Adult Education And Lifelong Learning Theory And Practice Book PDF, EPUB Download & Read Online Free

Adult Education and the State
Author: Peter Jarvis
Publisher: Routledge
ISBN: 1134920822
Pages: 176
Year: 2005-06-21
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First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.
Adult Education and the State
Author: Peter Jarvis
Publisher: Routledge
ISBN: 1134920814
Pages: 176
Year: 2005-06-21
View: 737
Read: 964
First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.
Adult Education and the State
Author: Peter Jarvis
Publisher: Routledge
ISBN: 0203974700
Pages: 176
Year: 1993-06-10
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Discussing such themes as democracy and citizenship, this book is the first systematic attempt to analyse adult education from a political perspective.
Adult Education and Lifelong Learning
Author: Peter Jarvis
Publisher: Routledge
ISBN: 1135695431
Pages: 338
Year: 2012-12-06
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Now in its fourth edition, Adult Education and Lifelong Learning is well established, and is regarded as the most widely used text about adult education. Fully revised and updated with substantial additional material, this new edition takes account of many changes which have occurred in the field of adult education. With new features for students and researchers, updates incorporate: material on the ethical and political implications of lifelong learning detailed information on changes relating to globalisation increased emphasis on societal changes information on the way technologies are affecting the way people learn changing approaches to knowledge, knowledge acquisition and knowledge assessment. Students of education and education studies will find this an invaluable course companion, whilst practitioners and researchers in adult and lifelong learning will find this new fully-up-to-date edition even broader in scope than the last.
Adult Learning
Author: Sharan B. Merriam, Laura L. Bierema
Publisher: John Wiley & Sons
ISBN: 1118416317
Pages: 320
Year: 2013-09-03
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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.
The Theory and Practice of Learning
Author: Peter Jarvis, John Holford, Colin Griffin
Publisher: Routledge
ISBN: 113572508X
Pages: 224
Year: 2003-12-16
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Learning is among the most basic of human activities. The study of learning, and research into learning is becoming a central part of educational studies. This is a comprehensive introduction to contemporary theories and modern practices of learning. Updated and expanded, this second edition should be of interest to teachers, facilitators, human resource developers and students of education. The contents cover: lifelong learning; the social background to learning; cognitivist theory; types of learning; learning using ICT; and philosophical reflections on learning.
Adult Learning and Development
Author: M. Cecil Smith, Thomas Pourchot
Publisher: Routledge
ISBN: 113568636X
Pages: 296
Year: 2013-06-17
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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 between adult education, adult development, and educational psychology.
Adult and Continuing Education: Teaching, learning and research
Author: Peter Jarvis
Publisher: Taylor & Francis
ISBN: 0415130298
Pages: 472
Year: 2003
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Depicting the ways that adult education has evolved as society has changed and how it has been incorporated into lifelong learning, this is a truly unique set that puts a stamp on an exciting field and important, far-reaching issues. These five volumes represent a great advance to scholars, as this is the first comprehensive overview of the field.The set draws on books, journals, reports and historical papers to map the vast field of education for adults. The writings included in the set have influenced the development of both the practice and the study of adult education from the Guilds to vocational education, distance learning and leisure learning. The collection also covers the recent emergence of corporations as new providers of education for adults with the corporate classroom, corporate universities and consultancies.A detailed index and new introduction by the editor will help the reader navigate this wealth of diverse material.
Teaching in the Lifelong Learning Sector
Author: Peter Scales, Scales Peter Senior Lynn Briddon Kelly
Publisher: McGraw-Hill Education (UK)
ISBN: 0335246540
Pages: 346
Year: 2012-11-01
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An essential book linked to the LLUK Standards for teachers, trainers & tutors: a practical introduction to teaching & learning.
Learning to Learn
Author: Ruth Deakin Crick, CRISTINA STRINGHER, Kai Ren
Publisher: Routledge
ISBN: 1135135622
Pages: 340
Year: 2014-04-28
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Learning to Learn provides a much needed overview and international guide to the field of learning to learn from a multidisciplinary lifelong and lifewide perspective. A wealth of research has been flourishing on this key educational goal in recent years. Internationally, it is considered to be one of the key competencies needed to compete in the global economy, but also a crucial factor for individual and social well-being. This book draws on leading international contributors to provide a cutting-edge overview of current thinking on learning to learn research, policy, and implementation in both formal and informal learning environments. But what learning to learn is exactly, and what its constituting elements are, are much debated issues. These seem to be the crucial questions if assessment and development of this 'malleable side of intelligence' are to be accomplished. The approach of this volume is to consider a broad conception of learning to learn, not confined to only study strategies or metacognition, yet acknowledging the importance of such elements. The book sets out to answer five main questions: What is learning to learn? What are its functions and how do we assess it? What does it promise to the individual and society at large? How is it conceived in national curricula internationally? How can it be developed in a variety of contexts? The text is organized into two parts: the first addresses the core question of the nature of learning to learn from a theoretical and policy viewpoint, and the second presents recent research carried out in several educational systems, with special attention to assessment and curriculum. It gives an account of pedagogical practices of learning to learn and its role in individual empowerment from childhood to adulthood. Contributors also highlight the potential use of learning to learn as an organizing concept for lifelong learning, school improvement, and teacher training along with potential conflicts with existing incentive practices and policies. This book is a vital starting point and guide for any advanced student or researcher looking to understand this important area of research.
Understanding And Facilitating Adult Learning
Author: Brookfield, Stephen
Publisher: McGraw-Hill Education (UK)
ISBN: 0335152260
Pages: 375
Year: 1986-06-01
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This book provides a critical examination of the myths surrounding adult education and its practice.
Adult Teaching And Learning: Developing Your Practice
Author: Cross, Sue
Publisher: McGraw-Hill Education (UK)
ISBN: 0335234666
Pages: 172
Year: 2009-08-01
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Maps the terrain of adult teaching and learning, introducing and exploring selected issues from scholarship with a view to developing teaching practice. This title encourages reflection upon personal practice and understandings. It re-frames the teaching and learning process around the professional character of the teacher.
Beyond Reflective Practice
Author: Helen Bradbury, Nick Frost, Sue Kilminster, Miriam Zukas
Publisher: Routledge
ISBN: 1135218064
Pages: 240
Year: 2012-09-11
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Reflective practice has moved from the margins to the mainstream of professional education. However, in this process, its radical potential has been subsumed by individualistic, rather than situated, understandings of practice. Presenting critical perspectives that challenge the current paradigm, this book aims to move beyond reflective practice. It proposes new conceptualisations and offers fresh approaches relevant across professions. Contributors include both academics and practitioners concerned with the training and development of professionals. Definitions of reflection (which are often implicit) often focus on the individual's internal thought processes and responsibility for their actions. The individual - what they did/thought/felt – is emphasised with little recognition of context, power dynamics or ideological challenge. This book presents the work of practitioners, educators, academics and researchers who see this as problematic and are moving towards a more critical approach to reflective practice. With an overview from the editors and fourteen chapters considering new conceptualisations, professional perspectives and new practices, Beyond Reflective Practice examines what new forms of professional reflective practice are emerging. It examines in particular the relationships between reflective practitioners and those upon whom they practise. It looks at the ways in which the world of professional work has changed and the ways in which professional practice needs to change to meet the needs of this new world. It will be relevant for those concerned with initial and ongoing professional learning, both in work and in educational contexts.
Learning Theory and Classroom Practice in the Lifelong Learning Sector
Author: Jim Gould
Publisher: Learning Matters
ISBN: 0857258184
Pages: 176
Year: 2012-10-10
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This book supports all trainee teachers in the Lifelong Learning Sector working towards QTLS in their understanding of the key learning theories and how these can be applied to their teaching. Existing teachers within the sector will also find this book a valuable resource for refreshing their knowledge and continuing their professional development. Each learning theory is explored in clear and accessible language, considering the implications for planning, teaching, assessment and classroom management. Readers are encouraged to think critically about learning theories and the implications for classroom practice. Points for reflection, teaching and learning activities, and useful summaries are included throughout. This new edition has been fully revised to include a wider range of learning theories as well as annotated further reading and a glossary of useful terms.
Theories of Learning for the Workplace
Author: Filip Dochy, David Gijbels, Mien Segers, Piet Van den Bossche
Publisher: Routledge
ISBN: 1136733043
Pages: 168
Year: 2012-03-29
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Workplace and professional learning, lifelong learning, adult learning, learning in different contexts have become of more and more interest and now dominate all aspects of 21st century life. Learning is no longer about ‘storing and recall’ but ‘development and flow’. Theories of Learning in the Workplace offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. With each chapter co-authored by an academic researcher and an expert in business or industry, this unique book provides practical case studies combined with thorough analysis of theories and models of learning. Key figures in education, psychology and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions. Containing overviews of theories from Schön, Argyris, Senge, Engeström, Billet, Ericsson, Kolb, Boud and Mezirow, this book discusses: adult learning; workplace learning; informal learning; reflective practice; experiential learning; deliberate practice; organisational and inter-organisational expansive learning. Combining theory and practice, this book will be essential reading for all trainee and practicing educational psychologists, organisational psychologists, researchers and students in the field of lifelong learning, educational policy makers, students, researchers and teachers in vocational and higher education.