Details

Handbook of Adult and Continuing Education

New Edition

von: Arthur L. Wilson, Elisabeth Hayes
63,99 €
Verlag:	Wiley
Format:	PDF
Veröffentl.:	27.04.2009
ISBN/EAN:	9780470545980
Sprache:	englisch
Anzahl Seiten:	768

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Beschreibungen

Titelbeschreibung

Sponsored by the American Association of Adult & Continuing Education"This monumental work is a testimony to the science of adult education and the skills of Wilson and Hayes. It is a veritable feast for nourishing our understanding of the current field of adult education. The editors and their well-chosen colleagues consistently question how we know and upon what grounds we act. They invite us to consider not only how we can design effective adult education, but also why we practice in a particular socio-economic context." --Jane Vella, author of Taking Learning to Task and Learning to Listen, Learning to Teach "This new handbook captures the exciting intellectual and professional development of our field in the last decade. It is an indispensable resource for faculty, students, and professionals." --Jack Mezirow, emeritus professor, Adult and Continuing Education, Teachers College, Columbia University For nearly seventy years, the handbooks of adult and continuing education have been definitive references on the best practices, programs, and institutions in the field. In this new edition, over sixty leading authorities share their diverse perspectives in a single volume--exploring a wealth of topics, including: learning from experience, adult learning for self-development, race and culture in adult learning, technology and distance learning, learning in the workplace, adult education for community action and development, and much more. Much more than a catalogue of theory and historical facts, this handbook strongly reflects the values of adult educators and instructors who are dedicated to promoting social and educational opportunity for learners and to sustaining fair and ethical practices.

Inhaltsverzeichnis

INTRODUCTION. A Selective History of the Adult Education Handbooks (A. Wilson & E. Hayes). On Thought and Action in Adult and Continuing Education (A. Wilson & E. Hayes). The Concept of Critically Reflective Practice (S. Brookfield). THE PROFESSION'S COMMON CONCERNS. Linking the Individual Learner to the Context of Adult Learning (R. Caffarella & S. Merriam). Learning from Experience in Adult Education (N. Miller). Adult Learning for Self-Development and Change (M. Tennant). Moving Beyond a Unitary Self: A Reflective Dialogue (M. Clark & J. Dirkx). Discourses and Cultures of Teaching (D. Pratt & T. Nesbit). Different Perspectives on Teaching for Critical Consciousness (E. Tisdell, et al.). The Invisible Politics of Race in Adult Education (J. Johnson-Bailey & R. Cervero). Cultures of Transformation (A. Brooks). Planning Educational Programs (T. Sork). From Functionalism to Postmodernism in Adult Education Leadership (J. Donaldson & P. Edelson). Adult Education and Democracy: Reclaiming Our Voice Through Social Policy (B. Quigley). Adult Learning and Technology (C. Kasworm & C. Londoner). THE PROFESSION IN PRACTICE. Adult Literacy (E. Askov). Adult Basic Education and the Crisis of Accountability (B. Sparks & E. Peterson). Moving Beyond Performance Paradigms in Human Resource Development (L. Bierema). Putting Meaning into Workplace Learning (T. Fenwick). Adult Education, Communication, and the Global Context (L. Ziegahn). Adult Education for Community Action (D. Ewert & K. Grace). Adult Education in Rural Community Development (L. Hill & A. Moore). Exploring "Community" in Community College Practice (I. Weisman & M. Longacre). Continuing Professional Education (D. Queeney). Control and Democracy in Adult Correctional Education (H. Davidson). Cooperative Extension (G. Applebee). Distance Education for Lifelong Learning (C. Gibson). English as a Second Language in Adult Education (R. Orem). Adult Learners in Higher Education (C. Kasworm, et al.). Contribution of the Military to Adult and Continuing Education (S. Kime & C. Anderson). Older Adult Learning (J. Fisher & M. Wolf). Formal Mentoring Programs (C. Hansman). Prior Learning Assessment: The Quiet Revolution (A. Thomas). A Postmodern Approach to Adult Religious Education (L. English & M. Gillen). Urban Contexts for Adult Education Practice (B. Daley, et al.). REFLECTING ON THE PROFESSION. Adult Education and Society (T. Heaney). A Sociology of Adult Education (P. Cunningham). The Politics of Knowledge Construction (D. Deshler & N. Grudens-Schuck). Evolving Directions in Professionalization and Philosophy (R. Podeschi). Defining the Profession: A Critical Appraisal (S. Imel, et al.). The Learning Society (J. Holford & P. Jarvis) Reflections on the Field (E. Hayes & A. Wilson).

Rezension

"This monumental work is a testimony to the science of adult education and the skills of Wilson and Hayes. It is a veritable feast for nourishing our understanding of the current field of adult education. The editors and their well-chosen colleagues consistently question how we know and upon what grounds we act. They invite us to consider not only how we can design effective adult education, but also why we practice in a particular socioeconomic context. My dear departed friends, Paulo Freire and Malcolm Knowles, would be delighted at the politics and science of this encyclopedic handbook." (Jane Vella, author of Taking Learning to Task and Learning to Listen, Learning to Teach) "This new handbook captures the exciting intellectual and professional development of our field in the last decade. Its recognition of the central role of critical reflection, self-reflection, and reflective discourse in the construction of more depAndable knowledge and in adult learning constitutes a major advance. Implications of this challenging paradigm are reshaping the practice of adult education in all of its fields of application. An indispensable resource for faculty, students, and professionals." (Jack Mezirow, emeritus professor, Adult and Continuing Education, Teachers College, Columbia University) "A rich and diverse array of writers critically reflect on current theory and practice in the field of adult and continuing education. This engaging and refreshing handbook is a treasure chest for anyone wishing to know more about the profession and gain multiple new perspectives, including one on experiential learning. A must read for practitioners, professors, researchers, and newcomers alike. It will influence, shape, and guide how we will serve our constituencies in the next decade." (John A. Henschke, associate professor, Adult Education, University of Missouri, St. Louis)

Autorenportrait

ARTHUR L. WILSON is associate professor of adult education in the Department of Education at Cornell University. He is coeditor of Adult Education Quarterly and coauthor of Planning Responsibly for Adult Education (1994), What Really Matters in Adult Education Program Planning (1996), and Power in Practice (2000), all from Jossey-Bass. ELISABETH R. HAYES is professor of curriculum and instruction and a faculty member in the Graduate Program in Continuing and Vocational Education at the University of Wisconsin-Madison. She is coeditor of Adult Education Quarterly and coauthor of Women as Learners (Jossey-Bass, 2000). Her other publications include Effective Teaching Styles (1989) and Confronting Racism and Sexism (1994), both from Jossey-Bass.

Back cover copy

For nearly seventy years, the handbooks of adult and continuing education have been definitive references on the best practices, programs, and institutions in the field. Adult education scholars, program administrators, and teachers have depended on these rich handbooks to develop or refine their own understanding and approaches to everyday practice. In this new edition, over sixty leading authorities share their diverse perspectives in a single volume—exploring significant issues that affect the study and practice of adult and continuing education today. Using a critically reflective approach, this edition differs from its predecessors by combining the results of formal investigation with the wisdom of practical experience. The authors present multiple insights and observations to help adult educators make informed choices in a profession that has become enormously challenging and complex. The chapters cover a wealth of topics, including: <ul> <li>The role of critical reflection in professional practice </li> <li>Linking adult learning to context </li> <li>Learning from experience </li> <li>Adult learning for self-development </li> <li>Race and culture in adult learning </li> <li>Perspectives on teaching adults </li> <li>Planning and administering adult educational programs </li> <li>Technology and distance learning </li> <li>Adult literacy and English-as-a-second-language </li> <li>Adult education and human resource development </li> <li>Learning in the workplace </li> <li>Continuing professional education </li> <li>Adult education for community action and development </li> <li>Adult education in corrections, the military, cooperative extension, higher education, community colleges, religious settings, and other contexts </li> <li>Adult education for older adults, adults in urban contexts, formal mentoring programs, prior learning assessment for experienced adults, and other audiences </li> <li>Policies, politics, and philosophies in adult education </li> <li>Constructing knowledge for and about adult education </li> <li>The professionalization of adult education and its role in "learning societies"</li> </ul> It has been over ten years since the last Handbook of Adult and Continuing Education investigated the practical and academic dimensions of the field. Much more than a catalogue of theory and historical facts, this new edition strongly reflects the values of a field dedicated to promoting social and educational opportunity for learners and to sustaining fair and ethical practices. It is a long-awaited resource that brings fresh advice and strategies to thoughtful adult educators, administrators, and scholars.