Annotated Bibliography On Adult Learning And Teaching-bbmullinix

Annotated Bibliography on Adult Learning and Teaching Compiled/Offered by Dr. Bonnie B. Mullinix  The following is a selected (non exhaustive) annotated bibliography listing references on Adult Learning and Teaching that may prove a helpful starting point for further exploration.

Bransford, J.D, A.L. Brown and R.R. Cocking (eds.). (1999). How people learn: Brain, mind, experience, and school. National Academy of the Sciences. Accessed 3/20/08 at: http://www.nap.edu/html/howpeople1/

Presenting principles of learning and a summary overview of the ‘new Abstract/Notes: science of learning’, this pulls from a review of 30 years of research and categorizes findings on learning into five areas: Memory and structure of knowledge; Analysis of problem solving and reasoning; Early foundations; Metacognitive processes and self-regulatory capabilities; Cultural experience and community participation. It clearly underscores that the preponderance of information about human learning, views of how to facilitate effective learning have shifted from the benefits of drill and practice to focus on students' understanding and application of knowledge.

Chickering, A. W. and Z. F. Gamson. (1987). Seven Principles of Effective Undergraduate Education. The American Association for Higher Education Bulletin, March 1987. Accessed 3/20/08 at: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

Abstract/Notes: An oft-referenced and simple summary of research on good teaching and learning in colleges and universities that culminates in seven principles of effective education intended as guidelines to improve teaching and learning: encourages contact between students and faculty; develops reciprocity and cooperation among students; encourages active learning; gives prompt feedback; emphasizes time on task; communicates high expectations; respects diverse talents and ways of learning.

Criticos, C. (1989). Experiential Learning in Formal and Non-Formal Education. Durban, South Africa, Media Resource Centre, University of Natal. Abstract/Notes:

A "southern" articulation of experiential learning. This collection includes the following contributions: Liberation pedagogy in the South African Context; Potato Crisp Pedagogy; Working Together: and experiential program dealing with cross-cultural awareness; Community in Media; Blankets and Development: a Critical Appraisal of the Valley Trust Development Programmes; Learning the Action Research: Fact or Fantasy?; An Experiential Exercise in the Education of School Counselors; Experiential Learning at a Distance; Using Journals in Experiential Leaning: Uses and Pitfalls; Talking Newspapers: Audio Cassettes - an Appropriate communications medium; Beyond Race: the class gap between educationists and deprives students in South Africa; Using Games for learning about Values: In search of a theory; In defense of an Experiential Approach to Music Education; Transforming Teaching and Learning:

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Easier said than done; Post Apartheid Undergraduate Medical Education; Learner responsibility, Sharing the Curriculum in a formal setting; Jeyes Fluid and Rubber Tyres: Scientists and Careers; and Pre-requisites for Co-operative Learning.

Criticos, C. (1989). Making the Future: Experiential Learning and Responses to the Future. Working Papers. Durban, South Africa, Media Resource Centre, University of Natal,. No. 1: 8 Abstract/Notes:

This pivotal paper provides insight into the discrepant views regarding the definition and purpose of Experiential Learning in "Northern" and "Southern" contexts. Criticos references conversations emerging from the "1st International Conference on Experiential Learning: and the first South African conference on "Experiential Learning in Formal and Nonformal Education". He traces the coalescence of these definitions within the specific socio-political contexts and educational milieus from which they originate. The article continues by acknowledging the views of the future as pivotal components of ideology that influence the character and practice of pedagogy.

Comparative approaches to experiential education within formal institutional and nonformal, community-based settings are discussed with reference to its perceived purpose and contribution. Ideologies of the past, present and future are addressed through reference to utopian literature, sociology and philosophy. The article concludes by constructing a matrix of pedagogical meaning that incorporates world views, consciousness, views of the future, knowledge, error and methods and is based on a broad, interdisciplinary analysis.

Eitington, J. E. (2001 (4th Edition)). The Winning Trainer: Winning Ways to Involve People in Learning. Houston, TX, Gulf Publishing Company Abstract/Notes: An updated and expanded version of the 1984 classic that takes the trainer through considerations in designing instructional that actively involves learners. With over 600 pages of practical suggestions for facilitating learning, this reference text includes the following process-oriented sections: starting off; small group instructional; role-playing, games, simulations and puzzles; self-discovery learning; problem-oriented learning; team building; inbasket exercise; key group-in-action tools; film and video; case methods; lecturing effectively; participative evaluation of instructional; transference; and ancillary issues and techniques. It also addresses issues related to cross-cultural instructional and diversity and contains over 100 handouts formatted for ready use.

Fleming, N. (2001). VARK: A Guide to Learning Styles. http://www.varklearn.com/english/index.asp. Accessed: 2 March 2008 Abstract/Notes:

A website built around an online instrument that provides a profile of individual learning preferences (the ways learners prefer to take-in and give-out information). Analysis differentiates between Visual, Aural, Read/Write, Kinesthetic and Multimodal and offers study strategies that take advantage of each preference.

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Freire, P. (1984). Pedagogy of the Oppressed. New York, Continuum Publishing Corporation Abstract/Notes: A pivotal contribution to the field of education, this book represents one of the first internationally recognized works from a "southern" (“third world”) educator. As a practicing adult educator in Brazil, Freire brings his insights and experiences to bear on the inherently political existence of human's and the importance of education as an oppressive or liberating process. Primarily a philosophical and theoretical treatise, the work is presented in four chapters. The first reviews the justification for a pedagogy of the oppressed outlining the inherent contradictions between and characteristics of the oppressed and oppressors, and identifies liberation as a mutual process. Chapter 2 discusses the concept of "banking" education as an instrument of oppression and presents problem-posing as an instrument of liberation. The inherent contradictions and presuppositions of these concepts are discussed and the chapter concludes by looking at education as a world-mediated, mutual process and positioning man's involvement in education as an attempt to expand his(/her) inherent humanity - to become more complete. Chapter 3 presents the concept of dialogue and posits dialogics as the essence of education in the practice of freedom. Generative themes are introduced as well as the concept of critical consciousness. Chapter 4 suggests that antidialogics and dialogics are matrices of opposing theories of cultural action. The chapter identifies characteristics of each with antidialogics as an instrument of oppression having characteristics such as conquest, divide and rule, manipulation and cultural invasion, while dialogical action has as characteristics cooperation, unity, organization and cultural synthesis.

Jones, B. F., A. S. Palincsar, et al., Eds. (1987). Strategic Teaching and Learning: Cognitive Instruction in the Content Areas. Elmhurst, IL, North Central Regional Education Laboratory (NCREL) and the Association for Supervision and Curriculum Development (ASCD). Abstract/Notes: This book is divided into two parts. In part one the editors provide a framework for strategic teaching and learning and describe their working conclusions about learning and instruction. It provides generic planning guides for identifying appropriate thinking processes, organizational patterns and instructional strategies. Within the first part they focus on learning and thinking, strategic thinking for cognitive focus and an example of planning for strategic teaching. In part two, four authors provide specific examples of strategic teaching across the content areas of science, social studies, mathematics, and literature. Each was challenged to take the framework provided in the first part and apply it to their content area for instruction and critique the framework's effectiveness.

Knowles, M. S. (1970). The Modern Practice of Adult Education: Andragogy verses pedagogy. New York, Associated Press Abstract/Notes:

Originator of the term Andragogy, Malcolm Knowles is considered to be one of the leading practitioner-philosophers in the field of adult education and this, his central work, is a central and important contribution to the field. Predicated on the concept that any adult reader of the text should also be a self-directed learner, Knowles structures his book with an extended table of contents and fully accessible text. The book is divided into three parts. The first part discusses the emerging role and technology of adult education in three chapters by exploring the modern context of adult education practice, the mission and role of the adult educator, and introduces the concept of andragogy as distinct from

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pedagogy. The second part serves as the core of the book encompassing six chapters, which focus on organizing and administering comprehensive programs of adult education. In great detail, these chapters address: establishing and organizational climate and structure, assessing needs and interests in program planning, defining purposes and objectives, designing and operating a comprehensive program and evaluating comprehensive programs. Part 3 is dedicated to helping adults learn and takes the reader through the process of designing and managing learning activities for adults. The book contains an index and extensive appendices aimed at clarifying or extending critical points of reflection raised throughout the book (including the origin and spelling of the term "andragogy") and/or providing sample or supplemental exhibits.

Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, N.J., Prentice-Hall Abstract/Notes:

Presents and describes Kolb’s model of learning: The Experiential Learning Cycle. Each stage of the learning cycle is explained (Concrete Experience, Reflective Observation, Abstract Generalization and Active Experimentation) as well as the relationship between the cycle and learning styles.

Kolb, D. A. (1971, 1976, 1981). The Learning Style Inventory Abstract/Notes: A detailed instrument used to help learners identify their preferred learning style. The interpretive analysis that accompanies this tool helps individuals to understand the relationship between types of learners and modes of learning as emerge from the Experiential Learning Cycle as a model of learning. Kroehnert, G. (1991). 100 Instructional Games. New York, McGraw Hill A compendium of self contained games suitable for a variety of Abstract/Notes: instructional programs; differentiates between games, simulations, brain teasers, role plays and case studies and uses a code grid to identify purposes for various activities (icebreaker, teambuilding, communication, facilitator/presentation skills, mid-course energizer, learning, perception, evaluation and self-management).

Magolda, M. B. B. (1992). Knowing and Reasoning in College: Gender-Related Patterns in Students' Intellectual Development. San Fransisco, Jossey-Bass Publishers. Abstract/Notes:

This book offers individuals working at college level with a broad view of college students' complex ways of knowing. The book is divided into two parts. Part One introduces the different ways of knowing (absolute, transitional, independent, and contextual ). The author begins by reviewing the literature on knowing and considers researcher's ways of knowing. She then provides an in-depth study of two participants on the road to presenting the epistemological reflection model proposed. The next four chapters are devoted to describing the four ways of knowing and the patterns evident within each. The last chapter in part one attempts to address whether the patterns that emerge from the study group are transferable to other contexts and the limitations represented in the sample population with respect to the nondominant . The second part of the book turns to transforming educational practice by acknowledging the relational nature of knowing. The chapters alternately summarize student's advice to classroom educators and cocurricular educators, and , discuss how to promote development of a distinctive student perspective, The principles associated with these advice/perspective chapters are: validating the student as a knower, situating learning within the

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student's own experience and defining learning as constructing meaning collaboratively with others. The final chapter summarizes the major findings of the study and discusses them in the context of the broader literature on the realities of student development and educational practice. Following the final chapter are a set of three resources that provide background on the Miami University, an explanation of the methods used, and the actual instruments (interview and questionnaire) employed.

McKeachie, W and M. Svinicki. (2006). McKeachie's Teaching Tips: Strategies, Research and Theory for College and University Teachers. Boston, MA: Houghton Mifflin Co. Abstract/Notes:

A handbook that provides helpful strategies for dealing with everyday problems of teaching at the university level while maximizing learning for every student. Suggested strategies are supported by research and theory. Teachers are encouraged to adapt the tools and ideas provided them to their own situations and to expand their repertoire for dealing with the challenging dynamics of teaching/learning environments.

Merriam, S. B. C., Rosemary S. (1991). Learning in Adulthood. San Francisco, JosseyBass. A comprehensive guide to adult learning that is divided into five parts: 1) Abstract/Notes: The Context and Environment of Adult Learning (covering social and cultural influences, description of learning in formal settings, and learning as a self-directed activity); 2) The Adult Learner (including characteristics and objectives of learners, motivation and adult development and the learning experience); 3) The Learning Process (key learning theories, age and intelligence, memory, cognition and learning styles, and cognitive development in adulthood); 4) Building a Theoretical Base for Adult Learning (the nature of self-directed learning, participation, towards comprehensive theories of adult learning); and 5) Challenges in Fostering Adult Learning (social and political issues, ethical dilemmas in teaching and learning, integrating theory and practice. The book includes a rich source of references on adult learning and both name and subject indexes for easy reference.

Mullinix, B. B. (2002). Nurturing Participation: A Facilitator's Introduction to NonFormal Education and Participatory Instructional. Amherst, MA: Center for International Education, University of Massachusetts. This manual provides facilitators with a session-by-session guide for Abstract/Notes: introducing participants to nonformal education and participatory instructional, components central to any community development or adult basic education or literacy effort. It covers a 33 contact hour Instructional of Trainers (ToT) Workshop designed to be delivered over four intensive, residential days. The manual includes detailed session plans and all references, handouts and materials needed to facilitate the instructional. Although originally designed for use by NGO Trainers of Literacy Workers, it can easily be adapted for use in other contexts and settings.

Nilson, L.B. (2007). Teaching at Its Best: A Research-Based Resource for College Instructors, 2nd edition. San Francisco, CA: Jossey-Bass.

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Abstract/Notes:

This resource provides a compendium of practical teaching techniques, formats, classroom activities, and exercises that offers classroom instructors a helpful guide for teaching. It supports faculty who teach in traditional contexts and those who teach adult and diverse student populations as well as those who use technology and multimedia and those who rely on conventional classroom methods. The 31 chapters cover broad introductions and detailed specifics ranging from learning theory and understanding student needs and learning contexts through to assessment and evaluation.

Sigel, I. E., D. M. Brodzinsky, et al. (1981). New Directions in Piegetian Theory and Practice. Hillsdale, NJ, Lawrence Erlbaum Associates, Inc. Publishers. Abstract/Notes:

This book explores and presents a large amount of clinical and applied research regarding Piaget's theory of knowledge construction and intelligence. Acknowledging the origins and paradigmatic base of his theories and relating these to sources of critiques, the book identifies more "recent" (late '70's) critiques and supports of Piaget, pulling primarily from those who function from a similar paradigmatic base and thus provide grounded critiques of his work. The book is divided into five sections: 1) Introduction; 2) Epistemology (Sensorimotor Development, Social Learning Theory and Cognitive Constructivism, Constructivism, and Structuralism); 3) Theory (Cognitive Development, Language and Thought, Development of Communication, Conservation Paradigm, Cognitive Style Factors, Revised Interpretation, Social Experience in the Development of Representational Thought, Functional and Structural Aspects of Rationality); 4) Application (Preoperational Level, Stages in Development of Reading, David Elkind, Formal Thought, Limits of Genetic Epistemology), and 5) Mechanisms of Learning (Knowing How a Child Knows, Learning and Development - the Exceptional Child, the Power of Negative Thinking - Preschool, Self-Directed Activity and Cognitive Development). Author and Subject Indexes are also included. Many chapters call for revisions or clarifications of his theory, others question, explore and advance the concept of "activity" and its relation to cognitive development. Still other chapters address the relationship between the cognitive and social domains (a limitation Piaget is often critiqued for, and has been found to acknowledge but not discuss in detail). The text makes a case for the change and development of Piagetian Theory over the decades since the1930s. Threads of increased attention are identified such as the role of nonstructural factors in cognitive development (task characteristics, individual difference factors - cognitive styles, social and cultural experiences), the place of language in development of thought, and the problems of direct application of the theory to educational settings. It also notes the influences of Piagetian Theory on other theoretical constructs (social learning theories and constructivism) and proposes the importance of increasing mutual influence among theoretical systems.

Silberman, M. and w. K. Lawson) (1995). 101 Ways to Make Instructional Active. San Francisco, Jossy-Bass/Pfeiffer A quick reference tool that provides the educator/practitioner with ideas Abstract/Notes: for facilitating active instructional as it relates to adult learning. It provides the reader with 160 tips for setting up and facilitating active instructional and experiential activities; general facilitation strategies( team building strategies, quick assessment strategies, immediate learning involvement strategies); and information, skills and attitude building strategies (for full class learning, stimulating discussion, prompting questions, team learning, peer teaching, independent learning, affective learning, skills development) and techniques for making instructional 10/09

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unforgettable ( review strategies, self-assessment, application planning, and final sentiments). Formatted as handouts or session plans, these tips are designed for easy and immediate use and are peppered with indexed case examples to help ground and clarify. It takes the reader through the design (needs assessment, objective development, preparation and planning, and design and sequencing) and implementation (beginning, leading, facilitating and concluding) issues associated with effective active instructional in public and private sector instructional.

Silberman, M. (1998). Active Instructional: A Handbook of Techniques, Designs, Case Examples and Tips. San Francisco, Jossy-Bass/Pfeiffer Abstract/Notes: A comprehensive handbook that introduces the concept of active instructional as it relates to adult learning. It guides the reader through the design (needs assessment, objective development, preparation and planning, and design and sequencing) and implementation (beginning, leading, facilitating and concluding) issues associated with effective active instructional in public and private sector instructional.

Sims, R. R. and S. J. Sims (1995). The Importance of Learning Styles: Understanding the Implications for Learning, Course Design, and Education. Westport, CT, Greenwood Press. Abstract/Notes: This book looks at the concept of learning styles and its implications for enhancing individual learning, instructor effectiveness , and course design and education. It brings together contributions from a range of authors who discuss the advantages and disadvantages of different learning style models, instruments, and techniques for assessing individual learning characteristics. Each contribution further proposes views on the future of learning style research and its implications for enhancing learning in higher education institutions and other organizations. Topics covered include: Learning enhancement in higher education; A survey of adult learning style inventory models; Increasing the effectiveness of university and college instruction integrating learning styles research into course design and delivery; A framework for matching teaching and learning styles for diverse populations; Learning styles and changes in community colleges, learning styles and Total Quality Management in HE courses; Adapting faculty and student learning styles for accounting education; Experiential learning theory and styles in diversity education (Kolb & Freire); Experiential learning for classroom to work; Adult learning and effective instructional guidelines; Learning model for managers - a tool to facilitate learning. The book closes with a review of learning and learning styles and suggests ways in which knowledge of this concept can inform effective instructional practice.

Smith, R. M. (1982). Learning How to Learn: Applied Theory for Adults. Chicago, IL, Follet Publishing Company. Abstract/Notes: This books explores information relevant to helping adults "learn how to learn". Broken into three parts, the book covers the following: 1) Theoretical Bases (concept, adult education, characteristics and learner needs, learning style, instructional, implications and applications); 2) Developing Learning Skills and Understandings (initial actions, self-directed learning, collaborative learning, institution-based learning, alternative ways of learning); and 3) Providing Instructional: Helping Others Learn How to Learn (guidelines for instructional, instructional design and activities). Ten appendices provide learning and teaching style inventories, exercises, tools and forms ready for field use. 10/09

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Smith, M. C. P., Thomas, Ed. (1998). Adult Learning and Development: Perspectives from Educational Psychology. The Educational Psychology Series. Mahwah, NJ:, Lawrence Erlbaum Associates, Publishers. Abstract/Notes: This book contains articles contributed from adult educators and educational psychologist in an attempt to argue for and conceptualize a bridge between the two fields. The book is organized around three primary themes (and sub foci): 1) Theoretical Perspectives (learning and development, modes of learning in adulthood, socio-cultural theory and adult learning, the development of metacognition; 2) Knowing, Learning and Problem Solving in Adulthood (practical intelligences/tacit knowledge, role of adult beliefs, adult intelligence - theory and applications, mnemonic strategies for adults); 3) Adult Educational Psychology (age differences in memory and use of read text, educational psychology of adult reading, forgiveness education, parent education and adult development. Smith & Pourchot introduce these selections arguing for the need for bringing these two fields/communities together in dialogue and practice and create an Adult Educational Psychology. They conclude the book with a description of this new discipline and the challenges it will hold.

Williams, L. V. (1983). Teaching for the Two-Sided Mind: A Guide to Right Brain/Left Brain Education. New York, Simon & Schuster, Inc. With advances in the field, this book is admittedly dated and readers Abstract/Notes: would be advised to supplement and check its early science-based descriptions against more current literature. It does, however, focus nicely on implementation ideas that move learners towards active and engaged learning. The book centers on the concept of learning as it relates to brain function differentiated across the hemispheres. It provides background on relevant research related to the functioning of the hemispheres (left - linear, analytical,-orientation; right spatial-relational-integrative-constructive). It then provides practical teaching techniques designed to draw upon the capabilities associated with the right hemisphere (acknowledging this as the less often addressed approach in education). Examples are drawn from elementary through high school levels. The book is divided into 10 chapters and covers the following: Learning with the Whole Brain ; Scientific Theory and Educational Practice (differences between the hemispheres, a model of specialization, implications for education, learning styles and the hemispheres, teaching techniques for the right hemispheres); How Do You Think (strategies and modes of thinking, teaching students process awareness, solutions to exercises); Metaphor (advantages of metaphorical teaching, metaphor in the classroom); Visual Thinking (instructional perception, graphic representation, visualization); Fantasy (experiencing, observing, identifying fantasy, fantasy for self-expression, evaluating products of fantasy, fantasy in the classroom, further applications); Multi-sensory Learning (sensory learning in the early primary grades, sensorymotor integration, kinesthetic and tactile learning, academics, perception in physical learning, smell, taste and nonverbal auditory learning - music); Direct Experience (lab experiments, field trips, real objects, primary source material, simulation, role-playing; How to Start (planning for change, starting now, intangibles, rediscovering your subject, personal growth, working together, support groups), Conclusion. The book concludes with an index and a categorized bibliography identifying selected references on: Brain Research, Fantasy, Kinesthetic and multi-sensory learning, learning disabilities, metaphor, music-orff-schulwerk, music-suggestology, problem solving, transpersonal-affective and confluent education, visual thinking, curriculum materials: language arts, math, science. 10/09

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