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Die absolute Metapher ,lebenslanges Lernen‘ [[electronic resource] ] : Eine Argumentationsanalyse / / von Claudia Dellori
| Die absolute Metapher ,lebenslanges Lernen‘ [[electronic resource] ] : Eine Argumentationsanalyse / / von Claudia Dellori |
| Autore | Dellori Claudia |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 |
| Descrizione fisica | 1 online resource (233 p.) |
| Disciplina | 370 |
| Collana | Theorie und Empirie Lebenslangen Lernens |
| Soggetto topico |
Lifelong learning
Adult education Educational policy Education and state Lifelong Learning/Adult Education Educational Policy and Politics |
| ISBN | 3-658-10960-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Nota di contenuto | Bildungsbereichsübergreifende Umsetzung lebenslangen Lernens -- Empirische Dimensionalisierung der absoluten Metapher ,lebenslanges Lernen‘ -- Umgang mit der absoluten Metapher ,lebenslanges Lernen‘ -- Verknüpfung wissenssoziologischer Diskursanalyse, Grounded Theory und Argumentationsanalyse. |
| Record Nr. | UNINA-9910483584503321 |
Dellori Claudia
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| Wiesbaden : , : Springer Fachmedien Wiesbaden : , : Imprint : Springer VS, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Access to Education in Europe [[electronic resource] ] : A Framework and Agenda for System Change / / by Paul Downes
| Access to Education in Europe [[electronic resource] ] : A Framework and Agenda for System Change / / by Paul Downes |
| Autore | Downes Paul |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (281 p.) |
| Disciplina | 374.001 |
| Collana | Lifelong Learning Book Series |
| Soggetto topico |
Educational sociology
Lifelong learning Adult education Education—Philosophy Sociology of Education Lifelong Learning/Adult Education Educational Philosophy |
| ISBN | 94-017-8795-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Acknowledgements.-Foreword by Sue Waddington, President of the European Association for the Education of Adults (2008-2013).-1. Introduction: Developing a Conceptual Framework for Access to Education for Socio-Economically Marginalised Groups - A Systems Focus.-Chapter 1: Summary -- 2. System Blockages for Access to Education in Europe: Paper Commitments and Substantive Gaps -- 2.1 The European Union’s strategic priority on paper of access and lifelong learning as a means of fostering social inclusion: Falling between two stools in the ET2020 targets ? -- 2.2 Access to education for marginalised groups: A neglected focus in university rankings -- Chapter 2: Summary -- 3. Conceptual Framework and Agenda: Beyond Bronfenbrenner (1979;1995) to Interrogation of Blocked Systems via Structural Indicators -- 3.1Conceptual Framework: Interrogating Bronfenbrenner’s (1979; 1995) systems framework in educational, developmental and community psychology for access to education.-3.2 The need for focus on system blockage and displacement in moving from inert to inclusive systems: Key limitations to Bronfenbrenner’s (1979; 1995) understanding of systems -- Chapter 3: Summary -- 4. Structural Indicators for System Level Change for Access to Education for Marginalised Groups -- 4.1 An agenda of structural indicators for system level change for access to education for marginalised groups at international, national and institutional levels -- 4.2 Key interpretative principles underpinning a systemic review of structural indicators for access to education derived by analogy from international rights discourse -- 4.3 Structural indicators: A key strategic gap in the OECD (Organisation for Economic Cooperation and Development) international education indicators.-Chapter 4: Summary -- 5. Access to Higher Education for Socio-Economically Marginalized Groups: Indicators at Macro-Exo levels -- 5.1 A central driving committee at State level for access to higher education and lifelong learning for marginalised groups (Structural Indicator) – including clear funding sources -- 5.2 Clarification of the criteria to ascertain socio-economic exclusion (Structural Indicator) given the observed tendency, especially in Central and Eastern European countries, for targeting to occur for more easily identifiable target groups like those with a disability or from an ethnic minority – in contrast with groups experiencing socio-economic exclusion -- Chapter 5: Summary -- 6. Access to Higher Education for Socio-Economically Marginalized Groups: Indicators at Macro-Exo levels -- 6.1 The need for a formal obligation on institutions from the State to improve access and for incentives for third level institutions such as differentiated funding from the State based on implementation of access goals (Structural Indicator) -- 6.2 State-led incentives to different faculties and departments within third level institutions to increase access: A faculty and department level focus to increase access (Structural Indicator) -- 6.3 An access strategy for the so-called ‘elite’ universities (Structural Indicator) -- 6.4 Representation of target groups, including ethnic minorities in the decision making structures and processes at national level regarding access to education (Structural Indicator) -- 6.5 A system of reserved places or equivalent approach to increase participation of underrepresented groups at third level (Structural Indicator) -- 6.6 A coherent support strategy for access to third level education for orphans and young people in care (Structural Indicator) -- Chapter 6: Summary -- 7.Access to Higher Education for Socio-Economically Marginalized Groups: Indicators at Micro-Meso levels -- 7.1 Education institutional strategies for access for groups experiencing socio-economic exclusion (Structural Indicator) -- 7.2 Development of outreach institutional strategies that go beyond mere information based models (Structural Indicator) -- 7.3 Availability of school and university institutions free of charge during summertime and evenings for community groups from marginalised areas (Structural Indicator) -- 7.4 Outreach strategy to communicate with spokespersons, opinion makers and community leaders in socio-economically marginalised or ethnic minority communities (Structural Indicator) -- 7.5 Formal links between universities and Non-Governmental Organisations representing marginalised groups (Structural Indicator) -- 7.6 Outreach strategy to engage young immigrants and young members of a target group: Cohort effect as a positive potential (Structural Indicator) -- 7.7 An access strategy of third level institutions which engages with primary and secondary students experiencing socio-economic marginalisation (Structural Indicator) -- 7.8 Preparatory admission courses (Structural Indicator) -- 7.9 Challenge to institutional staff attitudes -- Chapter 7: Summary -- 8. Non-formal education: Indicators at Macro-Exo levels -- 8.1 Introduction: Non-formal education as a key path to overcoming fear of failure in marginalised groups -- 8.2 The need for a national and regional strategy for non-formal education –to relate but not reduce non-formal education to the formal system (Structural Indicator) -- 8.3 The need for agreed, nonreductionist, accountability processes in the non-formal sector: Due to less accountability provided by non-formal educational institutions in a climate of increasing need for accountability (Structural Indicator) -- 8.4 Funded strategies to develop local community lifelong learning centres (Structural Indicator) -- 8.5 Non-formal education as a key bridge to ethnic minorities, immigrants and those experiencing social exclusion -- Chapter 8: Summary -- 9. Non-formal Education: Indicators at Micro-Meso Levels -- 9.1 A strategy to develop community leaders (Structural Indicator) -- 9.2 National strategies for lifelong learning to include the arts as a key bridge into societal and systemic participation via non-formal education (Structural Indicator) -- 9.3 Non-formal as a path to formal education (Structural Indicator) -- 9.4 Staff continuity and development in non-formal education (Structural Indicator) -- 9.5 Pathways to overcome process difficulties regarding recognition of prior learning -- Chapter 9: Summary -- 10. Prison Education: Indicators at Macro-Exo Levels -- 10.1 Introduction: Prison education as a domain of lifelong learning -- 10.2 A national strategy of education for prisoners (Structural Indicator) -- 10.3 Opportunities for distance education and web-based learning in prison(Structural Indicator).-10.4 An education strategy for high security prisons (Structural Indicator) -- 10.5 Overcoming ambivalence from prison officers in some countries to prisoner Learning -- Chapter 10: Summary -- 11. Prison education: Indicators at Micro-Meso levels -- 11.1 Establishment and implementation of a principle of normality in prisons (Structural Indicator) -- 11.2 Individual education plans for prisoners (Structural Indicator) -- 11.3 Initial assessment approaches for prisoners (Structural Indicator) -- 11.4 Sufficient space in prison for education (Structural Indicator) -- 11.5 Professional development support and resource materials for teachers in prisons (Structural Indicator) -- 11.6 Prisoner exchange based on educational reasons, including bridges to external education institutions (Structural Indicator) -- 11.7 Overcoming practical problems to allow the prisoner to study in prison and at third level -- 11.8 Peer effects on motivation to learn in prison -- Chapter 11: Summary -- 12. Conclusion -- 12.1 Developing a European Union agenda of structural indicators for access to higher education and lifelong learning for socioeconomically excluded groups -- 12.2 Developing a conceptual framework to move from blocked systems of exclusion towards systems of inclusion for access to higher education and lifelong learning: From diametric to concentric systems of relation -- Chapter 12: Summary -- Appendix A: Glossary of key terms -- Appendix B: Illustrative examples of a Structural Indicators Matrix Tool for Access to Education for Socio-Economically Marginalised Groups: Higher education, Non-Formal education, Prison education. |
| Record Nr. | UNINA-9910483644303321 |
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Downes Paul
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| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Achieving Quality Education for All [[electronic resource] ] : Perspectives from the Asia-Pacific Region and Beyond / / edited by Phillip Hughes
| Achieving Quality Education for All [[electronic resource] ] : Perspectives from the Asia-Pacific Region and Beyond / / edited by Phillip Hughes |
| Edizione | [1st ed. 2013.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2013 |
| Descrizione fisica | 1 online resource (241 p.) |
| Disciplina | 379 |
| Collana | Education in the Asia-Pacific Region: Issues, Concerns and Prospects |
| Soggetto topico |
International education
Comparative education Educational policy Education and state Lifelong learning Adult education International and Comparative Education Educational Policy and Politics Lifelong Learning/Adult Education |
| ISBN |
1-283-84990-9
94-007-5294-6 |
| Classificazione |
5,3
DK 1040 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction; Kelli Hughes -- Introduction by the Series Editors; Rupert Maclean -- Foreword: Let a Hundred Flowers Blossom; Phillip Hughes -- SECTION 1: The Public Sector in Education -- SECTION 2: Quality in Teaching -- SECTION 3: Making Equity Work -- SECTION 4: Looking More Widely -- SECTION 5: Concluding Comments -- Index. |
| Record Nr. | UNINA-9910438341803321 |
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The Acquisition of Knowledge and Skills for Taskwork and Teamwork to Control Complex Technical Systems [[electronic resource] ] : A Cognitive and Macroergonomics Perspective / / by Annette Kluge
| The Acquisition of Knowledge and Skills for Taskwork and Teamwork to Control Complex Technical Systems [[electronic resource] ] : A Cognitive and Macroergonomics Perspective / / by Annette Kluge |
| Autore | Kluge Annette |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina | 658.31245 |
| Soggetto topico |
Industrial psychology
Operations research Management science Lifelong learning Adult education Industrial and Organizational Psychology Operations Research, Management Science Lifelong Learning/Adult Education |
| ISBN | 94-007-5049-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Why this Book has been Written: Purpose and Structure of the Book -- Chapter 2: Controlling Complex Technical Systems: The Control Room Operator’s Tasks in Process Industries -- Chapter 3: Required Knowledge and Skills to Control a Complex Technical System - Job Analysis Related to Training -- Chapter 4: Basic Learning Processes and Supportive Learning Mechanisms for Task Work and Teamwork to Control Complex Systems -- Chapter 5: Training Design for Instance-Based Learning – The "Staged Process Control Readiness Training" (SPCRT). |
| Record Nr. | UNINA-9910298075503321 |
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Kluge Annette
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| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Adult basic education
| Adult basic education |
| Pubbl/distr/stampa | Athens, Ga. : , : Commission on Adult Basic Education |
| Descrizione fisica | 1 online resource |
| Disciplina | 374/.973 |
| Soggetto topico |
Elementary education of adults - United States
Adult education - United States Adult Education Adult education Elementary education of adults |
| Soggetto genere / forma | Periodicals. |
| Soggetto non controllato | Education |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996336831203316 |
| Athens, Ga. : , : Commission on Adult Basic Education | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
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Adult education and development
| Adult education and development |
| Pubbl/distr/stampa | [Bonn, Germany], : [DVV International] |
| Descrizione fisica | 1 online resource |
| Disciplina | 374/.4172/4 |
| Soggetto topico |
Education - Developing countries
Adult education - Developing countries Adult education Education |
| Soggetto genere / forma | Periodicals. |
| ISSN | 2199-9139 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Altri titoli varianti |
Éducation des adultes et développement
Educación de adultos y desarrollo |
| Record Nr. | UNINA-9910143778603321 |
| [Bonn, Germany], : [DVV International] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Adult education and learning in precarious age [[electronic resource] ] : the Hamburg declaration revisited / / Tom Nesbit, Michael Welton, editors
| Adult education and learning in precarious age [[electronic resource] ] : the Hamburg declaration revisited / / Tom Nesbit, Michael Welton, editors |
| Pubbl/distr/stampa | San Francisco, Calif., : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (114 p.) |
| Disciplina | 374 |
| Altri autori (Persone) |
NesbitTom
WeltonMichael |
| Collana | New Directions for Adult and continuing Education |
| Soggetto topico |
Adult education
Adult learning |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-70904-7
1-118-70888-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Adult Education and Learning in a Precarious Age: The Hamburg Declaration Revisited; Copyright; Contents; Editors' Notes; References; 1. Subjects to Citizens: Adult Learning and the Challenges of Democracy in the Twenty-First Century; Arab Spring; The Occupy Movement; Conclusion; References; 2. Literacy and UNESCO: Conceptual and Historical Perspectives*; Literacy and UNESCO, 1946-2000; Literacy and UNESCO, 2000-2010; UNESCO's Future in Literacy; References; 3. Adult Education of Women for Social Transformation: Reviving the Promise, Continuing the Struggle; CONFINTEA's Multiple Promises
The Empirical Evidence on Government ActionA Predictable Path and Possibilities for Escaping It; Conclusions; References; 4. From the Quixotic to the Pragmatic: The Hamburg Declaration, Adult Education, and Work; Globalization and Changing Work Relationships; Learning Regions; Collaboration, Creativity, and Productivity; Self-Direction, E-Learning, and Technology; Career Pathways; References; 5. Adult Learning, Education, and the Environment; From the "Human" Environment to Climate Change; Environmental Education; The Forward March of Hamburg and the Setback at Belém Plus Ça Change . . . : Rio+20 and BeyondEducative Activism; The "New Education"-Environment, Health, and Population; Ways Forward; References; 6. Adult Learning and the Promise of New Technologies; The Digital Age and (In)equality of Participation; Different Dimensions of the Digital Divide; Impact of New Technologies on Teaching and Learning; Strengths and Opportunities of e-Learning for Adults; Widening Access to Educational Resources; Copyright Issues of Online Learning; Weaknesses and Threats of Omnipresent Digital Technologies; Conclusions; References 7. The Gap Between Aspiration and PracticeReferences; 8. The Economics of Adult Education; Investment in AE; Overview of Funding Mechanisms; Key Problems and Constraints; Ways Forward; References; 9. Whither Utopia?; Adult Education's Political Dimensions; Organizational Roles in Policy Formation; Positive Changes; What Next?; References; Index |
| Record Nr. | UNINA-9910465702303321 |
| San Francisco, Calif., : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Adult education and learning in precarious age [[electronic resource] ] : the Hamburg declaration revisited / / Tom Nesbit, Michael Welton, editors
| Adult education and learning in precarious age [[electronic resource] ] : the Hamburg declaration revisited / / Tom Nesbit, Michael Welton, editors |
| Pubbl/distr/stampa | San Francisco, Calif., : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (114 p.) |
| Disciplina | 374 |
| Altri autori (Persone) |
NesbitTom
WeltonMichael |
| Collana | New Directions for Adult and continuing Education |
| Soggetto topico |
Adult education
Adult learning |
| ISBN |
1-118-70904-7
1-118-70888-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Adult Education and Learning in a Precarious Age: The Hamburg Declaration Revisited; Copyright; Contents; Editors' Notes; References; 1. Subjects to Citizens: Adult Learning and the Challenges of Democracy in the Twenty-First Century; Arab Spring; The Occupy Movement; Conclusion; References; 2. Literacy and UNESCO: Conceptual and Historical Perspectives*; Literacy and UNESCO, 1946-2000; Literacy and UNESCO, 2000-2010; UNESCO's Future in Literacy; References; 3. Adult Education of Women for Social Transformation: Reviving the Promise, Continuing the Struggle; CONFINTEA's Multiple Promises
The Empirical Evidence on Government ActionA Predictable Path and Possibilities for Escaping It; Conclusions; References; 4. From the Quixotic to the Pragmatic: The Hamburg Declaration, Adult Education, and Work; Globalization and Changing Work Relationships; Learning Regions; Collaboration, Creativity, and Productivity; Self-Direction, E-Learning, and Technology; Career Pathways; References; 5. Adult Learning, Education, and the Environment; From the "Human" Environment to Climate Change; Environmental Education; The Forward March of Hamburg and the Setback at Belém Plus Ça Change . . . : Rio+20 and BeyondEducative Activism; The "New Education"-Environment, Health, and Population; Ways Forward; References; 6. Adult Learning and the Promise of New Technologies; The Digital Age and (In)equality of Participation; Different Dimensions of the Digital Divide; Impact of New Technologies on Teaching and Learning; Strengths and Opportunities of e-Learning for Adults; Widening Access to Educational Resources; Copyright Issues of Online Learning; Weaknesses and Threats of Omnipresent Digital Technologies; Conclusions; References 7. The Gap Between Aspiration and PracticeReferences; 8. The Economics of Adult Education; Investment in AE; Overview of Funding Mechanisms; Key Problems and Constraints; Ways Forward; References; 9. Whither Utopia?; Adult Education's Political Dimensions; Organizational Roles in Policy Formation; Positive Changes; What Next?; References; Index |
| Record Nr. | UNINA-9910792298103321 |
| San Francisco, Calif., : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Adult education and learning in precarious age [[electronic resource] ] : the Hamburg declaration revisited / / Tom Nesbit, Michael Welton, editors
| Adult education and learning in precarious age [[electronic resource] ] : the Hamburg declaration revisited / / Tom Nesbit, Michael Welton, editors |
| Pubbl/distr/stampa | San Francisco, Calif., : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (114 p.) |
| Disciplina | 374 |
| Altri autori (Persone) |
NesbitTom
WeltonMichael |
| Collana | New Directions for Adult and continuing Education |
| Soggetto topico |
Adult education
Adult learning |
| ISBN |
1-118-70904-7
1-118-70888-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Adult Education and Learning in a Precarious Age: The Hamburg Declaration Revisited; Copyright; Contents; Editors' Notes; References; 1. Subjects to Citizens: Adult Learning and the Challenges of Democracy in the Twenty-First Century; Arab Spring; The Occupy Movement; Conclusion; References; 2. Literacy and UNESCO: Conceptual and Historical Perspectives*; Literacy and UNESCO, 1946-2000; Literacy and UNESCO, 2000-2010; UNESCO's Future in Literacy; References; 3. Adult Education of Women for Social Transformation: Reviving the Promise, Continuing the Struggle; CONFINTEA's Multiple Promises
The Empirical Evidence on Government ActionA Predictable Path and Possibilities for Escaping It; Conclusions; References; 4. From the Quixotic to the Pragmatic: The Hamburg Declaration, Adult Education, and Work; Globalization and Changing Work Relationships; Learning Regions; Collaboration, Creativity, and Productivity; Self-Direction, E-Learning, and Technology; Career Pathways; References; 5. Adult Learning, Education, and the Environment; From the "Human" Environment to Climate Change; Environmental Education; The Forward March of Hamburg and the Setback at Belém Plus Ça Change . . . : Rio+20 and BeyondEducative Activism; The "New Education"-Environment, Health, and Population; Ways Forward; References; 6. Adult Learning and the Promise of New Technologies; The Digital Age and (In)equality of Participation; Different Dimensions of the Digital Divide; Impact of New Technologies on Teaching and Learning; Strengths and Opportunities of e-Learning for Adults; Widening Access to Educational Resources; Copyright Issues of Online Learning; Weaknesses and Threats of Omnipresent Digital Technologies; Conclusions; References 7. The Gap Between Aspiration and PracticeReferences; 8. The Economics of Adult Education; Investment in AE; Overview of Funding Mechanisms; Key Problems and Constraints; Ways Forward; References; 9. Whither Utopia?; Adult Education's Political Dimensions; Organizational Roles in Policy Formation; Positive Changes; What Next?; References; Index |
| Record Nr. | UNINA-9910829131003321 |
| San Francisco, Calif., : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Adult education and lifelong learning : theory and practice / / Peter Jarvis
| Adult education and lifelong learning : theory and practice / / Peter Jarvis |
| Autore | Jarvis Peter <1937-, > |
| Edizione | [4th ed.] |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2010 |
| Descrizione fisica | 1 online resource (353 p.) |
| Disciplina | 374 |
| Soggetto topico |
Adult education
Continuing education |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-203-71810-0
1-283-88483-6 1-135-69536-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
ADULT EDUCATION AND LIFELONG LEARNING Theory and Practice; Copyright; Contents; List of figures; List of tables; Preface to the fourth edition; Acknowledgements; 1 The person as learner; The evolutionary and social context of the person; The nature of the person; Being and learning; Learning social being: socialization; Conclusion; 2 The learning society; Globalization; Emergence of the learning society; Conclusion; 3 Education and learning; The concepts of learning and education; Formal learning; Non-formal learning; Informal learning; Conclusion; 4 Learning; The nature of learning
Theories of learningExperience and learning; Types and styles of learning; Conclusion; 5 Perspectives on learning theory; Paulo Freire; Robert M. Gagné; Knud Illeris; Malcolm Knowles; Jack Mezirow; Carl Rogers; Conclusion; 6 Developments in learning theory; Learning and action; Cognition; Emotions; Experience; Ageing; The whole person; The science of learning; Conclusion; 7 Teaching adults; Conditions of learning and approaches to teaching; The morality of teaching; Conclusion; 8 The processes of teaching; Types of teaching; Teaching methods; Teaching aids; Conclusion 9 Theoretical perspectives on teachingStephen Brookfield; Jerome S. Bruner; John Dewey; Paulo Freire; Ivan Illich; Malcolm Knowles; Parker Palmer; Conclusion; 10 Distance education and open learning; The nature of distance education and open learning; The continued development of distance education into open learning; Contemporary practices; Conclusion; 11 Assessing and evaluating; Assessing learners' work; Certificates, credits, diplomas; Curriculum/course evaluation; The public value of learning; Conclusion; 12 Curriculum theory and programme planning; Studies in curriculum theory Programme planningConclusion; 13 Practice, theory, research and policy; Practice and theory; Research and practice; The relationship between research and policy; Conclusion; 14 The professional preparation of teachers of adults; The process of professionalization; From semi-profession to the beginnings of professionalization; Recent developments in the professional preparation of educators in both adult education and lifelong learning; Conclusion; Selected further reading; Bibliography; Index |
| Record Nr. | UNINA-9910452533103321 |
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Jarvis Peter <1937-, >
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| London ; ; New York : , : Routledge, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Soggetto topico
-
Adult education
(427)
- Lifelong Learning/Adult Education (148)
- Lifelong learning (148)
- Continuing education (72)
- Vocational education (51)