Your search found 17 results.

Descriptors:
Adult Education; Citizen Participation; Citizenship Education; Citizenship Responsibility; Democratic Values; Educational Needs; Educational Responsibility; Foreign Countries; Interpersonal Competence; Mathematics Instruction; Numeracy; Participative Decision Making; Political Influences; Self Efficacy; Theory Practice Relationship

Abstract:
This paper defines active citizenship as a fundamental aim of democratic society that enables all citizens to participate as fully as possible in cultural, economic, political, and social life. Adult education is recommended as a forum for promoting active citizenship and, since participatory democracy is learned through practice, should be an experience in participatory democracy. The author argues that adult classes in any curriculum in this case mathematics should have as an explicit objective the acquisition of knowledge and skills that contribute to active citizenship. Examples of pertinent numeracy skills include understanding financial calculations for school governors; interpreting tax proposals; and obtaining and analyzing information for community groups. The author suggests that having the following attributes promotes active citizenship: (1) the ability to negotiate and cooperate with others, deal with difference and conflict, listen constructively, obtain information, and voice opinions and ideas; (2) the confidence to be proactive, have independent opinions, act independently, take responsibility, and assume one's voice will be heard and taken into account; and (3) know how society is structured, how local and national government works, the basic ideas of political parties and political philosophies/ideologies. The document contains 17 references. (MO) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adult Education; Citizen Participation; Citizenship; Democracy; Foreign Countries; Skill Development; Work Environment

Abstract:
Survey results from 75 British adult learners indicated that the main site where they acquired skills of active citizenship (including interpersonal competence, confidence, and knowledge of government) was the workplace. Very small numbers felt that schools equipped them with these skills. (SK)

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Descriptors:
Adult Basic Education; Adult Education; Adult Students; Andragogy; Computer Uses in Education; Education Work Relationship; Educational Research; Ethnography; Lifelong Learning; Postsecondary Education; Professional Development; Student Characteristics; Teaching Methods; Theory Practice Relationship

Abstract:
This document contains 43 papers presented at a conference on research in teaching adults at the University of Exeter, England, in 1998. Among the papers are the following: "Reconstructing Academic Practice: Research and Teaching in a University School of Adult Education" (David Boud); "Re-searching Adult Education Practice: Paradoxes and Possibilities" (Allie Clemans); "Learning in Virtual Space: Potential and Pitfalls in Electronic Communication" (Mike Davis, Kate Denning); "Becoming Expert: Using Ethnographies of Everyday Learning To Inform the Education of Adults" (Mary Hamilton); "Making Links between Teaching and Research: An Example from an Inquiry into Networked Learning" (Michael Hammond); "The Trinity Ring of Knowledge: Teaching, Learning, and Research" (William Hampton and Danny Mashengele, with Fang Xiao, Conchita Felix-Corrall, Kevin Longmore, Carmen Morales-Guarda, Gillian White); "Informal Practitioner Theory: Eliciting the Implicit" (Yvonne Hillier); "Guidance as Research, Teaching, and Learning" (Anne-Marie Houghton); "Getting Connected: Involving Part-Time Tutors of Adults in Researching Their Own Development" (Ann Jackson); "Adult Learning in Civil Society: Exploring Roles for Adult Educators" (Rennie Johnston); "The Experience of Young Adults in Transition: Making Connections" (Rob Lawy); "College Knowledge: Power, Policy, and the Mature Student Experience at University" (Mark Murphy, Ted Fleming); "Connecting the Personal and the Social: Using Auto/Biography for Interdisciplinary Research and Learning About Experience" (Nod Miller, Linden West); "Professional Development, Teaching, and Lifelong Learning: Is There a Connection?" (Gill Nicholls); "Researching Learning: A United Kingdom/Singapore Comparison" (Janet Parr); "Collaborative Research: A Disturbing Practice" (Nicky Solomon); "Only Connect: Constructing the Compleat Adult Educator/Student" (Malcolm Tight); "Post-Modern Teaching: The Facilitation of Learning" (Li-Jiuan Lilie Tsay); "Lost and Found: 'Cyberspace' and the (Dis)location of Teaching, Learning, and Research" (Robin Usher, Richard Edwards); "The Little Boy and His Antics: Redefining Knowledge in Development Worker Training" (Astrid von Kotze); "Obsessives, Groupies, and the Role of Research in Adult Education" (Chris Wiltsher); and "Combining Teaching, Learning, and Research" (David Wray). Each paper contains references. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Students; Art Education; Developed Nations; Developing Nations; Distance Education; Foreign Countries; Inservice Teacher Education; On the Job Training; Open Education; Postsecondary Education; Prior Learning; Reflective Teaching; Staff Development; Student Evaluation; Teacher Educator Education; Teaching Methods

Abstract:
This document contains 19 papers presented at a conference on educating adult educators at the University of Exeter, England in July 1998. The following are included: "Themes and Issues in Training the Adult Educator" (Rosesanne Benn); "Training Adult Educators in Poland" (Tadeusz Aleksander); "Educating Teacher Educators" (Nomi Arnom); "The Training of Adult Educators in Western Europe by Open and Distance Learning Methods" (Geoff Chivers, Nikki Chowdry); "The Formation of Prisoners' Own Educational Systems and Their Relationships to 'Outside' Adult Educators: Re-defining the Boundaries of a Discussion on Educating the Adult Educator" (Howard Davidson); "Encouraging Reflective Practice in Adult Educators Studying through Distance Education" (Darryl Dymock); "Training in and for Voluntary Organizations in the UK" (Konrad Elsdon); "Integrated Practice: Reflections on the Need for a New Concept in Our Education of Adult Educators" (Ellen Enggaard and Helle Marstal); "The Role of an Educator in Kyoudou Gakushu (Mutual Study in a Small Group): Educational Provision for Young Adults in Japan" (Yaguchi Etsuko, Fuse Miho); "Developing Teacher Educators for Working with Student Retrained as Teachers in a Mid-life Career Change" (Rivka Geron, Nomi Arnon); "NVQs in Higher Education Tutor Training: The Candidates' Experience" (Yvonne Hillier); "Mirror Images: Reflective Practice in the Training of Adult Educators" (Cheryl Hunt); "When Is Staff Development Not Staff Development? When It's Training" (Ann Jackson); "The Cultural Sources of Dilemmas in Adult Educators' Training in Contemporary Poland" (Witold Jakubowski); "Training Art Tutors in Adult Education" (David Jones); "Adult Educators for Voluntary Groups in the Polish Transformation Period" (Ewa Kurantowicz); "Training Adult Educators for Working with Adults in Croatia" (Ilija Lavrnja, Anita Klapan); "An Open Window for the Training of Adult Educators: Higher Education" (Nick Small); and "Recognising Prior Learning and Assessing Current Competency in the Training of Adult Educators--Does It Devalue the Learning Process?" (Tom Stehlik). Each paper contains references. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Foreign Countries; Learning Strategies; Mathematics Education; Number Concepts; Numeracy

Abstract:
This paper provides an overview of a book entitled "Adults Count Too: Mathematics for Empowerment". The introduction to the book details why the author spent three years writing about adults learning mathematics, and outlines the shape and structure of the book. A chapter from the book, entitled "A Matrix of Factors," is presented as an example of the book's style and to offer a peek at understanding the needs of adults learning mathematics and strategies for teaching them. (ASK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Adult Learning; Continuing Education; Employed Women; Foreign Countries; Lifelong Learning; Tutors; Women Administrators; Women Faculty; Womens Education

Abstract:
This book contains 17 papers examining the various roles--learner, teacher, researcher, manager--that women have played in the development of lifelong learning. The following papers are included: "Introduction: Women and Continuing Education--Where Are We Now?" (Roseanne Benn, Jane Elliott, Pat Whaley); "Dancing into the Future: Developments in Adult Education" (Veronica McGivney); "Continuing Education in the Universities: The Old, the New, and the Future" (Viv Anderson, Jean Gardiner); "Locating Women, Theorising Women" (Miriam Zukas); "Still Struggling" (Roseanne Benn); "Locating Women: Theorising the Curriculum" (Jane Elliott); "Accrediting Women, Normalising Women" (Cheryl Law); "Recentring Quality: Assessing the Feminist Classroom" (Sue Webb); "Learners, Experiences and Lives in the Curriculum" (Sue Shuttleworth); "New Choices for Women from Mining Areas" (Mair Francis); "Women Researching in Continuing Education: Voices, Visibility and Visions" (Pat Whaley); "Researching Difference" (Julia Preece); "A Fair Hearing for the Fair Sex" (Roseanne Benn); "Women Staff and Equal Opportunities" (Elizabeth Bird); "Women's Career Progression: A Case Study" (Jean Gardiner, Rebecca O'Rourke); "Juggling for a Living: The Working Lives of Women Adult Education Tutors" (Jan Sellers); and "Gender Agenda" (Roseanne Benn, Jane Elliot, Pat Whaley). Many papers include substantial bibliographies. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Adult Education; Adult Learning; Case Studies; Continuing Education; Curriculum Development; Distance Education; Educational Change; Educational Practices; Educational Theories; Educational Trends; Extension Education; Foreign Countries; Higher Education; History Instruction; Humanities Instruction; Language Role; Liberalism; Part Time Students; Theory Practice Relationship; Transfer of Training; Trend Analysis

Abstract:
This document contains six papers examining the theoretical and practical development of university adult continuing education (ACE) curricula in the late 1990s. The following are among the factors considered in "An Exploration of the Factors Affecting the Adult Continuing Education Curriculum" (Roseanne Benn): goals; cultural, political, and educational forces; and experiences or philosophies of knowledge. "Word-Power: The Influence of Language on Practice in Curriculum Development" (Simon Trezise) explores the power of the dominant discourse and the power of individuals to resist or change it. The drive toward vocational relevance in ACE in the last 2 decades and its effect on curriculum development is analyzed in "A Re-formation of Liberal Values: Embedding Transferable Skills in the Adult Continuing Education Curriculum" (Roger Fieldhouse). The trend toward a "skills-based" history in ACE is traced in "Developing a History Curriculum for Adult Learners--A Case Study" (Lynne Thompson). "A Part-time Humanities Degree off Campus: Factors in Curriculum Design" (Ella Westland) describes efforts at the University of Exeter's outpost in Cornwall to respond to changing student demands and funding formulas. "Widening Access: A Curriculum for Distance Learning" (Caroline Whiting) outlines the process of setting up distance learning provision in ACE at Exeter. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Basic Education; Adult Learning; Cultural Pluralism; Curriculum Development; Educational Environment; Empowerment; Foreign Countries; Mathematics Anxiety; Mathematics Curriculum; Mathematics Instruction; Mathematics Skills; Nontraditional Education; Numeracy

Abstract:
This book examines the low level of numeracy in Britain, reasons why numeracy is critical, and the forces affecting adults. Section 1 describes the educational environment in which adults learn mathematics. Chapters 1-2 explore the role and purposes of adult education and identify characteristics of and influences on learners and teachers. Section 2 outlines the wider disciplinary, social, political, and cultural context. Chapters 3-7 examine the following: underlying beliefs about numeracy; learners, teachers, and curriculum; their goals and effect on learning and teaching approaches of cultural, political, and educational forces and experiences or philosophies of mathematics. Section 3 looks at factors affecting adults learning mathematics. Chapters 8-15 explore the following: the low level of adults' confidence and knowledge of mathematics; the fundamental damage this may do to a democratic society; the concept of discourse and its use in teaching mathematics to adults; the importance of recognizing and valuing diversity through culture; and how adults acquire very effective practical mathematics skills located in their own lives and culture but have difficulty transferring them into formal academic mathematics. Section 4 (chapter 16) builds on an increased awareness of the framework in which adults learn mathematics to move to developing a more emancipatory curriculum. The book contains 362 references and an index. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Age Discrimination; Attitude Change; Citizenship; Educational Change; Educational Needs; Educational Policy; Educational Practices; Educational Principles; Educational Research; Foreign Countries; Mathematics Instruction; Models; Multicultural Education; Nursing Education; Research Methodology; Theory Practice Relationship

Abstract:
This document contains four papers that examine four diverse topics from the field of adult education: multiculturalism, ageism, mathematics, and new paradigm research. In "Editorial Introduction," Roger Fieldhouse gives an overview of the papers and the experience of their authors. The first paper, "Multi-Cultural Perspectives on Adult Education: Putting Policy into Practice" (Nancy Gidley), discusses the need for multicultural education and issues of curriculum, access, staff development, resources, and management. The role of nurse education in challenging ageist attitudes among student nurses in the delivery of health care to older adults is examined in Catherine Cadman's paper "Ageist Practice in Nursing: The Challenge to Professional Education." In her paper "Transposing Mathematics from the Margins to the Centre," Roseanne Benn discusses the links between democracy, adult education, and mathematics. Allen Parrott's paper "Adult Education and New Paradigm Research" describes new paradigm research and suggests that adult education would be an especially fertile ground for new-style inquiry methods and philosophy because of their accord with adult education values. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Cognitive Mapping; Educational Philosophy; Equal Education; Foreign Countries; Higher Education; Role of Education; Social Change; Subcultures; Teacher Attitudes

Abstract:
Despite strong rhetoric supporting the emancipatory role of adult education, tutors in access to higher education courses for adults tend to contradict this in practice. Gramsci's theory of cultural hegemony shows how subcultures such as these tutors create mental maps from conflicting ideologies (social purpose, individualism, economics) that result in resistance, inaction, or conformity. (SK)

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