Learning is an inseparable part of human experience. Understanding how adults learn and applying that expertise to practical everyday situations and relationships opens the window on a broader understanding of the capacity of the human mind. Dorothy MacKeracher's Making Sense of Adult Learning was first published in 1996, and was acclaimed for its readability and value as a reference tool. For the second edition of this essential work, MacKeracher has reorganized and revised many of the chapters to bring the text up-to-date for contemporary use. Concepts are presented from learning-centred and learner-centred perspectives, while related learning and teaching principles provide ideas about how one may enable others to learn more effectively. Written for people preparing to become adult educators, Making Sense of Adult Learning provides background information about the nature of adult learning and the characteristics that typify adult learners. This new edition will be quick to assert its place as the premier guide in the field.
Making Sense of Adult Learning
Westport, CT: Bergin and Garvey, 1999. Allman, P. Critical Education Against Global Capitalism: Karl Marx and Revolutionary Critical Education. Westport, CT: Bergin and Garvey, 2001. Altenbaugh, R. J. Education for Struggle: The ...
Adams-Webber, J. R. Personal Construct Theory: Concepts and Application. New York: Wiley-Interscience, 1979. Akande, J. O., and Jegede, P. O. “Andragogy and Computer Literacy: The Nigerian Perspective.” The African Symposium: An On-Line ...
Making Sense of Learning Human Anatomy and Physiology
Force and Motion
Chew, F. (1994) 'The relationship of information needs to issue relevance and media use', Journalism Quarterly, 71:676–88. ... Cullen, J., Hadjivassiliou, K., Kelleher, J., Sommerlad, E. and Stern, E. (2002) Review of Current Pedagogic ...
This book explores connections between the fields of foreign/second language teaching and adult learning through a case study of adult language learners at the college level.
This book looks beyond the current rhetoric about lifelong learning and asks long overdue questions on the motives of institutions, employers and the Government in promoting it, and who says what is or is not lifelong learning.
This book appraises the multiplicity of meanings and practices associated with experiental learning in an international context.The editors have identified four distinct villages within the global village of experiential learning.
the first group with words such as reliable from the second group, we don't find a correlation. ... which Lewis Goldberg named the Big Five.7 Each of them has been given a reasonably descriptive name: Extraversion (E), Agreeableness (A) ...