Adult education, continuous learning Books
John Wiley and Sons Ltd Tense and Aspect in Second Language Acquisition
Book SynopsisThis book explores the association of form and meaning in the acquisition of tense and aspect by adult learners of nine target languages. The book provides a survey and synthesis of studies from five perspectives: meaning-oriented approaches, acquisitional sequences, the aspect hypothesis, the discourse hypothesis, and the effect of instruction.Trade Review"The author has done an excellent job in covering with scope and depth of the acquistion of tense and aspect in second language learning and can be said to have achieved the three goals identified at the beginning of the book, namely surveying the field, explicating methodological issues, and providing a synthesis." Applied Linguistics "Bardovi-Harlig's substantial volume, bringing together over two decades of research, is a model of thoroughness, informative research synthesis and readability. Aimed primarily at the research community, this comprehensive yet accessible treatment of an important area of second language acquisition research will also be of interest to second/foreign language curriculum developers and teachers." The Canadian Modern Language Review "This book is certain to have a major influence on this very active field of inquiry. There is NO book or any other publication that brings together between two covers the diverse studies that have been done on second language acquisition of tense and aspect. And Bardovi-Harlig does an excellent job of providing a comprehensive unified presentation of such diverse research." Professor Roger Andersen of UCLA. "The review is comprehensive, accurate and highly readable. Particularly important for the field is its contribution in bringing together different areas of L2 tense-aspect research in one accessible monograph, which presents a comprehensive picture of how L2 learners acquire temporality. I do not know of any other area of SLA where the total picture of acquisition has been described so comprehensively. The monograph will be a landmark in SLA research." Professor Yasuhiro Shirai of Cornell University.Table of ContentsChapter 1. The Study of Time Talk in Second Language Acquisition. Early Studies of Verbal Morphology. Phonetic Constraints. Investigating the Expression of Temporality. Methods of Research and Analysis. Overview of the Book. Chapter 2. Meaning-Oriented Studies of Temporality. Expressing Temporality. Pragmatic Means for Expressing Temporality. Lexical Means for Expressing Temporality. Comprehension of Verbal Morphology. Limitations of Lexical Expression. Morphological Means for Expressing Temporality. Multiple Means for Expressing Temporality. Two Examples. Study 1: Adverbials and the Acquisition of Simple Past Morphology. Study 2: adverbials and Morphology in Reverse-Order Reports. Chapter Summary. Chapter 3. The Emergence of Verbal Morphology. Tense-Aspect Morphology in European Languages. Tense-Aspect Morphology Related to past in English. The acquisition of Tense-Aspect Morphology. Longitudinal Studies of the Acquisition of Tense-Aspect Morphology. Cross-Sectional Studies of the Acquisition of Tense-aspect Morphology. A Study of the Emergence to Tense-Aspect Morphology Related to Past in English. Method. Analysis and Results. Comparing Meaning-Oriented and Form-Oriented. Approaches. Chapter Summary. Chapter 4. The Aspect Hypothesis. The Aspect Hypothesis. In Primary Language Acquisition. In Secondary Language Acquisition. Grammatical and lexical Aspect. Investigations of the Aspect Hypothesis in Second Language Acquisition. The Spread of Perfective Past. The Spread of Imperfective Past. The Spread of Progressive. Overgeneralization of Progressive in States. Sample Study: the Distribution of Verbal Morphology in Learner Narratives. Assessing the Influence of Lexical Aspect Challenges to the Aspect Hypothesis. Chapter Summary. Chapter 5. The Role of Discourse. The Interlanguage Discourse Hypothesis. Narrative Analysis. Studies of L2 Temporality and Narrative Structure. A Cross-Sectional Study of Tense-Aspect in L2 Narratives. Comparing Theoretical Frameworks. Empirical Evidence in Support of the Discourse and Aspect Hypotheses. Integrating the Analysis. Other Discourse Contexts. Realis and Irrealis: The Imaginary in Narrative. Personal and Impersonal Narrative: The Case of “Personalized” Narratives. Conversational and Elicited Narratives. Chapter Summary. Chapter 6. The Influence of Instruction. Experimental Studies of the Effect of Instruction. An Observational Study of the Effect of instruction. Method. Results. The Effect of instruction. A Comparison of instructed and Uninstructed Learners. Chapter Summary. Chapter 7. Past, Present, and Future. Meaning-Oriented Studies. Acquisitional Sequences. Aspect Studies. Discourse Studies. The Influence of instruction. Concluding Remarks. References. Index.
£45.55
Harvard University Press The College Fear Factor
Book SynopsisRebecca D. Cox draws on five years of interviews and observations at community colleges, where she shows how students and their instructors misunderstand and ultimately fail one another, despite good intentions.Trade ReviewWe have had blue ribbon commissions, congressional committees, corporate roundtables, university consortiums and dozens of non-profit organizations struggle with the central question of American education: How do we prepare students for success in college? The written output of these groups numbers tens of thousands of pages, at least. And yet I just got more useful information from a 198-page book written by an unknown assistant professor of education at Seton Hall University than I ever learned from those stacks of well-intentioned reports. The author's name is Rebecca D. Cox. The title of her book is The College Fear Factor: How Students and Professors Misunderstand One Another. She did something none of those glossy, brightly-illustrated demands for reform ever did, as far as I can recall. She spent five years talking to, and watching, community college students. She noted carefully the many ways they failed their classes. She listened closely to their reasons why...There are some very wealthy and concerned people funding a wide assortment of commissions and cooperatives that address the college readiness issue...Putting the book in the hands of educators and policy makers at all levels would cost relatively little for the reality it would bring to our so far clumsy attempts to get this right. -- Jay Mathews * Washington Post blog *It provides many valuable ideas and lessons...This is a worthwhile read that enables the reader to reflect on what and who exactly higher education is for, and also about how best to achieve this for those who choose to take this path. -- Andreas Hess * Times Higher Education *Cox reminds readers that, while student preparedness (or lack thereof) is important, more attention needs to be directed toward what is valued in the realms of college teaching and college learning if true progress is to be made in student academic achievement...The College Fear Factor will be of particular interest to community college practitioners and researchers. -- Elizabeth M. Cox * Review of Higher Education *Rebecca Cox's argument is both simple and compelling. She reminds us that students often enter classrooms feeling academically inadequate, with very limited definitions of 'real' instruction or 'useful' knowledge. Combine that with teachers' definitions of learning, and of what's important to know, and the result can be mutual frustration, with each side blaming the other. We have learned a great deal in the last twenty years about what goes on in classrooms. But no one before Cox has shown so clearly what teacher-student interactions about learning and teaching are like, how these are interpreted, or misinterpreted, and with what consequences. The implications go far beyond community colleges. This is a book that should be read by every teacher at every level. -- Marvin Lazerson, University of PennsylvaniaTable of Contents* Today's College Students Part 1: Students * The Student Fear Factor * Student Aspirations: Getting the Biggest Bang for the Buck *"How Is That Helping Us?" Part 2: Classroom Dynamics * College Teaching * Professors Who "Come Down to Our Level" Part 3: Gatekeeping * Academic Literacies * Reimagining College from the Inside Out * Appendix: The Research Studies * Notes * Acknowledgments * Index
£18.86
MP-KAN Uni Press of Kansas Independent Scholars Meet the World Expanding
Book SynopsisFor too long graduate school was viewed solely as a pipeline to teaching positions at colleges and universities. As MAs and PhDs proliferate and opportunities in the academy narrow, this timely book reminds us that the academy is only one of many venues for satisfying and successful scholarly endeavour.Trade ReviewA comprehensive exploration of the challenges faced by independent scholars—namely lack of time, resources, and affiliation—that are compounded by issues of race, gender, disability, and caring responsibilities. Ten successful independent scholars give honest, pragmatic accounts of creating and maintaining their own academic profile that will surely inspire and guide others. This volume demonstrates that independent does not mean inferior and that high-quality scholarship can indeed be pursued outside the confines of academe."—Amanda J. Haste, PhD, president, National Coalition of Independent Scholars"This important book provides insights into the experiences, talents, flexibility, and persistence of independent scholars. The work gives independent scholars the due recognition they justly deserve and offers motivation and inspiration for those who are committed to forging their own unique paths outside the space of academia." —Gavin Wilk, author of Transatlantic Defiance: The Militant Irish Republican Movement in America, 1923–45"By turns harrowing, enraging, and inspiring, the essays in this collection speak many truths about the why and how of independent scholarship. The authors are open about their experiences and provide useful advice for scholars navigating the job market outside of the academy, the demands of family life, and the identity crises that come with leaving the ivory tower. Independent Scholars Meet the World is essential reading for all scholars, as its authors prove that there is not—and should not be—one standard career path for people pursuing the life of the mind."— Megan Kate Nelson, author of The Three-Cornered War: The Union, the Confederacy, and Native Peoples in the Fight for the West
£999.99
John Wiley & Sons Inc Training Through Dialogue
Book SynopsisA lively, step-by-step approach to training the trainers of adults. Using numerous examples from a variety of settings, author Jane Vella compels instructors to critically examine their old teaching model and discover a new experience in education.Trade Review"Jane Vella extAnds her previous work to bring us the sounds, smells, laughter, and images of 'train-the-trainer' workshops in popular education. Through living examples of workshops on health, literacy, and exconomic development in Chile, Haiti, Arkansas, and New England, we see how theory is translated into practice. Kudos for this hands-on application of popular education." (Nina B. Wallerstein, associate professor, Department of Family Community Medicine, University of New Mexico) "Read this book if yu are serious about making a difference...a difference in the way you train trainers, facilitate training, and affect the lives of your participants." (Paula K. Berardinelli, president, Center for Organizational Research and Education, Inc.) "A marvelous guide for all of us struggling to understand how adults learn, how we can teach in ways that respect and build on the needs and experiences of adults, and how we can help others learn the principles of popular education." (Richard Schramm, director, Goddard Business Institute, Goddard College)Table of ContentsPart One: Training That Respects the Learner. 1. Teaching Adults: Insights from Popular Education. 2. Training Trainers in the Popular Education Approach: One Model. Part Two: Lessons Learned from Practice. 3. Group Size and the Role of the "Professor": Training Trainers in Community Health. 4. The Importance of Dialogue: Training in Nonprofit Organizations. 5. Honoring the Role of the Learner: Training with Health Professionals. 6. Transforming the Culture of Teaching: Training in Literacy Programs. 7. Rebuilding Faith in Teaching: Training in a Substance Abuse Program. 8. Making Time for Training: A Community Development Bank Invests in Learning. Part Three: Applying the Approach. 9. The Challenge of Design: Developing a Program for Community Volunteers. 10. Supporting Newly Trained Trainers: Strategies for Continuing Dialogue. 11. Evaluation: Beginning to Assess the Results. Resource: Glossary of Popular Education Terms.
£29.44
John Wiley & Sons Inc Professional Development as Transformative
Book SynopsisThis creative and pioneering book adapts and extAnds the transformation theory of adult learning to the professional development of adult educators. Well written and easy to read, with many examples, this volume is highly recommAnded. ?Jack Mezirow, emeritus professor of adult education, Teachers College, Columbia UniversityTrade Review"Although adult educators focus a great deal of attention on adult learners, these same educators pay little attention to their own learning. If educators ignore their personal experiences as learners, they miss a valuable opportunity to develop an empathetic appreciation of what their students are experiencing. Patricia Cranton shows us how teachers and facilitators can and must be understood as adults engaged in transformative learning. By highlighting case studies of how individual educators learn about their practice she helps us rethink the way professional development is conceived and conducted." (Stephen Brookfield, distinguished professor, University of St. Thomas, St. Paul, Minnesota)Table of Contents1. Preparation and Development of Adult Educators. 2. Traditional Developmental Strategies. 3. Strategies for Self-Directed Development. 4. Critical Reflection. 5. Becoming a Transformative Learner. 6. Individual Differences in Educator Development. 7. Transformative Development in Work and Social Contexts. 8. Creating a New Vision for Professional Growth. 9. Strategies for the Developer.
£34.19
Teachers' College Press Collaborative Lesson Study ReVisioning Teacher
Book SynopsisThis resource empowers readers to oppose reform efforts that minimize teacher agency by offering an evidence-based approach to teacher-led instructional improvement. The text provides structures for attending to students' interests, knowledge, and values when planning, teaching, reflecting, and revising instruction.Table of Contents Foreword Ellin Oliver Keene Introduction Lesson Study in a Turnaround School An Overview of Lesson Study Impact of Lesson Study on Student Learning About This Book Note PART I: LESSON STUDY AS RESPONSIVE PROFESSIONAL LEARNING 1. Engaging in Lesson Study: Risk-Taking, Resilience, and ReVisioning Perpetual Motion: Unrelenting Improvement of Teaching and Learning Risk and Reward: Professional Growth through Lesson Study Valuing Teaching and Teachers Context Matters Reflect and Respond 2. Challenging Norms of Privacy and Isolation Benefits of Collaboration Challenges to Collaboration Shared Expectations Supporting, Scheduling, and Sustaining the Work Overcoming Privacy and Isolation Reflect and Respond 3. Lesson Study as Contextualized Learning Why Context Matters Lesson Study in Varying Contexts Supporting a Positive Culture for Teaching Reflect and Respond PART II: LAYERS OF THE LESSON STUDY PROCESS 4. Purposeful Planning: Teachers as Designers Collective Agency and Innovation Creating a Vision for the Lesson Predictive Planning Reflect and Respond 5. Observation: The Eyes Have It Another Pair of Eyes Before the Observation The Observation: Seeing with New Eyes Reflect and Respond 6. Debrief: Deep Reflection and Lesson ReVisioning A Disposition for Reflection Reflection Starts with Description Re Visioning through Appraising and Appreciating Re Visioning Teaching and Learning Reflect and Respond PART III: REFINING THE FOCUS 7. Building Understanding What is Understanding? Supporting Student Understanding Developing Teacher Understanding Reflect and Respond 8. Flexibility Teaching Requires Cognitive Flexibility Flexibility vs. the Perfect Lesson Plan Flexibility as a Focus for Lesson Study Increased Flexibility Reflect and Respond 9. Supporting Responsiveness Cultural Responsiveness Contextual Responsiveness Responsiveness to Individual Lives and Interests Responsiveness to Students' Learning Needs Responsiveness to Teachers' Needs Understanding, Flexibility, and Responsiveness Reflect and Respond Conclusion: Ongoing Cycles of Lesson Study Variations and Iterations Dispositions ReVisioning Through Lesson Study Reflect and Respond Appendix A: Agenda for Introducing Lesson Study Appendix B: Planning Our Lesson Appendix C: Observation Day Agenda Appendix D: Videos for Observation Practice Appendix E: Before and After Lesson Study Plans Appendix F: Student Interest Inventory References Index About the Author
£25.64
John Wiley & Sons Sparks Into Fire Revitalizing Teacher Practice
Book SynopsisOffers design principles for facilitating effective professional learning where teachers are active learners engaging in experiential learning, discussing problems, analysing student work, and sharing their expertise with one another. The author introduces each principle with a compelling and illuminating story from his extensive experience.Table of Contents Contents Foreword Ericka Huggins vii Preface ix Acknowledgments xiii Part I: Fueling the Fire 1 1. From Margins to Center: Telling Stories of Purpose 3 Purpose in Teacher Learning 4Practices That Leverage Purpose 5Conclusion: The Power of Telling Stories of Purpose 15Reflection Questions 16 2. Your Mission: Active Learning as Countersocialization 17 Active Teacher Learning 19Practices in Active Teacher Learning 20Conclusion: We Can't Teach Where We Won't Go 26Reflection Questions 27 3. "Why didn't you push me harder?": Learning From Students 29 The Role of Students in Teacher Learning 31Practices in Centering Students 32Conclusion: Students Make Us Better Teachers 44Reflection Questions 44 4. "Please, come in": Listening to and Leading With Teachers 47 Listening to Teachers to Inform Teacher Learning 48Practices That Recognize Teacher Expertise 49Conclusion: Listen to Learn 59Reflection Questions 60 Part II: Tending to the Fire 61 5. Walking to the Sea: A Journey Towards Collectivism 63 Collectivism in Teacher Learning 66Practices to Foster Collectivism 68Conclusion: Collectivism is Both a Process and a Goal 78Reflection Questions 79 6. Throwing Away Baggage: The Power of Vulnerability 81 Vulnerability in Teacher Learning 82Practices in Vulnerability That Nurture Learning 85Conclusion: Vulnerability Is Essential to Learning 97Reflection Questions 98 7. "We haaaaated you": A Lesson in Empathy 99 Empathy in Teacher Learning 100Empathy Practices 102Conclusion: Empathy Is Personal and Professional 110Reflection Questions 112 Conclusion 113 References 115 Index 117 About the Author 125
£29.71
Teachers' College Press Making Coaching Matter Leading Continuous
Book SynopsisBridging research, theory, policy, and practice, this book provides insights to help educational reformers and leaders strengthen the structures and activities of coaching. The book illustrates how to make coaching matter by assembling infrastructure and creating conditions so that coaching advances change in robust, sustaining, and equitable ways.
£27.54
University of Tennessee Press Highlander
£30.71
John Wiley & Sons Inc How to Teach Adults
Book SynopsisYour 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 textbTable of ContentsPreface vii Acknowledgments xiii About the Author xix 1 Foundations of Teaching 1 2 How to Get Started Teaching 25 3 How to Design Your Course 39 4 How to Lesson Plan 55 5 Grading and Assessments 81 6 How to Run Your Class 101 7 How to Present Information 127 8 How to Develop Your Teacher Persona 143 9 Growing as a Teacher 161 10 The Future of Education 191 Appendix: Teacher Glossary 207 References 211 Further Reading 215 Index 223
£22.80
John Wiley & Sons Inc Enhancing Adult Motivation to Learn
Book SynopsisThe classic interdisciplinary reference on adult education, updated for today''s learning environment Enhancing Adult Motivation to Learn provides adult educators with the information and strategies they need to guide non-traditional students toward positive educational outcomes. Providing a clear framework, guidelines for instructional planning, real-world examples, and cutting-edge ideas, this book fills the need for intrinsically motivating instruction targeted specifically toward adults returning to school. This new fourth edition sharpens the focus on community colleges, where most first-generation college students and working adults begin their higher education, and explores the rising use of technology and alternative delivery methods including a new chapter covering online instruction. Since the publication of its first edition, this book has become a classic reference for understanding adult motivation in educational and training settings. As more and more Table of ContentsPreface ix About the Authors xvii Acknowledgments xix 1 Understanding Motivation for Adult Learners 1 2 Understanding How Aging and Culture Affect Motivation to Learn 29 3 Characteristics and Skills of a Motivating Instructor: The Five Pillars 47 4 What Motivates Adults to Learn 81 5 Encouraging Motivation in Online Formats 107 6 Establishing Inclusion among Adult Learners 147 7 Helping Adults Develop Positive Attitudes toward Learning 183 8 Enhancing Meaning in Learning Activities 227 9 Engendering Competence among Adult Learners 303 10 Building Motivational Strategies into Instructional Designs 359 Epilogue: Ethical Considerations for an Instructor of Adults 409 References 413 Name Index 459 Subject Index 469
£999.99
Johns Hopkins University Press Is Graduate School Really for You
Book SynopsisWhether you are considering applying to graduate school, already enrolled, or would simply like to know more about continuing your education, this is the book for you.Trade ReviewFor an undergraduate curious about graduate school, this book is a perfect guide. Seligman's writing style is clear and concise, and the Q&A format of the book allows readers to search out the questions most compelling (or confusing) to them with succinct answers and explanations... This book is also necessary for anyone's parent, spouse, or friend who is asking: 'what is grad school and why is it taking you so long to get that PhD?' -- Courtney McDermott NACADA Journal My job, as I see it, is to provide that information, thorough and unvarnished. I'm always hunting for resources to help guide undergraduates, and I've lately found a good one: Amanda I. Seligman's recent book, Is Graduate School Really for You? -- Leonard Cassuto Chronicle of Higher EducationTable of ContentsPrefaceAcknowledgments1. So You Want to Go to Graduate School2. Financing Your Education3. Graduate Expectations4. Coursework Is Hard Work5. Dissertations and Theses6. The Academic Culture7. Having a Life in Graduate School8. Degrees, Jobs, and Academic CareersAfterwordNotesGlossarySourcesFor Further ReadingIndex
£37.35
American Psychological Association The Portable PhD
Book SynopsisThis book shows graduate students how to apply their social and behavioral science-related skills in non-academic careers.Table of Contents Acknowledgments Introduction Career Development TimelinePart I. Premises: A Starting Point Chapter 1. Academia's Unspoken Assumptions Chapter 2. Cultural Adaptations You'll Need to Make in Your New WorkplacePart II. Packing Your Bags: Identifying Your Skill Set Chapter 3. Five Transferable Skills You Definitely Have and How to Talk About Them Chapter 4. Other Transferable Skills You Probably Have and How to Talk About Them Chapter 5. Skills You May Need to Acquire or RefinePart III. Orienting Yourself To a New Culture Chapter 6. New Culture, New Identity: Developing Your Professional Self Chapter 7. Communicating Your Story: The Building Blocks Chapter 8. Communicating Your Story in a New CulturePart IV. Finding or Charting the Path Ahead Chapter 9. Well-Worn Paths Chapter 10. Less-Worn Paths Chapter 11. How to Apply for Jobs References Index About the Authors
£28.80
American Psychological Association Navigating Difficult Moments in Teaching
Book Synopsis This essential resourcehelpseducators tackle the most common and challenging dilemmasthat ariseintoday’sclassroom—such as diversity, privilege, and intersectionality. This bookexamines common challenges that arise foreducators teachingsocial justice and diversity-related courses and offers best practicesforaddressingthem. Contributorscoverissues such as the many roles instructors play, inside and outsideof college and universityclassrooms, for example, inhandling personal threats, responsibly incorporating current events related to social justice into classroom discussion, navigating one''s own stigmatizedor privilegedidentities, dealing with bias in teaching evaluations, and engaging in self-care. Theauthors'' backgrounds offer unique perspectives from whichtoapproachsuch complexsubject matter; several contributors arefeministorintersectional scholarswiththe experience and expertise to address the pedagogical dilemmas that often arise inTable of ContentsPrefaceFaye Crosby 1: Pedagogical Humility and Peer Mentoring for Social Justice EducationKim A. Case, Mary E. Kite, and Wendy R. Williams 2: Ground Rules for Discussing Diversity: Complex ConsiderationsSusan B. Goldstein 3: Social Justice Burnout: Engaging in Self-Care While Doing Diversity WorkAsia Eaton and Leah R. Warner 4: Mistakes Were Made by Me: Recovering When an Instructor’s Error Affects Classroom DynamicsMary E. Kite, Samuel M. Colbert, and Scott M. Barrera 5: When the Professor Experiences Stereotype Threat in the ClassroomDesdamona Rios, Kim A. Case, Salena M. Brody and David P. Rivera 6: Becoming a Target: Anonymous Threats While Teaching Diversity Courses or Working on Social Justice IssuesLisa S. Wagner and J. J. Garrett-Walker 7: Inclusion–Exclusion: Balancing Viewpoint Diversity and Harmful Speech in the Multicultural ClassroomSalena M. Brody and Darren R. Bernal 8: The Efficacy Paradox: Teaching About Structural Inequality While Keeping Students’ Hope AliveLisa M. Brown 9: Emotionally Charged News in the ClassroomRyan M. Pickering 10: Raising the Consciousness of Students Holding Ingroup StereotypesLisa M. Brown and Wendy R. Williams 11: White Privilege in the ClassroomLeah R. Warner, Lisa S. Wagner, and Patrick R. Grzanka 12: Navigating Difficult Moments Outside the ClassroomWendy R. Williams and F. Tyler Sergent 13: Contemporary Issues in Terminology: Using Gender-Inclusive Language to Create Affirming SpacesAmanda J. Wyrick 14: Aging as an Element of Diversity: Best Practices for Challenging Classroom Conversations and Avoiding AgeismLisa S. Wagner, Tana M. Luger and Matthew Calamia 15: Outsiders Teaching Insiders: How Instructors From Privileged Groups Can Effectively Teach About DiversitySusan B. Goldstein 16: When Students Frame Prejudicial Speech as “Freedom of Speech”: Classroom and Institutional ImplicationsLeah R. Warner 17: Student Evaluations of Teaching: Can Teaching Social Justice Negatively Affect One’s Career?Guy A. Boysen 18: Flotsam and Jetsam: Staying the Course While Navigating Difficult Moments in Teaching Diversity and Social JusticeWendy R. Williams, Mary E. Kite, and Kim A. Case
£37.80
Bristol University Press Lifelong Learning Policies for Young Adults in
Book SynopsisThis comprehensive collection discusses topical issues that are essential to both scholarship and policy making in the realm of lifelong learning policies and how far they succeed in supporting young people across their life courses, rather than one-sidedly fostering human capital for the economy.Trade Review“A good reference point for future work on policy document formulation and transition to implementation. A great contribution to international policy studies and comparative education.” Peter Mayo, University of MaltaTable of ContentsIntroduction: Between knowledge and economy: Lifelong learning policies for young adults in Europe - Xavier Rambla, Siyka Kovacheva and Marcelo Parreira do Amaral PART I: Lifelong learning between knowledge and economy Lifelong learning policies for young adults in Europe: a conceptual and methodological discussion - Marcelo Parreira do Amaral Coordinated policy-making in lifelong learning: functional regions as dynamic units - Marcelo Parreira do Amaral, Kevin Lowden, Valeria Pandolfini and Nikolas Schöneck A social investment perspective on lifelong learning: the role of institutional complementarities in the development of human capital and social participation - Yuri Kazepov, Ruggero Cefalo and Mirjam Pot PART II: Lifelong learning supporting young adults Young adults as a target group of lifelong learning policies - Xavier Rambla, Dejana Bouillet and Borislava Petkova The effectiveness of lifelong learning policies on youth employment: do regional labour markets matter? - Queralt Capsada-Munsech and Oscar Valiente Governing the normalisation of young adults through lifelong learning policies - Risto Rinne, Heikki Silvennoinen, Tero Järvinen and Jenni Tikkanen Tackling vulnerability through lifelong learning policies? - Thomas Verlage, Valentina Milenkova and Ana Bela Ribeiro Are lifelong learning policies working for youth? Young people’s voices - Siyka Kovacheva, Judith Jacovkis, Sonia Startari and Anna Siri PART III: Young adults’ experiences of lifelong learning in the European Union Assessing young adults’ living conditions across Europe using harmonised quantitative indicators: opportunities and risks for policy makers - Rosario Scandurra, Kristinn Hermannsson and Ruggero Cefalo The changing meanings of lifelong learning policies: consequences for young adults and their life courses - Tiago Neves, Natália Alves, Anna Cossetta and Vlatka Domović Telling the story: exploring lifelong learning policies for young adults through a narrative approach - Mauro Palumbo, Sebastiano Benasso and Marcelo Parreira do Amaral Conclusion: Navigating lifelong learning policies in Europe: impacting and supporting young adults’ life courses - Siyka Kovacheva, Xavier Rambla and Marcelo Parreira do Amaral
£77.39
Bristol University Press Degrees of Freedom
Book SynopsisThe first authoritative volume to look back on the last 50 years of The Open University providing higher education to those in prison, this unique book gives voice to ex-prisoners whose lives have been transformed by the education they received, offering vivid personal testimonies, reflective vignettes and academic analysis of education in prison.Trade Review"The life-changing impact of university access is evident throughout this book. Critical analysis and questioning minds expose the pains of incarceration, the hypocrisy of rehabilitation. Tutors and students together ease those pains, challenge that hypocrisy.' Phil Scraton, Queen's University"This important book documents the vital work done by The Open University in the development of prison education and provides valuable insights into the positive impact of this work upon individual prisoners." Ivana Bacik, Trinity College DublinTable of ContentsOpenings and Introductions: Education for the many, prison for the few ~ Rod Earle and James Mehigan From Prisoner to Student ~ Anne Pike and Ruth McFarlane Vignette 1: Choosing my journey – Kamal Abdul Pioneers and Politics: Open University Journeys in British and Irish prisons in Long Kesh during the years of conflict 1972-1975 ~ Philip O’Sullivan & Gabi Kent Vignette 2: Avoiding the mind-numbing vortex of drivel … – Thomas A University Without Walls ~ Dan Weinbren Vignette 3: Starting a new chapter – Mr C.T. Morgans Open universities, close prisons: critical arguments for the future ~ Rod Earle & James Mehigan Vignette 4: Out of the abysmal – ‘Eris’ The Light to Fight The Shadows: On Education as Liberation ~ Kris McPherson From Despair to Hope ~ Margaret Gough Vignette 5: Making my commitment – Razib Quraishi Straight up! From HMP to PhD ~ Stephen Akpabio-Klementowski From Open University in Prison to Convict Criminology Upon Release: Mind the Gap ~ Michael Irwin Vignette 6: Message to a prisoner – Gordon McDonald From the School of Hard Knocks to the University of Hard Locks ~ Abdulhaq Al-Wazeer Becoming Me with The Open University ~ Edwin Screeche-Powell Vignette 7: Catching up with Kafka – Steven Taylor From D102 to Paulo Freire: an Irish Journey ~ Laurence McKeown Vignette 8: My journey, my new life – Dan Micklethwaite Ex-prisoners and the transformative power of higher education ~ David Honeywell Vignette 9: Prison choices: taking a degree or packing tea? – Alan Jermey What the OU did for me ~ Erwin James Appendix 1: Study with the OU
£75.99
Bristol University Press Degrees of Freedom
Book SynopsisThe first authoritative volume to look back on the last 50 years of The Open University providing higher education to those in prison, this unique book gives voice to ex-prisoners whose lives have been transformed by the education they received, offering vivid personal testimonies, reflective vignettes and academic analysis of education in prison.Trade Review'This important book documents the vital work done by the Open University in the development of prison education and provides valuable insights into the positive impact of this work upon individual prisoners.' Ivana Bacik, Trinity College DublinTable of ContentsOpenings and Introductions: Education for the many, prison for the few ~ Rod Earle and James Mehigan From Prisoner to Student ~ Anne Pike and Ruth McFarlane Vignette 1: Choosing my journey – Kamal Abdul Pioneers and Politics: Open University Journeys in British and Irish prisons in Long Kesh during the years of conflict 1972-1975 ~ Philip O’Sullivan & Gabi Kent Vignette 2: Avoiding the mind-numbing vortex of drivel … – Thomas A University Without Walls ~ Dan Weinbren Vignette 3: Starting a new chapter – Mr C.T. Morgans Open universities, close prisons: critical arguments for the future ~ Rod Earle & James Mehigan Vignette 4: Out of the abysmal – ‘Eris’ The Light to Fight The Shadows: On Education as Liberation ~ Kris McPherson From Despair to Hope ~ Margaret Gough Vignette 5: Making my commitment – Razib Quraishi Straight up! From HMP to PhD ~ Stephen Akpabio-Klementowski From Open University in Prison to Convict Criminology Upon Release: Mind the Gap ~ Michael Irwin Vignette 6: Message to a prisoner – Gordon McDonald From the School of Hard Knocks to the University of Hard Locks ~ Abdulhaq Al-Wazeer Becoming Me with The Open University ~ Edwin Screeche-Powell Vignette 7: Catching up with Kafka – Steven Taylor From D102 to Paulo Freire: an Irish Journey ~ Laurence McKeown Vignette 8: My journey, my new life – Dan Micklethwaite Ex-prisoners and the transformative power of higher education ~ David Honeywell Vignette 9: Prison choices: taking a degree or packing tea? – Alan Jermey What the OU did for me ~ Erwin James Appendix 1: Study with the OU
£27.54
John Wiley & Sons Inc Transformative Dimensions of Adult Learning
Book SynopsisTransformative 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.Table of Contents1. Making Meaning: The Dynamics of Learning. 2. Meaning Perspectives: How We Understand Experience. 3. Intentional Learning: A Process of Problem Solving. 4. Making Meaning Through Reflection. 5. Distorted Assumptions: Uncovering Errors in Learning. 6. Perspective Transformation: How Learning Leads to Change. 7. Fostering Transformative Adult Learning.
£38.95
John Wiley & Sons Inc Adults as Learners: Increasing Participation and
Book SynopsisA superb, substantive book and one that should cause us to thinkabout the learning society and how we are going to plan for it nowand in the future. --Adult LearningTrade Review"A superb, substantive book and one that should cause us to think about the learning society and how we are going to plan for it now and in the future."Table of Contents1. Growth of the Learning Society 2. Issues in Recruiting Adult Learners 3. Who Participates in Adult Learning 4. Why Adults Participate--and Why Not 5. Toward a Model of Adult Motivation for Learning 6. Implications for Increasing Participation 7. Patterns of Adult Learning and Development 8. How and What Adults Learn--and Want to Learn 9. Facilitating Learning
£35.14
John Wiley & Sons Inc The Literature of Adult Education: A
Book SynopsisThe Literature of Adult Education explores and describes over twelve hundred books in the diverse body of writings on adult education--tracing the development of basic theories and practices, identifying major accomplishments, and documenting the enormous and continuing growth of knowledge in this field. It provides an understanding of the entire field that can help professionals in all areas of adult education recognize a shared identity and find the sources of information and guidance they need to strengthen their own practices.Table of ContentsPart One: Emergence and Growth of the Field and theLiterature 1. The History of Adult Education 2. Comprehensive Works on Adult Education 3. The Underlying Concerns of Educators of Adults 4. Adult Learners: Their Nature and Needs Part Two: The Providers and Goals of Adult Education 5. Providers Created to Educate Children and Youth 6. Providers Created to Educate People of All Ages 7. Providers Created to Educate Adults 8. Goals Related to Formal Systems of Education 9. Goals Related to Aspects of Adult Life Part Three: The Practice of Adult Education 10. Theory and Program Design 11. Formats and Settings for Adult Learning Conclusion: Achievements and Future Prospects
£45.12
Information Age Publishing Pathways to Transformation: Learning in
Book SynopsisPathways to Transformation: Learning in Relationship is an edited collection that synthesises current research on transformative learning and expands the current knowledge-base. This book is timely and significant as it provides a synthesis of some of the most exciting research in two fields: adult education and human services. The objectives of this themed edited collection, Pathways to Transformation: Learning in Relationship, are threefold. First, this collection serves as a space to synthesise current research on transformative learning. Through an extensive literature review, the editors have discerned several important strands of research in the area of transformative learning and solicited chapters dealing with these topics. The second objective of the collection is to expand the current knowledge-base in the area of transformative learning by creating a space for dialog on the subject and bringing together diverse voices. The third objective of the collection is to transcend the field of adult education, with a specific goal to reach an audience in human services (psychology, counselling, social work, marriage and family therapy).
£87.40
Information Age Publishing Learning Throughout Life: An Intergenerational
Book SynopsisThe dangers of age segregation and the benefits of age integration are examined. Each generation should be recognised as an essential source for learning. Harmony will increasingly depend on general awareness of how other age groups interpret events, respect for values that guide their behaviour, responsiveness to their needs and concerns, consideration of their criticisms and solutions, and acknowledgement of their contributions. This book describes: (a) personality assets and mental abilities to focus learning at each stage of development; (b) obstacles to anticipate and overcome; (c) a rationale to make reciprocal learning common; (d) research findings which identify generational learning needs; and (e) benefits of providing lifelong education. Six stages are explored: infancy and early childhood (birth-age 6); middle and later childhood (ages 6-10); adolescence (ages 10-20); early adulthood (ages 20-40); middle adulthood (ages 40-60); and older adulthood (age 60+). Some outcomes of lifelong learning include self-control, patience, integrity, resilience, persistence, problem solving ability, acceptance of criticism, and generativity. The intended audiences for this book are professionals working with individuals and families.
£58.12
Information Age Publishing Conversations about Adult Learning in Our Complex
Book SynopsisWe recognise that our society and demands for lifelong learning changes rapidly, and needs to continue to be rapidly effectively infused in changing forms into the teaching and learning process. Conversations about Adult Learning in Our Complex World focuses on the study of adult learning to address the issues of living and learning within a complex world- the epitome of the 21st century.Readers will find that this book is valuable for a wide variety of professors, researchers, practitioners and students in fields related to adult learning and adult education as it reveals emerging research and trends relevant for today and tomorrow. Moreover, this publication represents some of the most innovative and thoughtful scholarship resulting from the work of the Adult Higher Education Alliance and, arguably, the field of adult education.The book is arranged thematically in five sections, each one dealing with a domain where intercultural competence and other fundamental skills may improve the learning experiences for adult learners. The sections include, The Learning Environment and Authentic Teaching, Interculturally Competent Classroom Practices, Programming for Adults—Redesigning University to Serve Adult Learners, Professional Development, Teacher Training, and Leadership Development, and Meaningful Assessment of Programs for Adults.
£47.45
Information Age Publishing Developing and Sustaining Adult Learners
Book SynopsisDeveloping and Sustaining Adult Learners is the second volume in a series of scholarly publications associated with the annual Adult Higher Education Alliance (AHEA, The Alliance) conference. The title of this volume, derived from the theme of the 2012 conference co-sponsored by American Association of Adult and Continuing Education (AAACE) in Las Vegas, NV, encompasses significant issues and questions at the forefront of the field of adult education. At the conference, scholars, practitioners, and adult educators gave presentations and received feedback on some of the most significant and timely issues in their praxis. The Alliance, which values collaboration, transformative dialogue, and collegiality among professionals, considers this volume a continuation of those conversations as the presentations were expanded into chapters.This volume confirms not only that adult learning, higher education, and both fields of research have many contexts, but also that there is so much more to learn about different perspectives and opportunities for research and practice. Opportunities for symbiotic relationship abound. This book will provide needed refreshment and new vision when engaging in program and course planning, design and teaching. When research ideas seem too similar, this volume will also provide many seeds for new opportunities.
£49.95
Information Age Publishing Developing and Sustaining Adult Learners
Book SynopsisDeveloping and Sustaining Adult Learners is the second volume in a series of scholarly publications associated with the annual Adult Higher Education Alliance (AHEA, The Alliance) conference. The title of this volume, derived from the theme of the 2012 conference co-sponsored by American Association of Adult and Continuing Education (AAACE) in Las Vegas, NV, encompasses significant issues and questions at the forefront of the field of adult education. At the conference, scholars, practitioners, and adult educators gave presentations and received feedback on some of the most significant and timely issues in their praxis. The Alliance, which values collaboration, transformative dialogue, and collegiality among professionals, considers this volume a continuation of those conversations as the presentations were expanded into chapters.This volume confirms not only that adult learning, higher education, and both fields of research have many contexts, but also that there is so much more to learn about different perspectives and opportunities for research and practice. Opportunities for symbiotic relationship abound. This book will provide needed refreshment and new vision when engaging in program and course planning, design and teaching. When research ideas seem too similar, this volume will also provide many seeds for new opportunities.
£87.40
Information Age Publishing Building Sustainable Futures for Adult Learners
Book SynopsisBuilding Sustainable Futures for Adult Learners is an edited and refereed collection of papers published in conjunction with the joint Adult Higher Educational Alliance (AHEA) and American Association of Adult and Continuing Education Conferences (AAACE). This book is the third in a series of scholarly publications associated with the annual AHEA conference. The book is arranged thematically according to the topics of submissions. Building Sustainable Futures is important because it fills a unique niche in the field of adult education, extends the scope of AHEA to a larger audience, and offers a current volume for scholars and practitioners based on both research and practice-based research.
£63.07
Information Age Publishing Building Sustainable Futures for Adult Learners
Book SynopsisBuilding Sustainable Futures for Adult Learners is an edited and refereed collection of papers published in conjunction with the joint Adult Higher Educational Alliance (AHEA) and American Association of Adult and Continuing Education Conferences (AAACE). This book is the third in a series of scholarly publications associated with the annual AHEA conference. The book is arranged thematically according to the topics of submissions. Building Sustainable Futures is important because it fills a unique niche in the field of adult education, extends the scope of AHEA to a larger audience, and offers a current volume for scholars and practitioners based on both research and practice-based research.
£92.00
Information Age Publishing Literacy as Gendered Discourse: Engaging the
Book SynopsisThis volume continues IAP’s dedication to the diverse field of international adult learning in the tradition of those books related to the We Learn and AAHE conferences. It is an edited and refereed collection and part of the larger body of scholarly publications associated with professional organizations such as AAACE, MAACE, We Learn, Women Studies Association, African Studies Association, Gender Studies Association and Global Studies network.Literacy as gendered discourse is important because it fills a unique niche in the canon of studies that investigate the challenges and prevailing norms associated with women and literacy studies, adult learning and development. It also offers a current volume for scholars and practitioners based on both research and practice-based research. This collection is appropriate for a wide variety of professors, researchers, practitioners, and students in the field of adult literacy studies, women/gender and development studies.In order to create this valuable contribution to the literacy and women’s studies literature, international scholars have contributed their research in which they study and explore the lives of women in various countries. Their work establishes findings that help to illuminate and analyse the different manifestations of women’s global experiences through the unique lens of local respondents or through their own lens as academic researchers. In these ways the results provide powerful insight and useful lessons applicable to the fields of gender study, women’s studies, adult literacy, development studies, international studies, etc..
£44.96
Information Age Publishing Literacy as Gendered Discourse: Engaging the
Book SynopsisThis volume continues IAP’s dedication to the diverse field of international adult learning in the tradition of those books related to the We Learn and AAHE conferences. It is an edited and refereed collection and part of the larger body of scholarly publications associated with professional organizations such as AAACE, MAACE, We Learn, Women Studies Association, African Studies Association, Gender Studies Association and Global Studies network.Literacy as gendered discourse is important because it fills a unique niche in the canon of studies that investigate the challenges and prevailing norms associated with women and literacy studies, adult learning and development. It also offers a current volume for scholars and practitioners based on both research and practice-based research. This collection is appropriate for a wide variety of professors, researchers, practitioners, and students in the field of adult literacy studies, women/gender and development studies.In order to create this valuable contribution to the literacy and women’s studies literature, international scholars have contributed their research in which they study and explore the lives of women in various countries. Their work establishes findings that help to illuminate and analyse the different manifestations of women’s global experiences through the unique lens of local respondents or through their own lens as academic researchers. In these ways the results provide powerful insight and useful lessons applicable to the fields of gender study, women’s studies, adult literacy, development studies, international studies, etc..
£82.80
Business Expert Press How Organizations Can Make the Most of Online
Book SynopsisIn How Organizations Can Make The Most of Online Learning, Dr. David Guralnick describes what organizations need to know about learning and technology in order to create a successful culture of growth and performance – today, tomorrow, and in the future.Online learning has the potential to change an organization's culture and performance – if the organization employs technology in the right ways. In How Organizations Can Make The Most of Online Learning, Dr. David Guralnick describes what organizations need to know about learning and technology in order to create a successful culture of growth and performance – today, tomorrow, and in the future.In this book, Dr. Guralnick describes the current world of online learning, lays out his vision of the future, and discusses how organizations can make the best use of technology to improve job performance, including how to best combine the work and skills of an organization's internal team and outside consultants and vendors.Too much online learning today focuses on memorizing information. How Organizations Can Make The Most of Online Learning shifts this paradigm to focus on learning key skills that are meaningful to an employee and relevant to their work. Organizations will learn how to create and deliver online learning and performance experiences that can take their employees' performance to the next level.
£21.80
Information Age Publishing Leaps of Faith: Stories from Working-Class
Book SynopsisAs discourses and programming to support diversity and inclusion across higher education are intensifying, Leaps of Faith: Stories from Working-Class Academics presents a collection of narratives that highlights the “on-the-ground” experiences of working-class students and scholars. These are stories of negotiation, transition, and challenge. These are stories of struggle. These are stories of beating the odds.The early works of Ryan and Sackrey (1984), Sennett and Cobb (1993), and Dews and Law (1996) raised the voices of working class academics, and the subject of class in higher education has gained traction—especially with the increasing focus on the enrollment and persistence of first-generation college students. This project situates contributor stories in adult learning and development, with the goal of enhancing dialogue and increasing understanding of a still-hidden population in the academy. Leaps of Faith: Stories from Working-Class Academics is a compelling collection of reflections from working-class students and scholars from diverse demographic and geographic backgrounds who are currently navigating various transition points and career stages.Leaps of Faith: Stories from Working-Class Academics presents the strengths and gifts of the scholar-contributors and the opportunity to “turn the stories” through accessible and meaningful reflective “telling.” The collection concludes with a discussion of salient implications for working-class students and scholars, those who support their learning and development, and higher education institutions and programs.Table of Contents Invocation: The Space, The Conversation, The Bridge. Preface. Acknowledgments. The Deep Roots of a Farm-Girl Professor: An Introduction to the Themes of This Book, Joann S. Olson. The Borrowed Identity, Vickie J. Claflin. A Few Good Allies: Developing Educational Leadership in a Community That Needs You, Laura Lee Douglass. From Humble Beginnings to Respected Educator: Navigating the Labyrinth of Lifelong Learning, Bonnie Flynn. Good Girls Know Better: Blue Collar Chicagoland to Academia, Jennifer K. Holtz. A Tale of Two Adult Educators, Carrie Johnson and Vicky Duckworth. Assimilate or Shut Up! Lessons I Learned about Isolation as a Non-Traditional Graduate Student, Jeffrey A. Masko. I Never Thought I’d Find Myself in College, Lisa Modenos. Learning Against the Odds: Perspectives on Navigating U.S. Higher Education Environments as a Working-Class Immigrant, Kayon Murray-Johnson and Yvonne Hunter-Johnson. From Impostor to Infiltrator: Leveraging Working-Class Funds of Knowledge to Navigate and Change Academic Culture, Cecilia M. Orphan and Candyce Reynolds. Experiencing Connection: Applied Learning, Anastasia L. Pratt. Getting Outside of My “Six Blocks” with Bloom, Darryl R. Privott. A Square Peg in a Round Hole: Trying to Find a Fit in the Academy, Amy L. Sedivy- Benton. Why We Need Bridges, Karin Sprow Forté. The Influence of “Have Not-ness” on One Academic Trajectory, Karen A. Stevens. Journey from Working-Class Student to Scholar: Overcoming Feelings of Otherness, Tina Stinson-DaCruz. Just Keep Swimming, Cynthia Suopis. Challenges and Perspectives: Retracing the Steps and Leaps of Faith of a Female African American, Working-Class Scholar’s Journey Toward the Professoriate, Amanda Wilkerson. Relevance, Motivation, and Encouragement: An Educator’s Transformation Origin and Beginnings, Michael T. Worthington. On Fire from Undergraduate Studies, Disillusioned in a Master’s Program: Discovering the Real Meaning of Social Capital Behind the Scene, Yarrow (a pseudonym). Conclusion, Anne C. Benoit. About the Contributors.
£47.45
Information Age Publishing Leaps of Faith: Stories from Working-Class
Book SynopsisAs discourses and programming to support diversity and inclusion across higher education are intensifying, Leaps of Faith: Stories from Working-Class Academics presents a collection of narratives that highlights the “on-the-ground” experiences of working-class students and scholars. These are stories of negotiation, transition, and challenge. These are stories of struggle. These are stories of beating the odds.The early works of Ryan and Sackrey (1984), Sennett and Cobb (1993), and Dews and Law (1996) raised the voices of working class academics, and the subject of class in higher education has gained traction—especially with the increasing focus on the enrollment and persistence of first-generation college students. This project situates contributor stories in adult learning and development, with the goal of enhancing dialogue and increasing understanding of a still-hidden population in the academy. Leaps of Faith: Stories from Working-Class Academics is a compelling collection of reflections from working-class students and scholars from diverse demographic and geographic backgrounds who are currently navigating various transition points and career stages.Leaps of Faith: Stories from Working-Class Academics presents the strengths and gifts of the scholar-contributors and the opportunity to “turn the stories” through accessible and meaningful reflective “telling.” The collection concludes with a discussion of salient implications for working-class students and scholars, those who support their learning and development, and higher education institutions and programs.Table of Contents Invocation: The Space, The Conversation, The Bridge. Preface. Acknowledgments. The Deep Roots of a Farm-Girl Professor: An Introduction to the Themes of This Book, Joann S. Olson. The Borrowed Identity, Vickie J. Claflin. A Few Good Allies: Developing Educational Leadership in a Community That Needs You, Laura Lee Douglass. From Humble Beginnings to Respected Educator: Navigating the Labyrinth of Lifelong Learning, Bonnie Flynn. Good Girls Know Better: Blue Collar Chicagoland to Academia, Jennifer K. Holtz. A Tale of Two Adult Educators, Carrie Johnson and Vicky Duckworth. Assimilate or Shut Up! Lessons I Learned about Isolation as a Non-Traditional Graduate Student, Jeffrey A. Masko. I Never Thought I’d Find Myself in College, Lisa Modenos. Learning Against the Odds: Perspectives on Navigating U.S. Higher Education Environments as a Working-Class Immigrant, Kayon Murray-Johnson and Yvonne Hunter-Johnson. From Impostor to Infiltrator: Leveraging Working-Class Funds of Knowledge to Navigate and Change Academic Culture, Cecilia M. Orphan and Candyce Reynolds. Experiencing Connection: Applied Learning, Anastasia L. Pratt. Getting Outside of My “Six Blocks” with Bloom, Darryl R. Privott. A Square Peg in a Round Hole: Trying to Find a Fit in the Academy, Amy L. Sedivy- Benton. Why We Need Bridges, Karin Sprow Forté. The Influence of “Have Not-ness” on One Academic Trajectory, Karen A. Stevens. Journey from Working-Class Student to Scholar: Overcoming Feelings of Otherness, Tina Stinson-DaCruz. Just Keep Swimming, Cynthia Suopis. Challenges and Perspectives: Retracing the Steps and Leaps of Faith of a Female African American, Working-Class Scholar’s Journey Toward the Professoriate, Amanda Wilkerson. Relevance, Motivation, and Encouragement: An Educator’s Transformation Origin and Beginnings, Michael T. Worthington. On Fire from Undergraduate Studies, Disillusioned in a Master’s Program: Discovering the Real Meaning of Social Capital Behind the Scene, Yarrow (a pseudonym). Conclusion, Anne C. Benoit. About the Contributors.
£87.40
Information Age Publishing Transformative Learning in Healthcare and Helping
Book SynopsisTransformative Learning in Healthcare and Helping Professions Education: Building Resilient Professional Identities is a co-edited book (Carter, Boden, and Peno) with invited chapters from educators who share our passion for learning in healthcare and the helping professions. The purpose of the book is to introduce professional learners (students, residents, and others in professional training) to transformative learning for building resilient professional identities amid practice environments that include widespread burnout and compassion fatigue. With a diverse set of authors engaged in clinical and educational practice in academic medicine, nursing, dentistry, physical therapy, mental health counseling, science education, psychology, social work, and inter-professional collaborative practice, we offer strategies for building resilience throughout the years of professional training and into professional practice. We do so through the experiences of authors involved in healthcare and the helping professions to illustrate how some are coping with the challenges of burnout and compassion fatigue through learning that can be transformative.This book explores the nature of professional identity formation by examining ways that professionals in training can thrive amid the challenges of today’s stressful practice environments. First-hand stories of resilience illustrate how learners, as well as educators in these professions, are addressing adversity, career decision-making, service to the underserved, and the self-care needed to provide excellent care for others. The prominence of transformative learning within adult learning theory is illustrated for its potential to revise the meaning that learners make of their experiences and open up new possibilities for renewed vitality in professional education and practice environments.The book has two primary audiences: professional learners in healthcare and helping professions education, and their educators who are often professional practitioners themselves. These educators have a significant role in influencing the next generation of professionals by serving as mentors, role models, and teachers. The importance of fostering learning that is transformative has never been more important than it is today for those who will work in these demanding professions. We invite readers to discover experiences and strategies for achieving individual wellbeing, as well as opportunities for building a culture within professional education and practice settings that will foster resilience.
£49.95
Information Age Publishing Transformative Learning in Healthcare and Helping
Book SynopsisTransformative Learning in Healthcare and Helping Professions Education: Building Resilient Professional Identities is a co-edited book (Carter, Boden, and Peno) with invited chapters from educators who share our passion for learning in healthcare and the helping professions. The purpose of the book is to introduce professional learners (students, residents, and others in professional training) to transformative learning for building resilient professional identities amid practice environments that include widespread burnout and compassion fatigue. With a diverse set of authors engaged in clinical and educational practice in academic medicine, nursing, dentistry, physical therapy, mental health counseling, science education, psychology, social work, and inter-professional collaborative practice, we offer strategies for building resilience throughout the years of professional training and into professional practice. We do so through the experiences of authors involved in healthcare and the helping professions to illustrate how some are coping with the challenges of burnout and compassion fatigue through learning that can be transformative.This book explores the nature of professional identity formation by examining ways that professionals in training can thrive amid the challenges of today’s stressful practice environments. First-hand stories of resilience illustrate how learners, as well as educators in these professions, are addressing adversity, career decision-making, service to the underserved, and the self-care needed to provide excellent care for others. The prominence of transformative learning within adult learning theory is illustrated for its potential to revise the meaning that learners make of their experiences and open up new possibilities for renewed vitality in professional education and practice environments.The book has two primary audiences: professional learners in healthcare and helping professions education, and their educators who are often professional practitioners themselves. These educators have a significant role in influencing the next generation of professionals by serving as mentors, role models, and teachers. The importance of fostering learning that is transformative has never been more important than it is today for those who will work in these demanding professions. We invite readers to discover experiences and strategies for achieving individual wellbeing, as well as opportunities for building a culture within professional education and practice settings that will foster resilience.
£87.40
Information Age Publishing Transforming Learning: Instructional and
Book SynopsisIn this companion manual to The Role of Leadership Educators: Transforming Learning, this text was developed to fill a significant resource gap in leadership education. In response to this gap, as well as leadership educators’ call for professional development related to teaching and learning, this text is grounded in the college teaching and leadership education literature. Filled with 60 learning activities for diverse contributors, this book offers a hands-on resource for leadership educators to use when facilitating leadership learning opportunities.Each learning activity includes learning outcomes, activity instructions, facilitation notes, and additional resources offered by the author. The text is organized by the pedagogical methods covered in The Role of Leadership Educators: Transforming Learning. Pedagogical methods covered include Discussion, Case Studies, Reflection, Team-Based Learning, Service Learning, Self- and Peer-Assessments, Role-Play, Simulation, Games, and Art. Each chapter contains six learning activities for each pedagogical method, four focused in instructional strategies (curricular, co-curricular, technology-enhanced, followership-focused) and two in learning assessment strategies (curricular and co-curricular).
£42.46
Information Age Publishing Transforming Learning: Instructional and
Book SynopsisIn this companion manual to The Role of Leadership Educators: Transforming Learning, this text was developed to fill a significant resource gap in leadership education. In response to this gap, as well as leadership educators’ call for professional development related to teaching and learning, this text is grounded in the college teaching and leadership education literature. Filled with 60 learning activities for diverse contributors, this book offers a hands-on resource for leadership educators to use when facilitating leadership learning opportunities.Each learning activity includes learning outcomes, activity instructions, facilitation notes, and additional resources offered by the author. The text is organized by the pedagogical methods covered in The Role of Leadership Educators: Transforming Learning. Pedagogical methods covered include Discussion, Case Studies, Reflection, Team-Based Learning, Service Learning, Self- and Peer-Assessments, Role-Play, Simulation, Games, and Art. Each chapter contains six learning activities for each pedagogical method, four focused in instructional strategies (curricular, co-curricular, technology-enhanced, followership-focused) and two in learning assessment strategies (curricular and co-curricular).
£78.20
Information Age Publishing Girls and Women of Color In STEM: Their Journeys
Book SynopsisThe 11 chapters in this book provide a glimpse into the journeys thatwomen from diverse backgrounds and ethnic differences take in their higher education undergraduate or graduate careers. The diverse women include ethnicities of Arabic, Asian, African-American, American Indian, and Latina.Table of Contents Foreword. Introduction. I Started to Know the Feeling of Being an Outsider: An Arab-American Muslim Woman’s Narrative of Her STEM Education Journey, Woong Lim and Katherine Crawford-Garrett. Comparative Analysis of Enrollment and Degrees Awarded in STEM Field Among Gender, Race, and Ethnicity in Doctoral Universities in Texas, Julia Ballenger, Delores Rice, and Johyun Kim. Focus: Females of Color in STEM, Padmanabhan Seshaiyer, Claudette Davis, Kelly Knight, and Danielle Blunt Craddock. From Theory to Practice: Building a Knowledge-Sharing Community of Female Engineering Technology Students, Yen C. Verhoeven, Chelsea BaileyShea, and Elizabeth Dell. Is This Really What I Have to Deal With?! A Critical Exploration of Science Doctoral Culture by Underrepresented Women of Color, SenettaBancroft. Self-Reflection on Engagement in Virtual Classrooms as the Dual Role: An Asian Woman Graduate Student and Middle-Grade Girl Avatar in STEM, Haiping Hao, Gerald Kulm, and Trina J. Davis. The Community College Experience: Enrollment and Persistence of African American and Latina Women in Computer Science, Jill Denner and Linda Werner. Through Her Eyes: Exploring the Longitudinal Perspectives of Women of Color in STEM Education Programs, Anthony Collatos, Spring Cooke, and Monika McKnight. Turning Points in the Pursuit of STEM Careers: A Mixed-Methods Analysis Focusing on Women of Color, Rachael D. Robnett, Omar Ruvalcaba, Barbara K. Goza, Martin M. Chemers, and Moin Syed. Understanding Equity in Postsecondary STEM: A Transformative Self-Study, Francesca A. White and Gayle A.Buck. What Are the Stakes? Academic Politics and Intersectionality in STEM, Margaret Graham and Jessica L. Lavariega Monforti. About the Editors. About the Contributors.
£47.45
Information Age Publishing Girls and Women of Color In STEM: Their Journeys
Book SynopsisThe 11 chapters in this book provide a glimpse into the journeys thatwomen from diverse backgrounds and ethnic differences take in their higher education undergraduate or graduate careers. The diverse women include ethnicities of Arabic, Asian, African-American, American Indian, and Latina.Table of Contents Foreword. Introduction. I Started to Know the Feeling of Being an Outsider: An Arab-American Muslim Woman’s Narrative of Her STEM Education Journey, Woong Lim and Katherine Crawford-Garrett. Comparative Analysis of Enrollment and Degrees Awarded in STEM Field Among Gender, Race, and Ethnicity in Doctoral Universities in Texas, Julia Ballenger, Delores Rice, and Johyun Kim. Focus: Females of Color in STEM, Padmanabhan Seshaiyer, Claudette Davis, Kelly Knight, and Danielle Blunt Craddock. From Theory to Practice: Building a Knowledge-Sharing Community of Female Engineering Technology Students, Yen C. Verhoeven, Chelsea BaileyShea, and Elizabeth Dell. Is This Really What I Have to Deal With?! A Critical Exploration of Science Doctoral Culture by Underrepresented Women of Color, SenettaBancroft. Self-Reflection on Engagement in Virtual Classrooms as the Dual Role: An Asian Woman Graduate Student and Middle-Grade Girl Avatar in STEM, Haiping Hao, Gerald Kulm, and Trina J. Davis. The Community College Experience: Enrollment and Persistence of African American and Latina Women in Computer Science, Jill Denner and Linda Werner. Through Her Eyes: Exploring the Longitudinal Perspectives of Women of Color in STEM Education Programs, Anthony Collatos, Spring Cooke, and Monika McKnight. Turning Points in the Pursuit of STEM Careers: A Mixed-Methods Analysis Focusing on Women of Color, Rachael D. Robnett, Omar Ruvalcaba, Barbara K. Goza, Martin M. Chemers, and Moin Syed. Understanding Equity in Postsecondary STEM: A Transformative Self-Study, Francesca A. White and Gayle A.Buck. What Are the Stakes? Academic Politics and Intersectionality in STEM, Margaret Graham and Jessica L. Lavariega Monforti. About the Editors. About the Contributors.
£87.40
Information Age Publishing Girls and Women of Color In STEM: Navigating the
Book SynopsisThough there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.Table of Contents Foreword. Introduction: An Overview of K–12 Issues Related Women and Girls of Color in STEM. PART I: BUILDING CAPACITY OUTSIDE THE SCHOOL WALLS. Cultivating Hispanic/Latina and African American Females in Reading, Mathematics, and Science(Charms) for STEM at the Elementary School: Results of One Project, Patricia J. Larke, Gwendolyn Webb-Hasan, Teresa Jimarez, and Yeping Li. Plugging the Leaks in the STEMPipeline: Nurturing Early Interest in Science, Technology, Engineering, and Mathematics Among Girls of Color, Charlease Kelly-Jackson. UNO EUREKA!-STEM: Doing Something About the Double Bind, Carol T. Mitchell and Amelia Tangeman. PART II: BUILDING CAPACITY INSIDE THE SCHOOL WALLS. “We Stumble, Fall, Get Up, and Continue Walking”: Latina Students’ Attitudes Towards Science, Kathryn Scantlebury and Beth Wassell. Developing STEM Ambitions: An Examination of Inequality by Gender and Race/Ethnicity, Catherine Riegle-Crumb, Karisma Morton, and Sarah Blanchard. Black Women and Girls, Science Achievement, and Education Policy: Black Feminist and Critical Race Feminist Perspectives,Theodorea Regina Berry and Reanna S. Roby. African American Female Achievement in STEM: AP Courses Provide a Different Story? Jemimah L. Young and Jamaal Young. Kenyan Secondary School Students’ Perceptions of Their Science Classroom: Influence of Gender, School Type, and Instructional Context, Lee Shumow and Teresa A. Wasonga. African American Middle School Girls in a Community-Based Informal Program: Mining Rare Gems to Pursue STEM, Natalie S. King, Rose M. Pringle, Mayra L. Cordero, and Natalie Ridgewell. Latina Parental Involvement: Contributions to Persistence in STEM Fields, Katie Brkich, Alejandro J. Gallard Martinez, Alma D. Stevenson, Gillian Bayne, Wesley Pitts, Beth Wassell, Lorena Claeys, and Belinda Bustos Flores. Participation in the Advancing Out-of-School Learning in Mathematics and Engineering Project: Supporting Middle School Latinas’ Bilingual and STEM Identities, Carlos Lópezleiva, Sylvia Celedón-Pattichis, and Marios S. Pattichis. Exploring How School Counselors Position: Low-Income African American Girls As Mathematics and Science Learners:Findings From Year Two Data, Cirecie West-Olatunji, Eunhui Yoon, Lauren Shure, Rose Pringle, and Thomasenia Adams. STEM-ing the Tide: Women of Color Reimagining Their “Place” Through Sociocultural Action, Aria Razfar and Zayoni Torres. About the Editors. About the Contributors.
£47.45
Information Age Publishing Identity and Lifelong Learning: Becoming Through
Book SynopsisLearning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Identity and Lifelong Learning: Becoming through Lived Experience, Volume Two of the series, focuses on identity and learning within informal settings and life experiences. The contributions showcase the many ways that identity development and learning occur within cultural domains, through developmental and identity challenges or transitions in career or role, and in a variety of places from assisted living facilities to makerspaces. These chapters highlight identity and learning across the adult lifespan from millennials and emerging adults to midlife and older adults. The authors examine cultural, relational and social identity exploration and learning in international contexts and within marginalized communities. This volume features phenomenological and ethnographic qualitative studies, autoethnographies, case studies, and narratives that engage the reader in the myriad ways that adult development, learning, and identity connect and influence each other.Trade ReviewWe all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving storiesto tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series.""- Ruthellen Josselson, Author of Paths to Fulfillment: Women’s Search for Meaning and Identity""This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process.""- Jared D. Kass, Lesley University, Author of A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher EducationTable of Contents Preface. PART I: DEVELOPMENTAL TRANSITIONS AND LIFE EXPERIENCE. “Truly My Heart’s Work”: Rural Emerging Adults Constructing MeaningfulLives Becoming a Mother: Caregiving Identity Development “I’m Not Done in Any Way”: Identity Growth, Revision, and Lifelong Learning in Late Midlife Women Growing up Hearing, Growing up Deaf Exploring Late Adulthood Identity: Views of Lifelong Learning in Two Groups of Older Adults PART II: MIGRATION, CULTURAL ADJUSTMENT, AND LANGUAGE LEARNING. Becoming CareWorkers: “We Are Not Only Domestic Workers,” Becoming an Active Learner: Reconstructing Identity of North Korean Millennial Defectors in South Korea Multifaceted Identities of an Immigrant Woman: An Educational Trajectory of Becoming Interstitial Spaces: A Case Study of English Language Learning and South African Domestic Work PART III: LEARNING AND IDENTITY IN WORKAND CAREER DECISION-MAKING. 80/20: Making Identities in Making Spaces Under the Influence: The Familial Construction of Career Identity When Self Comes to the Surface: Identity for Women in Career Transition About the Editors. About the Contributors.
£47.45
Information Age Publishing Identity and Lifelong Learning: Becoming Through
Book SynopsisLearning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Identity and Lifelong Learning: Becoming through Lived Experience, Volume Two of the series, focuses on identity and learning within informal settings and life experiences. The contributions showcase the many ways that identity development and learning occur within cultural domains, through developmental and identity challenges or transitions in career or role, and in a variety of places from assisted living facilities to makerspaces. These chapters highlight identity and learning across the adult lifespan from millennials and emerging adults to midlife and older adults. The authors examine cultural, relational and social identity exploration and learning in international contexts and within marginalized communities. This volume features phenomenological and ethnographic qualitative studies, autoethnographies, case studies, and narratives that engage the reader in the myriad ways that adult development, learning, and identity connect and influence each other.Trade ReviewWe all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving storiesto tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series.""- Ruthellen Josselson, Author of Paths to Fulfillment: Women’s Search for Meaning and Identity""This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process.""- Jared D. Kass, Lesley University, Author of A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher EducationTable of Contents Preface. PART I: DEVELOPMENTAL TRANSITIONS AND LIFE EXPERIENCE. “Truly My Heart’s Work”: Rural Emerging Adults Constructing MeaningfulLives Becoming a Mother: Caregiving Identity Development “I’m Not Done in Any Way”: Identity Growth, Revision, and Lifelong Learning in Late Midlife Women Growing up Hearing, Growing up Deaf Exploring Late Adulthood Identity: Views of Lifelong Learning in Two Groups of Older Adults PART II: MIGRATION, CULTURAL ADJUSTMENT, AND LANGUAGE LEARNING. Becoming CareWorkers: “We Are Not Only Domestic Workers,” Becoming an Active Learner: Reconstructing Identity of North Korean Millennial Defectors in South Korea Multifaceted Identities of an Immigrant Woman: An Educational Trajectory of Becoming Interstitial Spaces: A Case Study of English Language Learning and South African Domestic Work PART III: LEARNING AND IDENTITY IN WORKAND CAREER DECISION-MAKING. 80/20: Making Identities in Making Spaces Under the Influence: The Familial Construction of Career Identity When Self Comes to the Surface: Identity for Women in Career Transition About the Editors. About the Contributors.
£87.40
Information Age Publishing Women of Color In STEM: Navigating the Double
Book SynopsisThough there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.
£44.96
Information Age Publishing Women of Color In STEM: Navigating the Double
Book SynopsisThough there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.
£82.80
Information Age Publishing Narratives on Becoming: Identity and Lifelong
Book SynopsisLearning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond.Narratives on Becoming: Identity and Lifelong Learning, Volume Three of the series, explores a myriad of ways that authors' personal and professional growth has influenced identity development. These chapters provide insights into the intersectional identities and learning of writers. Drawing from the multiple paths that comprise the journey of lifelong learning, these authors present powerful stories that identify the ways relationships, environments, culture, travel, and values shape their identities; use literacy, teaching, and learning as vehicles for experimenting with new identities, negotiate multiple identities, contexts, and transitions involved in becoming, and construct meaning. Through their narrative essays and ethnographic/autobiographical accounts, the authors in this volume illuminate the power of transformational learning during life-changing events and transitions.Trade ReviewThe third volume in the I Am What I Become series, Narratives on Becoming: Identity and Lifelong Learning invites readers into the lives of educators from around the world. This book includes important narratives from students, secondary educators, and post-secondary educators alike, highlighting how race, class, gender, and a wide range of other intersectional identities shape the diverse lived experiences of educators and their students. This volume also serves as an important reminder for all of us that the learning process continues across a lifetime and transcends the limits of the traditional classroom."" —Brian Bicknell, President, Manchester Community College""We all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving stories to tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series."" —Ruthellen Josselson, Author, Paths to Fulfillment: Women's Search for Meaning and Identity""This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process."" —Jared D. Kass, Lesley University, Author, A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher EducationTable of Contents Preface - Jo Ann Gammel, Sue L. Motulsky, Amy Rutstein-Riley, Emilie Clucas Leaderman, and Jennifer S. Jefferson I Am the Warrior I Am Becoming Through Currere and Transformative Adult Learning - Susan R. Adams Behind the Blackboard: Voices of Migrant Teachers - Maria Aurora (Maya) C. Bernardo, Diana-Lea Baranovich, and Maria Khristina (Tina) Manueli Four Daughters, One Mother: Stories of Revising Identities - Gail Simpson Cahill Negotiating the Transition from High School to College: Two Narrative Accounts - Patrick Flynn and Gabrielle Comeau Confessions of a Transplanted Mind: "Second Street" Stories of Transgressing, Transforming, and Integrating - Allyson Eamer The Intersectionality of Race, Gender, and Urban Leadership: Four School Leaders (Re)constructing Self and Identity - Yesenia Fernandez, Kitty M. Fortner, Antonia Issa Lahera, and Anthony H. Normore "Why We Must Continue in the Journey": A Conversation Between Two Literacy Educators - Lorena Germán and R. Joseph Rodríguez Can a Bad Apple Lose Its Rot? - Sharon J. Hamilton Narrative of a White Middle-Class Male Principal: An Apologia - James F. Lane, Jr Walking (Backward): Giving Identity a Moving Place - Kate McCabe Our Brief Shared Narrative: Identity Development in the Context of Our Shared Environment and Individual Experiences - Kathryn Medill and Anne Medill Developing a Professional Identity Among Your Perceived Own: An African American Woman's Journey From Public School Educator to HBCU Professor - Denelle L. Wallace Teaching as Becoming: A Relational Way of Working With Undergraduate Students - Zitong Wei Transformative Learning as Teachers: The Narratives of Two Teachers Becoming Critical Pedagogues - Injeong Yoon and Benjamin Ramirez About the Editors and Contributors
£44.96
Information Age Publishing Narratives on Becoming: Identity and Lifelong
Book SynopsisLearning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond.Narratives on Becoming: Identity and Lifelong Learning, Volume Three of the series, explores a myriad of ways that authors' personal and professional growth has influenced identity development. These chapters provide insights into the intersectional identities and learning of writers. Drawing from the multiple paths that comprise the journey of lifelong learning, these authors present powerful stories that identify the ways relationships, environments, culture, travel, and values shape their identities; use literacy, teaching, and learning as vehicles for experimenting with new identities, negotiate multiple identities, contexts, and transitions involved in becoming, and construct meaning. Through their narrative essays and ethnographic/autobiographical accounts, the authors in this volume illuminate the power of transformational learning during life-changing events and transitions.Trade ReviewThe third volume in the I Am What I Become series, Narratives on Becoming: Identity and Lifelong Learning invites readers into the lives of educators from around the world. This book includes important narratives from students, secondary educators, and post-secondary educators alike, highlighting how race, class, gender, and a wide range of other intersectional identities shape the diverse lived experiences of educators and their students. This volume also serves as an important reminder for all of us that the learning process continues across a lifetime and transcends the limits of the traditional classroom."" —Brian Bicknell, President, Manchester Community College""We all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving stories to tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series."" —Ruthellen Josselson, Author, Paths to Fulfillment: Women's Search for Meaning and Identity""This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process."" —Jared D. Kass, Lesley University, Author, A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher EducationTable of Contents Preface - Jo Ann Gammel, Sue L. Motulsky, Amy Rutstein-Riley, Emilie Clucas Leaderman, and Jennifer S. Jefferson I Am the Warrior I Am Becoming Through Currere and Transformative Adult Learning - Susan R. Adams Behind the Blackboard: Voices of Migrant Teachers - Maria Aurora (Maya) C. Bernardo, Diana-Lea Baranovich, and Maria Khristina (Tina) Manueli Four Daughters, One Mother: Stories of Revising Identities - Gail Simpson Cahill Negotiating the Transition from High School to College: Two Narrative Accounts - Patrick Flynn and Gabrielle Comeau Confessions of a Transplanted Mind: "Second Street" Stories of Transgressing, Transforming, and Integrating - Allyson Eamer The Intersectionality of Race, Gender, and Urban Leadership: Four School Leaders (Re)constructing Self and Identity - Yesenia Fernandez, Kitty M. Fortner, Antonia Issa Lahera, and Anthony H. Normore "Why We Must Continue in the Journey": A Conversation Between Two Literacy Educators - Lorena Germán and R. Joseph Rodríguez Can a Bad Apple Lose Its Rot? - Sharon J. Hamilton Narrative of a White Middle-Class Male Principal: An Apologia - James F. Lane, Jr Walking (Backward): Giving Identity a Moving Place - Kate McCabe Our Brief Shared Narrative: Identity Development in the Context of Our Shared Environment and Individual Experiences - Kathryn Medill and Anne Medill Developing a Professional Identity Among Your Perceived Own: An African American Woman's Journey From Public School Educator to HBCU Professor - Denelle L. Wallace Teaching as Becoming: A Relational Way of Working With Undergraduate Students - Zitong Wei Transformative Learning as Teachers: The Narratives of Two Teachers Becoming Critical Pedagogues - Injeong Yoon and Benjamin Ramirez About the Editors and Contributors
£82.80
Information Age Publishing Teaching and Learning for Adult Skill
Book SynopsisThe book, Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields, will fill a unique niche in the field of adult, higher, and workforce education. It offers a current volume for scholars and practitioners based on both empirical studies and practice-based research on adult skill acquisition and development. Dreyfus and Dreyfus (1980, 1988, 2004, 2008) developed the novice to expert model of skill acquisition that illustrates growth over the course of a person's career in a particular domain. The skill model highlights a learner's movement across six levels of skill development: novice, advanced beginner, competent, proficient, expert, and mastery.This book will present examples of the application of the Dreyfus and Dreyfus model in different fields (i.e., health care, education, law enforcement, business, serious gaming, military, ethics training, etc.) providing insight into how practitioners can develop their skills in their particular domains and how educators can promote this development. This collection will be appropriate for a wide variety of professors, researchers, practitioners, and students in the field of adult, higher, and workforce education.Table of Contents Foreword Preface Acknowledgments Part I: Introduction PART II: Novice Development Part III: Early Stages Development From Novice To Competent Part IV: Development Across The Stages From Novice To Expert Or Mastery About the Contributors
£47.45
Information Age Publishing Teaching and Learning for Adult Skill
Book SynopsisThe book, Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields, will fill a unique niche in the field of adult, higher, and workforce education. It offers a current volume for scholars and practitioners based on both empirical studies and practice-based research on adult skill acquisition and development. Dreyfus and Dreyfus (1980, 1988, 2004, 2008) developed the novice to expert model of skill acquisition that illustrates growth over the course of a person's career in a particular domain. The skill model highlights a learner's movement across six levels of skill development: novice, advanced beginner, competent, proficient, expert, and mastery.This book will present examples of the application of the Dreyfus and Dreyfus model in different fields (i.e., health care, education, law enforcement, business, serious gaming, military, ethics training, etc.) providing insight into how practitioners can develop their skills in their particular domains and how educators can promote this development. This collection will be appropriate for a wide variety of professors, researchers, practitioners, and students in the field of adult, higher, and workforce education.Table of Contents Foreword Preface Acknowledgments Part I: Introduction PART II: Novice Development Part III: Early Stages Development From Novice To Competent Part IV: Development Across The Stages From Novice To Expert Or Mastery About the Contributors
£87.40
Information Age Publishing Advancing the Global Agenda for Human Rights,
Book SynopsisFor over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations' agenda over the years have been world peace, economic justice, addressing the needs of the world's most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women.The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education's critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.
£49.95
