Debates regarding the qualities, skills, and dispositions of culturally relevant teachers and teaching have raged in teacher education for several decades.
The book, Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields, will fill a unique niche in the field of adult, higher, and workforce education.
The book, Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields, will fill a unique niche in the field of adult, higher, and workforce education.
This volume traces the socialization process, professional development, career paths, and theory and research of contemporary pioneers in education and psychology.
Building Sustainable Futures for Adult Learners is an edited and refereed collection of papers published in conjunction with the joint Adult Higher Educational Alliance (AHEA) and American Association of Adult and Continuing Education Conferences (AAACE).
We recognize that our society and demands for lifelong learning changes rapidly, and needs to continue to be rapidly effectively infused in changing forms into the teaching and learning process.
The power of teacher inquiry is revealed when educators examine their practices with the purpose of making necessary changes to improve the learning opportunities of their multilingual students, and working conditions in schools.
In 2002, this series was launched with its first volume, Literacy and the Second Language Learner, which contained many noteworthy research studies in the learning and teaching of second language reading.
From a field developed out of the need to train military personnel at scale to its current role in enabling virtual learning and training experiences, instructional design has developed into a complex, multifaceted discipline.
Distance Learning journal is a premiere outlet for articles featuring practical applications of distance education in states, institutions, and countries.
Distance Learning journal is a premiere outlet for articles featuring practical applications of distance education in states, institutions, and countries.
This book provides perspectives from authors in six countries (Canada, Colombia, Germany, France, UK, USA) pertaining to adult learning in the 21st Century.
In 2002, this series was launched with its first volume, Literacy and the Second Language Learner, which contained many noteworthy research studies in the learning and teaching of second language reading.
The power of teacher inquiry is revealed when educators examine their practices with the purpose of making necessary changes to improve the learning opportunities of their multilingual students, and working conditions in schools.
As the demand for online learning grows, designing and managing large classes in online and blended learning environments can be challenging for faculty.
Navigating Complexities in Leadership: Moving Towards Critical Hope emerged in response to the confluence of complexities experienced by leadership educators and practitioners amidst global pandemics.
In a most timely volume addressing many of the connections among current fiscal and employment crises to adult education, Learning for Economic Self-Sufficiency highlights the problems and challenges that low-literate adults encounter in various environments.
Pathways to Transformation: Learning in Relationship is an edited collection that synthesizes current research on transformative learning and expands the current knowledge-base.
National and international teacher education organizations and scholars have called for an increased emphasis on clinical practice in educator preparation programs.
From a field developed out of the need to train military personnel at scale to its current role in enabling virtual learning and training experiences, instructional design has developed into a complex, multifaceted discipline.
The 11 chapters in this book provide a glimpse into the journeys that women from diverse backgrounds and ethnic differences take in their higher education undergraduate or graduate careers.
In this companion manual to The Role of Leadership Educators: Transforming Learning, this text was developed to fill a significant resource gap in leadership education.
This book provides perspectives from authors in six countries (Canada, Colombia, Germany, France, UK, USA) pertaining to adult learning in the 21st Century.
This volume continues IAP's dedication to the diverse field of international adult learning in the tradition of those books related to the We Learn and AAHE conferences.
Building Sustainable Futures for Adult Learners is an edited and refereed collection of papers published in conjunction with the joint Adult Higher Educational Alliance (AHEA) and American Association of Adult and Continuing Education Conferences (AAACE).
This book provides perspectives from authors in six countries (Canada, Colombia, Germany, France, UK, USA) pertaining to adult learning in the 21st Century.
We recognize that our society and demands for lifelong learning changes rapidly, and needs to continue to be rapidly effectively infused in changing forms into the teaching and learning process.
Developing and Sustaining Adult Learners is the second volume in a series of scholarly publications associated with the annual Adult Higher Education Alliance (AHEA, The Alliance) conference.
Developing and Sustaining Adult Learners is the second volume in a series of scholarly publications associated with the annual Adult Higher Education Alliance (AHEA, The Alliance) conference.
This volume continues IAP's dedication to the diverse field of international adult learning in the tradition of those books related to the We Learn and AAHE conferences.
As discourses and programming to support diversity and inclusion across higher education are intensifying, Leaps of Faith: Stories from Working-Class Academics presents a collection of narratives that highlights the "e;on-the-ground"e; experiences of working-class students and scholars.
The purpose of this book is to assist post-traditional students to achieve success in the Occupational, Workforce, and Leadership Studies (OWLS) Department and develop their individualized pathway to earn the interdisciplinary Bachelor of Applied Arts and Sciences (BAAS) degree at Texas State University.
For at least the last 100 years, more than 40% of all students who enrolled in American colleges and universities have not persisted to graduation at four-year institutions.
