Browsing by Subject "Adult Development"

Now showing 1 - 5 of 5
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    Adult Development Matters In Adult Education
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Scheer, Scott D.
    All to often in adult education settings, the learning strategies and methods that we use are tailored as one size fits all. A key component of effective adult learning that can be easily overlooked is the role of adult development with adult learning. This oversight is possible among adult educators because our knowledge base is grounded in education as compared to human development or developmental psychology. The point being made that the developmental characteristics of the adult learners should influence the teaching-learning strategies that are implemented. In other words, developmental differences between a 22 and 77 year-old should be accounted for in a community-learning setting.
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    Challenging The Lure Of The Protean Career
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Truty, Daniela
    In this paper I call attention to unique perspectives among workers and reassert that “worker” does not denote a categorical monolith, but rather a unique human being who perceives the same phenomena differently from everyone else. I position my assertion within the context of the seemingly unquestioned notion of the protean career. Referring to stories by people who participated in a qualitative study I conducted in 2001, I caution that the “emancipatory” qualities of the protean career might not be universally accepted; rather, for personal reasons of one’s own, these same characteristics could be perceived as disruptive of the order that one has constructed. Conclusions suggest that there may be workers like the people in the study I conducted, who find themselves engaged in the protean environment against their will. Even though on the surface they could be said to be taking their place among the residents of “free agent nation”, they might have preferred uninterrupted citizenship in the company wherein they were employed. Implications point to the importance of problematizing the blind acceptance and generalizability of the protean career.
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    GENERATIONAL DIFFERENCE AND THE PROBLEM OF IDENTITY IN THE ADULT EDUCATION AND COMMUNITY COLLEGE CLASSROOM
    (2005-11-21T21:29:27Z) Dirkx, John M
    Teachers and learners increasingly attribute classroom tensions and conflicts to sharp age differences among students. Supported in part by inter-generational research, I suggest that these tensions and conflicts may also reflect broader struggles for expression of identity and selfauthorship in an increasingly postmodern context, and a transition in how we think about the classroom itself.
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    Multigenerational Adult Development Research Project In An Online Graduate Course In Adult Learning
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Merrill, Henry S.
    This paper describes research in two arenas. First is a research project using the life course dynamics perspective as a lens to investigate the patterns and timing of life events in multiple generations within extended family. Second is an experiment in the scholarship of teaching to pilot test this research project in an online graduate course in adult development and learning. The course is D505 Adult Learning through the Lifespan. The course description reads: Review of selected adult education literature describing the adult lifespan as it relates to participation in learning projects and adult education programming. Identify how social and cultural forces influence the engagement of adults in the learning process.
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    Vaillant’s Contribution To Research And Theory Of Adult Development
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Nolan, Robert E.; Kadavil, Nidhin
    Vaillant’s recent synthesis of the findings of three longitudinal studies on aging adds new insights to our theories of adult development. These insights provide us with new sets of variables for quasi-experimental and even descriptive studies of successful aging. His frame of reference is fundamentally Erikson’s to which he adds two stages, Career Consolidation and Keeper of the Meaning. He arrived at his model inductively over years of qualitative and quantitative longitudinal observations.