NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 21 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Yang, Kyung-Hwa – New Directions for Adult and Continuing Education, 2017
This chapter discusses participatory visual methods as a framework for adult education.
Descriptors: Visual Learning, Teaching Methods, Adult Education, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Way, Wendy L. – New Directions for Adult and Continuing Education, 2014
This chapter presents an ecological model that highlights the importance of considering multiple contextual influences on behavior as well as other factors that may impact learning when designing research and practice aimed at enhancing financial capability.
Descriptors: Adult Education, Money Management, Adult Learning, Educational Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Young, Jeani C. – New Directions for Adult and Continuing Education, 2013
Adult education is about change. Change in knowledge and understanding. Change in attitudes and beliefs. Change in skills and behaviors. The transfer that adult educators and learners often want to achieve is that change. In situations where transfer equals change, models of change can be useful to describe, support, and predict transfer. This…
Descriptors: Transfer of Training, Adult Education, Change, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Cornell-d'Echert, Blaise, Jr. – New Directions for Adult and Continuing Education, 2012
Most adult education practitioners will understand the special requirements educators should attend to when educating adults. While Malcolm Knowles's adult education principles might not meet the strictest definition of principles, their universal adoption and acceptance by adult educators affords them the same weight as principles. So, as Knowles…
Descriptors: Military Personnel, Military Training, Adult Educators, Educational Principles
Peer reviewed Peer reviewed
Direct linkDirect link
Zull, James E. – New Directions for Adult and Continuing Education, 2006
This chapter presents a brain-based model of adult learning and connects the model to practice.
Descriptors: Adult Learning, Brain, Adult Education, Models
Peer reviewed Peer reviewed
Direct linkDirect link
Kiely, Richard; Sandmann, Lorilee R.; Truluck, Janet – New Directions for Adult and Continuing Education, 2004
This chapter describes a four-lens model for understanding adult learning theories and provides adult educators and administrators with a useful conceptual framework for working with adult learners in adult degree programs.
Descriptors: Learning Theories, Adult Students, Adult Educators, Adult Education
Peer reviewed Peer reviewed
Direct linkDirect link
Matkin, Gary W. – New Directions for Adult and Continuing Education, 2004
Multiple factors are changing the underlying financial structure of higher education in America to a form much like the structure now used for adult degree programs. This change is likely to have profound effects on institutional behavior and public policy.
Descriptors: Public Policy, Adult Students, Educational Technology, Educational Finance
Peer reviewed Peer reviewed
Gadbow, Nancy F. – New Directions for Adult and Continuing Education, 2002
The concept of diversity should include special needs and differences of learners in terms of disability, ethnicity, culture, language, age, gender, experience, and geography. A range of instructional approaches and technologies should be used to help each person learn effectively. (Contains 20 references.) (SK)
Descriptors: Adult Education, Adult Students, Diversity (Student), Educational Strategies
Peer reviewed Peer reviewed
Marsick, Victoria J.; Watkins, Karen E. – New Directions for Adult and Continuing Education, 2001
Studies of informal and incidental learning demonstrate that it takes place wherever people have a need, motivation, or opportunity for learning. Context is central to the process. Despite its unstructured nature, adult educators can assist learners by identifying conditions that hinder or enhance it and by fostering critical reflection. (Contains…
Descriptors: Adult Education, Adult Learning, Educational Research, Incidental Learning
Peer reviewed Peer reviewed
Wlodkowski, Raymond J. – New Directions for Adult and Continuing Education, 1997
Motivation is inseparable from culture. The Motivational Framework for Culturally Responsive Teaching uses four motivational conditions as guidelines for instructional planning: establishing inclusion, developing favorable dispositions to learning, enhancing meaning, and engendering competence. (SK)
Descriptors: Adult Education, Culturally Relevant Education, Educational Planning, Instructional Design
Peer reviewed Peer reviewed
Fulton, Rodney D. – New Directions for Adult and Continuing Education, 1991
The SPATIAL model (satisfaction, perception, achievement, transcendent/immanent attributes, authority, layout) posits that (1) individual perception of space affects satisfaction, participation, and achievement; (2) certain aspects of a space are subjective or beyond physical attributes; and (3) authority and layout are external and can be…
Descriptors: Adult Education, Cognitive Style, Educational Environment, Educational Facilities Design
Peer reviewed Peer reviewed
Vernon, Sally – New Directions for Adult and Continuing Education, 1993
Addresses realities and options of the adult education consulting practice and describes prevalent frustrations among practitioners as they attempt to deal with changing models and strategies. (JOW)
Descriptors: Adult Education, Consultants, Educational Change, Models
Peer reviewed Peer reviewed
Williams, Robert L. – New Directions for Adult and Continuing Education, 1992
Action learning often challenges existing rules, experiments with truth, questions the efficacy of mediating institutions, and leads to significant personal and social change. Examples are found in the behavior of different people with widely varying backgrounds and motivations who embarked on paths of action learning that led them to change. (JOW)
Descriptors: Adult Education, Change Agents, Cognitive Processes, Experiential Learning
Peer reviewed Peer reviewed
Sgroi, Angela – New Directions for Adult and Continuing Education, 1992
Uses the learning in modern dance as a model for considering the differences in learning in the arts that is process rather than product oriented and relies on intuitive rather than scientific method for obtaining knowledge. (JOW)
Descriptors: Adult Education, Change Agents, Cognitive Style, Dance
Peer reviewed Peer reviewed
Clark, M. Carolyn; Caffarella, Rosemary S. – New Directions for Adult and Continuing Education, 1999
Discusses definitional issues and tensions around adult development theory. Presents a typology of developmental theories: biological, psychological, sociocultural, and integrative. (SK)
Descriptors: Adult Development, Adult Education, Adult Learning, Definitions
Previous Page | Next Page ยป
Pages: 1  |  2