. 11 Stories from the Field: Spirituality and Culture in Adult Higher Education Classrooms
ch. 12 The Possibilities and Challenges of Spiritually Grounded, Culturally Relevant Teaching

Epilogue: Final Reflections
App.: Research Methodology
References
Index

Additional Info:
Click Here for Book Review
Abstract: The death of a student, especially to gun violence, is a life-changing experience that occurs with more and more frequency in America’s schools. For each of these tragedies, there is a classroom and there is a teacher. Yet student death is often a forbidden subject, removed from teacher education and professional development classes where the curriculum is focused instead on learning about standards, lesson plans, and pedagogy. What can and should teachers do when the unbearable happens? An Empty Seat in Class illuminates the tragedy of student death and suggests ways of dealing and healing within the classroom community. This book weaves the story of the author’s very personal experience of a student’s fatal shooting with short pieces by other educators who have worked through equally terrible events and also includes contributions from counselors, therapists, and school principals. Through accumulated wisdom, educators are given the means and the resources to find their own path to healing their students, their communities, and themselves. (From the Publisher)

Table Of Content:
Acknowledgments
Prologue: A Teacher Holds on to a Dying Student

Introduction

ch. 1 Improvising
ch. 2 The Mystery - The Literacy of Loss: Youth Creation of RIP T-Shirts (Lanette Jimerson)
ch. 3 Taking Care of the Caregivers - 1/30. Bloodroot. After Tupac (Molly Raynor)
ch. 4 Wrong Steps - Notes on a Classroom Responding to the Death of a Student (Jaimie Stevenson)
ch. 5 White Teacher
ch. 6 Good Guys, Bad Guys - On Losing Students (Crystal Laura) A Letter (David Stovall)
ch. 7 Our Worst Nightmare - Instinctually, Teachers Are Eternal Optimists (Lee Keylock)
ch. 8 Mortality in Its Many Forms - Losing Kyle—Automobile Accident (Hasmig Minassian) Remembering Angél (Godhuli Bose)
ch. 9 Teacher Education - Addressing the Issue in the Academy (Leora Wolf-Prusan) Youth Poetry Teacher: Losing a Student and a Friend (Donte Clark)
ch. 10 What Schools Can Do

Afterword: From the Counselor and Therapist (Cori Bussolari)
References
Index
About the Author

Additional Info:
Click Here for Book Review
Abstract: Lifelong learning, the arts, and community cultural engagement in the contemporary university maps the work of adult educators, teachers, researchers and graduate students from North America, Europe and Africa who use the arts in their university classroom teaching, their research and in service. It is written specifically for graduate students, and educators working in higher education, communities, schools, and practitioners who want to learn how to better integrate the arts in their practice to critically and creativity communicate, teach, make meaning, uncover, and involve. The book contextualises the place and role of the arts in society, adult education, higher education and knowledge creation, outlines current arts-based theories and methodologies and provides examples of visual and performing arts practices to critically and creatively see, explore, represent, learn and discover the potential of the human aesthetic dimension in higher education teaching and research. (From the Publisher)

Table Of Content:
Introduction (Darlene E. Clover and Kathy Sanford)

Section One: Arts-based teaching and learning
ch. 1 Embodied learning through story and dramatic play: Shifting values in university settings (Kathy Sanford and Kristin Mimick)
ch. 2 Dream, believe, lead: Learning citizenship playfully at the University of Cape Town (Astrid von Kotze and Janet Small)
ch. 3 Crossing a cultural divide: Transgressing the margins into public spaces fosters adult learning (Tara Hyland-Russell and Janet Groen)
ch. 4 University teacher education and the Pop-up Art School (Christine Jarvis and Sarah Williamson)
ch. 5 Fear of glue, fear of thread: Teaching arts-based practice in the adult education classroom (Shauna Butterwick and Darlene E. Clover)

Section Two: Arts-based Research and Enquiry
ch. 6 Mentoring arts-based research in the academy: A tale of two professors (Randee Lipson Lawrence and Patricia Cranton)
ch. 7 Collage-making for interdisciplinary research skills training in Northern Ireland (Shelley Tracey and Joe Allen)
ch. 8 Theatre-based action research for health in Denmark (Mia Husted and Ditte Tofteng)
ch. 9 Weaving tales of hope and challenge: Exploring diversity through Metissage (Catherine Etmanski, Will Weigler, and Grace Wong-Sneddon)
ch. 10 A new ‘Age of Enlightenment’: Challenges and opportunities for lifelong learning, museums and cultural engagement at the University of Glasgow (Maureen Park)
ch. 11 Empowering literary educators and learners in Northern Ireland: University-community engagements for peace (Rob Mark)
ch. 12 Creative pathways: Developing lifelong learning for community dance practitioners (Victoria Hunter)

Overlay: Messages, Tension and Threads (Darlene E. Clover and Kathy Sanford)

Additional Info:
In this updated version of her landmark book Learning to Listen, Learning to Teach, celebrated adult educator Jane Vella revisits her twelve principles of dialogue education with a new theoretical perspective gleaned from the discipline of quantum physics. Vella sees the path to learning as a holistic, integrated, spiritual, and energetic process. She uses engaging, personal stories of her work in a variety of adult learning settings, in different countries and with different educational purposes, to show readers how to utilize the twelve principles in their own practice with any type of adult learner, anywhere.

New material includes: the latest research on learning tasks; updated ways to do needs assessment; and new insights from the field of quantum physics applied to adult teaching and learning. (From the Publisher)

Table Of Content:
Foreword to the 1994 Edition
Preface to the Revised Edition 2002
The Author

Pt. 1 A Process That Works and Why
ch. 1 Twelve Principles for Effective Adult Learning
ch. 2 Quantum Thinking and Dialogue Education
ch. 3 How the Principles Inform Course Design: Two Examples

Pt. 2 The Principles in Practice: Across Cultures and Around the World
ch. 4 Learning Needs and Resources Assessment: Taking the First Step in Dialogue
ch. 5 Safety: Creating a Safe Environment for Learning
ch. 6 Sound Relationships: Using the Power of Friendship
ch. 7 Sequence and Reinforcement: Supporting Their Learning
ch. 8 Praxis: Turning Practice into Action and Reflection
ch. 9 Learners as Decision Makers: Harnessing the Power of Self Through Respect
ch. 10 Learning with Ideas, Feelings, and Actions: Using the Whole Person
ch. 11 Immediacy: Teaching What Is Really Useful to Learners
ch. 12 Assuming New Roles for Dialogue: Embracing the Death of the Professor
ch. 13 Teamwork: Celebrating Learning Together
ch. 14 Engagement: Learning Actively
ch. 15 Accountability: Knowing How They Know They Know

Pt. 3 Becoming an Effective Teacher of Adults
ch. 16 Reviewing the Twelve Principles and Quantum Thinking
ch. 17 How Do You Know You Know? Supposing and Proposing

App Ways of Doing Needs Assessment
References
Index

Additional Info:
Grading systems matter more to the teaching and learning enterprise than many teachers may realize, as demonstrated in the author's experience of adopting a new one. Different systems emphasize different values such as excellence vs. perfection, achievement vs. talent, and second chances vs. partial credit. The author relates her experiment with specifications grading, an outcome‐based, pass/fail, rubric‐based, and contractual grading system, and demonstrates its promise. She then addresses three questions her experiment raised: Should I grade at all and if so, toward what end? Exactly what am I grading when I grade? and Is there any way to lessen the sting of failure?

Additional Info:
In the field of education, researchers firmly believe that non-cognitive skills and factors are equally or even more important than cognitive aspects in the educative process and for employment potentials. When identifying the personal qualities that are required to function well in the 21st century, the role of non-cognitive factors is often highlighted in the discourse. In recent years, increasing attempts have been made to investigate the role of non-cognitive factors in academic success. The notion of ‘non-cognitive’ has many phraseological collocations. Among frequently used collocations are constructs, traits, skills, abilities, variables, outcomes, attributes, and predictors. In addition, a myriad of other specific skills have been identified as non-cognitive. To name a few: grit, tenacity, curiosity, attitudes, self-concept, self-efficacy, anxiety, coping strategies, motivation, perseverance, confidence are among those frequently referred to in the literature. In some instances, non-cognitive factors are considered multifaceted. Some refer them to soft skills and personal characteristics that fall under the purview of affective domain.

This book attempts to define non-cognitive traits, ways to measure them, impact of non-cognitive factors and how they can affect the positive outcomes in academic achievement, influence in employability, and success in social life. The information contained in this book provides knowledge growth and current thinking about non-cognitive factors and educational strategies that can be effectively used to nurture the well-being of individuals. (From the Publisher)

Table Of Content:
Preliminary Material

Ch 1. Non-cognitive Skills and Factors in Educational Success and Academic Achievement
Ch 2. Connecting Noncognitive Development to the Educational Pipeline
Ch 3. The Need to Address Non-cognitive Skills in the Education Policy Agenda
Ch 4. Non-Cognitive Variables and Academic Achievement
Ch 5. Considering Non-cognitive Factors in the Preparation and Selection of Educators
Ch 6. Understanding Attitudes in Education
Ch 7. Relation Between Non-cognitive Factors of Learning and the Students’ Academic Performance
Ch 8. Non-Cognitive Influences on Academic Achievement
Ch 9. A Synthesis of Causal Evidence Linking Non-cognitive Skills to Later Outcomes for Children and Adolescents
Ch 10. Non-cognitive Factors of Learning as Early Indicators of Students At-Risk of Failing in Tertiary Education
Ch 11. Restricted Access The Measurement of Social and Emotional Skills and their Association with Academic Attainment in British Cohort Studies
Ch 12. Non-cognitive Assessment and Student Engagement
Ch 13. Implicit Broken Structure
Ch 14. The Study of Non-cognitive Attributes in Education
Ch 15. Mental Toughness
Ch 16. It Is Not about “Being Best in the World” … It Is about “Being Best for the World”
Ch 17. The Role of Non-cognitive Factors in Pathways to College Attendance and Degree Completion
Ch 18. Non-cognitive Correlates of Emirati Adolescents’ Mathematics Performance
Ch 19. Noncognitive Skills
Ch 20. Non-cognitive Variables and Academic Success

Index

Additional Info:
Students usually begin their path to theological or rabbinical school long before they first appear on the radar of most schools. They have been nurtured along the way by parents and professors, churches and clergy, and their interest in ministry often begins at an early age. Recruiting the best students for the future will require long-term strategies and major investment on the part of the seminaries, denominations, and religious communities. Theological Student Enrollment: A Special Report from the Auburn Center for Study of Theological Education is a companion piece to this report. (From the Publisher)

Additional Info:
Within at least the past twenty years, there has been a dramatic "narrative turn" in the humanities and social sciences which finds its source in the understanding of narrative as the primary structure of human meaning making. Researchers and practitioners in psychology, adult development, and education have given increasing attention to the power and pedagogical effectiveness of narrative. The purpose of this book is to apply these insights to our understanding of adults as learners. We know that the telling of the personal experience narrative is a powerful avenue to self-understanding, transformative learning, and personal growth. We explore these and other ways in which narrative can inform the practice of adult education, as well as how we can understand learning as a narrative process. (From the Publisher)

Table Of Content:
Acknowledgments
The Authors

ch. 1 Locating Ourselves within the World of Narrative
ch. 2 Narrative Meaning and Narrative Knowing
ch. 3 The Storied Life
ch. 4 Narrative and Adult Learning
ch. 5 Facilitating Narrative Learning in the Classroom
ch. 6 Text-based Narrative Learning
ch. 7 Narrative Possibilities in Program Development
ch. 8 Narrative and Self-understanding
ch. 9 Situating Narrative within the Field of Adult
Education
References
Index

Additional Info:
This paper explores the way students learn theology through a small qualitative research project. It is undertaken in conversation with current higher education learning theory. This learning theory suggests that it is important to discover how a student conceptualizes learning and how they perceive the teaching environment. Students interviewed increasingly spoke of the value of this academic or more cognitive side of learning as they learned "deep approaches." Important in this movement to deep, transformational learning was the presence of a relational teaching environment in which peers and teachers played a crucial role. This present study offers support to the view that the tradition of the learning community remains important for deploying deep approaches to the learning of theology in higher education. The paper argues that these relational principals of teaching and learning remain important in the face of the increased use of technology-based tools and other pedagogical challenges to theological education today.

Additional Info:
In this comprehensive resource, Raymond J. Wlodkowski and Margery B. Ginsberg describe how to meet the challenge of teaching intensive and accelerated courses to nontraditional learners and working adults. By making motivation and cultural relevance essential to instruction, they clearly show what instructors can do to enhance learning in classes that can last from three to six hours. Teaching Intensive and Accelerated Courses makes full use of the authors' twenty years of experience researching and teaching accelerated courses, along with selected strategies from Wlodkowski's classic Enhancing Adult Motivation to Learn, to offer tried-and-true practices instructors can use to provide continuously engaging learning. (From the Publisher)

Table Of Content:
Preface
About the Authors

ch. 1 Understanding Accelerated and Intensive Courses as Excellent Learning Experiences
ch. 2 Using a Motivational Framework to Enhance Learning in Accelerated and Intensive Courses
ch. 3 Being a Motivating Instructor
ch. 4 Establishing Inclusion in a Learning Environment
ch. 5 Developing Positive Attitudes Toward Learning
ch. 6 Enhancing Meaning in Learning
ch. 7 Engendering Competence Among Learners
ch. 8 Designing Instruction for Intensive and Accelerated Courses
ch. 9 Strengthening Instruction and Retention

References
Index

Additional Info:
Praise for Radicalizing Learning

This is a book that is so interesting that I had trouble putting it down. It is well written; there is new material; it articulates familiar concepts in such novel ways that your thought patterns get hijacked reading it. Adult learning and its processes are examined from a socialist perspective with a focus on social justice.

Stephen Brookfield and John Holst have written a monumental text in the field of adult education. It is a bold, ambitious book, beautifully written and uncompromising in its social justice agenda. It is sure to become a classic in the field.

This book offers new readings of the theory, politics, policy, and practice of radical adult education and learning where people's lives are understood as complex and interrelated matters. Brookfield and Holst's poetics and deeply human prose sound rebellious; the authors confront some of the main radical trends in the field of adult education including critical theory, transformative learning, and popular education. (From the Publisher)

Table Of Content:
Preface
About the Authors

ch. 1 Conceptualizing Adult Learning and Education
ch. 2 Understanding Adult Learning
ch. 3 Understanding Adult Development
ch. 4 Learning in the Context of Training
ch. 5 Planning Educational Programs: Principles, Goals, and Evaluation
ch. 6 Teaching Adults
ch. 7 Globalization and Adult Learning
ch. 8 Aesthetic Dimensions of Learning
ch. 9 Researching Learning
ch. 10 Adult Learning in a Diverse World

Epilogue
References
Name Index
Subject Index

Additional Info:
The Art brims with practical tips on a range of need-to-know topics, including how to plan sessions; set up a class room; facilitate group work; deliver lively lectures; ask questions effectively; generate participation; assign projects; design tests and quizzes; use visual aids; assess courses; and more. (From the Publisher)

Table Of Content:
Planning a session
Declaring objectives
Setting up the room
Getting packed
Using icebreakers
Contracting for learning
Working in groups
Delivering lively lectures
Asking beautiful questions
Flexing learning styles
Observing group behavior
Rallying learning circles
Brewing brainstorms
Directing role-plays
Teaching by demonstration
Generating participation
Studying cases
Reading together
Inviting experts
learning outside the classroom
Assigning projects
Using journals
Processing feedback
Learning autobiographically
Designing tests and quizzes
Projecting overhead
Presenting with PowerPoint
Flipping charts
Showing videos
Assessing the course

Glossary
Notes
Index

Additional Info:
Click Here for Book Review
Abstract: Solidly grounded in theory and research, but concise and practice-oriented, Adult Learning: Linking Theory and Practice is perfect for master’s-level students and practitioners alike. Sharan Merriam and Laura Bierema have infused each chapter with practical applications for instruction which will help readers personally relate to the material.

The contents covers:
Adult Learning in Today’s World
Traditional Learning Theories
Andragogy
Self-Directed Learning
Transformative Learning
Experience and Learning
Body and Spirit in Learning
Motivation and Learning
The Brain and Cognitive Functioning
Adult Learning in the Digital Age
Critical Thinking and Critical Perspectives
Culture and Context

Discussion questions and activities for reflection are included at the end of each chapter. (From the Publisher)

Table Of Content:
List of Tables, Figures, and Exhibits
Preface
The Authors

ch. 1 Adult Learning in Today’s World
The Social Context of Adult Learning
The Adult Learner and Learning in Adulthood
Settings Where Learning Occurs
Chapter Summary
Linking Theory and Practice: Activities and Resources
Chapter Highlights

ch. 2 Traditional Learning Theories
What Is Learning?
Learning Theories
Chapter Summary
Linking Theory and Practice: Activities and Resources
Chapter Highlights

ch. 3 Andragogy: The Art and Science of Helping Adults Learn
Before Andragogy
Assumptions About Adult Learners
Andragogy Today
Chapter Summary
Linking Theory and Practice: Activities and Resources
Chapter Highlights

ch. 4 Self-Directed Learning
The Nature of Self-Directed Learning
The Process of Self-Directed Learning
Self-Directed Learning in Various Contexts
Assessing Self-Directed Learning
Critiques of Self-Directed Learning
Chapter Summary
Linking Theory and Practice: Activities and Resources
Chapter Highlights
Exhibit 4.1: Independent Study Learning Contract

ch. 5 Transformative Learning
What Is Transformative Learning?
Sites of Transformative Learning
Promoting and Evaluating Transformative Learning
Concluding Thoughts, Unresolved Issues
Chapter Summary
Linking Theory and Practice: Activities and Resources
Chapter Highlights

ch. 6 Experience and Learning
On the Relationship Between Experience and Learning
Models of Experiential Learning
Reflective Practice and Situated Cognition
Chapter Summary
Linking Theory and Practice: Activities and Resources
Chapter Highlights

ch. 7 Body and Spirit in Learning
Embodied Learning
The Spirit in Learning
Chapter Summary
Linking Theory and Practice: Activities and Resources
Chapter Highlights

ch. 8 Motivation and Learning
Motivation Defi ned
Motivation Theory
Motivation in Adult Education
Chapter Summary
Linking Theory and Practice: Activities and Resources
Chapter Highlights

ch. 9 The Brain and Cognitive Functioning
Brain Basic
Memory
Intelligence
Cognitive Development and Wisdom
Chapter Summary
Linking Theory and Practice: Activities and Resources
Chapter Highlights

ch. 10 Adult Learning in the Digital Age
The Technology Context
Adult Learners in the Digital Age
The Teaching-Learning Context of the Digital Age
Chapter Summary
Linking Theory and Practice: Activities and Resources
Chapter Highlight

ch. 11 Critical Thinking and Critical Perspectives
Being Critical
Critical Theory
Critical Perspectives
Critical Thinking
Critical Action—Mindful and Timely Intervention
Creating a Critical Classroom
Chapter Summary
Linking Theory and Practice: Activities and Resources
Chapter Highlights

ch. 12 Culture and Context, Theory and Practice in Adult Learning
Culture and Context
Culture and Learning
Culturally Relevant Teaching
The Relationship Between Theory and Practice
A Framework for Adult Learning
Chapter Summary
Linking Theory and Practice: Activities and Resources
Chapter Highlights

References
Name Index
Subject Index

Additional Info:
This much acclaimed text has been fully updated to incorporate the latest advances in the field. As leading authorities on adult education and training, Elwood Holton and Dick Swanson have revised this edition building on the work of the late Malcolm Knolwes.

Keeping to the practical format of the last edition, this book is divided into three parts. The first part contains the classic chapters that describe the roots and principles of andragogy, including a new chapter, which presents Knowles' program planning model. The second part focuses on the advancements in adult learning with each chapter fully revised updated, incorporating a major expansion of Androgogy in Practice. The last part of the book will contain an updated selection of topical readings that advance the theory and will include the HRD style inventory developed by Dr. Knowles.

This new edition is essential reading for adult learning practitioners and students and HRD professionals. It provides a theoretical framework for understanding the adult learning issues both in the teaching and workplace environments.

* Definitive classic, 5th edition sold over 20,000 copies.
* Essential reading for a wide audience of practitioners and students in the field of adult learning and human resource development.
* Incorporates Knowles'classic theories on adult learning alongside the latest advances in the field. (From the Publisher)

Table Of Content:
ch. 1 Introduction
ch. 2 Exploring the world of learning theory
ch. 3 Theories of learning
ch. 4 A theory of adult learning : andragogy
ch. 5 Theories of teaching
ch. 6 An andragogical process model for learning
ch. 7 Andragogy in practice
ch. 8 Adult learning within human resource development
ch. 9 New perspectives on andragogy
ch. 10 Beyond andragogy
ch. 11 The future of andragogy
ch. 12 Whole-part-whole learning model
ch. 13 From teacher to facilitator of learning
ch. 14 Making things happen by releasing the energy of others
ch. 15 Some guidelines for the use of learning contracts
ch. 16 Core competency diagnostic and planning guide
ch. 17 Personal adult learning style inventory
ch. 18 Training delivery problems and solutions
ch. 19 A model for developing employee work effectiveness in new roles and environments

Additional Info:
Twenty-seven American academics and educational consultants contribute 22 chapters providing practitioners with an overview of adult learning, and practical information regarding methods and techniques for use in a range of educational settings. The third edition is oriented toward a more formal instructional environment than were previous editions. Some chapters from the second (1998) edition have been deleted, the remaining have been revised, and six new chapters added on designing instruction, understanding and using learning styles, motivation, interactive television, course portfolio, and creating learning communities. (From the Publisher)

Table Of Content:
Part 1: Understanding and facilitating adult learning
ch. 1 The Teacher of Adults (Michael W. Galbraith)
ch. 2 Understanding Adult Learners (Huey B. Lang)
ch. 3 Exploring Your Philosophical Orientation (Lorraine M. Zinn)
ch. 4 Identifying Your Teaching Style (Gary J. Conti)
ch. 5 Designing Instruction (Gary J. Dean)
ch. 6 Understanding and Using Learning Styles (Waynne B. James, and Patricia A. Maher)
ch. 7 Creating Motivating Learning Environments (Raymond J. Wlodkowski)
ch. 8 Ethical Reasoning in Teaching Adults (Daniel D. Pratt)

Part 2: Methods and techniques
ch. 9 Guidelines for Selecting Methods and Techniques (Gary J. Conti, and Rita C. Kolody)
ch. 10 Case Story (Patricia Malsin-Ostrowski, and Richard H. Ackerman)
ch. 11 Discussion (Stephen D. Brookfield)
ch. 12 Lecture (Shirley J. Farrah)
ch. 13 Interactive Television (James E. Witte, and Maria Martinez Witte)
ch. 14 Distance Learning Techniques (Barbara A. White, and Cathy Bridwell)
ch. 15 Learning Contracts (Nancy O. Berger, Rosemary S. Caffarella, and Judith M. O'Donnell)
ch. 16 Course Portfolio (Barbara L. Nicholson)
ch. 17 Critical Thinking Techniques (Stephen D. Brookfield)
ch. 18 Demonstration and Simulation (Jerry W. Gilley)
ch. 19 Case Study (Victoria J. Marsick)
ch. 20 Forum, Panel, and Symposium (Burton R. Sisco)
ch. 21 Enhancing Learning Communities in Cyberspace (Michael J. Day)
ch. 22 Mentorship (Laurent A. Parke Daloz)

Index

Additional Info:
Two-page PDF from the College of Education at the University of Texas at Austin. Provides brief tips on adult learning in three categories: motivation to learn; curriculum design; and learning environment.

Additional Info:
From one student's off hand remark, the idea of a casebook for use in adult education grew into a reality. Regina Lopata Logan and Robert M. Fromberg have collected twenty cases representing various experiences of faculty, students, and administrators which, while not necessarily representing historical facts, are all true. These cases convey a sense of the dynamism and complexity that educators of adults and adult students experience when they return to school in the midst of busy adult roles and responsibilities. This is an ideal workbook for those involved in higher education, especially faculty developers, deans, department chairs, or anyone else who teaches about adults in the classroom. (From the Publisher)

Table Of Content:
Foreword

Part 1: Adult Higher Education and the Use of Case Studies
Using Cases to Promote Adult Learning
Using Cases to Create a Culture of Teaching and Learning
Including Adult Students in Case Discussions

Part 2: Cases from a Faculty Perspective
Of Pride and Prejudice
Stuart
Practicing Theory
The Crush
A Case of Dislike
The Dominating Auditor
The Group that Couldn't Keep Up
A Case of Culture Shock
The Case of the Bewildered Student
Seeing Strengths and Weaknesses
A Brief Course in Conflict

Part 3: Cases from a Student Perspective
Confronting the Grade
A Case of Diffidence
To Hell in a Handbasket
Bridging the Gap
Real Work

Part 4: Cases from an Administrative Perspective
Freedom" Principles and Paradoxes
The Case of the Mixed Message
The Purloined Letter
The Art and Science of Teaching the Arts and Sciences: The Case of the New Faculty Developer

About the Authors

Additional Info:
The second edition of Learning in Adulthood integrates the most important contributions to adult learning in the last decade. The result is an updated, comprehensive synthesis of what we now know about adult learning--including the context in which it takes place, who the participants are, what they learn and why, the nature of the learning process itself, major theoretical developments, and much more. Sharan Merriam and Rosemary Caffarella reveal how sociocultural influences can create specific developmental needs and interests, and how such social factors as race, class, and gender can shape learning. From this background, they construct a more inclusive perspective on adult learning, guiding readers toward new ways of thinking about teaching, learning, and the broader social implications of adult education. (From the Publisher)

Table Of Content:
Preface
The Authors

Pt. 1 The Context and Provision of Adult Learning
ch. 1 Adult Learning and Contemporary Society
ch. 2 Learning Opportunities in Adulthood
ch. 3 Participation in Adult Education
ch. 4 Providing Learning Opportunities

Pt. 2 Adult Development and Learning
ch. 5 Biological and Psychological Development
ch. 6 Sociocultural and Integrative Perspectives on Development
ch. 7 Cognitive Development in Adulthood
ch. 8 Intelligence and Aging

Pt. 3 The Learning Process
ch. 9 Memory, Cognition, and the Brain
ch. 10 Experience and Learning
ch. 11 Key Theories of Learning

Pt. 4 The Learning Transaction with Adults
ch. 12 Andragogy and Other Models of Adult Learning
ch. 13 Self-Directed Learning
ch. 14 Transformational Learning
ch. 15 Critical Theory, Postmodern, and Feminist Perspectives

Pt. 5 Reflections on Practice
ch. 16 Ethics and Adult Learning
ch. 17 Integrating Theory and Practice

References
Name Index
Subject Index

Additional Info:
An authoritative overview of the current state of the field of adult and continuing education

Drawing on the contributions of 75 leading authors in the field, this 2010 Edition of the respected Handbook of Adult and Continuing Education provides adult education scholars, program administrators, and teachers with a solid foundation for understanding the current guiding beliefs, practices, and tensions faced in the field, as well as a basis for developing and refining their own approaches to their work and scholarship.

Offering expanded discussions in the areas of social justice, technology, and the global dimensions of adult and continuing education, the Handbook continues the tradition of previous volumes with discussions of contemporary theories, current forms and contexts of practice, and core processes and functions. Insightful chapters examine adult and continuing education as it relates to gender and sexuality, race, our aging society, class and place, and disability.

Key Features

Expanded coverage of social justice, the impact of technology, and the global dimensions of adult and continuing education provides a useful update on theories and practices in the field as they have evolved during the last decade.

An invaluable introductory overview and synthesis of key aspects of the field of practice and scholarship acquaints new readers to the field

The centrality of social justice in adult and continuing education is addressed in a new section.

The broader global context of contemporary adult and continuing education is covered in a final section. (From the Publisher)

Table Of Content:
AAACE Statement
About the Editors
List of Contributors
Introduction: Adult and Continuing Education as an Intellectual Commons (Carol E. Kasworm, Amy D. Rose, and Jovita M. Ross-Gordon

Part I: The Centrality of the Adult Learner and Adult Learning
ch. 1 Adult Learners (Catherine A. Hansman, and Vivian W. Mott)
ch. 2 Access and Participation (Margery B. Ginsberg, and Raymond J. Wlodkowski)
ch. 3 Adult Learning (Marcie Boucouvalas, and Randee Lipson Lawrence)
ch. 4 Adult Development (M. Cecil Smith, and Kathleen Taylor)
ch. 5 Group and Organizational Learning (Karen E. Watkins, and Victoria J. Marsick)

Part II: Creation of Open Exchanges of Knowledge, Theory, and Practice
ch. 6 Theoretical frameworks for understanding the field (Stephen D. Brookfield)
ch. 7 Histories of Adult Education: Constructing the Past (Michael R. Welton)
ch. 8 International and Comparative Adult and Continuing Education (Mary V. Alfred, and Fredrick Muyia Nafukho)
ch. 9 Policy and Adult Learning and Education (Robert J. Hill)
ch. 10 Sociology of Adult and Continuing Education: Some Key Understandings for the Field of Practice (Shauna Butterwick, and John P. Egan)

Part III: Adult and Continuing Education as a Field of Practice
ch. 11 Professionalization of the Field of Adult and Continuing Education (Alan B. Knox, and Jean E. Fleming)
ch. 12 Professional Identity (Laura L. Bierema)
ch. 13 Facilitation and Design of Learning (Regina O. Smith)
ch. 14 Planning and Delivery of Adult Learning Experiences (Thomas J. Sork)
ch. 15 Assessment and Evaluation (Michael W. Galbraith, and Melanie S. Jones)
ch. 16 Management and Leadership (Catherine H. Monaghan)

Part IV: Diversity of Adult Learning Venues and Collective Endeavors
ch. 17 Adult Basic Education (Ralf St. Clari, and Alisa Belzer)
ch. 18 English Language Learning for Adults (Clarena Larrotta)
ch. 19 Adult Education for the Empowerment of Indviduals and Communities (Esther Prins, and Brendaly Drayton)
ch. 20 Adults in Four Years of Colleges and Universities: Moving from the Margin to Mainstream? (Lorilee R. Sandmann)
ch. 21 The Learning Landscape of Community Colleges (Nancy Lloyd Pfahl, Kay M. McClenney, Terry O'Banion, Lelia González Sulllivan, and Cynthia M. Wilson)
ch. 22 Employer-Sponsored Learning in the Workplace (Shri Peterson)
ch. 23 Workers' Education for the twenty-first century (Bruce Spencer)
ch. 24 Armed Forces Education (Cheryl J. Polson)
ch. 25 Continuing Professional Education (Laurel H. Jeris)
ch. 26 Spirituality and Adult Education (Leona M. English, and Elizabeth J. Tisdell)
ch. 27 Adult and Continuing Education for Health and Wellness (Lilian H. Hill, and Linda Ziegahn)
ch. 28. Environmental Adult and Continuing Education (Elizabeth A. Lange)
ch. 29 Distance Education in the Age of the Internet (Walter Archer, and D. Randy Garrison)
ch. 30 Adult Education in Cultural Institutions: Libraries, Museums, Parks, and Zoos (Edward W. Taylor, Marilyn McKinley Parrish, and Richard Banz)

Part V: Centrality of Social Justice
ch. 31 Social Justice in Adult and Continuing Education: Laboring in the Fields of Reality and Hope (Juanita Johnson-Bailey, Lisa M. Baumgartner, and Tuere A. Bowles)
ch. 32 Struggles for Utopia(s)?Gender and Sexuality in Adult and Continuing Education (Susan J. Bracken, and Heather Nash)
ch. 33 Chasing the American Dream: Race and Adult and Continuing Education (E. Paulette Isaac, Lisa R. Merriweather, and Elice E. Rogers)
ch. 34 Adult and Continuing Ed. In Relation to an Aging Society (Mary Alice Wolf, and E. Michael Brady)
ch. 35 Adult and Continuing Education for Adults with Disabilities (Tonette S. Rocco, and Sandra L. Fornes)
ch. 36 Class and Place in Adult and Continuing Education (Tom Nesbit, and Arthur L. Wilson)

Part VI: The Future of Adult and Continuing Education
ch. 37 Globalization and the Role of Adult and Continuing Education: Challenges and Opportunities (Sharan B. Merriam)
ch. 38 The Knowledge Society and Adult and Continuing Education (Elisabeth E. Bennett, and Alexandra A. Bell)
ch. 39 Informal Learning in a Virtual Era (Kathleen King)
ch. 40 Creating and Re-Creating Community Conclusion: Looking Forward, Looking Backward (Colleen Aalsburg Wiessner, Vanessa Sheared, Pooneh Lari, Suzanne Z. Kucharczyk, and Doris Flowers)

Conclusion: Looking Back, Looking Forward (Carol E. Kasworm, Amy D. Rose, and Jovita M. Ross-Gordon)
Author Index
Subject Index

Additional Info:
Presents five different perspectives on teaching adults, based on interviews with 253 teachers of adults in Asia and North America. After an overview of a general model of teaching and an introduction to the perspectives, Section II details the transmission, apprenticeship, developmental, nurturing, and social reform perspectives, presenting each as a legitimate way of teaching. Each perspective is described as an interrelated set of actions, intentions, and beliefs, and then illustrated within contexts of adult education practices. Section III comments on analytical tools and evaluation of teaching methods. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Introduction
Section I
The Research Lens: A General Model of Teaching
Indicators of Commitment: Actions, Intentions, and Beliefs
Alternative Frames of Understanding: Introduction to Five Perspectives
Section II
The Transmission Perspective: Effective Delivery of Content
The Apprenticeship Perspective: Modelling Ways of Being
The Development Perspective: Cultivating Ways of Thinking
The Nurturing Perspective: Facilitating Self-efficacy
Section III
Analytical Tools: Epistemic, Normative, and Procedural Beliefs
Analyzing Perspectives: Identifying Commitments and Belief Structures
Evaluating Teaching: Approaches That Are Equitable and Rigorous
Author Index
Subject Index

Additional Info:
Click Here for Book Review
Abstract: Student Veterans and Service Members in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of veteran and military service members in higher education. Bringing together perspectives from a researcher, practitioner, and student veteran, this unique author team provides a comprehensive but manageable text reviewing relevant research literature and presenting accessible strategies for working with students. This book explores the facilitators and barriers of student veteran learning and engagement, how culture informs the current student veteran experience, and best practices for creating and maintaining a campus that allows for the success of these students. The latest to publish in the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve veteran and military service members in higher education. (From the Publisher)

Table Of Content:
Series Editor Introduction by Marybeth Gasman & Nelson Bowman III
Preface

ch. 1 Historical Context of Student Veterans and Service Members
ch. 2 Cultural Context
ch. 3 Facilitators and Barriers to Success
ch. 4 Advocacy Model
ch. 5 Best Practices for Increasing Student Success
ch. 6 Student Veteran Cognitive and Identity Development
ch. 7 Equity Issues
ch. 8 Future Directions, Potential Challenges, and Conclusions

References
Appendix

Additional Info:
1986 Winner of the Imogene Okes Award and the Cyril O. Houle World Award for Literature in Adult Education

The first book to receive both the Imogene Okes Award and the Cyril O. Houle World Award for Literature in Adult Education presented by the American Association for Adult and Continuing Education. This book analyzes current approaches to adult learning and presents a comprehensive review of the research on how adults learn. (From the Publisher)

Table Of Content:
Preface
The Author

ch. 1 Adult Learners: Motives for Learning and Implications for Practice
ch. 2 Understanding How Adults Learn
ch. 3 Exploring Self-Directedness in Learning
ch. 4 Facilitating Self-Directed Learning
ch. 5 Andragogy: Alternative Interpretations and Applications
ch. 6 The Facilitator's Role in Adult Learning
ch. 7 Learning in Informal Settings
ch. 8 Learning in Formal Settings
ch. 9 Program Development for Adults: Challenging the Institutional Approach
ch. 10 Structuring Programs Around Learners' Needs and Abilities
ch. 11 Evaluating Learning and Its Facilitation
ch. 12 Facilitating Learning: Toward Guidelines for Good Practice

Abbreviations
References
Name Index
Subject Index

Additional Info:
This completely revised edition of Enhancing Adult Motivation to Learn offers updated, culturally responsive practical advice and strategies in the jargon-free, readable style that made the original work so popular. This valuable resource is for teachers, trainers, and anyone who wants learning to be a motivating experience for all adults. (From the Publisher)

Table Of Content:
Preface
The Author

ch. 1 How Motivation Affects Instruction
ch. 2 Characteristics and Skills of a Motivating Instructor
ch. 3 What Motivates Adults to Learn
ch. 4 Establishing Inclusion Among Adult Learners
ch. 5 Helping Adults Develop Positive Attitudes Toward Learning
ch. 6 Enhancing Meaning in Learning Activities
ch. 7 Engendering Competence Among Adult Learners
ch. 8 Building Motivational Strategies into Instructional Designs

Epilogue: Being an Effective Instructor of Adults
Appendix: Observation Guide for Culturally Responsive Teaching and Learning (Adult Version)
References
Name Index
Subject Index

Additional Info:
The Encyclopedia of Adult Education is the first comprehensive reference work in this important and fast-growing field, and is an invaluable resource for adult educators who research and teach in the fields of higher education, work in community-based settings, or practice in public or private organizations. Its 200 articles, written by an international team of contributors, detail the research and practice of the field from its emergence as a separate discipline to the present day, covering key concepts, issues and individuals and providing a cutting-edge summary of ongoing debates across a wide range of perspectives, from self-directed learning to human resource development. Entries are arranged A-Z and extensively cross-referenced, with detailed bibliographies for each topic to facilitate further research. (From the Publisher)

Table Of Content:
ch. 1 Editorial Board
ch. 2 Lists of Contributors
ch. 3 Dedication
ch. 4 Foreword
ch. 5 Acknowledgments
ch. 6 The Production of Knowledge and the Un/Making for Encyclopedia of Adult Education: An Introduction
ch. 7 Entries A-Z
ch. 8 Term Index
ch. 9 Name Index
ch. 10 Subject Index

Additional Info:
Click Here for Book Review
Abstract: This anthology brings together some of the finest writers on different aspects of adult education and related areas to provide a complementary reader to the introductory text by Leona English and Peter Mayo Learning with Adults: A Critical Introduction. Areas tackled include Disability, Prisons, Third Age Universities, Lifelong Learning Policy, Learning Society, Poverty, LGBTQ, Sport, Women, Literacy, Transformative Learning, Community Arts, Aesthetics, Consumption, Migration, Libraries, Folk High Schools, Adult Education Policy, Subaltern Southern Social Movements, Social Creation, Community Radio, Social Film. Contexts focused on include Africa, Caribbean, Europe, Latin America, Asia (India), small island states. Over thirty authors involved including Zygmunt Bauman, Rosa Maria Torres, Oskar Negt, Antonia Darder, Jim Elmborg, D. W. Livingstone, Palle Rasmussen, Mae Shaw, Leona English, Asoke Bhattacharya, Cynthia L. Pemberton, Eileen Casey White, Daniel Schugurensky, Dip Kapoor, Peter Rule, John Myers, Joseph Giordmaina, Antonia De Vita, Alexis Kokkos, Marvin Formosa, Carmel Borg, Julia Preece, Patricia Cranton, Lyn Tett, Ali A. Abdi, Anna Maria Piussi, Behrang Foroughi, Taadi Ruth Modipa, Robert Hill, Edward Shiza, Kaela Jubas and Didacus Jules. (From the Publisher)

Table Of Content:
ch. 1 Introduction: The Multivaried Nature of Adult Education Provision and Learning (Peter Mayo)

Part I: Lifelong Learning and the Learning Society
ch. 2. Learning to Walk on Quicksand: Lifelong Learning and Liquid Life (Zygmunt Bauman)
ch. 3. Youth and Adult Education and Lifelong Learning in Latin America and the Caribbean (Rosa Maria Torres)
ch. 4. The Learning Society: Past, Present and Future Views (D. W. Livingstone)

Part II: Adult Learning, Difference and Identity
ch. 5. “We Must Believe in Ourselves”: Attitudes and Experiences of Adult Learners with Disabilities in Kwazulu-Natal, South Africa (Peter Rule & Tadi Ruth Modipa)
ch. 6. Women, Sport and Adult Education: Shortchanging Women and Girls (Cynthia Lee A. Pemberton & Eileen Casey White)
ch. 7. Queering the Discourse: International Adult Learning and Education (Robert Hill)
ch. 8. Migration, Education, Gender (Ursula Apitzsch)
ch. 9. Adult Education and European Identity (Oskar Negt)
ch. 10. Anti-colonial Subaltern Social Movement (SSM) Learning and Development Dispossession in India (Dip Kapoor)

Part III: Sites and Instruments of Practice
ch. 11. ICTs and Adult Learning (Behrang Foroughi & Leona English)
ch. 12. Radio as Public Pedagogy: A Critical Adult Education of the Airwaves (Antonia Darder)
ch. 13. Adult Education and Film/Television Asoke Bhattacharya)
ch. 14. Literacies, Naratives and Adult Learning in Libraries (Jim Elmborg)
ch. 15. Community Development and the Arts: Towards a More Creative Reciprocity (Mae Shaw & Rosie Meade)
ch. 16. The Use of Aesthetic Experience in Unearthing Critical Thinking (Alexis Kokkos)
ch. 17. The Folk High School: Denmark’s Contribution to Adult Education (Palle Rasmussen)
ch. 18. Four Decades of Universities of the Third Age: Past, present, Future (Marvin Formosa)
ch. 19. The European Agenda for Education in Prison (Joseph Giordmaina)

Part IV: Learning in Everyday Life
ch. 20. Transformative Learning (Patricia Cranton)
ch. 21. Adult Literacies (Lyn Tett)
ch. 22. Learning (through) Consumption: Shopping as a Site of Adult Education (Kaela Jubas)
ch. 23. Social Creation (Antonia De Vita & Anna Maria Piussi)

Part V: Policy and Regions
ch. 24 Adult Education and Poverty Reduction (Julia Preece)
ch. 25. Cinderella and the Search for the Missing Shoe: 1990s Latin American Adult Education Policy and Practice (Daniel Schugurensky & John P. Myers)
ch. 26. Adult Citizenship Education and Political Engagement in Sub-Saharan Africa: Critical Analysis (Edward Shizha & Ali A. Abdi)
ch. 27 Adult Education policy in Micro-States: The Case of the Caribbean (Didacus Jules)
ch. 28 Globalisation, Southern Europe and European Adult Education Policy (Carmel Borg & Peter Mayo)
Name Index
Subject Index

Additional Info:
Transformative learning is a theory of adult education that focuses on the profound changes-or transformations-that can occur in the lives of adults. It is not as concerned with incremental advances in learners' knowledge as it is with their mental frameworks for making meaning from life experiences. This book explores the role of creative expression in this transformational process. It provides a practical and accessible approach to using creative expression with adult learners. The book provides various tools, methods and creative modalities that have been used to promote transformative learning, and discusses how adult educators themselves are transformative learners. (From the Publisher)

Table Of Content:
Forward
Acknowledgements
The Editors
The Contributors

ch. 1 Introduction
ch. 2 Transformative Learning, Multiple Ways of Knowing, and Creativity Theory in Progress (Chad Hoggan, Soni Simpson, Heather Stuckey)
ch. 3 The Body as a Way of Knowing: Meditation, Movement, and Image (Heather Stuckey)
ch. 4 The Power of Story: Metaphors, Literature, and Creative Writing (Chad Hoggan)
ch. 5 Raising Awareness of Transformative: Collage, Creative Expression, and Imagination (Soni Simpson)
ch. 6 Noting the Potential for Transformative: Creative Expression through Music (Colleen Wiessner)
ch. 7 The Other Side of the Mirror: Intuitive Knowing, Visual Imagery, and Transformative Learning (Randee Lipson Lawrence)
ch. 8 Improvising Learning Space (Pamela Meyer)
ch. 9 Using Creative Expression in Adult Learning (Chad Hoggan, Soni Simpson, Heather Stuckey)
Contexts
References
Index

Additional Info:
Click Here for Book Review
Abstract: The third edition of Patricia Cranton’s Understanding and Promoting Transformative Learning brings a wealth of new insight from the tremendous growth in the field during the decade since the previous edition. As in the previous editions, the book helps adult educators understand what transformative learning is, distinguish it from other forms of learning, and foster it in their practice. The first part of the book is dedicated to clarifying transformative learning theory and relating it to other theoretical frameworks. The author examines transformative learning from the learner’s perspective, and discusses individual differences in how learners go through the process. In the second half of the book, the focus is squarely on strategies for promoting transformative learning in a wide variety of adult and higher education contexts. Practitioners will be able to take ideas from the text and apply them directly in their teaching.

Since 1975, transformative learning has become a core theoretical perspective in adult and higher education, and research has proliferated. In the past decade, adult education and especially transformative learning grew into a noticeably larger field. The numbers of undergraduate and graduate programs in adult education have increased and continue to increase as more and more individuals are seeking the expertise, skills, and training necessary to work with adult learners in higher education, business, industry, government, health professions, non-profit organizations, and community development. In addition, the number of programs in higher education (both undergraduate and graduate) that include courses in transformative learning has grown dramatically. These academic audiences use the book to further their understanding of transformative learning theory and practice.

Drawing on the latest research as well as the author’s own teaching experience in both online and face-to-face courses, this new edition will be a vital resource for members of the transformative learning community, as well as those encountering the topic for the first time. (From the Publisher)

Table Of Content:
Preface To The Third Edition
Acknowledgments

ch. 1 The Context of Transformative Learning
ch. 2 The Origins of Transformative Learning Theory
ch. 3 Transformative Learning Theory as an Integrated Perspective
ch. 4 Transformation: The Learner’s Story
ch. 5 Individual Differences
ch. 6 Educator Roles
ch. 7 The Importance of Power
ch. 8 Fostering Critical Self-Reflection and Self-Awareness
ch. 9 Supporting Transformative Learning
ch. 10 The Educator’s Transformative Process

References
About the Author
Index

Additional Info:
MODELS OF ADULT RELIGIOUS EDUCATION PRACTICE offers a foundational rationale plus a wide inventory of workable teaching procedures for vitalizing the religious education of adults. No other major book on adult religious education offers as wide a range of concrete teaching procedures as does this volume. The distinctiveness of this book lies in its holism. It provides concrete practical models for teaching cognitive, affective, and lifestyle outcomes to all kinds of adult learners in all kinds of settings. This volume has been widely praised by major authorities in adult education and religious education, including Allen Tough, Nancy Foltz, Ron Habermas, and Kenneth Gangel. (From the Publisher)

Additional Info:
Click Here for Book Review
Abstract: Sharing and engaging in interactions and discussion as required for collaborative teaching and learning can be a foreign concept to students coming from Asia or growing up in an Asian family. As such, this first volume in a two-volume edition helps lecturers, educators, and teachers create collaborative teaching and learning experiences with multicultural adult learners in higher education. Topics include:

- assessment and evaluation techniques that focus on collaborative teaching and learning with diverse students
- students’ cultural beliefs and strategies for outcomes-based collaborative teaching and learning in Asia, and
- an understanding of the unique learning motivations of contemporary Asian students.

This is the 142nd volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Prologue (Gertina J. van Schalkwyk, Rik Carl D’Amato)

ch. 1 Learning the Confucian Way (Tieyuan Guo)
ch. 2 Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education (Gertina J. van Schalkwyk)
ch. 3 Doing Outcomes-Based Collaborative Teaching and Learning in Asia (Gertina J. van Schalkwyk)
ch. 4 Authentic Assessment of Knowledge, Skills, and Attitudes (Brenda C. Litchfield, John V. Dempsey)
ch. 5 Connectivism and the Use of Technology/Media in Collaborative Teaching and Learning (Neena Thota)

Index

Additional Info:
Describes different generational groupings of adult learners and different learning preferences. Provides suggestions on effective course design and highlights characteristics of excellent instructors across generational lines.

Additional Info:
This paper explores how adult learners in a college composition course resisted pedagogies and teaching strategies designed to critically examine student and teacher assumptions about classism, racism, and sexism as well as other oppressive structures and discourses.

Additional Info:
This book presents successful programs, techniques, and strategies for helping adult learners tap into their rich and diverse life experiences as a basis for growth and lifelong learning. (From the Publisher)

Table Of Content:
Precipitating Critical Self-Reflection: Six Exemplary Programs.
Helping Learners Become Critically Reflective: Six Key Approaches.
Uncovering and Mapping the Personal Perspectives of Learners.

Additional Info:
There is a general notion that adult education literature generally supports the idea that teaching adults should be approached in a different way than teaching children. Adult learners include working adults with family responsibilities, older workers who may not feel confident about returning to school and people who are currently in the workforce and who need to upgrade skills and knowledge. The combination of synchronous and asynchronous transmission with face to face instruction allow for the implementation of a new Blended Collaborative Learning Environment, which is flexible in terms of location, time, and pace of adult learners.

Blended Learning Environments for Adults: Evaluations and Frameworks demonstrates the view that Information and Communication Technologies should not be considered as a neutral teaching medium, but instead be implemented under pedagogical conditions; aiming at the development of critical thinking through their creative integration into the social and cultural context. This comprehensive collection brings a group of scholars in order to build up a pedagogical approach and analytical implementation steps and directions for designing and implementing Blended Learning Collaborative Environments for adults. (From the Publisher)

Table Of Content:
Preface

ch. 1 Academic Development Perspectives of Blended Learning
ch. 2 The Definition of Blended Learning in Higher Education
ch. 3 Social Aspects and Web 2.0 Challenges in Blended Learning
ch. 4 Assistive Technologies and Environmental Design Concepts for Blended Learning and Teaching for Disabilities within 3D Virtual Worlds and Learning Envirornments
ch. 5 The 'Pleasure Principle' in Blended Learning Approaches
ch. 6 The Artificial Intelligence in the Support of e-Learning Management and Quality Maintenance
ch. 7 Developing a Collaborative ELearning Construction Framework for Blended Learning
ch. 8 Internet-Based Remove Laboratories as a Part of a Blended Learning Environment
ch. 9 A Program-Based Approach to Developing and Implementing Blended Instruction: The University of Vermont School Library Media Studies Sequence
ch. 10 Framework for Evaluating Blended Learning in a University Public-Speaking Course in Singapore
ch. 11 Using a Blended e-Learning Cooperative Approach in Higher Education: A Case from Egypt
ch. 12 Design of a Blended Learning Environment for the Training of Greek Teachers: Results of the Survey on Educational Needs
ch. 13 Enabling Creative Blended Learning for Adults through Learning Design
ch. 14 Theoretical Rationale for Designing a Blended Learning Teachers' Professional Development Program

Compilation of References
About the Contributors
Index

Additional Info:
Click Here for Book Review
Abstract: A highly practical guide for new instructors teaching in any setting
Regardless of the context, teaching is a tall task—and for those teaching adults, unique challenges await. Teaching Adults: A Practical Guide for New Teachers is chock-full of ideas that can be read quickly and implemented immediately in formal and informal settings, in classrooms and workplaces; in short, wherever adults are learning.

Written with straightforward language that eschews jargon, yet grounded in theory, research, and practice in adult education, the book will benefit readers who have not previously been exposed to these ideas as well as more experienced teachers who seek new ways to reach adult learners. The book will serve as a resource to revisit from time to time as readers face new challenges and questions in teaching adults.

Readers will delve into to a variety of topics, including:
• A general teaching framework, including the author's four keys to effective teaching
• An in-depth exploration of the primary components of effective teaching
• An examination of the unique challenges involved with teaching adults, including how to best create a positive learning environment, overcoming resistance to learning, motivation techniques, and dealing with difficult or disruptive learners

The book elucidates the techniques required to connect with adult learners and provide instruction that is specifically tailored to the unique learning needs of these students. (From the Publisher)

Table Of Content:
Preface
About the Author

Part One: Getting Started 1
ch. 1 So, You’re Teaching Adults?
ch. 2 What Is Effective Teaching?

Part Two: Four Keys to Effective Teaching
ch. 3 So, What Are You Teaching About?
ch. 4 A Dozen Things You Need to Know About Adult Learners
ch. 5 Building Blocks of Adult Learning
ch. 6 Planning Instruction
ch. 7 Teaching Techniques
ch. 8 Knowing Yourself: Understanding the Teacher Within

Part Three: Unlocking Doors to Effective Teaching
ch. 9 Creating a Positive Learning Environment
ch. 10 Overcoming Resistance to Learning
ch. 11 Motivation
ch. 12 Dealing with Dilemmas and Challenges

Epilogue: So, Now You’re Ready: Go and Teach Adults
References
Index

Additional Info:
For over thirty years, portfolios have been used to help adult learners gain recognition for their prior learning and take greater control of their educational experiences. The portfolio has become a distinctive means of assessing such learning, serving as a meaningful alternative to conventional papers and standardized testing.

Portfolio Development and the Assessment of Prior Learning: Perspectives, Models, and Practices provides a primer of flexible approaches to shaping and conducting portfolio-development courses. It offers practitioners in the field an extensive range of model assignments, readings, and classroom activities, each organized around a specific theme: Academic Orientation, The Meaning of Education, Personal Exploration, Learning from the Outsider Within, The World of Work and Careers, and Dimensions of Expertise. Twelve case studies by practitioners in the field then show how academics in the US and around the English-speaking world have adapted the portfolio to changing circumstances in order to deliver academically rich educational services for adults. These case studies highlight portfolio development in the context of web-based instruction, changing institutional imperatives, service to historically disenfranchised groups, partnerships with industry, and cross-institutional cooperation.

In addition to serving as a valuable hands-on resource for practitioners, Portfolio Development and the Assessment of Prior Learning locates portfolios and assessment in a broad social and intellectual context. Thus, the authors also offer an historical overview of the usefulness of portfolios in the assessment of prior learning and then consider their use inthe future, given current trends in higher education for adults. The book explores the implications of a changing educational landscape, in which new student populations, budgetary pressures, and understandings of knowledge both enrich and challenge student-centered approaches such as portfolios.

The approaches and case studies are not only valuable to adult educators but, equally, to faculty in higher education concerned with the development of competency- and outcomes-based assessment. (From the Publisher)

Table Of Content:
ch. 1 Introduction : portfolio development in historic context
ch. 2 Approaches to portfolio development
Resources for portfolio development for chapter 2
ch. 3 Model studies in portfolio development : an introduction

Model 1 The offspring of doing : framing experience at Alverno College
Model 2 Learning from our experience : portfolio development at Sinclair Community College
Model 3 Love talk : educational planning at Empire State College, State University of New York
Model 4 I am a writer : writing from life at the Evergreen State College
Model 5 The wholeness of life : a Native North American approach to portfolio development at First Nations Technical Institute
Model 6 Cracking the code : the assessment of prior experiential learning at London Metropolitan University
Model 7 Building on the past, moving toward the future : prior learning assessment in a changing institution at Metropolitan State University
Model 8 All of who we are : foundations of learning at The School for New Learning, Depaul University
Model 9 Delineations on the Web : computer-mediated portfolio development at the University of Maryland University College
Model 10 Corporatizing knowledge : work-based learning at the University of Technology, Sydney
Model 11 After apartheid : the recognition of prior learning at the College of Education, University of the Witwatersrand
Model 12 The components of learning : statewide assessment of prior learning at the Vermont State Colleges

Additional Info:
This book is designed as a practical resource that reviews some of the most helpful approaches and exercises that teachers use when working with adult learners. Written in an accessible style, with numerous examples of practical applications scattered throughout the text, the book does not assume any prior experience with adult learning theory or adult educational history and philosophy on the reader's part. The book invites the reader into a conversation about some of the major challenges and problems involved in teaching adults, a conversation which draws on the author's long history of working with adult learners to describe how to understand and respond to these same challenges and problems. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
About the Author

ch. 1 The Essence of Powerful Teaching
ch. 2 Teaching for Critical Thinking
ch. 3 Using Discussion Methods
ch. 4 Fostering Self-Directed Learning
ch. 5 Democratizing the Classroom
ch. 6 Teaching About Power
ch. 7 Teaching Using the Creative Arts
ch. 8 Negotiating the Emotions of Powerful Teaching

References
Index

Additional Info:
Adult-learning theory challenges faculty to adapt their teaching to certain characteristics of adult learners, including self-direction: if adults direct the bulk of their lives outside of school, they should be permitted to direct their own educational experiences. To what extent is self-directed learning an optimal, or even realistic, methodology for seminary teaching? Does it matter what subjects we are teaching? This essay details an experiment with self-directed learning in a seminary ministry class: what worked, what might be improved, and how it challenges our view of ourselves as faculty to teach in this way. Student feedback from the course in question enhances our understanding of the best (and most challenging) features of the experiment.

Additional Info:
Click Here for Book Review
Abstract: With e-books increasingly becoming an everyday and high-profile technology, how can they be used most effectively to help develop literacy skills, cultivate a love of reading, provide greater accessibility to texts for all, and offer portable access to a vast range of resources? Specifically written with the adult education sector in mind, this invaluable and straightforward guide will take the reader through the advantages and effective features that e-books have to offer. The text covers the necessities in e-book technologies: how to take advantage of the features that e-books offer adult learners * the options available, including dedicated e-readers, tablets, and smartphones * the costs * technical and management issues * real-world case studies of current uses and experiences in adult learning settings * current research and projects * pointers on the innovative uses of e-book technologies. The book also includes a chapter on useful links. It is a timely, original, and practical guide to a popular and increasingly accessible technology, with a specific focus on applications to adult learning. (From the Publisher.)

Table Of Content:
Introduction

ch. 1 What are e-books?
E-books in different languages

ch. 2 What are e-readers and e-book apps?
Dedicated e-readers
Multifunctional devices
Hybrid devices
E-reader features
E-book apps

ch. 3 Access and accessibility
E-book format
Digital rights management (DRM)
Text to speech (TTS)
Support Organisations

ch. 4 E-readers and e-books in use
Example of use in learning
Dudley College: Stimulating the use of mobile technologies in work-based learning (2010)
Newcastle City Learning: Using e-readers with adult literacy leaners (2011)
ReKindling the fire: Using Kindles for literacy in the classroom (2010)
Using electronic books in the classroom to enhance emergent literacy skills (2010)
GABES (Galway Adult Basic Education Service): The iPad in adult education (2011)

ch. 5 Our own action research

ch. 6 Investing in e-readers and e-books
Factors to consider
Free e-books and e-book websites
Obtaining e-books for adult learners
Readability of e-books

ch. 7 Suggested uses for the classroom
Speaking and listening
Writing
Reading
Creating your own e-books

Conclusion
Innovations in the e-reader market
Innovations int he e-book market
Our though piece
And finally . . .

Useful websites

Glossary

Appendix: Feature of popular e-readers available in the UK

Additional Info:
Here, at last, is a volume that explores and analyzes learning as a distinctive experience for women. The authors are all established adult education professionals and recognized authorities on women as adult learners. Together, they examine and compare theimportance of such factors as sense of identity, self-esteem, social world, and power in what and how women learn. Drawing from extensive research and scholarship, as well as from personal stories, they reveal the numerous ways in which women experience the learning process. They explain, for example, how women often become personally connected to the object and process of learning. They also analyze these different experiences to show education and training professionals how to better design and conduct programs for women. Women as Learners offers specific recommendations to improve all types of formal and informal adult educational programs, including literacy education, counseling and support groups, workplace training, and professional development activities. Concise yet comprehensive, this long-awaited book provides the most current principles for practice. (From the Publisher)

Table Of Content:
ch. 1 Women's Learning: A Kaleidoscope
ch. 2 Contexts of Women's Learning
ch. 3 Women's Self and Learning
ch. 4 Talk, Identity, & Power: Voice and Silence in Women's Learning
ch. 5 Women's Knowing and Learning
ch. 6 Transformative Learning in the Lives of Women, Ann Brooks
ch. 7 Feminist Pedagogy in Three Movements: Stories from the Field, Elizabeth J. Tisdell
ch. 8 Re-Searching for Women's Learning
ch. 9 Re-Vision Learning Opportunities for Women, Jane M. Hugo
ch. 10 Creating Knowledge about Women Learners

Additional Info:
This volume critically explores themes of belonging, learning and community, drawing on a range of research studies conducted with adult learners in formal and informal contexts and employing interdisciplinary theory from education, feminist theory, cultural studies and human geography. Dominant but simplistic and regulatory ideas and practices of learning community in higher education and lifelong learning are critiqued. Instead, Jocey Quinn argues that learners gain most benefit from creating their own symbolic communities and networks, which help to produce imagined social capital. A rich variety of empirical data is used to explore and demonstrate how such imagined social capital works. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Learning to Belong
ch. 2 Critiquing Learning Communities
ch. 3 Conceptualizing Imagined Social Capital
ch. 4 Re-imagining Educational Spaces
ch. 5 The Joy of Knowledge

Conclusion
Bibliography
Index

Additional Info:
More than thirty-six million people in the United States are already using the Internet, and many more will join them in the years to come. Tools such as e-mail, Web browsers, and on-line conferencing present exciting opportunities for both adult learners and their instructors. The purpose of this volume of New Directions for Adult and Continuing Education is to explore the effects of the Internet on adult learning--both as that learning is facilitated through formal instruction and as it occurs spontaneously in the experiences of individuals and groups--and to provide guidance to adult and continuing educators searching for ways to use the Internet more effectively in their practice. Taken as a whole, the sourcebook provides a thorough survey of the research literature. The chapters also reflect the hard-won personal experiences of the authors, all of whom are directly involved in the use of Internet technologies to facilitate adult learning. This is the 78th issue of the quarterly journal New Directions for Adult and Continuing Education. (From the Publisher)

Table Of Content:
ch. 1 Teaching and Learning Internet Skills (Brad Cahoon)
ch. 2 Intranets for Learning and Performance Support (Linda S. Gilbert)
ch. 3 Course Development on the World Wide Web (Kathleen P. King)
ch. 4 Adult Learners and Internet-Based Distance Education (Daniel V. Eastmond)
ch. 5 Facilitating Group Learning on the Internet (Margaret E. Holt, Pamela B. Kleiber, Jill Dianne Swenson, E. Frances Rees, Judy Milton)
ch. 6 On-Line Education: A Study of Emerging Pedagogy (Lynne Schrum)
ch. 7 Ethical Considerations in Internet-Based Adult Education (Margaret E. Holt)
ch. 8 Adult Learning and the Internet: Themes and Things to Come (Brad Cahoon)

Additional Info:
Your hands-on guide to teaching adults. . . no matter what the subject
In this expanded edition of How to Teach Adults, Dan Spalding offers practical teaching and classroom management suggestions that are designed for anyone who works with adult learners, particularly new faculty, adjuncts, those in community colleges, ESL teachers, and graduate students. This reader-friendly resource covers all phases of the teaching process from planning what to teach, to managing a classroom, to growing as a professional in the field.

How to Teach Adults can guide new instructors who are trying to get up to speed on their own or can help teacher trainers cover what their students need to know before they get in front of a class. It is filled with down-to-earth tips and checklists on such topics as connecting with adult students, facilitating discussions, and writing tests, plus everything you need to remember to put into your syllabus and how to choose the right textbook. Dan Spalding reveals what it takes to teach all students the skills they need to learn, no matter what the topic or subject matter.

Full of vivid examples from real-world classrooms, this edition:
Shows how to get started and tips for designing your course
Includes information for creating a solid lesson plan
Gives suggestions for developing your teacher persona

How to Teach Adults offers the framework, ideas, and tools needed to conduct your class or workshop with confidence. (From the Publisher)

Table Of Content:
Preface
Acknowledgments
About the Author

ch. 1 Foundations of Teaching
ch. 2 How to Get Started Teachingv ch. 3 How to Design Your Course
ch. 4 How to Lesson Plan
ch. 5 Grading and Assessments
ch. 6 How to Run Your Class
ch. 7 How to Present Information
ch. 8 How to Develop Your Teacher Persona
ch. 9 Growing as a Teacher
ch. 10 The Future of Education

Appendix: Teacher Glossary
References
Further Reading
Index

Additional Info:
In this issue, the authors argue that adult educators must find ways to add a spiritual dimension to their practice if they are to take a truly comprehensive approach to adult education, one that meets all of adult learners needs. They show how an integral part of adult education is helping learners discover a sense of meaning and purpose in their lives, a feeling of connection with something larger than themselves. The contributors discuss how mentoring, self-directed learning, and dialogue can be used to promote spiritual development, and advocate the learning covenant as a way of formalizing the sanctity of the bond between learners and educators. They draw on examples from settings as varied as continuing professional education, community development, and health education to show how a spiritual dimension has been been successfully integrated into adult education programs. (From the Publisher)

Table Of Content:
ch. 1 A Spirited Epistemology: Honoring the Adult Learner (Jane Vella)
ch. 2 Reckoning with the Spiritual Lives of Adult Educators (Linda J. Vogel)
ch. 3 Spiritual Dimensions of Informal Learning (Leona M. English)
ch. 4 The Learning Covenant (R.E.Y. Wickett)
ch. 5 Continuing Professional Education: A Spiritually Based Program (Lynda W. Miller )
ch. 6 Learning from Native Adult Education (Jeffrey A. Orr)
ch. 7 Community Development and Adult Education: Locating Practice in Its Roots (Wilf E. Bean)
ch. 8 The Spiritual Dimensions of Lay Ministry Programs (Catherine P. Zeph)
ch. 9 Controversy, Questions, and Suggestions for Further Reading (Marie A. Gillen, Leona M. English)

Additional Info:
Learning from Our Lives is the first professional guide to using educational biography with adult learners. It offers anecdotes and narratives, interpretations and analyses, and numerous examples of different biographical approaches. Written for practitioners who conduct adult educational programs in formal or informal settings, this book can help teachers, trainers, career counselors, and human resource professionals to empower learners in assuming greater responsibility for their education and development. (From the Publisher)

Table Of Content:
Foreword Preface
The Author

ch. 1 Learning as an Active Search for Meaning
ch. 2 Understanding Biographical Approaches to Learning
ch. 3 From Life History to Educational Biography
ch. 4 How Adults Educate Themselves
ch. 5 Exploring Adults' Ways of Thinking
ch. 6 Learners' Needs, Motivations, and Dreams
ch. 7 Helping Learners Put Words to Their Lives
ch. 8 Giving Evaluation Another Meaning
ch. 9 Creating Conditions for Successful Learning in Adult Life

References
Index

Additional Info:
Reviews the literature on characteristics of adult learners and implications for teaching. Idea Paper no. 29, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Additional Info:
Provides biographical information on Malcolm Knowles, one of the pioneers in teaching adult learners. Discusses his contributions to adult learning theory and highlights desired adult learning outcomes. Outlines key differences in teaching adult learners and child learners.

Additional Info:
Blog post at Faculty Focus. Highlights five elements to create a better learning environment for adult learners: treat them as adults; be aware of skills gap; consider technology gap; be efficient; and be creative.

Additional Info:
Reviews the literature on characteristics of adult learners and implications for teaching. Idea Paper no. 29, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Additional Info:
New to this edition is the blending of a neuroscientific understanding of motivation and learning with an instructional approach responsive to linguistically and culturally different adult learners. Based on the most current educational and biological research, Enhancing Adult Motivation to Learn addresses issues that focus on deepening learner motivation and helping adults to want to learn. In the book, Raymond J. Wlodkowski offers a clear framework and sixty practical, research-based strategies that are designed to elicit and encourage learner motivation. In addition, the book is filled with practical examples, guidelines for instructional planning, and cutting-edge ideas for assessment and transfer of learning. (From the Publisher)

Table Of Content:
Preface
The Author

ch. 1 How Motivation Affects Instruction
ch. 2 Characteristics and Skills of a Motivating Instructor
ch. 3 What Motivates Adults to Learn
ch. 4 Establishing Inclusion Among Adult Learners
ch. 5 Helping Adults Develop Positive Attitudes Toward Learning
ch. 6 Enhancing Meaning in Learning Activities
ch. 7 Engendering Competence Among Adult Learners
ch. 8 Building Motivational Strategies into Instructional Designs

Epilogue: Being an Effective Instructor of Adults
Appendix: Observation Guide for Culturally Responsive Teaching and Learning (Adult Version)
References
Name Index
Subject Index

Additional Info:
Drawing on the myth of Mentor as companion and advisor to Odysseus, preeminent educational mentoring expert Laurent A. Daloz uses the metaphor of the mythic journey as a way of making sense of life's changes. He looks closely at what good teachers and mentors actually do, and inspires post-secondary educators to think of their work in fresh new ways. This classic, beautifully written work has been newly updated and is available for the first time in paperback. (From the Publisher)

Table Of Content:
Adult Learning As Development
First Shards: The Search for Meaning as a Motive for Learning.
Mentors, Myths, and Metamorphosis: Education as a Transformational Journey.
Maps of Transformation: How Adults Change and Develop.

Learning As A Transformative Journey
The Deep and Savage Way: The Unsettling First Steps of an Educational Journey.
The Dynamic of Transformation: How Learning Changes the Learner.
Returning Home: Helping Adults Integrate New Insights.

Fostering Adult Learning
The Ecology of Adult Learning: Barriers and Incentives to Learning and Growth.
The Yoda Factor: Guiding Adults Through Difficult Transitions.
The Art of the Mentor: Limits and Possibilities.

Additional Info:
Adult and continuing education continues to evolve as both a strong discipline and a professional field of practice throughout the global community. Both adult educators and adult learners require a common and informed conceptual and theoretical framework to assist them in developing meaningful curricula for adult learners. This book, in a collective and unified manner, describes innovative strategies for developing curricula for adult learners in diverse social, cultural, and economic contexts. (From the Publisher)

Table Of Content:
Acknowledgments
The Editor
The Contributors
Introduction (Victor C. X. Wang)

ch. 1 Principles of Instructional Design and Adult Learners (Laura L. Bierema)
ch. 2 Andragogy: An Introduction and Implications for Curriculum and Instruction (Lisa M. Baumgartner)
ch. 3 Learner-Derived Curriculum Development (Vivian W. Mott)
ch. 4 Designing Meaningful Curriculum for Disadvantaged Learners (Claretha H. Banks and Fredrick M. Nafukho)
ch. 5 Sequencing Instruction in Global Learning Communities (Rene L. Cambiano)
ch. 6 Expanding Curriculum Development Models (Mary Ziegler)
ch. 7 Developing Curriculum for Policy Officers and Firefighters: Tips to Follow and Pitfalls to Avoid (Sandra R. Daffron, Gail M. Goulet, John L. Gray, and Jason X Viada)
ch. 8 A New Model for Effective Learning: Moving Beyond Analysis, Development, Design, Implementation and Evaluation (ADDIE) (Judith A. Cochran)

Appendix: Volume II Information
Index

Additional Info:
Adult and continuing education continues to evolve as both a strong discipline and a professional field of practice throughout the global community. Both adult educators and adult learners require a common and informed conceptual and theoretical framework to assist them in developing meaningful curricula for adult learners. This book, in a collective and unified manner, describes innovative strategies for developing curricula for adult learners in diverse social, cultural, and economic contexts. (From the Publisher)

Table Of Content:
Acknowledgments
The Editor
The Contributors
Introduction

Part I Curriculum Development in the Global Context
ch. 1 Culturally Relevant Curriculum Development for Teachers of Adults: The Importance of Identity, Positionality, and Classroom Dynamics (Talmadge C. Guy)
ch. 2 Transnational Identities and Instructional Designs in Adult Education (Mary V. Alfred)
ch. 3 Impact of English-Language Education of Adult Learners in China on Curriculum Development (Wei Zheng)

Part II Teaching and Learning in the Global Community
ch. 4 Teachers of Adults in the Global Community (Kathleen P. King)
ch. 5 Helping Adults Learn in the 21st Century with Information Literacy (Barbara P. Heuer)
ch. 6 Design, Implementation and Assessment of E-Learning Curriculum for Adults with Diverse Learning Needs (Fredrick M. Nafukho)
ch. 7 Implementing Andragogy in China (Victor C.X. Wang)

Appendix: Volume I Information
Index

Additional Info:
Interview with L. Lee Knefelkamp, a professor of psychology and education at Columbia University. Stresses the diversity of higher education learners, including adult learners. Emphasizes the notion of faculty as co-learners with students. Notes the importance of the work of K. Patricia Cross regarding adult learners.

Additional Info:
Extensive discussion of how to promote effective online learning, and the design challenges for adult learners. Lots of bibliography.

Additional Info:
As higher education enters the 21st century, the focus on adult learning programs and initiatives will be greater than ever. This book is designed to assist faculty members or administrators who want to understand how the impact of adult learning programs has already helped transform the academy and how newer initiatives are likely to change their own campuses in the coming decades.

Drawing on his extensive expertise, Bash engagingly depicts each facet of adult learners and the requirements higher education must fulfill to meet their needs. By blending some of the theoretical aspects of adult learning with many of the practical and personal components that characterize higher learning, this book is a helpful guide to all interested in implementing and sustaining adult learning programs. (From the Publisher)

Table Of Content:
Part 1 * Adult learning from four perspectives: adult programs, adult learners, demographics and projections, and programmatic best practices
Part 2 * The distinguishing characteristics of adult learners, the special challenges they face, their motivations to continue their education, and why they seek and what they bring to college-level learning
Part 3 * Institutional responses to the adult learner, such as programmatic perspectives and the fundamental needs required to sustain adult learning programs
Part 4 * Meaningful applications of the term "lifelong learning" as well as some projections on how the 21st century academy is likely to change

Additional Info:
Developing Adult Learners highlights the powerful and 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 virtually anyone dedicated to helping adult learners achieve rich and rewarding experiences. (From the Publisher)

Table Of Content:
Concepts and Foundations
Linking Learning with Development.
Key Theories That Inform Practice.
Teaching with Developmental Intentions.

Strategies and Exercises
Assessing.
Collaborating.
Experimenting.
Imagining.
Inquiring.
Performance-Simulating.
Reflecting.

Becoming an Effective Teacher of Adults
Teaching and Training Matters.
Observing Our Practices.
Accepting the Challenges of Growth.

Appendix A. An Experiential Theory of Development.
Appendix B. Constructive-Developmental Theories.
Appendix C. Relational Models of Development and the Ethic of Care.
Appendix D. Orientations to Teaching and Learning.
Appendix E. Typology of Learning.