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A Holistic Conceptualization Of Adult Learning And Its Critiques Of Selected Concepts And Theories, Baiyin Yang
A Holistic Conceptualization Of Adult Learning And Its Critiques Of Selected Concepts And Theories, Baiyin Yang
Adult Education Research Conference
This paper critically evaluates several contemporary concepts and theories of adult learning. Most of existing adult learning theories and conceptualizations tend to narrowly define knowledge and learning. Holistic learning theory provides an integrative framework that can be used adequately explain many propositions of major contemporary theories and concepts of adult learning.
A Different Definition Of “Boob-Tube”: What Dr. Catherine Gale, Of The Avengers, Taught Women, Robin Redmon Wright
A Different Definition Of “Boob-Tube”: What Dr. Catherine Gale, Of The Avengers, Taught Women, Robin Redmon Wright
Adult Education Research Conference
This paper summarizes a qualitative research project exploring the impact of the first feminist television character, Cathy Gale, of the 1962-64 British television program, The Avengers. Contemporaneous British women viewers reveal how Gale’s character helped them reject traditional roles, incorporate the character’s strengths, and seek out other feminist role models.
A Critical Review Of The Empirical Research Of Transformative Learning (1999-2005), Edward W. Taylor
A Critical Review Of The Empirical Research Of Transformative Learning (1999-2005), Edward W. Taylor
Adult Education Research Conference
This is a review of transformative learning (TL) since 1998 involving 40 empirical studies. Findings include trends of less emphasis on identifying transformative experiences in different setting, and more about fostering TL and better understanding the nature of critical reflection, relationships, a perspective transformation, and context. Also, research designs are becoming more sophisticated.
The Role Of Learning Experiences In The Development Of Expertise, Robin S. Grenier
The Role Of Learning Experiences In The Development Of Expertise, Robin S. Grenier
Adult Education Research Conference
This study examined the types of learning experiences leading to the development of expertise. A qualitative research approach was employed with twelve participants from a purposeful sampling of four historically themed museums. Analysis revealed learning experiences leading to expertise development included formal training and continuing education and informal and incidental learning.
Reorienting To Expectations Of Change, Elizabeth Grigoriu
Reorienting To Expectations Of Change, Elizabeth Grigoriu
Adult Education Research Conference
This paper explains implicit and explicit theoretical assumptions of change and an emerging reorientation to expectations of change by using activity and meaning making theory to uncover a more expanded, integrated understanding of our expectations of change. The purpose of this reorganization is to better navigate social interactions as practitioner theorists.