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Books on the topic 'Adult learning theories'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Slowey, Maria, ed. Comparative Adult Education and Learning. Firenze University Press, 2017. http://dx.doi.org/10.36253/978-88-6453-422-0.

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This volume explores the topics of adult learning and education through the specific lens of comparative research. The book is divided into four chapters comprising two parts: an analytic essay followed by an anthology of readings from a selection of key texts intended to illustrate different perspectives, theories and/or approaches from varying perspectives in different countries. The book represents the second of a series dedicated to adult learning and education and developed within the ESRALE European project. Its companion books are: Empirical Research Methodology in Adult Learning and Ed

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2

Malinen, Anita. Towards the essence of adult experiential learning: A reading of the theories of Knowles, Kolb, Mezirow, Revans and Schön. University of Jyväskylä, 2000.

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3

Theories of learning in the workplace: Building blocks for training and professional development programmes. Routledge, 2011.

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4

Spillett, Carol A. The development of a return to learn course in the context of current adult learning theories. Oxford Brookes University, 1992.

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5

Self-direction for lifelong learning: A comprehensive guide to theory and practice. Jossey-Bass, 1991.

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6

King, Kathleen P., and Victor C. X. Wang. Comparative adult education around the globe: International portraits and readings of the history, practice, philosophy, and theories of adult learning = Quan qiu bi jiao cheng ren jiao yu xue : shi jie cheng ren jiao yu de zhe xue, li shi, li lun yu shi jian. Zhejiang University Press, 2007.

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7

Becoming a critically reflective teacher. Jossey-Bass, 1995.

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8

Albert, Tuijnman, and Kamp Max van der, eds. Learning across the lifespan: Theories, research, policies. Pergamon, 1992.

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9

Knud, Illeris, ed. Contemporary theories of learning: Learning theorists -- in their own words. Routledge, 2009.

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10

Int'l Assn. For Continuing Ed & Training. Connotative Learning: The Trainer's Guide to Learning Theories and Their Practical Application to Training Design. Kendall/Hunt Publishing Company, 2004.

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11

Jacobson, Erik, Sophie Degener, and Victoria Purcell-Gates. Print Literacy Development: Uniting Cognitive and Social Practice Theories. Harvard University Press, 2004.

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12

Peters, Sally, Keryn Davis, and Ruta McKenzie. Children’s ‘working theories’ as curriculum outcomes. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0016.

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This chapter explores how children make sense of their world through the development and refinement of ‘working theories’. Working theories are a key item for young learners, and are emphasized in the New Zealand early childhood curriculum Te Whāriki. Children’s working theories develop in environments where they have opportunities to engage in complex thinking with others, observe, listen, participate, and discuss, within the context of topics and activities. It is through interactions and activities that children begin to own the ideas and beliefs of their culture and begin to make sense of

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13

Avery, Susan. Adult Community Choruses. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.19.

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When considering teaching and conducting diverse populations in community choirs, one must begin with discussions of the phenomenon itself: a description of the term, a brief history of adult singing ensembles in the United States, and an exploration into the many types of community choirs and issues such as age, gender, exclusivity, purpose, and goals. Examined research on these issues is organized into large topics such as adult learning theories (music literacy and learning styles) and adult physiological concerns (untrained adult singers’ vocal mechanisms and aging voice issues). Personal

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14

Scott, Margie Lovett. THE USE OF ADULT LEARNING THEORIES AS A BASIS FOR CURRICULUM PLANNING IN BACCALAUREATE DEGREE NURSING CURRICULA (NEW YORK). 1985.

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15

London, Manuel, ed. The Oxford Handbook of Lifelong Learning. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780195390483.001.0001.

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The Oxford Handbook of Lifelong Learning is a comprehensive and interdisciplinary examination of the theory and practice of lifelong learning, encompassing perspectives from human resources development, adult learning, psychology, career and vocational learning, management and executive development, cultural anthropology, the humanities, and gerontology. Individual chapters address the most relevant topics on the subject, including: continuous learning as it relates to technological, economic, and organizational changes; developmental theories and research, models of lifelong learning, and the

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16

Fostey, Alan R. Adults' naive theories of motion: A model of strategy utilization and the effect of two instructional methods on naive strategies. 1988.

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17

Tessier, Anne-Michelle. Morpho-phonological Acquisition. Edited by Jeffrey L. Lidz, William Snyder, and Joe Pater. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199601264.013.7.

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The chapter reports a current, basic understanding of the nature and facts of acquiring morpho-phonology—what needs to be learned, how it is observed to be learned, and how these observations might be explained by theories of learning. It begins with adult typological data that address the question of how much of a language’s alternations can or cannot be predicted from its phonology alone and summarizes how this typology is treated, especially in rule-based and constraint-based phonological grammars. The second section presents some empirical observations about morpho-phonological acquisition

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18

Austin, Jennifer. The Role of Defaults in the Acquisition of Basque Ergative and Dative Morphology. Edited by Jessica Coon, Diane Massam, and Lisa Demena Travis. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198739371.013.26.

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The use of default agreement plays a key role in morphological theories from diverse perspectives, as well as in many analyses of child language acquisition. In this paper, the development of ergative and dative agreement and case in 20 bilingual and 11 monolingual Basque-speaking children between 2;00-3;06 years old is examined. I propose that the most commonly-produced errors in child Basque involve the substitution of unmarked absolutive forms for ergative and dative case and dative verbal morphemes; for independent reasons, the absolutive is considered to be unmarked inflection in adult Ba

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19

Proust, Joëlle, and Martin Fortier, eds. Metacognitive Diversity. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.001.0001.

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This book focuses on the variability of metacognitive skills across cultures. Metacognition refers to the processes that enable agents to contextually control their first-order cognitive activity (e.g. perceiving, remembering, learning, or problem-solving) by monitoring them, i.e. assessing their likely success. It is involved in our daily observations, such as “I don’t remember where my keys are,” or “I understand your point.” These assessments may rely either on specialized feelings (e.g. the felt fluency involved in distinguishing familiar from new environments, informative from repetitive

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