| Author |
Title |
Publishing
Information |
Abstract |
| Daloz,
L.A. |
Mentor:
Guiding the Journey of Adult Learners |
Jossey-Bass,
1999 |
Drawing
on the myth of Mentor as companion and advisor to Odysseus, preeminent
educational mentoring expert Laurent A. Daloz uses the metaphor of the
mythic journey as a way of making sense of life's changes. He looks closely
at what good teachers and mentors actually do, and inspires post-secondary
educators to think of their work in fresh new ways. |
|
Daloz,
L. A.
|
Effective
teaching and mentoring |
Jossey-Bass,
San Fransisco, CA, 1986 |
The
primary purpose of "Effective Teaching and Mentoring" is to
offere new perspectives for understanding adult learners and to suggest
in concrete, practical ways based on current developmental theory how
we can work more effectively to improve the quality of their educational
experience. Chapters include: "Three Useful Maps of How Adults Change
& Develop," "The Unsettling First Steps of and Educational
Journey," and "How Learning Changes the Learner" |
| Dirkx,
J. |
"Transformative
Learning Theory in the Practice of Adult Education" |
PAACE Journal
of Lifelong Learning 7, 1998
|
Summarizes
four theoretical perspectives on transformative learning as consciousness
raising, critical reflection, development, and individuation. |
Goswami,
D.
Stillman, P. |
Reclaiming
the classroom: teacher research as an agency for change |
Boynton/Cook,
Upper Montclair, NJ, 1987 |
This
anthology is divided into four parts including 1) Classroom Inquiry: What
is it? 2) Inquiry as an Agency for Change, 3) Planning Classroom Research,
and 4) Research Close-ups: Bread Loaf's Teacher-Researchers. At the start
of each section the editors conduct an interview with a researcher |
| Martin,
R. |
Listening
up: reinventing ourselves as teachers and students |
Boynton/Cook
Publishers-Heinemann, Portsmouth, NH, 2001 |
Through
her own compelling example, Martin demonstrates the power of a sustained
dialogue between critical theory and classroom and community practice.
She advocates for a pedagogy that places teachers in a more genuine position
of colearner as together with students, they question the meanings they
make. Later chapters highlight the practical implications that notions
of multiple voices and identities have for the teaching of writing and
the questions they raise about the teaching of reading. The author also
describes community publishing projects. Poor and working-class people
are too seldom able to have their written visions and strategies distributed,
to become part of the way the world is described and possibilities for
change are widely considered. Martin argues that community publishing
does that, as it also links self-definition to self-determination. |
| Mezirow,
J. |
A
critical theory of adult learning and education |
Journal
of Adult Education, Vol. 32 #1, 1981 |
This
article discusses the theories of Jurgen Habermas, the nature of three
domains of adult learning, each with its own interpretative categories,
learning goals, needs, and methods of educational intervention. It includes
a “charter for andragogy which defines the term as “an organized
sustained effort to assist adults to learn in a way that enhances their
capability to function as self directed learners.” |
| Mezirow,
J. |
On
critical reflection |
Adult
Education Quarterly; v48 n3 p185-98 Spr 1998 |
This
article presents an analysis and clarification of the role of critical
reflection of assumptions. This concept can help practitioners understand
the process of how adults learn to think for themselves and act based
on their own set of values rather than the values of others. The article
discusses the types of critical reflection and the role critical reflection
plays in learning. |
| Portnow,
K. et al |
Transformational
Learning in Adulthood |
Focus
on Basics, Dec. 1998
Volume 2, Issue D
http://ncsall.gse.harvard.edu |
A
report on a study from the National Center for the Study of Adult Learning
and Literacy with excellent foundational adult development info: "In
our view, transformational learning relates to the expansion or enhanced
complexity in the very way people understand the world and their experiences.
It focuses on changes in how people know. We [the author-researchers]
link adult growth and competence in one's role as parent, worker, or learner
to transformational change, not informational change... Our hope is to
deepen knowledge about how to best promote and support the process of
learning, transformation, and role competency in adults by bringing our
theoretical perspective to this research on adult basic education."
|
| Terkel,
S. |
Working
: People Talk About What They Do All Day and How They Feel About What
They Do |
New
Press, New York, NY, 1997 |
Terkel
records the voices of America. Men and women from every walk of life talk
to him, telling him of their likes and dislikes, fears, problems, and
happinesses on the job. |
| Vella,
J. K. |
Taking
Learning to Task: Creative Strategies for Teaching Adults |
Jossey-Bass,
San Fransisco, CA, 2000 |
Jane
Vella writes with one basic assumption: that learning is most effective
when teachers involve their students in the learning process. In Taking
Learning to Task, Vella shifts the spotlight from teaching tasks to learning
tasks. Unlike traditional teaching methods, learning tasks are open questions
leading to open dialogue between teacher and learner. To illustrate this
unique approach, Vella provides seven steps to planning learning-centered
courses, four types of learning tasks, a checklist of principles and practices,
critical questions for instructional design, key components for evaluation,
and other tools. She also shares real-world examples of successful learning
programs, including online and distance-learning courses. Taking Learning
to Task is a hands-on, practical guide to designing effective learning
tasks for diverse learners and diverse content. |
| Website |
The
Center for Media Literacy |
www/medialit.org |
"A
democratic civilization will save itself only if it makes the language
of the image into a stimulus for critical reflection, not an invitation
to hypnosis." -Umberto Eco This is a quote which appears on the Center
for Media Literacy’s website. The Center’s mission is to help
individuals learn to use critical thinking skills in accessing, analyzing,
evaluating and creating media. The website provides numerous full text
articles on topics such as violence and the media, how to analyze media
messages, what parents should know about children and television, how
the media shapes society, and how students can learn critical thinking
skills along with literacy skills in the production of media. |
| Website |
The
Whole World Was Watching |
www.stg.brown.edu/projects/
1968/ |
This
website is a wonderful example of a project based learning activity which
integrates technology. It's a joint project between South Kingstown High
School and Brown University's Scholarly Technology Group. The resource
contains transcripts, audio recordings, and edited stories of a series
of interviews conducted in the spring of 1998. Members of the Sophomore
Class at SKHS interviewed Rhode Islanders about their recollections of
the year 1968. Their stories, which include references to the Vietnam
War, the struggle for Civil Rights, the Assassinations of Martin Luther
King and Robert Kennedy as well as many more personal memories are a living
history of one of the most tumultuous years in United States history.
The project includes a glossary, timeline, and bibliography of references
for 1968 and the period in which it is embedded. |
| Website |
VALUE
(Voice for Adult Literacy United for Education) |
http://literacynet.org/value/
index.html |
This
is the website for the national group called VALUE, a non-profit organization
whose members consist of adult learners, adult learner organizations,
other individuals who support learner leadership, non-profit adult education
organizations, other kinds of non-profits, and corporations. VALUE’s
mission is to help adult learners become effective leaders in their education
programs. From that experience, learners can then apply their leadership
skills in their communities, workplaces, and families. They encourage
adult learners to have a voice and participate in their programs and communities
through: recruitment of new learners into adult education programs, retention
of learners in programs by providing support so learners don’t drop
out. The website provides information not only about the organization
but also a newsletter, sections on learners as writers and as advocates,
as well as resources for learners and practitioners interested in developing
learner leadership skills. |
| ZIP |
Got
a great resource to suggest? Does one of our resources cover additional
standards? |
All
additions, suggestions, and queries are welcome! |
Please
contact Carey Reid at creid@worlded.org |
