Mapping the Field of Adult and Continuing Education

Co-published with The field of Adult and Continuing Education (ACE) has long been influential beyond its already porous borders and continues to be a source of important ideas, inspiration, and innovative practices for those in disciplines such as educational administration, social work, nursing, and counseling.

Autorentext
Alan B. Knox is Professor Emeritus of educational leadership at the University of Wisconsin-Madison. He continues his scholarly work and staff development sessions for helping professionals through the University of Wisconsin School of Medicine and Public Health office of Continuing Professional Development. He currently lives in Madison, Wisconsin. Simone C. O. Conceição is a professor and chair in the Department of Administrative Leadership at the University of Wisconsin-Milwaukee. She received her doctorate in adult and distance education from the University of Wisconsin-Madison and her master's in adult and continuing education leadership from the University of Wisconsin-Milwaukee. She has served on the editorial board of six journals and has published numerous articles in peer-reviewed journals; written more than 20 book chapters; and authored five books on the topics of online education, adult learning, online student motivation and support, and faculty workload when teaching online. Larry G. Martin is professor emeritus of adult and continuing education leadership at the University of Wisconsin-Milwaukee. As a faculty member for more than 36 years, he routinely taught graduate courses on program planning in adult education, administration of adult education programs, evaluation of adult education programs, and others. For 20 years he served in a number of administrative roles in higher education. A 2015 inductee into the International Adult and Continuing Education Hall of Fame, he has published three edited books and numerous articles and book chapters. Steven B. Frye

Klappentext

Issues of Leadership and Administration such as planning and resource allocation, organisational change and culture, and the value of a shared vision for all stakeholders are addressed in the third volume. From practical matters like staffing and volunteers, to big-picture issues such as alternative visions for the future of the field, this volume offers vital knowledge and insight.

Inhalt

Foreword-Seven B. Frye Preface Introduction to Volume One-Alan B. Knox Section One. Adult Life Cycle Development 1. An Engaged Third Age-Doe Hentschel 2. Identity/Self Development and Chronic Disease-Lisa M. Baumgartner 3. Educating Multi-Generational Groups of Adult Learners-Andrea Nikischer 4. Pseudoautonomy in the Lives of Adult Learners-Robert Jecklin 5. Learning in Later Life-Brian Findsen Section Two. Learning Theory and Practice 6. Transformative Learning Theory-Edward W. Taylor, Patricia Cranton 7. The Relevance of Indigenous Knowledge for Adult Education-Sandra L. Morrison, Timote Vaioleti 8. The Cognitive Aspect of Adult Learners from Neuroscience-Wei-Wen Chang 9. Adult Literacy Practices and Adult Basic Education-M. Cecil Smith 10. Global Climate Change Education is All Local-Ankur R. Desai Section Three. A Broad Spectrum of Learners 11. Lifelong and Lifewide Loving in Education-Tamen Jadad-Garcia, Alejandro R. Jadad 12. Adult Learners with Disabilities Overcoming Invisibility and Exclusion-Carol Rogers-Shaw 13. Adults with Low Literacy Skills Theoretical Perspectives Towards Understanding Teaching and Learning-Maurice Taylor, David Trumpower, Edward Purse 14. The Power to Change Lives The University of Wisconsin-Madison Odyssey Project-Emily Auerbach 15. Promoting Gender Equity and Leadership among Ethiopian Women in Medicine-Elizabeth Kvach, Mahlet Gebremariam, Fiker Taddesse, Cynthia Haq 16. Leveling the Field Professional Development for Part-Time Employees-Sarah Korpi Glossary About the Contributors Appendix:Contents for Volume 2, Volume 3, and Volume 4 Editors and Contributors Index