ISBN-10:
0787975885
ISBN-13:
9780787975883
Pub. Date:
10/27/2006
Publisher:
Wiley
Learning in Adulthood: A Comprehensive Guide / Edition 3

Learning in Adulthood: A Comprehensive Guide / Edition 3

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Product Details

ISBN-13: 9780787975883
Publisher: Wiley
Publication date: 10/27/2006
Series: CourseSmart Series
Edition description: Revised Edition
Pages: 560
Sales rank: 376,558
Product dimensions: 6.10(w) x 9.00(h) x 1.80(d)

About the Author

THE AUTHORS

Sharan B. Merriam is professor of adult education at the University of Georgia. Merriam's research and writing activities have focused on the foundations of adult education, adult learning, adult development, and qualitative research methods. She has won the Cyril O. Houle Award for Outstanding Literature in Adult Education for three books, including one for Learning in Adulthood.

Rosemary S. Caffarella is professor and chair of the Department of Education in the College of Agriculture and Life Science at Cornell University. Her research and writing activities have focused on adult development and learning, program planning and evaluation, and leadership development. She has authored or coauthored a number of books, including the award- winning Learning in Adulthood.

Lisa M. Baumgartner is an associate professor of adult education at Northern Illinois University, DeKalb. Her research and writing focus on adult learning and development and women's contributions to the field of adult education. She is a recipient of the W.K. Kellogg Foundation's Cyril O. Houle Scholars Research Grant for Emerging Scholars in Adult Education.

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Table of Contents

Preface.

The Authors.

PART ONE: ADULT LEARNING IN CONTEMPORARY SOCIETY.

1 The Social Context of Adult Learning.

2 Learning Environments and Learning Concepts.

3 Adult Learners: Who Participates and Why.

PART TWO: ADULT LEARNING THEORY AND MODELS.

4 Knowles’s Andragogy, and Models of Adult Learning byMcClusky, Illeris, and Jarvis.

5 Self-Directed Learning.

6 Transformational Learning.

7 Experience and Learning.

PART THREE: NEWER APPROACHES TO ADULT LEARNING.

8 Embodied, Spiritual, and Narrative Learning.

9 Learning and Knowing: Non-Western Perspectives.

10 Critical Theory, Postmodern, and Feminist Perspectives.

PART FOUR: LEARNING AND DEVELOPMENT.

11 Traditional Learning Theories.

12 Adult Development.

13 Cognitive Development in Adulthood.

14 Intelligence and Aging.

15 Memory, Cognition, and the Brain.

16 Reflections on Learning in Adulthood.

References.

Name Index.

Subject Index.

What People are Saying About This

From the Publisher

"For this third edition of Learning in Adulthood we havepaid particular attention to work published since the last editionof the book. This third edition of Learning in Adulthoodbuilds on material in the 1999 edition, bringing together theimportant contributions of the past decade to our understanding ofadult learning. While we have preserved important foundationalmaterial (such as a discussion of andragogy), we have also broughtto bear the most recent thinking and research. We have strived toput together a comprehensive overview and synthesis of what we knowabout adult learning: the context in which it takes place, who theparticipants are, what they learn and why, the nature of thelearning process itself, new approaches to adult learning, thedevelopment of theory in adult learning, and other issues relevantto understanding adult learning."
—From the Preface

Previous praise for Learning in Adulthood

"An essential volume in adult education."
—Choice

"This book is extremely useful in that it provides an informedoverview of issues related to adult learning. It is very readable,yet packs considerable challenge for the more experienced adulteducator."
—Canadian Journal of University ContinuingEducation

"Learning in Adulthood's greatest strengths are itscoverage of the learning context, theory-building within adultlearning, and how social and ethical issues offer specialchallenges to adult learning. It will be useful to both experiencedand novice continuing educators, as well as laypersons."
—Continuing Higher Education Review

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