The Sociology of Adult Education

Lindeman, Eduard C.

doi:10.2307/2263073

Cited by 61 publications

(54 citation statements)

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“…Educators including Lindeman, (1926), Dewey (1938), Knowles (1973) and Brookfield (1986) (Bloom, Hasting, & Madaus, 1971, p. 165). The experts in this study had a highly sophisticated level of concept formation which they utilize in the seating and mobility process.…”

Section: Resultsmentioning

confidence: 99%

Best Practices by Occupational and Physical Therapists Performing Seating and Mobility Evaluations

Atp

2011

Assistive Technology

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Section: Resultsmentioning

confidence: 99%

Best Practices by Occupational and Physical Therapists Performing Seating and Mobility Evaluations

Atp

2011

Assistive Technology

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“…Following Dewey's (1938) and Lindeman's (1926) perspectives, any kind of experience in a more or less formal educational setting may act as a learning opportunity. But how can the description of speci c interactional practices such as schisming inform us about the students' learning experiences?…”

Section: Parallel Conversations or Schismingmentioning

confidence: 99%

Shaping Participation in Vocational Training Interactions: The Case of Schisming

Markaki

Filliettaz

2017

Interactional Competences in Institutional Settings

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“…Knowles' writing is based on the historical work of Eduard Lindeman (1926) who believed learning was a life-long goal and should be understood at the adult level in order to foster desire to learn on a continual basis throughout all stages of life. He states, "If learning is to be revivified, quickened so as to become once more an adventure, we shall have need of new concepts, new motives, new methods; we shall need to experiment with the qualitative aspects of education" (p. 5).…”

Section: Characteristics Of Adult Learning Theorymentioning

confidence: 99%

“…Knowles (1978) picked up his research where Lindeman left off and began to focus on how adults were successful with life-long learning habits and what connections could be made about learning theories. Knowles based his theory of adult learning on Lindeman's (1926) main concepts: a) adults are motivated to learn as they experience needs that learning will satisfy; b) learning is self-centered through life situations; c) experience is the richest resource; d) adults have a deep need to be selfdirecting; and e) adult learners need individualized learning.…”

Section: Characteristics Of Adult Learning Theorymentioning

confidence: 99%

Professional Learning and Adult Learning Theory: A Connection

Kelly¹

2017

NWJTE

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__________________________________________________________________________ This study documents and interprets teachers' experience in a two-year professional development provincial initiative called Changing Results for Young Readers in western Canada. The interviews of a group of teachers in a rural school district were examined in order to understand how the participants' learning experiences were connected to adult learning theory. Themes emerged in teachers' changes of assumptions, expectations, values and beliefs about their identity as a teacher. These findings have implications for understanding how professional development opportunities can be structured and facilitated to support the complex role of a teacher. Keywords: Adult Learning, Professional Learning, Teacher Development ____________________________________________________________________________ IntroductionProfessional development for teachers in British Columbia (and within Canada) has traditionally revolved around a facilitated session by an expert in a specific field. With continual research (Hargreaves & Fullan, 2012;Mitchell & Sackney, 2011), the educational community is beginning to realize a change of focus is needed in order to fully utilize our greatest assets within our schools -our teachers. Changing Results for Young Readers is a provincial initiative that relies on a framework of continual professional development for teachers to meet the needs of their early readers who are struggling with the formation of their reading processing system (Pinnell & Fountas, 2009). The teachers participate in collaborative inquiry and choose a research question they will focus on throughout a year-long process, or perhaps longer. The professional learning involves knowledge for practice, knowledge in practice, knowledge of practice and knowledge of self (Cochran-Smith & Lyle, 2001).The framework of Changing Results for Young Readers (CR4YR) is developed after a professional learning community (PLC) model which has gained popularity recently and has impact on teaching practice (Vescio, Ross & Adams, 2008). Much has been written about PLCs (Hargreaves & Fullan, 2012;Hord, Roussin & Sommers, 2010;Mitchell & Sackney, 2009a and their effectiveness (Vescio et al, 2008). However, there has been little research conducted on the connection between PLCs and the type of learning teachers are experiencing through their participation in this model of professional learning. I focus on term transformative learning, which is connected to adult learning theory (Mezirow, 2000), in order to provide a framework for a specific kind of learning educators may experience in a professional learning Professional Learning and Adult Learning Theory: A Connection community. In this study, I examine research findings on teachers' learning in professional learning communities to answer the following questions:• In what ways do teachers experience transformative learning as a result of participation in a PLC? • What aspects of PLCs enhanced the likelihood of transformative chang...

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The Sociology of Adult Education

Cited by 61 publications

References 0 publications

Best Practices by Occupational and Physical Therapists Performing Seating and Mobility Evaluations

Best Practices by Occupational and Physical Therapists Performing Seating and Mobility Evaluations

Shaping Participation in Vocational Training Interactions: The Case of Schisming

Professional Learning and Adult Learning Theory: A Connection

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