Originally published in 1985, this book was the first book in the UK to provide an overview of educational gerontology and examine the needs for educational opportunities for older adults.
Originally published in 1985, this book was the first book in the UK to provide an overview of educational gerontology and examine the needs for educational opportunities for older adults.
Originally published in 1991, this book provides the reader with a comprehensive synthesis of developments, issues and practices related to a self-direction in learning.
Originally published in 1991, this book provides the reader with a comprehensive synthesis of developments, issues and practices related to a self-direction in learning.
Originally published in 1988, this book provides perspective on conceptualisations of adult education in the late 20th century, the range of providing agencies and the varying orientations towards defining the role of the adult educator.
Originally published in 1988, this book provides perspective on conceptualisations of adult education in the late 20th century, the range of providing agencies and the varying orientations towards defining the role of the adult educator.
Transformative Learning Theory and Praxis examines the multi-faceted nature of transformative learning and transformation theory including its merits, restrictions, and possibilities, and presents carefully chosen international case studies and theoretical approaches that enrich the application of the theory within a wide variety of educational settings.
Transformative Learning Theory and Praxis examines the multi-faceted nature of transformative learning and transformation theory including its merits, restrictions, and possibilities, and presents carefully chosen international case studies and theoretical approaches that enrich the application of the theory within a wide variety of educational settings.
Originally published in 1979, this book reports on a 3 year action research programme (The New Communities Project) which aimed in increase working-class participation in adult education.
Originally published in 1979, this book reports on a 3 year action research programme (The New Communities Project) which aimed in increase working-class participation in adult education.
Originally published in 1982 Resource-Based Learning for Higher and Continuing Education was written with the needs in mind of educationists who are responsible for the support of resource-based learning in higher and continuing education.
Originally published in 1982 Resource-Based Learning for Higher and Continuing Education was written with the needs in mind of educationists who are responsible for the support of resource-based learning in higher and continuing education.
Originally published in 1985, this book argues that to make sense any attempt to improve the situation must take account of what we now know about adult growth and development, accepting as an operational imperative that it is as problematic and turbulent as childhood.
Originally published in 1985, this book argues that to make sense any attempt to improve the situation must take account of what we now know about adult growth and development, accepting as an operational imperative that it is as problematic and turbulent as childhood.
Originally published in 1982 this volume examines some of the themes and issues involved in the combined use of broadcasting, distance teaching methods and local tutorial or counselling provision for adult basic education.
Originally published in 1982 this volume examines some of the themes and issues involved in the combined use of broadcasting, distance teaching methods and local tutorial or counselling provision for adult basic education.
Originally published in 1989, this book presents a variety of perspectives on the definition of knowledge and of adult education, by leading authors and practitioners in the study of adult education in the UK and USA.
Originally published in 1989, this book presents a variety of perspectives on the definition of knowledge and of adult education, by leading authors and practitioners in the study of adult education in the UK and USA.
Originally published in 1985 this book addresses important questions about the nature and meaning of development as these concern adult education in the developing world.
Originally published in 1985 this book addresses important questions about the nature and meaning of development as these concern adult education in the developing world.
Originally published in 1992 this book looks at the phenomenon of adult education by exploring the nature of the motivation that moves people to return to school or to seek involvement inorganized learning activities.
Originally published in 1992 this book looks at the phenomenon of adult education by exploring the nature of the motivation that moves people to return to school or to seek involvement inorganized learning activities.
Originally published in 1986, this book was written at a time of increasing pressure on traditional areas of secondary and higher education and changing employment patterns - a situation which still exists today.
Originally published in 1986, this book was written at a time of increasing pressure on traditional areas of secondary and higher education and changing employment patterns - a situation which still exists today.
Originally published in 1991 this book analyses the input of those who made important contributions to the education of adults in the USA between 1607 and 1920.
