Adult education, continuous learning Books

Book SynopsisContinuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World focuses on the new challenges and threats posed to adult education as a potential way out of the economic crisis and social change. It explores the role of adult education in relation to the continuity and discontinuity of the learning careers and identities of adults in a range of adult education learning contexts in Europe and beyond. The focus is on non-traditional students and issues of inequality such as class, gender, ethnicity, age, disability and how inequalities may enable or constrain their learning careers and identities.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Introduction  Barbara Merrill, Adrianna Nizinska, Andrea Galimberti and José González-Monteagudo 1. Learning Careers and Transformative Learning: Challenges of Learning and Work in Neoliberal Spaces  Ted Fleming Part 1: Continuity and Discontinuity in Formal Education 2. Friendship, Discourse and Belonging in the Studio: The Experiences of ‘Non-Traditional’ Students in Design Higher Education  Samantha Broadhead 3. English Language Book Club and Transformative Learning: Developing Critical Consciousness in the English Language Classroom in a UK Further Education (FE) College and in a South African Township  Ida Leal Part 2: Continuity and Discontinuity in Social Institutions 4. Participation and Persistence: An Analysis of Underserved Students at UOIT  Alyson King, Allyson Eamer and Nawal Ammar 5. Education Interrupted: Learning Careers of Adults Living with Mental Illness  Shanti Irene Fernando and Alyson E. King 6. Inmates in Higher Education in Italy and Spain: Legal, Cultural and Technological Issues in a Complex Network of Continuity and Discontinuity  Giuseppe Pillera Part 3: Continuity and Discontinuity around the Job Market 7. Continuity and Discontinuity around Academia: The “Find Your Doctor” Project as a Space for Researching and Facilitating Learning Careers  Andrea Galimberti and Eva Ratti 8. Stimulating Empowerment and Supporting Access to Learning for Formally Low-Qualified Adults: Potentials of Work-Related Competency Assessment in Social Enterprises  Monika Kastner 9. Policies for Equality and Employability: Consequences for Non-Traditional Students in Sweden  Camilla Thunborg and Agnieszka Bron 10. Learning Careers of Non-Traditional Students on Employability Skills  María A. Tenorio-Rodríguez, Teresa Padilla-Carmona and José González-Monteagudo 11. Literacy Practices in Adult Learning Biographies: Possibilities and Constraints  Ana Silva, Maria de Lourdes Dionísio and Juliana Cunha Part 4: Continuity and Discontinuity in Professional Contexts 12. Adults’ Learning and Career Temporalities in the Analysis of Professionalisation and Professional Identity Construction  Pascal Roquet 13. Ways of Learning of Adult Educators in Uncertain Professional Contexts  Catarina Paulos 14. No More Superheroes … Only Avatars? Survival Role Play in English Post Compulsory Education  Carol A. Thompson and Peter J. Wolstencroft Conclusions  Andrea Galimberti, Barbara Merrill, Adrianna Nizinska and Jose González-Monteagudo

Read more less

Book SynopsisContinuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World focuses on the new challenges and threats posed to adult education as a potential way out of the economic crisis and social change. It explores the role of adult education in relation to the continuity and discontinuity of the learning careers and identities of adults in a range of adult education learning contexts in Europe and beyond. The focus is on non-traditional students and issues of inequality such as class, gender, ethnicity, age, disability and how inequalities may enable or constrain their learning careers and identities.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Introduction  Barbara Merrill, Adrianna Nizinska, Andrea Galimberti and José González-Monteagudo 1. Learning Careers and Transformative Learning: Challenges of Learning and Work in Neoliberal Spaces  Ted Fleming Part 1: Continuity and Discontinuity in Formal Education 2. Friendship, Discourse and Belonging in the Studio: The Experiences of ‘Non-Traditional’ Students in Design Higher Education  Samantha Broadhead 3. English Language Book Club and Transformative Learning: Developing Critical Consciousness in the English Language Classroom in a UK Further Education (FE) College and in a South African Township  Ida Leal Part 2: Continuity and Discontinuity in Social Institutions 4. Participation and Persistence: An Analysis of Underserved Students at UOIT  Alyson King, Allyson Eamer and Nawal Ammar 5. Education Interrupted: Learning Careers of Adults Living with Mental Illness  Shanti Irene Fernando and Alyson E. King 6. Inmates in Higher Education in Italy and Spain: Legal, Cultural and Technological Issues in a Complex Network of Continuity and Discontinuity  Giuseppe Pillera Part 3: Continuity and Discontinuity around the Job Market 7. Continuity and Discontinuity around Academia: The “Find Your Doctor” Project as a Space for Researching and Facilitating Learning Careers  Andrea Galimberti and Eva Ratti 8. Stimulating Empowerment and Supporting Access to Learning for Formally Low-Qualified Adults: Potentials of Work-Related Competency Assessment in Social Enterprises  Monika Kastner 9. Policies for Equality and Employability: Consequences for Non-Traditional Students in Sweden  Camilla Thunborg and Agnieszka Bron 10. Learning Careers of Non-Traditional Students on Employability Skills  María A. Tenorio-Rodríguez, Teresa Padilla-Carmona and José González-Monteagudo 11. Literacy Practices in Adult Learning Biographies: Possibilities and Constraints  Ana Silva, Maria de Lourdes Dionísio and Juliana Cunha Part 4: Continuity and Discontinuity in Professional Contexts 12. Adults’ Learning and Career Temporalities in the Analysis of Professionalisation and Professional Identity Construction  Pascal Roquet 13. Ways of Learning of Adult Educators in Uncertain Professional Contexts  Catarina Paulos 14. No More Superheroes … Only Avatars? Survival Role Play in English Post Compulsory Education  Carol A. Thompson and Peter J. Wolstencroft Conclusions  Andrea Galimberti, Barbara Merrill, Adrianna Nizinska and Jose González-Monteagudo

Read more less

Book SynopsisAdults use mathematics extensively in work even though they may deny it or dismiss their numerate behaviour as common sense. Their capacity for mathematics is invisible to them and confirms their ‘non-maths person’ self-perception, which has negative consequences for their life choices. In Adults, Mathematics and Work, the authors tackle and explain a number of paradoxes related to the curious relationship between adults and mathematics. It operationalises the benefits of workplace doctoral research by providing a set of the tools to review this mistaken self-perception in order to make workers’ abilities available for development. It also provides a systematic way of uncovering and recognising informal and non-formal learning to support employability and re-employability in an increasingly fluid work-landscape.Trade Review"I recommend this book to anyone with an interest or role in adult education, policy, and work placement, but it should also be of interest to those involved in teaching or education. Furthermore, the fact that this approach can help to remove the invisibility of mathematics for workers in the workplace and show them how they are using it every day, could help to reduce the negative perception of mathematics and increase the recognition of mathematics as a practical skill for all." - Dr Ciarán Mac an Bhaird, Department of Mathematics and Statistics, Maynooth University "This is a good, useful and readable book … provides a variety of case studies which illustrate the invisibility of Maths in workplace and seeks to recognise the mathematics knowledge that exists … The book is well-researched and presents a great array of results. Academics with research interests in the topic may find it both useful and interesting. The contextualisation with both national survey data and case studies from the work shadowing give a good insight into perceptions in relation to maths in the workplace and it is interesting to see the detail in the case studies and how they support or not the survey data. The chapter on research to practice is very welcome and makes many valuable points … Going forward the publication is useful in the context of constructing policy, pedagogy and syllabi understanding the place of Maths in the workplace and were it is both seen and unseen. The tools which were used are well explained and can be practically applied in other studies and the data published here used for comparison. From an employer’s perspective it demonstrates mechanisms which not only identify maths competency required for a role or an individual but can also assist in setting criteria for those changing roles or coming into an organisation. It is also useful in devising training plans." - Miriam O’Donoghue, Head of Lifelong Learning, IT Tallaght, Dublin "There are multiple audiences to whom this work would be valuable. First, and most naturally, the tools developed by the team would be useful to researchers in the field of adult numeracy. The survey is not unique to Irish workers and the connection to the Program for the International Assessment of Adult Competencies (PIACC) and Organization for Economic Cooperation and Development (OECD) key competencies gives it a global flavor and usefulness. Furthermore, the work is situated within a theoretical framework applicable to international vocational and workplace mathematics research. The work represented in the volume could be replicated or extended to include case studies of completely different companies and jobs. On a different level, the findings of the study should be of interest to those individuals planning instruction for adult mathematics students …. Finally, government departments responsible for workplace/vocational education should take note of the disparity between school mathematics which is identifiable and traditionally assessible and the mathematical “ways of thinking” that are critical to even the simplest of the jobs described in the case studies. Workplace and vocational education is expensive in terms of both money and time. The findings reported by the authors in this volume provide valuable evidence that can serve to inform and direct initiatives to advance workplace numeracy well beyond the borders of the Republic of Ireland." - Katherine Safford-Ramus, Ed.D., Professor of Mathematics (Ret.), Saint Peter’s University, Jersey City, New Jersey, USATable of ContentsForeword  Diana Coben Acknowledgements List of Figures and Tables Chapter 1: Introduction: What This Book Is about  Guide to Structure of the Book Chapter 2: Adults Using Mathematics in the Workplace: It’s Not Mathematics, It’s Just Common Sense; Part of the Job  Cultural Historical Activity Theory  Competence  Invisible Mathematics in the Workplace Chapter 3: Identifying and Measuring Mathematics Invisibility in the Workplace: Stripping away the Layers That Hide What a Person Knows about Mathematics  Survey Methodology  Measuring Mathematics Capability  Measuring Mathematics Capability in the Workplace  Numerate Behaviour  Workplace Exploratory Tools  Job-shadowing Case Studies  Impact of Mathematics Invisibility Chapter 4: Broadening the Scope: Design and Key Findings of the National Survey of People at Work  Characterisation of Workplace Mathematics in the Workplace  Demographics  Frequency of Numerate Behaviour  Quantity and Number  Shape and Space and Pattern and Relationship  Data Handling and Chance  Summary Chapter 5: Job Shadowing: Four Case Studies of People Engaged in Their Job  Job Shadowing People at Work  Case Study Host Company A  Research Host Company B  Case Study 1 Rob  Case Study 2 Jim  Case Study 3 ‘Laura’  Case Study 4 ‘M’  Mathematics Invisibility in the Workplace  Summary  Discussion  A Workplace Contextualisation of Mathematics  Accountability  Clarity  Familiarity  Stressors  Volatility  Workplace Context-Complexity Protocol Chapter 6: From Research into Practice: How to Bring the Benefit of Research to Learners  Extended NFQ Illustrated  Extended NFQ – Case Study 1  Extended NFQ – Case Study 2  Extended NFQ – Case Study 3  Extended NFQ – Case Study 4  Recruitment Dichotomy  Implications: Learners, Curriculum, Tutors, Policy, Standards & RPL  Research Instruments Modified for Practical Implementation  How This Approach Works  Why Does It Matter? Appendices References

Read more less

Book SynopsisAdults use mathematics extensively in work even though they may deny it or dismiss their numerate behaviour as common sense. Their capacity for mathematics is invisible to them and confirms their ‘non-maths person’ self-perception, which has negative consequences for their life choices. In Adults, Mathematics and Work, the authors tackle and explain a number of paradoxes related to the curious relationship between adults and mathematics. It operationalises the benefits of workplace doctoral research by providing a set of the tools to review this mistaken self-perception in order to make workers’ abilities available for development. It also provides a systematic way of uncovering and recognising informal and non-formal learning to support employability and re-employability in an increasingly fluid work-landscape.Trade Review"I recommend this book to anyone with an interest or role in adult education, policy, and work placement, but it should also be of interest to those involved in teaching or education. Furthermore, the fact that this approach can help to remove the invisibility of mathematics for workers in the workplace and show them how they are using it every day, could help to reduce the negative perception of mathematics and increase the recognition of mathematics as a practical skill for all." - Dr Ciarán Mac an Bhaird, Department of Mathematics and Statistics, Maynooth University "This is a good, useful and readable book … provides a variety of case studies which illustrate the invisibility of Maths in workplace and seeks to recognise the mathematics knowledge that exists … The book is well-researched and presents a great array of results. Academics with research interests in the topic may find it both useful and interesting. The contextualisation with both national survey data and case studies from the work shadowing give a good insight into perceptions in relation to maths in the workplace and it is interesting to see the detail in the case studies and how they support or not the survey data. The chapter on research to practice is very welcome and makes many valuable points … Going forward the publication is useful in the context of constructing policy, pedagogy and syllabi understanding the place of Maths in the workplace and were it is both seen and unseen. The tools which were used are well explained and can be practically applied in other studies and the data published here used for comparison. From an employer’s perspective it demonstrates mechanisms which not only identify maths competency required for a role or an individual but can also assist in setting criteria for those changing roles or coming into an organisation. It is also useful in devising training plans." - Miriam O’Donoghue, Head of Lifelong Learning, IT Tallaght, Dublin "There are multiple audiences to whom this work would be valuable. First, and most naturally, the tools developed by the team would be useful to researchers in the field of adult numeracy. The survey is not unique to Irish workers and the connection to the Program for the International Assessment of Adult Competencies (PIACC) and Organization for Economic Cooperation and Development (OECD) key competencies gives it a global flavor and usefulness. Furthermore, the work is situated within a theoretical framework applicable to international vocational and workplace mathematics research. The work represented in the volume could be replicated or extended to include case studies of completely different companies and jobs. On a different level, the findings of the study should be of interest to those individuals planning instruction for adult mathematics students …. Finally, government departments responsible for workplace/vocational education should take note of the disparity between school mathematics which is identifiable and traditionally assessible and the mathematical “ways of thinking” that are critical to even the simplest of the jobs described in the case studies. Workplace and vocational education is expensive in terms of both money and time. The findings reported by the authors in this volume provide valuable evidence that can serve to inform and direct initiatives to advance workplace numeracy well beyond the borders of the Republic of Ireland." - Katherine Safford-Ramus, Ed.D., Professor of Mathematics (Ret.), Saint Peter’s University, Jersey City, New Jersey, USATable of ContentsForeword  Diana Coben Acknowledgements List of Figures and Tables Chapter 1: Introduction: What This Book Is about  Guide to Structure of the Book Chapter 2: Adults Using Mathematics in the Workplace: It’s Not Mathematics, It’s Just Common Sense; Part of the Job  Cultural Historical Activity Theory  Competence  Invisible Mathematics in the Workplace Chapter 3: Identifying and Measuring Mathematics Invisibility in the Workplace: Stripping away the Layers That Hide What a Person Knows about Mathematics  Survey Methodology  Measuring Mathematics Capability  Measuring Mathematics Capability in the Workplace  Numerate Behaviour  Workplace Exploratory Tools  Job-shadowing Case Studies  Impact of Mathematics Invisibility Chapter 4: Broadening the Scope: Design and Key Findings of the National Survey of People at Work  Characterisation of Workplace Mathematics in the Workplace  Demographics  Frequency of Numerate Behaviour  Quantity and Number  Shape and Space and Pattern and Relationship  Data Handling and Chance  Summary Chapter 5: Job Shadowing: Four Case Studies of People Engaged in Their Job  Job Shadowing People at Work  Case Study Host Company A  Research Host Company B  Case Study 1 Rob  Case Study 2 Jim  Case Study 3 ‘Laura’  Case Study 4 ‘M’  Mathematics Invisibility in the Workplace  Summary  Discussion  A Workplace Contextualisation of Mathematics  Accountability  Clarity  Familiarity  Stressors  Volatility  Workplace Context-Complexity Protocol Chapter 6: From Research into Practice: How to Bring the Benefit of Research to Learners  Extended NFQ Illustrated  Extended NFQ – Case Study 1  Extended NFQ – Case Study 2  Extended NFQ – Case Study 3  Extended NFQ – Case Study 4  Recruitment Dichotomy  Implications: Learners, Curriculum, Tutors, Policy, Standards & RPL  Research Instruments Modified for Practical Implementation  How This Approach Works  Why Does It Matter? Appendices References

Read more less

Book SynopsisWhat if, as psychologists and adult educators advocate, a person chose a life where his motivation for the work itself determined what he did? Living a Motivated Life: A Memoir and Activities follows the author through forty years, revealing how he selected vocational pursuits guided by his understanding of intrinsic motivation and transformative learning. As a compass for relevant decisions, these ideas gave energy and purpose to how he lived, and an instinct as sure as sight for the future. Written with nuance, humor, and unpredictability, this story renders how he came to appreciate learning for the pleasure of learning. Facing similar challenges as those of today’s first generation college students, the memoir narrates his unexpected college enrollment, his friendship with an ancient history professor, and his triumphs and travails as teacher, psychologist, human relations specialist, psychotherapist, and adult educator. This is the first memoir of someone who consciously chose to lead a professional life to experience flow on a daily basis. It is an important step in the integration and evolution of intrinsic motivation theory and transformative learning. But it reaches beyond this outcome, sharing how the author aspired to be better at what he valued and showing how he discovered and extended these ideas to others.Trade ReviewHear Raymond tell stories from the book at Fitzgeralds in Chicago: Dr. Finley Hooper: Throughout Raymond Wlodkowski’s memoir, he refers to what he learned and experienced with his friend, the ancient history professor, Dr. Finley Hooper, author of Greek Realities (New York: Charles Scribner’s Sons, 1967). In this video Raymond recalls how they initially met and the risk he took to encourage their friendship beyond the classroom. Beds and Pencils: Highly influential throughout Raymond Wlodkowski’s memoir and personal development was the education he received in parochial schools, largely taught by nuns. In this video Raymond recalls his first day at school and the calamity of losing the special pencil he received from his teacher, Sister Leonisa. Safety Boys and an Uncommon Friend: Very few crossing guards ever have the opportunity to turn away eight hundred students, a decision Raymond Wlodkowski and his friend Bob Buziak made at thirteen years of age to increase their chances for a “snow day.” Twenty years later they meet in New York City to recall this escapade in the presidential suite of RCA records. "If you're looking for an inspirational story about the pursuit of knowledge, and how to become a better adult learner, this would be a great book to read." - in Windy City Review "Overall, I would strongly recommend this book to individuals that enjoy the art of storytelling and the power of transformative learning. Wlodkowski provides a scenic tapestry of stories, composed of a wealth of knowledge that is germane to both psychologist and the field of adult education in a way that makes learning the material feel effortless. At the core, Living a Motivated Life serves as a mirror for each of us to do our own reflective process on what we can extrapolate from our own lifewide learning experiences to the benefit of others." - Joslyn S. Johnson, in Adult Education QuarterlyTable of ContentsAcknowledgements About the Author Introduction Prologue PART 1: Memoir 1 Real Life Education 2 Sister Mary Desiderata 3 Having a Ball 4 Doing Duty 5 Lucking Out 6 Learning to Flow 7 Transformative Friendship 8 Teacher Newbie 9 Teaching Troubles 10 There Are Ways 11 Entering a Life of Study 12 Human Relations 13 Therapy Lessons 14 Adult Learning 15 Perspectives and Connections 16 Conversations of Respect PART 2: Activities 17 An Overview of Intrinsic Motivation, Flow, and Vital Engagement 18 Transformative Learning: A Partner to Intrinsic Motivation throughout Life 19 Learning to Evoke and Sustain Intrinsic Motivation with Transformative Learning <>Notes and References

Read more less