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Action ResearchR saved Learning to do Action Research for Social ChangeR saved The Call of Stories

http://ijoc.org/ojs/index.php/ijoc/article/download/892/456 http://www.columbia.edu/itc/journalism/j6075/edit/Coles2.html

http://ijoc.org/ojs/index.php/ijoc/article/download/892/456

http://www.columbia.edu/itc/journalism/j6075/edit/coles2.html

Adult Learning

Adult Learning

ResourcesMalcolm Knowles, informal adult education, self-direction and andragogy

BibliographyKnowles, M. S. (1950) Informal Adult Education, New York: Association Press.Knowles, M. S. (1962) A History of the Adult Education Movement in the USA, New York: Krieger. A revised edition was published in 1977.Knowles, M. S. (1970, 1980) The Modern Practice of Adult Education. Andragogy versus pedagogy, Englewood Cliffs: Prentice Hall/Cambridge. 400 pages.Knowles, M. S. (1973; 1990) The Adult Learner. A neglected species (4e), Houston: Gulf Publishing. 2e. 292 + viii pages. Surveys learning theory, andragogy and human resource development (HRD).Knowles, M. S. (1975) Self-Directed Learning. A guide for learners and teachers, Englewood Cliffs: Prentice Hall/Cambridge. 135 pages.Knowles, M. S. et al (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass.Knowles, M. S. (1989) The Making of an Adult Educator. An autobiographical journey, San Francisco: Jossey-Bass. 211 + xxii pages.

References

Cooper, L. & Von Kotze, A. (2000). Exploring the transformative potential of project based learning in university adult education. Studies in the Education of Adults, v. 32, no. 2, p. 212-229.

King, K.P. & Lawler, P.A. (2003). Trends and issues in the professional development of teachers of adults. New Directions for Adult & Continuing Education, v. 98, p. 5-13.

Lawler, P.A. & King, K.P. (2003). Changes, challenges, and the future. New Directions for Adult and Continuing Education, v. 98, p. 83-91.Marsick, V. J. & Watkins, K. E. (2001). Informal and incidental learning. New Directions for Adult & Continuing Education, v. 89, p. 25-34.Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult & Continuing Education, v. 89, p. 3-14.Merriam, S. B. & Caffarella, R.S.(1999). Learning in adulthood: A comprehensive guide. San Francisco, CA: Jossey- Bass Inc.Meyer, S.R. & Marsick, V.J. (2003). Professional development in corporate training. New Directions for Adult & Continuing Education, v. 98, p. 75-82.Mok, Y. F. (1999). Experiential Learning: Functional attributes and effectiveness. Studies in Continuing Education, v. 21, no. 1, p. 57-73.O'Neil, J. & Lamm, S.L. (2000). Working as a learning coach team in action learning. New Directions for Adult & Continuing Education, v. 87, p. 43-52.

Pilling-Cormick, J. (1997). Transformative and self-directed learning in practice. New Directions for Adult and Continuing Education, v. 74, p. 69-77.Rager, K. B. (2003). The self-directed learning of women with breast cancer. Adult Education Quarterly. v. 53, no. 4, p. 277-293.Riddle, D. (2000). Innovate: How services exporters survive and thrive in the new millennium. International Trade Forum, v. 4, p. 17.

Stewart, T. (2001). Mystified by training? Here are some clues. Fortune, v. 143, p. 184.Wade, S. & Hammick, M. (1999). Action learning circles: Action learning in theory and practice. Teaching in Higher Education, v. 4, p. 163-179.Yorks, L. (2000). The emergence of action learning. Training and Development, v. 54, p. 56.

Developing Adult Learners Strategies for Teachers and Kathleen Taylor, Catherine Marienau, and Morris Fiddler TrainersDeveloping Adult Learners Strategies for Teachers and Kathleen Taylor, Catherine Marienau, and Morris Fiddler Trainers

http://www.infed.org/thinkers/et-knowl.htmhttp://www.answers.com/topic/malcolm-knowles

Arlington, D. & Duzer, C. (1998). Project-based learning for adult English language learners. Retreived on October 1, 2007 from http://www.cal.org/caela/esl_resources/digests/ProjBase.html.Carlson, R. (1989). Malcolm Knowles: Apostle of andragogy. [Electronic version]. Vitae Scholasticae, 8(1).

Johnson, D. L. (1998). Turning obstacles into opportunities. Focus on Basics, v. 2, issue D. July 8, 2012. http://www.ncsall.net/?id=383.

Knowles, M. (2002). Lifelong learning: A Dream. Creating the Future: Perspectives on Educational Change, v. January. October 10, 2003.http://education.jhu.edu/newhorizons/future/creating_the_future/crfut_knowles.cfm.

Pickles, T. (2000). Experiential Learning ... on the Web. October 10, 2003. http://www.reviewing.co.uk/research/experiential.learning.htm.

Smith, M. K. (2001). David A. Kolb on experiential learning. The Encyclopedia of Informal Education. October 10, 2003. http://www.infed.org/biblio/b-explrn.htm.Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. The Encyclopedia of Informal Education. October 10, 2003. http://www.infed.org/thinkers/et-knowl.htm.

Brew, J. M. (1946) Informal Education. Adventures and reflections, London: Faber.

Brockett, R. G. and Hiemstra, R. (1991) Self-Direction in Adult Learning.Perspectives on theory, research and practice, London: Routledge.

http://www.infed.org/thinkers/et-knowl.htm

http://www.answers.com/topic/malcolm-knowles

http://www.cal.org/caela/esl_resources/digests/ProjBase.html

http://www.ncsall.net/?id=383

http://education.jhu.edu/newhorizons/future/creating_the_future/crfut_knowles.cfm

http://www.reviewing.co.uk/research/experiential.learning.htm

http://www.infed.org/biblio/b-explrn.htm


Links

Brookfield, S. B. (1994) ‘Self directed learning’ in YMCA George Williams College ICE301 Adult and Community Education Unit 2: Approaching adult education, London: YMCA George Williams College.

Candy, P. C. (1991) Self-direction for Lifelong Learning. A comprehensive guide to theory and practice, San Francisco: Jossey-Bass.

Carlson, R. (1989) ‘Malcolm Knowles: Apostle of Andragogy’, Vitae Scholasticae,8:1 (Spring 1989).http://www.nl.edu/ace/Resources/Knowles.html

Davenport (1993) ‘Is there any way out of the andragogy mess?’ in M. Thorpe, R. Edwards and A. Hanson (eds.) Culture and Processes of Adult Learning, London; Routledge. (First published 1987).

Hewitt, D. and Mather, K. (1937) Adult Education: A dynamic for democracy, East Norwalk, Con.: Appleton-Century-Crofts.

Jarvis, P. (1987a) ‘Malcolm Knowles’ in P. Jarvis (ed.) Twentieth Century Thinkers in Adult Education, London: Croom Helm.Kett, J. F. (1994) The Pursuit of Knowledge Under Difficulties. From self-improvement to adult education in America, 1750 – 1990, Stanford, Ca.: Stanford University Press.

Knowles, M. S. and Knowles, H. F. (1955) How to Develop Better Leaders, New York: Association Press.Knowles, M. S. and Knowles, H. F. (1959) Introduction to Group Dynamics, Chicago: Association Press. Revised edition 1972 published by New York: Cambridge Books.

Layton, E. (ed.) (1940) Roads to Citizenship. Suggestions for various methods of informal education in citizenship, London: Oxford University Press.

Lindeman, E. C. (1926) The Meaning of Adult Education (1989 edn), Norman: University of Oklahoma.

Merriam, S. B. and Caffarella, R. S. (1991) Learning in Adulthood. A comprehensive guide, San Francisco: Jossey-Bass.

Tennant, M. (1988, 1996) Psychology and Adult Learning, London: Routledge.

Yeaxlee, B. (1929) Lifelong Education. A sketch of the range and significance of the adult education movement, London: Cassell and Company.

To cite this article: Smith, M. K. (2002) ‘Malcolm Knowles, informal adult education, self-direction and andragogy’, the encyclopedia of informal education, www.infed.org/thinkers/et-knowl.htm.

http://www.nl.edu/ace/Resources/Knowles.html


http://catdir.loc.gov/catdir/samples/wiley031/00008478.pdfhttp://www2.luthersem.edu/mhess/tl/devintend.pdf

http://catdir.loc.gov/catdir/samples/wiley031/00008478.pdf

http://www2.luthersem.edu/mhess/tl/devintend.pdf

Source Developer

Instr Malamed, C. (2009) Instr Ryder, M. (2013)Instr Siemens, G. (2002)

Instr Thiagarajan, S (1999)

Title

10 Qualities of the Ideal Instructional Designer. Retrieved from: Instructional Design Models. Retrieved from University of Colorado: Instructional design in elearning. Retrieved from:

Rapid Instructional Design. Retrieved from:

Link

http://theelearningcoach.com/elearning_design/10-qualities-of-the-ideal-instructional-designer/http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.htmlhttp://www.elearnspace.org/Articles/InstructionalDesign.htm

http://www.thiagi.com/article-rid.html

http://theelearningcoach.com/elearning_design/10-qualities-of-the-ideal-instructional-designer/

http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html

http://www.elearnspace.org/Articles/InstructionalDesign.htm

http://www.thiagi.com/article-rid.html

AD

Note: The Siemens and Ryder sites contain many links to further resource. In some case the links may be broken but between the two you should be able to review information on the three bulleted models.

Assessment

(ISBN 0-13-195084-3)

Wiggins, G., & McTighe, J. (2006). Understanding by design. (Expanded 2nd edition). Upper Saddle River, NJ: Pearson--Merril, Prentice Hall.

Wiggins, G., & McTighe, J. (2006). Understanding by design.

http://wilkesedd.wikispaces.com/ED+640

http://wilkesedd.wikispaces.com/ED+640

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Instr

16 TRAITS

Title

1. ^ Saul Kassin, (2003). Psychology. USA: Prentice-Hall, Inc.

2. Jump up^ Hans Eysenck, (1967). The biological basis of personality.Springfield, IL: Thomas.3. Jump up^ Hans Eysenck, (1991). Dimensions of personality: 16: 5 or 3? Criteria for a taxonomic paradigm. Personality and Individual Differences, 12, 773–790.

4. Jump up^ Saucier, G., & Goldberg, L. R. (1998). What is beyond the Big Five?Journal of Personality, 66, 495–524.

5. Jump up^ McCrae, R. R., & Costa, P. C., Jr. (1987). Validation of the five-factor model across instruments and observers. Journal of Personality and Social Psychology, 52, 81–90.

6. Jump up^ Costa, P. T., & McCrae, R. R. (1992). Four ways five factors are basic. Personality and Individual Differences, 13, 653–665.7. Jump up^ Hans Eysenck, (1990). Biological dimensions of personality. In L. A. Pervin (Ed.), Handbook of personality: Theory and research (pp. 244–276). New York: Guilford.

8. Jump up^ Block, J. (1995). A contrarian view of the five-factor approach to personality description. Psychological Bulletin, 117, 187–215.

9. Jump up^ Draycott, S. G., & Kline, P. (1995). The Big Three or the Big Five - the EPQ-R vs the NEO-PI: a research note, replication and elaboration.Personality and Individual Differences, 18, 801–804.

10. Jump up^ Eysenck, H. J. (1992). A reply to Costa and McCrae. P or A and C: The role of theory. Personality and Individual Differences, 13, 867–868.11. ^ Jump up to:a b c Matthews, G., Deary, I.J., & Whiteman, M.C. (2003). Personality traits (2nd edition). Cambridge: Cambridge University Press.12. Jump up^ Hans Eysenck and S. B. G. Eysenck. (1991). The Eysenck Personality Questionnaire-Revised. Sevenoaks: Hodder & Stoughton.

13. Jump up^ Costa, P. T., & McCrae, R. R. (1990). Personality disorders and the five factor model of personality. Journal of Personality Disorders, 4, 362–371.

14. Jump up^ Lynam, D. R., Caspi, A., Moffitt, T. E., Raine, A., Loeber, R., & Stouthamer-Loeber, M. (2005). Adolescent psychopathy and the Big Five: Results from two samples. Journal of Abnormal Child Psychology, 33, 431–443.

15. Jump up^ Eysenck, H. J., & Eysenck, M. W. (1985). Personality and individual differences: A natural science approach. New York: Plenum.

16. Jump up^ Eysenck, H.J. (1967). The biological basis of personality. Springfield, IL: Thomas.

17. Jump up^ Eysenck, H. J. (1994). Creativity and personality: Word association, origence, and Psychoticism. Creativity Research Journal, 7, 209–216.

18. Jump up^ Eysenck, H. J. (1992). The definition and measurement of psychoticism. Personality and Individual Differences, 13, 757–785.

19. Jump up^ Eysenck, H. J. (1997). Personality and experimental psychology: The unification of psychology and the possibility of a paradigm. Journal of Personality and Social Psychology, 73, 1224–1237.20. Jump up^ DeYoung CG, Peterson JB, Higgins DM.J Pers. Sources of openness/intellect: cognitive and neuropsychological correlates of the fifth factor of personality.2005 Aug;73(4):825-58. doi:10.1111/j.1467-6494.2005.00330.x PMID 1595813621. Jump up^ MacLaren VV, Best LA.Female students' disordered eating and the big five personality facets. Eat Behav. 2009 Aug;10(3):192-5. Epub 2009 Apr 17.PMID 19665103

22. Jump up^ Heaven PC, Mulligan K, Merrilees R, Woods T, Fairooz Y. Neuroticism and conscientiousness as predictors of emotional, external, and restrained eating behaviors. Int J Eat Disord. 2001 Sep;30(2):161-6.PMID 1144944923. Jump up^ Casper RC, Hedeker D, McClough JF. Personality dimensions in eating disorders and their relevance for subtyping. J Am Acad Child Adolesc Psychiatry. 1992 Sep;31(5):830-40.PMID 1400113

http://en.wikipedia.org/wiki/Trait_theory#cite_ref-4













24. Jump up^ Luo X, Kranzler HR, Zuo L, Wang S, Gelernter J. Personality Traits of Agreeableness and Extraversion are Associated with ADH4 VariationBiol Psychiatry. 2007 Mar 1;61(5):599–608. Epub 2006 Oct 25. doi:10.1016/j.biopsych.2006.05.017 PMID 1706977025. Jump up^ Wright CI. et al. Neuroanatomical correlates of extraversion and neuroticism. Cereb Cortex. 2006 Dec;16(12):1809–19. Epub 2006 Jan 18.PMID 16421327

26. Jump up^ Mendez MF, Chen AK, Shapira JS, Lu PH, Miller BL.Acquired extroversion associated with bitemporal variant of frontotemporal dementia. J Neuropsychiatry Clin Neurosci. 2006 Winter;18(1):100-7.PMID 1652507727. Jump up^ Rankin KP. et al. Right and left medial orbitofrontal volumes show an opposite relationship to agreeableness in FTD. Dement Geriatr Cogn Disord. 2004;17(4):328-32.PMID 1517894728. Jump up^ Graziano WG, Tobin RM.Agreeableness: dimension of personality or social desirability artifact? Bergeman CS et al. Genetic and environmental effects on openness to experience, agreeableness, and conscientiousness: an adoption/twin study. J Pers. 1993 Jun;61(2):159-79.PMID 8345444

29. Jump up^ J Pers. 2002 Oct;70(5):695–727. PMID 12322857

30. Jump up^ Miller JL et al. Neuroticism and introversion: a risky combination for disordered eating among a non-clinical sample of undergraduate women. Eat Behav. 2006 Jan;7(1):69–78. Epub 2005 Aug 1. PMID 16360625

31. Jump up^ Takano A, et al. Relationship between neuroticism personality trait and serotonin transporter binding. Biol Psychiatry. 2007 Sep 15;62(6):588-92. Epub 2007 Mar 6.doi:10.1016/j.biopsych.2006.11.007 PMID 1733693932. Jump up^ Deckersbach T, et al. Regional cerebral brain metabolism correlates of neuroticism and extraversion. Depress Anxiety. 2006;23(3):133-8.PMID 1647080433. Jump up^ Button EJ Self-esteem, eating problems and psychological wellbeing in a cohort of school age 15–16: question and interview PMID 8986516Int J Eat Disord 1997 Jan;21(1):39–4134. Jump up^ Strober M.,Personality factors in anorexia nervosa.,Pediatrician. 1983–1985;12(2–3):134-8. PMID 640021135. Jump up^ Eiber R et al. Self-esteem: a comparison study between eating disorders and social phobia. Encephale. 2003 Jan–Feb; 29(1):35–41.PMID 12640325

36. Jump up^ Bulik, C. M. et al, Eating disorders and antecedent anxiety disorders: a controlled study Acta Psychiatrica Scandinavica Volume 96, Issue 2, pages 101–107, August 1997doi:10.1111/j.1600-0447.1997.tb09913.x37. Jump up^ Favaro A, Tenconi E, Santonastaso P. The relationship between

1. obstetric complications and temperament in eating disorders: a mediation hypothesis. Psychosom Med. 2008 Apr;70(3):372-7. Epub 2008 Feb 6. doi:10.1097/PSY.0b013e318164604e PMID 18256341

2. Jump up^ Iidaka T. et al. Volume of left amygdala subregion predicted temperamental trait of harm avoidance in female young subjects. A voxel-based morphometry study. Brain Res. 2006 Dec 13; 1125(1):85–93. Epub 2006 Nov 17.PMID 171130493. Jump up^ Peterson CB. Personality dimensions in bulimia nervosa, binge eating disorder, and obesity. Compr Psychiatry. 2010 Jan–Feb; 51(1):31-6. Epub 2009 May 2. PMID 19932823

4. Jump up^ Gardini S, Cloninger CR, Venneri A. Individual differences in personality traits reflect structural variance in specific brain regions. Brain Res Bull. 2009 Jun 30; 79(5):265-70. Epub 2009 Mar 28. PMID 194809865. Jump up^ Halmi KA et al. Perfectionism in anorexia nervosa: variation by clinical subtype, obsessionality, and pathological eating behavior. Am J Psychiatry. 2000 Nov;157(11):1799-805. PMID 110584776. Jump up^ Ruggiero GM. et al. Stress situation reveals an association between perfectionism and drive for thinness. Int J Eat Disord. 2003 Sep;34(2):220-6. PMID 128985587. Jump up^ Hewitt PL et al. "The impact of perfectionistic self-presentation on the cognitive, affective, and physiological experience of a clinical interview Psychiatry. 2008 Summer;71(2):93–122. PMID 185730338. Jump up^ Frewen PA, Pain C, Dozois DJ, Lanius RA. Alexithymia in PTSD: psychometric and FMRI studies. Ann N Y Acad Sci. 2006 Jul;1071:397–400.PMID 168915859. Jump up^ O Guilbaud et al. Alexithymia and depression in eating disorders Encephale. 2000 Sep–Oct(5);1–6 PMID 1119279910. Jump up^ Smith GJ et al. Alexithymia in patients with eating disorders: an investigation using a new projective technique. Percept Mot Skills. 1997 Aug; 85(1):247-56. PMID 929358311. Jump up^ Peskine A, Picq C, Pradat-Diehl P.Brain Inj. Cerebral anoxia and disability. 2004 Dec;18(12):1243–54.PMID 1566656812. Jump up^ Ho AK, Robbins AO, Barker RAHuntington's disease patients have selective problems with insightMov Disord. 2006 Mar;21(3):385-9. PMID 1621160813. Jump up^ Tchanturia K et al. Perceptual illusions in eating disorders: rigid and fluctuating styles Behav Ther Exp Psychiatry. 2001 Sep;32(3):107-15.PMID 1193412414. Jump up^ Cserjési R.Affect, cognition, awareness and behavior in eating disorders. Comparison between obesity and anorexia nervosa. Orv Hetil. 2009 Jun 1;150(24):1135–43. PMID 19482720


HEXACO

15. Jump up^ Bechara A, Damasio AR, Damasio H, Anderson SW. Insensitivity to future consequences following damage to human prefrontal cortex. Cognition. 1994 Apr–Jun; 50(1–3):7–15.PMID 803937516. Jump up^ Eysenck SB, Eysenck HJ. The place of impulsiveness in a dimensional system of personality description Br J Soc Clin Psychol. 1977 Feb;16(1):57–68. PMID 843784

17. Jump up^ Welch SL, Fairburn CG. Impulsivity or comorbidity in bulimia nervosa. A controlled study of deliberate self-harm and alcohol and drug misuse in a community sample. Br J Psychiatry. 1996 Oct;169(4):451-8. PMID 889419618. Jump up^ Corstorphine E et al. Trauma and multi-impulsivity in the eating disorders. Eat Behav. 2007 Jan;8(1):23–30. Epub 2004 Sep 22. PMID 1717484819. Jump up^ Patton JH, Stanford MS, Barratt ES. J Clin Psychol. 1995 Nov;51(6):768-74. Factor structure of the Barratt impulsiveness scale.PMID 877812420. Jump up^ Chamberlain SR, Sahakian BJ. The neuropsychiatry of impulsivity Curr Opin Psychiatry. 2007 May;20(3):255-61. PMID 1741507921. Jump up^ Smith CF. Association of dietary restraint and disinhibition with eating behavior, body mass, and hunger. Eat Weight Disord. 1998 Mar;3(1):7–15.PMID 1123425722. Jump up^ Bryant EJ, King NA, Blundell JE. Disinhibition: its effects on appetite and weight regulation. Obes Rev. 2008 Sep; 9(5):409-19. Epub 2007 Dec 26. PMID 1817961523. Jump up^ Personality and substance dependence symptoms: modeling substance-specific traits. Grekin ER, Sher KJ, Wood PK. Psychol Addict Behav. 2006 Dec; 20(4):415-24.PMID 1717617624. Jump up^ Young SE et al. Genetic and environmental influences on behavioral disinhibition Am J Med Genet. 2000 Oct 9; 96(5):684-95.PMID 11054778

25. Jump up^ Young SE et al. Behavioral disinhibition: liability for externalizing spectrum disorders and its genetic and environmental relation to response inhibition across adolescence. J Abnorm Psychol. 2009 Feb; 118(1):117-30. PMID 1922231926. Jump up^ Emond V, Joyal C, Poissant H. Structural and functional neuroanatomy of attention-deficit hyperactivity disorder (ADHD) Encephale. 2009 Apr;35(2):107-14. Epub 2008 Jul 7. PMID 19393378

27. Jump up^ Spiegel DR., Qureshi N., The successful treatment of disinhibition due to a possible case of non-human immunodeficiency virus neurosyphilis: a proposed pathophysiological explanation of the symptoms and treatment. doi:10.1016/j.genhosppsych.2009.01.002

28. Jump up^ Aarsland D, Litvan I, Larsen JP Neuropsychiatric symptoms of patients with progressive supranuclear palsy and Parkinson's disease. J Neuropsychiatry Clin Neurosci. 2001 Winter; 13(1):42-9.PMID 1120732829. Jump up^ Eysenck, H.J, Eysenck, S.B.G (1977). Psychoticism as a Dimension of Personality. London: Hodder and Stoughton. ISBN 0-340-20919-4.

30. Jump up^ Lester, David (1989). "A NEUROTRANSMITTER BASIS FOR EYSENCK'S THEORY OF PERSONALITY". Psychological Reports 64(1): 189–190. doi:10.2466/pr0.1989.64.1.189. ISSN 0033-2941.PMID 2564688.31. Jump up^ Zubieta JK. Obsessionality in eating-disorder patients: relationship to clinical presentation and two-year outcome. J Psychiatr Res. 1995 Jul–Aug; 29(4):333-42.PMID 884765932. Jump up^ Salkovskis PM, Forrester E, Richards C. Cognitive-behavioural approach to understanding obsessional thinking. Br J Psychiatry Suppl. 1998;(35):53–63. PMID 982902733. Jump up^ Corcoran KM, Woody SR. Appraisals of obsessional thoughts in normal samples. Behav Res Ther. 2008 Jan; 46(1):71–83. PMID 18093572

1. ^ Ashton, Michael C.; Lee, Kibeom; Perugini, Marco; Szarota, Piotr; de Vries, Reinout E.; Di Blas, Lisa; Boies, Kathleen; De Raad, Boele (2004). "A Six-Factor Structure of Personality-Descriptive Adjectives: Solutions From Psycholexical Studies in Seven Languages.". Journal of Personality and Social Psychology 86(2): 356–366. doi:10.1037/0022-3514.86.2.356. ISSN 0022-3514.PMID 14769090.

2. Jump up^ Costa, P.T.,Jr. & McCrae, R.R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) manual.Odessa, FL: Psychological Assessment Resources.3. ^ Jump up to:a b Goldberg LR (January 1993). "The structure of phenotypic personality traits".Am Psychol 48 (1): 26–34. doi:10.1037/0003-066X.48.1.26. PMID 8427480.4. Jump up^ Ashton MC, Lee K (May 2007). "Empirical, theoretical, and practical advantages of the HEXACO model of personality structure". Pers Soc Psychol Rev 11 (2): 150–66. doi:10.1177/1088868306294907. PMID 18453460.

5. ^ Jump up to:a b Lee K, Ashton MC (October 2008). "The HEXACO personality factors in the indigenous personality lexicons of English and 11 other languages". J Pers 76 (5): 1001–54. doi:10.1111/j.1467-6494.2008.00512.x. PMID 18665898.

http://en.wikipedia.org/wiki/HEXACO_model_of_personality_structure#cite_ref-.2528Costa.2526amp.253B.2520McCrae.252C.25201992.2529_2-0

6. Jump up^ Ashton MC, Lee K (May 2007). "Empirical, theoretical, and practical advantages of the HEXACO model of personality structure". Pers Soc Psychol Rev 11 (2): 150–66. doi:10.1177/1088868306294907. PMID 18453460.

7. ^ Jump up to:a b Ashton, M.C.; Lee, K. (2009). "The HEXACO-60: A Short Measure of the Major Dimensions of Personality". Journal of Personality Assessment 91 (4): 340–345. doi:10.1080/00223890902935878.

8. Jump up^ Lee, K., & Ashton, M.C. (2004). The HEXACO Personality Inventory: A New Measure of the Major Dimensions of Personality. Multivariate Behavioural Research, 39, 329-258.9. Jump up^ Saucier G (October 2009). "Recurrent personality dimensions in inclusive lexical studies: indications for a big six structure". J Pers 77 (5): 1577–614.doi:10.1111/j.1467-6494.2009.00593.x. PMID 19678873.10. ^ Jump up to:a b Thalmayer AG, Saucier G, Eigenhuis A (December 2011). "Comparative validity of brief to medium-length Big Five and Big Six Personality Questionnaires". Psychol Assess 23 (4): 995–1009. doi:10.1037/a0024165.PMID 21859221.

11. ^ Jump up to:a b Ashton, M.C. & Lee, K. (2008). The HEXACO Model of Personality Structure and the Importance of the H factor. Social and Personality Psychology Compass, 2, 1952-1962. doi:10.1111/j.1751-9004.2008.00134.x.

12. ^ Jump up to:a b Lee, K.; Ashton, M. C.; Morrison, D. L.; Cordery, D.; Dunlop, P. D. (2008). "Predicting integrity with the HEXACO personality model: Use of self- and observer reports". Journal of Occupational and Organizational Psychology 81: 147–167.

13. Jump up^ Weller JA, Tikir A. (2011). Predicting domain-specific risk taking with the HEXACO personality structure. Journal of Behavioral Decision Making, 24, 2, 180–201. doi=10.1002/bdm.677

14. Jump up^ Ashton, M.C.; Lee, K. (2005). "Honesty-Humility, the Big Five and the Five-Factor Model". Journal of Personality 73: 1321–1353.15. Jump up^ Paulhus, D.L.; Williams, K.M. (2002). "The Dark Triad of Personality: Narcissism, Machiavellianism, and Psychopathy". Journal of Research in Personality 36: 556–563. doi:10.1016/S0092-6566(02)00505-6.

16. Jump up^ de Vries, R.E.; van Kampen, D. (2010). "The HEXACO and 5DPT Models of Personality: A Comparison and Their Relationshops with Psychopathy, Egoism,1. Pretentiousness, Immorality and Machiavelliansim". Journal of Personality Disorders 24 (2): 244–257.2. Jump up^ Edwin SK, Boon SD (January 2012). "Predicting appraisals of romantic revenge: The roles of Honesty–Humility, Agreeableness, and vengefulness". Personality and Individual Differences 52 (2): 128–132. doi:10.1016/j.paid.2011.09.014.3. Jump up^ Shepherd & Belicki, 2008

4. Jump up^ Silva, P.J., Kaufman, J.C., Reiter-Palmon, R., & Wigert, B. (2011). Cantankerous Creativity: Honesty-Humility, Agreeablesness and the HEXACO structure of Creative Achievement. Personality and Individual Differences, 51, 687-689.

5. Jump up^ Zettler, I.; Hilbig, B.E. (2010). "Honesty-Humility and Person-Situation at Work".European Journal of Personality 24: 569–582.6. Jump up^ Weller JA, Tikir A (April 2011). "Predicting domain-specific risk taking with the HEXACO personality structure". Journal of Behavioral Decision Making 24 (2): 180–201. doi:10.1002/bdm.677.

7. ^ Jump up to:a b Ashon, M.C., & Lee, K. (2008). The Prediction of Honesty-Humility related criteria by the HEXACO and Five-Factor Models of Personality. Journal of Research in Personality, 42, 1216-1228.

8. Jump up^ Bourdage, J. S.; Lee, K.; Ashton, M. C.; Perry, A. (2007). "Big Five and HEXACO model personality correlates of sexuality". Personality and Individual Differences 43: 1506–1516.

http://en.wikipedia.org/wiki/HEXACO_model_of_personality_structure#cite_ref-Lee.2520.2526amp.253B.2520Ashton.252C.25202004_8-0

http://en.wikipedia.org/wiki/HEXACO_model_of_personality_structure#cite_ref-13

http://en.wikipedia.org/wiki/HEXACO_model_of_personality_structure#cite_ref-.2528Ashton.2520.2526amp.253B.2520Lee.252C.25202005.2529_14-0






9. Jump up^ Saroglou, V.; Pichon, I.; Trompette, L.; Verschueren, M.; Dernelle, R. (2005). "Prosocial behavior and religion: New evidence based on projective measures and peer ratings". Journal for the Scientific Study of Religion 44: 323–348.doi:10.1111/j.1468-5906.2005.00289.x.

10. Jump up^ Sibley, C. G.; Harding, J. F.; Perry, R.; Asbrock, F.; Duckitt, J. (2010). "Personality and prejudice: Extension of the HEXACO personality model".European Journal of Personality 24: 515–534.11. Jump up^ Noftle EE, Robins RW (July 2007). "Personality predictors of academic outcomes: big five correlates of GPA and SAT scores". J Pers Soc Psychol 93(1): 116–30. doi:10.1037/0022-3514.93.1.116. PMID 17605593.12. Jump up^ de Vries A, de Vries RE, Born MPh (October 2010). "Broad versus narrow traits: Conscientiousness and honesty-humility as predictors of academic criteria".European Journal of Personality 25 (5): 336–348. doi:10.1002/per.795.

13. Jump up^ Zettler, I., & Hilbig, B. E., & Haubrich, J. (in press). Altruism at the ballots: Predicting political attitudes and behavior. Journal of Research in Personality.

14. Jump up^ Chirumbolo, A.; Leone, L. (2010). "Personality and politics: The role of the HEXACO model of personality in predicting ideology and voting". Personality and Individual Differences 49: 43–48.

15. Jump up^ Zettler, I.; Hilbig, B. E. (2010). "Attitudes of the selfless: Explaining political orientation with altruism". Personality and Individual Differences 48: 338–342.

16. Jump up^ Goldberg, L.R. (1992). The Development of Markers of the Big-Five Factor Structure. Psychological Assessment, 2, 26-42.17. Jump up^ De Raad, B.; Al, Et (2010). "Only three personality factors are fully replicable across languages: Reply to Ashton and Lee". Journal of Research in Personality44: 442–445. doi:10.1016/j.jrp.2010.05.005.

18. Jump up^ Becker, P. (1999). "Beyond the Big Five". Personality and Individual Differences26: 511–530.

19. Jump up^ Larsen, R.J., & Buss, D.M. (2008). Personality Psychology: Domains of knowledge about human behaviour, third edition. New York, NY: McGraw-Hill.








Connectivism

Connectivism

ReferencesDriscoll, M. (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon.

Gleick, J. (1987). Chaos: The making of a new science. New York, NY: Penguin Books.

Vaill, P. B., (1996). Learning as a way of being. San Francisco, CA: Jossey-Bass Inc.

Additional Reading

Citation

Fisch, K., McLeod, S., & Brenman, J. (2008). Did you know?. Retrieved December 8, 2008, Web site: http://uk.youtube.com/watch?v=jpEnFwiqdx8&feature=related

Gonzalez, C. (2004). The role of blended learning in the world of technology. Retrieved November 1, 2008 from http://www.unt.edu/benchmarks/archives/2004/september04/eis.htmHeylighen, F. (2008). Complexity and self-organization. Encyclopedia of Library and Information Sciences, Retrieved November 3, 2008, from http://pespmc1.vub.ac.be/Papers/ELIS-complexity.pdfIreland, T. (2007). Situating connectivism. Retrieved November 7, 2008, from http://design.test.olt.ubc.ca/Situating_ConnectivismKerr, B. (December 2006). A challenge to connectivism. Retrieved November 11, 2008, from http://billkerr2.blogspot.com/2006/12/challenge-to-connectivism.htmlRocha, L. M. (1998). Selected self-organization and the semiotics of evolutionary systems. Retrieved November 9, 2008 from http://informatics.indiana.edu/rocha/ises.htmlSalmon, V. (1999). Chaos in the composition classroom: Why do some classes fail to function?. Inquiry, 4, Retrieved December 1, 2008, from http://www.vccaedu.org/inquiry/inquiry-fall99/i-42-salmon.html

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved November 03, 2008, fromhttp://www.itdl.org/Journal/Jan_05/article01.htm

Verhagen, P. (2006, November). Connectivism: a new learning theory?. elearning, Retrieved November 4, 2008, fromhttp://www.surfspace.nl/nl/Redactieomgeving/Publicaties/Documents/Connectivism%20 a%20new%20theory.pdf

What is Web2.0? Ideas technologies and implications in education http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdfConfronting the challenges of participatory culture http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDFTeens and social media http://www.pewinternet.org/pdfs/PIP_Teens_Social_Media_Final.pdfMedia multitasking among American youth: prevalence, predictors and pairings http://www.kff.org/entmedia/upload/7592.pdfLittle boxes, globalization, and networked individualism http://www.chass.utoronto.ca/~wellman/publications/littleboxes/littlebox.PDFWhat connectivism is http://halfanhour.blogspot.com/2007/02/what-connectivism-is.htmlConnectivism: Learning theory or pastime of the self-amused? http://www.elearnspace.org/Articles/Connectivism_response.docA challenge to connectivism http://billkerr2.blogspot.com/2006/12/challenge-to-connectivism.html

APA Citation: Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, fromhttp://projects.coe.uga.edu/epltt/

http://uk.youtube.com/watch?v=jpEnFwiqdx8&feature=related

http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm

http://pespmc1.vub.ac.be/Papers/ELIS-complexity.pdf

http://design.test.olt.ubc.ca/Situating_Connectivism

http://billkerr2.blogspot.com/2006/12/challenge-to-connectivism.html

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http://www.vccaedu.org/inquiry/inquiry-fall99/i-42-salmon.html

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http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf

http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

http://www.pewinternet.org/pdfs/PIP_Teens_Social_Media_Final.pdf

http://www.kff.org/entmedia/upload/7592.pdf

http://www.chass.utoronto.ca/~wellman/publications/littleboxes/littlebox.PDF

http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html

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http://projects.coe.uga.edu/epltt/

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de Jong, T. & van Joolingen, W. R. (1998). "Scientific discovery learning with computer simulations of conceptual Domains". Review of Educational Research 68 (2): 179–201.Dalgarno, B. (1996) Constructivist computer assisted learning: theory and technique, ASCILITE Conference, 2–1996, retrieved fromhttp://www.ascilite.org.au/conferences/adelaide96/papers/21.htmlDeVries et al. (2002) Developing constructivist early childhood curriculum: practical principles and activities. Teachers College Press: New York. ISBN 0-8077-4121-3,ISBN 0-8077-4120-5.

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Gerjets, P. Scheiter, K. and Catrambone, R. (2004).Designing instructional examples to reduce intrinsic cognitive load: molar versus modular presentation of solution procedures. Instructional Science. 32(1) 33–58

Hilbert, T. S., & Renkl, A. (2007). Learning how to Learn by Concept Mapping: A Worked-Example Effect. Oral presentation at theEARLI 2007 in Budapest, Hungary

Holt, D. G.; Willard-Holt, C. (2000). "Lets get real – students solving authentic corporate problems". Phi Delta Kappan 82 (3).

Jeffery, G. (ed) (2005) The creative college: building a successful learning culture in the arts, Stoke-on-Trent: Trentham Books.

Jonassen, D. H. (1997). "Instructional Design Models for Well-Structured and Ill-Structured Problem-Solving Learning Outcomes". Educational Technology Research and Development 45 (1): 65–94. doi:10.1007/BF02299613.Jonassen, D., Mayes, T., & McAleese, R. (1993). A manifesto for a constructivist approach to uses of technology in higher education. In T.M. Duffy, J. Lowyck, & D.H. Jonassen (Eds.), Designing environments for constructive learning (pp. 231–247). Heidelberg: Springer-Verlag.

Kalyuga,S., Ayres,P. Chandler,P and Sweller,J. (2003). "The Expertise Reversal Effect". Educational Psychologist 38 (1): 23–31. doi:10.1207/S3801_4.

Kirschner, P. A., Sweller, J., and Clark, R. E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41 (2) 75-86Leutner, D. (1993). "Guided discovery learning with computer-based simulation games: effects of adaptive and non-adaptive instructional support". Learning and Instruction 3 (2): 113–132. doi:10.1016/0959-4752(93)90011-N.

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Renkl, A., Atkinson, R., Maier, U., & Staley, R. (2002). "From example study to problem solving: Smooth transitions help learning". Journal of Experimental Education70 (4): 293–315. doi:10.1080/00220970209599510.

Sweller, J. (1999). Instructional design in technical areas. Camberwell, Australia: ACER Press. isbn=978-0-86-431312-6.(see also J.E. & Sweller, J. (1999). A Comparison of Cognitive Load Associated With Discovery Learning and Worked Examples. Journal of Educational Psychology. 91(2) 334-341)

Sweller, J. (2003). Evolution of human cognitive architecture. In B. Ross (Ed.), The Psychology of Learning and Motivation. San Diego: Academic Press. ISBN 0-12-543343-3.

Sweller, J., & Cooper, G. A. (1985). "The use of worked examples as a substitute for problem solving in learning algebra". Cognition and Instruction 2 (1): 59–89.doi:10.1207/s0201_3.

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Wertsch, J.V (1997) "Vygotsky and the formation of the mind" Cambridge.

1. Routledge

Scerri, E.R. (2003). Philosophical Confusion in Chemical Education, Journal of Chemical Education, 80, 468-474. (This article is a critique of the use of constructivism in chemical education.)

Sweller, J. (1988). "Cognitive load during problem solving: Effects on learning". Cognitive Science 12 (1): 257–285. doi:10.1016/0364-0213(88)90023-7.

Tarmizi R.A., Sweller J. (1988). "Guidance during mathematical problem solving". Journal of Educational Psychology 80 (4): 424–436. doi:10.1037/0022-0663.80.4.424.

de Jong, T. (2005). The guided discovery principle in multimedia learning. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 215-229) . Cambridge, UK: Cambridge University Press. ISBN 0-521-54751-2.

Tuovinen, J. E., & Sweller, J. (1999). "A comparison of cognitive load associated with discovery learning and worked examples". Journal of Educational Psychology 91(2): 334–341. doi:10.1037/0022-0663.91.2.334.

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1. ^ a b c Glaserfeld, E. (1989). Constructivism in education. Oxford, England: Pergamon Press. p. 162.2. ^ Kliebard, H. (1992). Constructing a history of American curriculum inHandbook of research on curriculum. pp. 157–184.3. ^ a b Zull, James (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Sterling, VA: Stylus Publishing, L.L.C.

4. ^ Smith, M. K. (1997). "John Dewey". The encyclopedia of informal education. Retrieved 2012.5. ^ Montessori, M. (1946). Education for a New World. Madras, India: Kalakshetra Publications.6. ^ Kolb, D. (1976). Learning Style Inventory Technical Manual. Boston, MA: McBer.7. ^ Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.8. ^ Smith, M. K. (2001). "David A. Kolb on experiential learning". The encyclopedia of informal education. Retrieved 2012.

9. ^ Hickman, L.A.; Neubert, S.; Reich, K., eds. (2009). John Dewey between pragmatism and constructivism. Fordham University Press. p. 40. ISBN 978-0-8232-3018-1.10. ^ Bruner, J. (1980). Actual Minds, Possible Worlds. Harvard University Press.11. ^ Lombardi, S.M. (2011). Internet Activities for a Preschool Technology Education Program Guided by Caregivers (Doctoral dissertation, North Carolina State University).12. ^ a b Hmelo-Silver; Duncan; Chinn (2007). "Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)". Educational Psychologist 42 (2): 99–107.

13. ^ Guthrie; et al. (2004). "Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction". Journal of Educational Psychology 96 (3): 403–423.

14. ^ Kim (2005). "The Effects of a Constructivist Teaching Approach on Student Academic Achievement, Self-Concept, and Learning Strategies".Asia Pacific Education Review 6 (1): 7–19.

15. ^ Doğru; Kalender (2007). "Applying the Subject ‘Cell’ Through Constructivist Approach during Science Lessons and the Teacher’s View". Journal of Environmental & Science Education 2 (1): 3–13.

16. ^ Applications and Misapplications of Cognitive Psychology to Mathematics Education

17. ^ Constructivism in Science and Mathematics Education, Michael R. Matthews

18. ^ Research Link / Caution: Constructivism Ahead Holloway, Educational Leadership, 57(3). November 1999.

19. ^ Vygotsky’s philosophy: Constructivism and its criticisms examined Liu & Matthews, International Education Journal, 2005, 6(3), 386-399.

20. ^ a b c d e f g h i Kirschner, P. A.; Sweller, J.; Clark, R. E. (2006). "Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching". Educational Psychologist 41 (2): 75–86. doi:10.1207/s4102_1.

21. ^ Journal of Science Education and Technology

22. ^ Raymond Hubbard and J. Scott Armstrong (2005). "Why We Don’t Really Know What "Statistical Significance" Means: A Major Educational Failure*".23. ^ Demetriou, A. (1998). Cognitive development. In A. Demetriou, W. Doise, K. F. M. van Lieshout (Eds.), Life-span developmental psychology (pp. 179-269). London: Wiley.24. ^ Demetriou, A., Shayer, M., & Efklides, A. (1992). Neo-Piagetian theories of cognitive development: Implications and applications to education. London:

2. ^ Meyer, D. L. (2009). "The Poverty of Constructivism". Educational Philosophy and Theory 41 (3): 332–341. doi:10.1111/j.1469-5812.2008.00457.x.

3. ^ Atkinson, R. K.; Derry, S. J.; Renkl, A.; Wortham, D. W. (2000). "Learning from examples: Instructional principles from the worked examples research".Review of Educational Research 70: 181–214.doi:10.3102/00346543070002181.4. ^ Hilbert, T. S.; Renkl, A. (2007). "Learning how to Learn by Concept Mapping: A Worked-Example Effect". Paper presentation at theEARLI, Hungary.5. ^ Tarmizi, R. A.; Sweller, J. (1988). "Guidance during mathematical problem solving". Journal of Educational Psychology 80 (4): 424–436.doi:10.1037/0022-0663.80.4.424.

6. ^ Gerjets, P.; Scheiter, K.; Catrambone, R. (2004). "Designing instructional examples to reduce intrinsic cognitive load: molar versus modular presentation of solution procedures". Instructional Science 32 (1): 33–58.doi:10.1023/B:TRUC.0000021809.10236.71.

7. ^ a b c Mayer (2004). "Should There Be a Three-Strikes Rule Against Pure Discovery Learning?". American Psychologist 59 (1): 14–19.doi:10.1037/0003.59.1.14. PMID 14736316.

8. ^ Sweller, J.; Cooper, G. A. (1985). "The use of worked examples as a substitute for problem solving in learning algebra". Cognition and Instruction2 (1): 59–89. doi:10.1207/s0201_3.

9. ^ Renkl, A.; Atkinson, R. K.; Maier, U. H.; Staley, R. (2002). "From example study to problem solving: Smooth transitions help learning". Journal of Experimental Education 70 (4): 293–315.doi:10.1080/00220970209599510.

10. ^ Kalyuga, S.; Ayres, P.; Chandler, P.; Sweller, J. (2003). "The expertise reversal effect". Educational Psychologist 38 (1): 23–31.doi:10.1207/S3801_4.11. ^ Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching Paul A. Kirschner Utrecht University, The Netherlands, John Sweller University of New South Wales, Richard E. Clark University of Southern California

12. ^ Nilson, Linda Burzotta (2010). Teaching at Its Best: A Research-Based Resource for College Instructors. San Francisco: John Wiley and Sons. p. 176. ISBN 978-0-470-40104-0.

13. ^ Hmelo-Silver, Cindy E.; Ravit Golan Duncan, and Clark A. Chinn (2007). "Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)". Educational Psychologist 42 (2): 99–107.14. ^ [1]

http://en.wikipedia.org/wiki/Special:BookSources/063120007X

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http://en.wikipedia.org/wiki/Constructivism_(learning_theory)#cite_ref-Montessori_quote_5-0

http://en.wikipedia.org/wiki/Constructivism_(learning_theory)#cite_ref-Kolb_.281976.29_6-0

http://en.wikipedia.org/wiki/Constructivism_(learning_theory)#cite_ref-Kolb_.281984.29_7-0

http://en.wikipedia.org/wiki/Constructivism_(learning_theory)#cite_ref-10






15. ^ Clark, R. E. & Elen, J., (2006). When less is more: Research and theory insights about instruction for complex learning. In R. E. Clark & J. Elen (Eds.) Handling Complexity in Learning Environments: Research and Theory. London: Elsevier. 283-295.16. ^ Piaget, J. (1926). The language and thought of the child. London: Routledge & Kegan.17. ^ Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.18. ^ Lombardi, S.M. (2011). Internet Activities for a Preschool Technology Education Program Guided by Caregivers. Doctoral dissertation, North Carolina State University. p. 140.19. ^ a b http://viking.coe.uh.edu/~ichen/ebook/et-it/constr.htm

20. ^ [2] "Communal Constructivism: Students Constructing Learning for as well as with others," by Holmes, et al.


http://en.wikipedia.org/wiki/Constructivism_(learning_theory)#cite_ref-Piaget_.281926.29_39-0

http://en.wikipedia.org/wiki/Constructivism_(learning_theory)#cite_ref-Vygotsky_.281962.29_40-0


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Behaviorism BehaviorismBehaviorism BehaviorismBehaviorism BehaviorismBehaviorism Behaviorism Clark DBehaviorism Behaviorism DeMar GBehaviorism Behaviorism

Behaviorism Behaviorism BlenderBehaviorism Edward Thorndike Thorndiike EBehaviorism Edward Thorndike Thorndiike E

Behaviorism Edward Thorndike Thorndiike EBehaviorism Edward Thorndike Thorndiike EBehaviorism Watson JBehaviorism Watson JBehaviorism Watson J

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Cognitivism Ausubel D



John Watson John Watson John Watson

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B. F. Skinner B. F. Skinner B. F. Skinner B. F. Skinner

Advanced Organizers (David Ausubel)





Cognitivism Edgar D

Cognitivism Edgar D

Cognitivism Edgar D

Cognitivism Edgar D

Cognitivism Miller G

Cognitivism Miller G

Cognitivism

Cognitivism Kearsly G

Cognitivism Paivio A

Cognitivism

Cognitivism Kearsly G

Cognitivism Najjar

Cognitivism Rusbult

Cognitivism Sadoski

Cognitivism

Cognitivism

Cognitivism Novak



Cone of Experience (Edgar Dale)




Information Processing




Dual Coding Theory (Allan Paivio)






Concept Mapping (Joseph Novak)



Cognitivism Peirce C

Landa L

Colston R

Malachowski M

Clark D

Shepard G

Duetsch N

Colston R

Kearskey G

Kearskey G

Morrison


Prescriptive Design Models

Algo-Heuristic Theory (Lev Landa)


ADDIE: Analysis, Design, Development, Implementation, Evaluation










A.S.S.U.R.E. (Heinich, Molenda, Russel, and Smaldino)


A.S.S.U.R.E. (Heinich, Molenda, Russel, and Smaldino)

Prescriptive Design Models ARCS (John Keller)


Criterion Referenced Instruction


Component Display Theory (Dave Merrill)


Morrison, Ross, and Kemp

Janes D

Briggs C

Kemp Kemp

Kemp Kemp

Kemp Kemp

Kemp Kemp

Kemp Kemp

Kemp Kemp

Kemp Kemp

Kemp Kemp

Kemp Kemp

Kemp Kemp

Kemp Kemp

Kemp Kemp

Dick and Carey Dick and Carey

Dick and Carey Dick and Carey

Kearsley G

Cole P

Robert Gagne Gagne R





Prescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design Models


Elaboration Theory (Reigeluth, Merrill, Wilson and Spiller)










Lachance

Clark D

Clark D

Merriënboer J

Merriënboer J

Merriënboer J

Merriënboer J

Kaufman R

Tripp & Bichelmeyer

Tripp & Bichelmeyer

Tripp & Bichelmeyer

Prescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design ModelsPrescriptive Design Models

Instructional Systems Design ISD









the 4C-ID Model (Jeroen van Merriënboer)










Organizational Elements Model (OEM) (Roger Kaufman)


Rapid Prototyping (Tripp & Bichelmeyer)





Tripp & Bichelmeyer

Bloom B

Bloom B

Bloom B

Bloom B

Krathwohl D

Krathwohl D

Simson E

Simson E

Bransford J

Bransford J

Bransford J

Knowles M



Objective Taxonomies

Cognitive Domain (Benjamin Bloom)


Bloom's Taxonomy


Bloom's Taxonomy


Bloom's Taxonomy


Affective Domain (David Krathwohl)


Affective Domain (David Krathwohl)


Psycho-motor Domain (Elizabeth Jane Simpson)


Psycho-motor Domain (Elizabeth Jane Simpson)

Postmodern Phenomenological Models

Postmodern Phenomenological ModelsPostmodern Phenomenological Models


Anchored Instruction (John Bransford)






Andrgogy (Malcom Knowles)


Cognitive Apprenticeship

Seastone S

Wilson and Cole

Duncan

Casey

Shiro R

Shiro R

Shiro R

Shiro R

Wittrock M

Wittrock M

Wittrock M

Wittrock M

Wittrock M

Scardamalia

Erlendsson

Scardamalia

Pask G

Ryder M

Ryder M










Cognitive Flexibility Theory (Rand Spiro)








Generative Learning - Merlin C. Wittrock










CSILE Computer Supported Intentional Learning Environments






Conversation Theory (Gordon Pask)

Postmodern Phenomenological Models Definition (Martin Ryder)


Ryder M

Discovery Learning Brunner J

Discovery Learning Martin K

Discovery Learning Clark D

Discovery Learning Colston R

Discovery Learning Bruner J

Discovery Learning Tuovinen

Du Boulay

Chan and Chou

Jonassen D

Jonassen D

Jonassen D

Montessori, Maria Montessori, Maria





Camp









Inquiry Teaching (Collins and Stevens)


Inquiry Teaching (Collins and Stevens)


Black and McClintock






Mind Tools (David Jonassen)











Problem-Based Learning

Barbara Grabowski and Marianne McCarthy



White

Nowskowski

Hmelo-Silver

Kilpatrick

Dewey

Mifflin H

Olds H

Schneider

Dewey J

Knol

Simpson

Dewey

Play

Play Reiber

Play Choi

Role Play Linser and Jasinsk

Role Play

Roger Schank Roger Schank










Problem-Based Learning Kilpatrick and Dewey















Gregoire and Laferriere




Problem-Based Learning Petrosino


Problem-Based Learning Sherman











Schema Theory Bartlett

Schema Theory Kearsley

Schema Theory Segal E

Situated Cognition Brown S

Situated Cognition Clancey W

Situated Cognition Bredo

Situated Cognition Colston R

Situated Cognition Kearsley

Situated Cognition Lemke

Situated Cognition Bredo Dewey

Situated Cognition Wilson

Situated Cognition Wolfson

Bandura A

Bandura A

Bandura A

Bandura A

Bandura A














Observational (Social) Learning Theory (Albert Bandura)









Bandura A

Bandura A

Bandura A

Griffin E

Griffin E

Griffin E

Griffin E

Jonassen D

ED Comparitive Summaries Boettcher J

Comparitive Summaries

Comparitive Summaries Carbonell

Comparitive Summaries Dabbagh N








Social Learning Theory (Em Griffin) mirror








Structural Knowledge (David Jonassen)





Behaviorism


Modern Models (Behaviorist, Cognitivist, Prescriptive Models)

see Comparative SummariesClassics in Behaviorism (Christopher Green)Behaviorism (Wikipedia)Behaviorism (Don Clark)Behaviorism (Gary DeMar)Ivan Pavlov (Wikipedia)

Ivan Pavlov (1924) Lectures on the Work of the Cerebral Hemisphere (courtesy Andy Blunden)Edward Thorndike (Wikipedia)Thorndike profile (Leilani Carbonell)

The Contribution of Psychology to Education (1910) (courtesy Christopher Green)Animal Intelligence (1911) (courtesy Christopher Green)John Watson (Wikipedia)Watson profile (Leilani Carbonell)Watson profile (WGBH)

Watson (1929) Behaviorism: The Modern Note in Psychology (Courtesy, Christopher Green)

Watson (1920) Is Thinking Merely the Action of Language Mechanisms? (courtesy, Christopher Green)Watson (1907) Studying the Mind of Animals (Courtesy, Christopher Green)Skinner profile (Wikipedia)Skinner profile (Sebastian Foti)Skinner profile (George Boeree)Skinner profile (Leilani Carbonell)Contributions to the History of Instructional Development (Leilani Carbonell)

Skinner (1935) Two Types of Conditioned Reflex and a Pseudo Type (Courtesy, Christopher Green)Skinner (1947) 'Superstition' in the Pigeon (Courtesy, Christopher Green)Skinner (1950) Are Theories of Learning Necessary? (Courtesy, Christopher Green)Skinner (1989) The Origins of Cognitive Thought (Courtesy, Virginia Tech)

Ausubel profile (Wikipedia)

Ausubel profile (Sebastian Foti)


http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html#comparative

http://psychclassics.yorku.ca/topic.htm#behaviorism

http://en.wikipedia.org/wiki/Behaviorism

http://www.nwlink.com/~donclark/history_isd/roots.html

http://www.forerunner.com/forerunner/X0497_DeMar_-_Behaviorism.html

http://en.wikipedia.org/wiki/Ivan_Pavlov

http://www.marxists.org/reference/subject/philosophy/works/ru/pavlov.htm

http://en.wikipedia.org/wiki/Edward_Thorndike

http://www.my-ecoach.com/idtimeline/theory/thorndike.html

http://psychclassics.yorku.ca/Thorndike/education.htm

http://psychclassics.yorku.ca/Thorndike/Animal/

http://en.wikipedia.org/wiki/John_B._Watson

http://www.my-ecoach.com/idtimeline/theory/watson.html

http://www.pbs.org/wgbh/aso/databank/entries/bhwats.html

http://psychclassics.yorku.ca/Watson/Battle/watson.htm

http://psychclassics.yorku.ca/Watson/thinking.htm

http://psychclassics.yorku.ca/Watson/Animals/index.htm

http://en.wikipedia.org/wiki/B._F._Skinner

http://www.coe.ufl.edu/webtech/GreatIdeas/pages/peoplepage/skinner.htm

http://www.ship.edu/~cgboeree/skinner.html

http://www.my-ecoach.com/idtimeline/theory/skinner.html


http://psychclassics.yorku.ca/Skinner/Twotypes/twotypes.htm

http://psychclassics.yorku.ca/Skinner/Pigeon/

http://psychclassics.yorku.ca/Skinner/Theories/

http://www2.cddc.vt.edu/marxists/reference/subject/philosophy/works/us/skinner.htm

http://en.wikipedia.org/wiki/David_Ausubel

http://www.coe.ufl.edu/webtech/GreatIdeas/pages/peoplepage/ausabel.htm

Advanced organizers (Northwest Regional Educational Laboratory, Portland, OR)

Subsumption Theory (Greg Kearsley)

Dale profile (Wikipedia)

Cone of Experience (Michael Molenda) pdf

Thalheimer Critique of Dale's Cone

Befus Critique of Dale's Cone

see George Miller

Miller profile (Wikipedia)

Information processing (Wikipedia)

Information Processing (Greg Kearsley)

Pavio profile (Wikipedia)

Dual-coding theory (Wikipedia)

Dual Coding Theory (Greg Kearsley) on Students' Conceptual Growth

Najjar (1995) Dual Coding as a Possible Explanation for the Effects of Multimedia on Learning

Rusbult (1995) Visual Thinking and Visual-Verbal Communication

Sadoski (1998) Mental Imagery in Reading: A Sampler of Some Significant Studies

Concept Mapping (Wikipedia)

Concept Mapping (Jan Lanzing)

Novak (1992) The Theory Underlying Concept Maps and How To Construct Them

http://www.netc.org/focus/strategies/cues.php

http://tip.psychology.org/ausubel.html

http://en.wikipedia.org/wiki/Edgar_Dale

http://www.indiana.edu/~molpage/Cone%20of%20Experience_text.pdf

http://www.willatworklearning.com/2006/05/people_remember.html

http://www.visualbeing.com/2005/07/08/forget-what-youve-heard-about-remembering/

http://carbon.ucdenver.edu/~mryder/itc_data/cogsci.html#miller

http://en.wikipedia.org/wiki/George_A._Miller

http://en.wikipedia.org/wiki/Information_processing

http://tip.psychology.org/miller.html

http://en.wikipedia.org/wiki/Allan_Paivio

http://en.wikipedia.org/wiki/Dual-coding_theory

http://tip.psychology.org/paivio.html

http://www-static.cc.gatech.edu/gvu/reports/1995/abstracts/95-29.html

http://www.asa3.org/ASA/education/teach/visual.htm

http://www.readingonline.org/research/Sadoski.html

http://en.wikipedia.org/wiki/Concept_map

http://users.edte.utwente.nl/lanzing/cm_home.htm

http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm

hrstr m (1996) C. S. Peirce and the Quest for Gamma Graphs� �

Algo-Heuristic Theory (Greg Kearsley)

ADDIE Model (Robert Colston)

ADDIE Based Five-Step Method Towards Instructional Design (Michael J. Malachowski)

Continuous Process Improvement (Don Clark)

see ISD

see Front End Analysis

ASSURE Model (Glenn Shepherd)

example (Nellie Deutsch)

The ARCS Model (Robert Colston)

Criterion Referenced Instruction (Greg Kearsley)How to Write Learning Objectives (Univ of Washington)

Component Display Theory (Greg Kearsley) (Mindy Jacobs)

Morrison profile (Old Dominion Univ)

http://www.hum.auc.dk/~poe/ARTIKLER/GammaHTML/GammaGraphs.html

http://www.gwu.edu/~tip/landa.html

http://www.learning-theories.com/addie-model.html

http://fog.ccsf.cc.ca.us/~mmalacho/OnLine/ADDIE.html

http://www.nwlink.com/~donclark/perform/process.html

http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html#isd

http://carbon.ucdenver.edu/~mryder/itc_data/fea.html

http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html

http://tip.psychology.org/mager.html

http://depts.washington.edu/eproject/objectives.htm

http://www.gwu.edu/~tip/merrill.html

http://www.odu.edu/~gmorriso/

review (by Diane Janes)

IT Student's Reflections (Cheryl Briggs)

Kemp design model (EduTech Wiki)

Introduction: The ID Process

Identifying the Problem

Learner Analysis

Task Analysis

Specifying the Instructional Objectives

Sequencing the Instruction

Instructional Strategies

Message Design

Many Faces of Evaluation

Developing Evaluation Instruments

Developing the Instructional Materials

Dick and Carey Model (Lee and Lee)

Dick and Carey Model (Don Clark)

summary (Greg Kearsley)

critique (Brent Wilson and Peggy Cole)


Gagne profile (Wikipedia)

http://www.cjlt.ca/content/vol28.1/reviews.html

http://www.angeland.org/Website/reflections.html

http://edutechwiki.unige.ch/en/Kemp_design_model

http://www.cals.ncsu.edu/agexed/leap/528/class1/class1.html










http://www.umich.edu/~ed626/Dick_Carey/dc.html

http://www.nwlink.com/~donclark/history_isd/carey.html

http://www.gwu.edu/~tip/reigelut.html

http://carbon.cudenver.edu/~bwilson/elab.html


http://en.wikipedia.org/wiki/Robert_M._Gagn%C3%A9

Gagne profile (Leilani Carbonell)

Gagne profile (Sebastian Foti)

Conditions of Learning (Peter Patsula)

Conditions of Learning (Stephen Bostock)

ISD summary (François Lachance)

What is ISD? (Don Clark)

Big Dog's ISD Page (Don Clark)

see ADDIE


van Merriënboer home page

4C/ID (Martin Ryder)

4C/ID (Daniel Schneider)

Four Component Instructional Design Synopsis (scirus.com)

van Merrienboer, Clark, and de Croock Blueprints for Complex Learing: The 4c/ID Model

see Needs Assessment

Hoffman and Margerum-Leys Rapid Prototyping as an instructional design

Rieber (1994) Understanding Rapid Prototyping by Analogy: Making Paper Planes

Rapid Prototyping (WikiBooks)

http://www.my-ecoach.com/idtimeline/theory/gagne.html

http://www.coe.ufl.edu/webtech/GreatIdeas/pages/peoplepage/gagne.htm

http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html#gagne

http://www.keele.ac.uk/depts/aa/landt/lt/docs/atid.htm

http://www.chass.utoronto.ca/~lachance/oline/oldesign.htm

http://www.nwlink.com/~donclark/hrd/sat1.html

http://www.nwlink.com/~donclark/hrd/sat.html

http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html#addie


http://www.ou.nl/eCache/DEF/17/857.html

http://carbon.ucdenver.edu/~mryder/itc_data/4cid.html

http://edutechwiki.unige.ch/en/4C/ID

http://topics.scirus.com/Four_Component_Instructional_Design_4C_ID.html

http://proquest.umi.com/pqdlink?Ver=1&Exp=10-17-2002&VAULT=1&FMT=TG&DID=000000130672461&REQ=1&Cert=K0NeXy1FYhxgj3fSnwF5VT4DXpYkOU1AZLxnAGO93NOtrPhsTtl2ihuyOWKIY5VI2R3FqPIYFbj9VF6WlRNHtg--

http://carbon.ucdenver.edu/~mryder/itc_data/fea.html#needs

http://www-personal.umich.edu/~jmargeru/prototyping/

http://it.coe.uga.edu/studio/seminars/paperplanes.html

http://en.wikibooks.org/wiki/Instructional_Technology/Instructional_Design/Rapid_Prototyping

Wilson and Cole (1993) Cognitive Approaches to Instructional Design

Bloom profile (Wikipedia)

Wikipedia

Günter Krumme

Dalton & Smith (Courtesy, David Potter)

Krathwohl profile (Wikipedia)

George Mason University

psychomotor domain (Bill Huitt)

psychomotor domain (Janet Fulks and Kate Pluta)

Constructivist Models (see also Constructivism)

Action Research (Participatory Design Models)

Activity Theory (artifact-mediated and object-oriented action)

Bransford profile (Sebastian Foti)

Anchored Instruction) (Greg Kearsley)

Anchored Instruction (Barbara Grabowski and Marianne McCarthy)

andragogy (PatricK Mendelsohn)

Collins, Hawkins, and Carver (1991) A Cognitive Apprenticeship for Disadvantaged Students

http://carbon.cudenver.edu/~bwilson/training.html

http://en.wikipedia.org/wiki/Benjamin_Bloom

http://en.wikipedia.org/wiki/Bloom%27s_Taxonomy

http://faculty.washington.edu/krumme/guides/bloom.html

http://www.teachers.ash.org.au/researchskills/dalton.htm

http://en.wikipedia.org/wiki/David_Krathwohl

http://classweb.gmu.edu/ndabbagh/Resources/Resources2/krathstax.htm

http://chiron.valdosta.edu/whuitt/col/behsys/psymtr.html

http://online.bakersfieldcollege.edu/courseassessment/section_3_SLos/Section3_7cPsychomotor.htm

http://carbon.ucdenver.edu/~mryder/itc_data/constructivism.html

http://carbon.ucdenver.edu/~mryder/itc_data/act_res.html

http://carbon.ucdenver.edu/~mryder/itc_data/activity.html

http://www.coe.ufl.edu/webtech/GreatIdeas/pages/peoplepage/bransford.htm

http://tip.psychology.org/anchor.html

http://www.ed.psu.edu/nasa/achrtxt.html

http://tecfa.unige.ch/themes/sa2/act-app-dos2-fic-andragog.htm

http://www.edc.org/CCT/ccthome/reports/tr10.html

Cognitive Apprenticeship (Sarah Seastone)

Wilson and Cole (1996) Cognitive Teaching Models

Duncan (1996) Cognitive Apprenticeship in Classroom Instruction: Implications for Industrial and Technical Teacher Education

Casey ((2000) Using Case-Based Reasoning and Cognitive Apprenticeship to Teach Criminal Profiling and Internet Crime Investigation

Spiro profile (Sebastian Foti)

Cognitive Flexibility Theory (Greg Kearseley)

Cunningham (1994) Teacher Knowledge, Cognitive Flexibility and Hypertext: Case-Based Learning and Teacher Education

Ryder (1996) Modern to Postmodern

Generative Learning (David Jonassen)

Generative Learning (Ba rbara Grabowski and Marianne McCarthy)

Generative Learning (Doug Furey)

Generative Learning and Web Development (Martin Ryder)

Generative Teaching of Comprehension (Center of Literacy, Univ. of Buffalo)

Scardamalia and Bereiter

CSILE (Jón Erlendsson)

Scardamalia and Bereiter (1994) Computer Support for Knowledge-Building Communities

Pask links

Overview (Greg Kearsley)

Pask's Words and What We Want From Them (Paul Pangaro)

http://mathforum.org/~sarah/Discussion.Sessions/Collins.html

http://carbon.cudenver.edu/~bwilson/hndbkch.html

http://scholar.lib.vt.edu/ejournals/JITE/v33n3/duncan.html

http://www.corpus-delicti.com/case_based.html#cognitivea

http://www.coe.ufl.edu/webtech/GreatIdeas/pages/peoplepage/spiro.htm

http://tip.psychology.org/spiro.html

http://music.utsa.edu/tdml/conf-II/II-Cunningham.html

http://carbon.cudenver.edu/~mryder/aect_96.html#pm

http://carbon.cudenver.edu/~mryder/itc/jonassen_quote.html

http://www.ed.psu.edu/nasa/genetxt.html

http://www.stemnet.nf.ca/~dfurey/metacog/generate.html

http://carbon.ucdenver.edu/~mryder/iscrat_98.html#gen_lrn

http://www.readingcenter.buffalo.edu/center/research/gencom.html

http://www.dgp.utoronto.ca/people/WilliamHunt/qualifier.html#RTFToC36

http://www.hi.is/~joner/eaps/wh_csile.htm

http://carbon.cudenver.edu/~bwilson/building.html

http://carbon.ucdenver.edu/~mryder/itc_data/complexity.html#pask

http://www.gwu.edu/~tip/pask.html

http://www.pangaro.com/abstracts/antioch-3-Pasks-words.html

Galuszka (1996) Cybernetics and Conversation (courtesy, Paul Pangaro)

Discovery Learning (Jerome Bruner)

Discovery Learning (Ken Martin)

Discovery Learning (Don Clark)

Discovery Learning (Robert Colston)

Bruner's Constructivist Theory (Peter Patsula) (1996) Discovery Learning with Computer Simulations of Conceptual Domains

Tuovinen (1995) Cognitive Load and Discovery Learning

du Boulay and Luckin (2001) Modelling Human Teaching Tactics and Strategies for Tutoring Systems pdf

Chan and Chou (1997) Exploring the Design of Computer Supports for Reciprocal Tutoring

Black, Thalheimer, Wilder, de Soto, and Picard (1994) Constructivist Design of Graphic Computer Simulations

Black, McClintock, and Hill (1994) Assessing Student Understanding and Learning in Constructivist Study Environments

Jonassen profile (Sebastian Foti)

Mindtools for Engaging Critical Thinking in Classrooms

The Minimalist Model (John Carroll)

Montessori profile (Mark Smith)

Montessori profile (Tarraugh Flaherty)

Montessori profile (Linda Woolf)

Montessori profile (The International Montessori Index)

Original works by Maria Montessori

Problem-Based Learning (Barbara Grabowski and Marianne McCarthy)

Camp (1996) Problem-Based Learning: A Paradigm Shift or a Passing Fad?

http://www.pangaro.com/published/cyb-and-con.html

http://carbon.ucdenver.edu/~mryder/itc_data/cogsci.html#bruner

http://www.csd.uwa.edu.au/altmodes/to_delivery/discovery_learning.html

http://www.nwlink.com/~donclark/hrd/history/discovery.html

http://www.learning-theories.com/discovery-learning-bruner.html

http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html#bruner

http://www.aare.edu.au/97pap/tuovj113.htm

http://www.education.umd.edu/EDHD/faculty2/Azevedo/courses/spring03/edhd779A/du%20Boulay&Luckin(2001).pdf

http://chan.lst.ncu.edu.tw/ReciprocalTutoring/Exploring%20the%20Design%20of%20Computer%20Supports%20for%20Reciprocal%20Tutoring%20-%20Chan%20and%20Chou.htm

http://www.ilt.columbia.edu/publications/cdgcs.html

http://www.ilt.columbia.edu/publications/asulcse.html

http://www.coe.ufl.edu/webtech/GreatIdeas/pages/peoplepage/jonassen.htm

http://web.missouri.edu/jonassend/courses/mindtool/mindtools.html

http://carbon.ucdenver.edu/~mryder/itc_data/minimalism.html

http://www.infed.org/thinkers/et-mont.htm

http://www.webster.edu/~woolflm/montessori.html

http://www.webster.edu/~woolflm/montessori2.html

http://www.montessori.edu/maria.html

http://carbon.ucdenver.edu/~mryder/itc_data/etexts.html#montessori

http://www.ed.psu.edu/nasa/probtxt.html

http://www.med-ed-online.org/f0000003.htm

White (1996) Dan Tries Problem-Based Learning: A Case Study

Nowskowski et.al (1996) Learner-Centered Classrooms, Problem-Based Learning, and the Construction of Understanding and Meaning by Students

Sample PBL Problems (University of Deleware)

Hmelo-Silver The Constructivist Teacher: Facilitating Problem-based Learning pdf

The Project Method (Kilpatrick and Dewey) Self-initiated, holistic, purposeful activity

Kilpatrick profile (John Lounsbury)

A brief overview of Progressive Education (Dewey Project)

Project-Based Learning (Houghton Mifflin)

Of Chickens and Projects (Henry Olds)

Project-based learning (Daniel Schneider)

Flanagan (1994) John Dewey pdf

Gregoire and Laferriere (1998) Project-based Collaborative Learning with Networked Computers

Knoll (1997) The Project Method: Its Vocational Education Origin and International Development

Petrosino Project-Based Learning

Sherman (2002) Explore, Question, Ponder, and Imagine

Simpson (1998) Extension Is Not Just Service, But Service Learning Is Important to Extension

A Brief Overview of Progressive Education (The Dewey Project)

Bird Play From A Theoretical Point of View

Rieber (1996) Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games

Choi (2000) Let's Play : Children with Autism and Their Play Partners Together

Ip, Linser and Jasinski (2002) The Zen Of Being An Effective Moderator In Online Role-Play Simulations

Ip, Linser, and Naidu (2001) Simulated Worlds: Rapid Generation Of Web-Based Role-Play

Goal-based Scenarios (Virginia Tech)

http://www.udel.edu/pbl/dancase3.html

http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc3learn.htm

http://www.udel.edu/pbl/problems/

http://www.wcer.wisc.edu/estep/images/PDF/ConstructivistTeacher.pdf

http://carbon.ucdenver.edu/~mryder/itc_data/dewey.html

http://info.gcsu.edu/intranet/school_ed/Celebrations/Kilpatrick.htm

http://www.uvm.edu/~dewey/articles/proged.html

http://college.hmco.com/education/resources/res_project/students/c2007/index.html

http://www.fno.org/nov97/egg.html

http://edutechwiki.unige.ch/en/Project-based_learning

http://www.admin.mtu.edu/ctlfd/Ed%20Psych%20Readings/dewey.pdf

http://www.tact.fse.ulaval.ca/ang/html/projectg.html#1

http://scholar.lib.vt.edu/ejournals/JITE/v34n3/Knoll.html

http://college.hmco.com/education/pbl/background.html

http://www.nwrel.org/nwedu/2002sp/overview.html

http://www.joe.org/joe/1998october/comm1.html


http://departments.weber.edu/chfam/4990a/Theory&play.html

http://it.coe.uga.edu/~lrieber/play.html

http://www.isec2000.org.uk/abstracts/papers_c/choi_1.htm

http://ausweb.scu.edu.au/aw02/papers/refereed/ip/paper.html


http://www.edtech.vt.edu/edtech/id/models/gbs.html

see Fredrick Bartlett

Schema Theory (Greg Kearsley)

Schema Theory (Erwin Segal) Cultural Schema Theory

John Seely Brown

William Clancey

Bredo (1994) Cognitivism, Situated Cognition, and Deweyan Pragmatism

Lave (Robert Colston)

Lave (Greg Kearsley)

Lemke (1995) Cognition, Context, and Learning: a social semiotic perspective

Bredo Cognitivism, Situated Cognition, and Deweyian Pragmatism

Wilson (1995) Situated instructional design: Blurring the distinctions between theory and practice, design and implementation, curriculum and instruction

Wolfson and Willinsky (1998) What Service-learning Can Learn from Situated Learning


see Socio-Cultural Theory

Bandura profile (Sebastian Foti)

Bandura profile (George Boeree)

Bandura profile (Frank Pagres)

Bandura profile (George Boeree)

http://carbon.ucdenver.edu/~mryder/itc_data/cogsci.html#bartlett

http://tip.psychology.org/schema.html

http://pluto.fss.buffalo.edu/classes/psy/segal/416f2001/schema/schematheory.htm

http://www.johnseelybrown.com/

http://carbon.ucdenver.edu/~mryder/itc_data/cogsci.html#clancey

http://www.ed.uiuc.edu/EPS/PES-yearbook/94_docs/BREDO.HTM

http://www.learning-theories.com/situated-learning-theory-lave.html

http://www.gwu.edu/~tip/lave.html

http://academic.brooklyn.cuny.edu/education/jlemke/papers/sit-cog.htm

http://www.ed.uiuc.edu/EPS/PES-Yearbook/94_docs/BREDO.HTM

http://carbon.cudenver.edu/~bwilson/sitid.html

http://educ.ubc.ca/faculty/ctg/research/service.htm

http://carbon.ucdenver.edu/~mryder/itc_data/soc_cult.html

http://www.coe.ufl.edu/webtech/GreatIdeas/pages/peoplepage/bandura.htm

http://www.ship.edu/~cgboeree/bandura.html

http://www.des.emory.edu/mfp/bandurabio.html


Bandura Web Site (Frank Pagres)

Social Learning Theory (Greg Kearsley)

Social Learning Theory (Robert Colston)

Social Learning Theory (Peter J. Patsula)

Observational (Social) Learning (Bill Huitt)

From Behaviorism to Social Cognition (Frank Pagares)

Bandura, Ross, and Ross (1961) Transmission of Aggression Through Imitation of Aggressive Models (Courtesy, Christopher Green)

Structural Knowledge (Chris Mueller)

Behaviorist, Cognitivist, Constructivist (Judith Boettcher)

Behaviorist, Constructivist (University of Washington, Seattle)

Behaviorist, Information Processing, Constructivist (Leilani Carbonell)

Objectivism/Behaviorism Cognitivism/Pragmatism Constructivism/Interpretivism (N. Dabbagh)

http://www.des.emory.edu/mfp/Bandura/index.html

http://home.sprynet.com/~gkearsley/tip/bandura.html

http://www.learning-theories.com/social-learning-theory-bandura.html

http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html#bandura

http://chiron.valdosta.edu/whuitt/col/soccog/soclrn.html

http://www.des.emory.edu/mfp/banconversion.html

http://psychclassics.yorku.ca/Bandura/bobo.htm

http://tecfa.unige.ch/staf/staf9698/mullerc/3/jonassenWang.html

http://vccslitonline.cc.va.us/usingweb/bckgrnd.htm

http://depts.washington.edu/eproject/Instructional%20Design%20Approaches.htm

http://www.my-ecoach.com/idtimeline/learningtheory.html

http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html#comparativehttp://psychclassics.yorku.ca/topic.htm#behaviorismhttp://en.wikipedia.org/wiki/Behaviorismhttp://www.nwlink.com/~donclark/history_isd/roots.html

http://en.wikipedia.org/wiki/Ivan_Pavlov


http://www.ship.edu/~cgboeree/skinner.html


http://en.wikipedia.org/wiki/Edward_Thorndike http://www.my-ecoach.com/idtimeline/theory/thorndike.html

http://psychclassics.yorku.ca/Thorndike/education.htm http://psychclassics.yorku.ca/Thorndike/Animal/ http://en.wikipedia.org/wiki/John_B._Watson http://www.my-ecoach.com/idtimeline/theory/watson.html http://www.pbs.org/wgbh/aso/databank/entries/bhwats.html


http://psychclassics.yorku.ca/Watson/thinking.htm http://psychclassics.yorku.ca/Watson/Animals/index.htm http://en.wikipedia.org/wiki/B._F._Skinner http://www.coe.ufl.edu/webtech/GreatIdeas/pages/peoplepage/skinner.htm

http://www.my-ecoach.com/idtimeline/theory/skinner.html http://www.my-ecoach.com/idtimeline/theory/skinner.html

http://psychclassics.yorku.ca/Skinner/Twotypes/twotypes.htm http://psychclassics.yorku.ca/Skinner/Pigeon/ http://psychclassics.yorku.ca/Skinner/Theories/ http://www2.cddc.vt.edu/marxists/reference/subject/philosophy/works/us/skinner.htm




http://en.wikipedia.org/wiki/Edward_Thorndike

http://www.my-ecoach.com/idtimeline/theory/thorndike.html

http://psychclassics.yorku.ca/Thorndike/education.htm

http://psychclassics.yorku.ca/Thorndike/Animal/

http://en.wikipedia.org/wiki/John_B._Watson

http://www.my-ecoach.com/idtimeline/theory/watson.html

http://www.pbs.org/wgbh/aso/databank/entries/bhwats.html


http://psychclassics.yorku.ca/Watson/thinking.htm

http://psychclassics.yorku.ca/Watson/Animals/index.htm

http://en.wikipedia.org/wiki/B._F._Skinner

http://www.coe.ufl.edu/webtech/GreatIdeas/pages/peoplepage/skinner.htm



http://psychclassics.yorku.ca/Skinner/Twotypes/twotypes.htm

http://psychclassics.yorku.ca/Skinner/Pigeon/

http://psychclassics.yorku.ca/Skinner/Theories/

http://www2.cddc.vt.edu/marxists/reference/subject/philosophy/works/us/skinner.htm









http://carbon.ucdenver.edu/~mryder/itc_data/cogsci.html#miller



















http://carbon.ucdenver.edu/~mryder/itc_data/cogsci.html#miller%20













Instructional%20Design%20Lesson%20One.docx

Instructional%20Design%20Lesson%20One.docx






http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html#isd



http://tip.psychology.org/mager.html http://depts.washington.edu/eproject/objectives.htm








http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html#isd%20



http://tip.psychology.org/mager.html

http://depts.washington.edu/eproject/objectives.htm



Instructional Design Lesson One.docx

http://www.gwu.edu/~tip/reigelut.html











































http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html#addie






http://proquest.umi.com/pqdlink?Ver=1&Exp=10-17- 2002&VAULT=1&FMT=TG&DID=000000130672461&REQ=1&Cert=K0NeXy1FYhxgj3fSnwF5VT4DXpYkOU1AZLxnAGO93NOtrPhsTtl2ihuyOWKIY5VI2R3FqPIYFbj9VF6WlRNHtg--

http://carbon.ucdenver.edu/~mryder/itc_data/fea.html#needs






http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html#gagne%20





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http://carbon.ucdenver.edu/~mryder/itc_data/fea.html#needs%20




http://carbon.ucdenver.edu/~mryder/iscrat_98.html#gen_lrn








http://carbon.cudenver.edu/~mryder/aect_96.html#pm




http://www.dgp.utoronto.ca/people/WilliamHunt/qualifier.html#RTFToC36



http://carbon.ucdenver.edu/~mryder/itc_data/complexity.html#pask










http://carbon.cudenver.edu/~mryder/aect_96.html#pm%20




http://www.dgp.utoronto.ca/people/WilliamHunt/qualifier.html#RTFToC36%20



http://carbon.ucdenver.edu/~mryder/itc_data/complexity.html#pask%20




http://carbon.ucdenver.edu/~mryder/itc_data/cogsci.html#bruner















http://carbon.ucdenver.edu/~mryder/itc_data/etexts.html#montessori




http://carbon.ucdenver.edu/~mryder/itc_data/cogsci.html#bruner%20




http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html#bruner%20











http://carbon.ucdenver.edu/~mryder/itc_data/etexts.html#montessori%20














http://www.tact.fse.ulaval.ca/ang/html/projectg.html#1






















http://www.tact.fse.ulaval.ca/ang/html/projectg.html#1%20












http://carbon.ucdenver.edu/~mryder/itc_data/cogsci.html#bartlett




http://carbon.ucdenver.edu/~mryder/itc_data/cogsci.html#clancey













http://carbon.ucdenver.edu/~mryder/itc_data/cogsci.html#bartlett%20




http://carbon.ucdenver.edu/~mryder/itc_data/cogsci.html#clancey%20


























http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html#bandura%20









Thorndike and Woodworth (1901) The Influence of Improvement in One Mental Function Upon the Efficiency of Other Functions (1) (2) (3) (courtesy Christopher Green)

Designing Effective Instruction


van Merriënboer (1997) Training Complex Cognitive Skills: a Four-Component Instructional Design Model for Technical Training

Merrill (2002) First Principles of Instruction pdf ... ppt

http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html#gagne%20

(Collins, Brown and Newman)







(Scardamalia and Bereiter)



Spiro, Feltovich, Jacobson, and Coulson (1992) Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains


(1995) An Interpretation Construction Approach to Constructivist Design abstract

(1995) An Interpretation Construction Approach to Constructivist Design abstract

http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html#bruner%20

A radical look at education and goal-based scenarios


http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html#bandura%20

Experiential

Experiential

Experiential

Brookfield, S. D. (1983) Adult Learning, Adult Education and the Community Milton Keynes Open University Press.

Links

Anderson, J. A. (1988) ‘Cognitive styles and multicultural populations’, Journal of Teacher Education, 39(1): 2-9.

Baker, A. C., Jensen, P. J. and Kolb, D. A. and Associates. (2002) Conversational learning: An experiential approach to knowledge creation. Westport Conn.: Quorum Books.

Borzak, L. (ed.) (1981) Field Study. A source book for experiential learning, Beverley Hills: Sage Publications.

Dewey, J. (1933) How We Think, New York: Heath.

Experienced Based Learning System (undated) About us. [http://learningfromexperience.com/about/. Retrieved: May 9, 2013].

Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass.

Jarvis, P. (1994) ‘Learning’, ICE301 Lifelong Learning, Unit 1(1), London: YMCA George Williams College.

Jarvis, P. (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge.

Kolb, A. and Kolb D. A. (2001) Experiential Learning Theory Bibliography 1971-2001, Boston, Ma.: McBer and Co, http://trgmcber.haygroup.com/Products/learning/bibliography.htm

Kolb, D. A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma.: McBer.Kolb, D. A. (1981) ‘Learning styles and disciplinary differences’. in A. W. Chickering (ed.) The Modern American College, San Francisco: Jossey-Bass.

Kolb, A.Y., & Kolb, D.A. (2005). The Kolb Learning Style Inventory – Version 3.1: 2005 Technical Specifications. Haygroup: Experience Based Learning Systems Inc.

Kolb, D. A. (with J. Osland and I. Rubin) (1995a) Organizational Behavior: An Experiential Approach to Human Behavior in Organizations 6e, Englewood Cliffs, NJ: Prentice Hall.

Kolb, D. A. (with J. Osland and I. Rubin) (1995b) The Organizational Behavior Reader6e, Englewood Cliffs, NJ: Prentice Hall.Kolb. D. A. and Fry, R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed.) Theories of Group Process, London: John Wiley.

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Tennant, M. (1997) Psychology and Adult Learning 2e, London: Routledge.Witkin, H. and Goodenough, D. (1981) Cognitive Styles, Essences and Origins: Field dependence and field independence, New York:

Experiential learning: helpful review of sites by Tim Pickles.

http://learningfromexperience.com/about

http://trgmcber.haygroup.com/Products/learning/bibliography.htm

http://www.reviewing.co.uk/research/experiential.learning.htm

Experiential Learning Theory Bibliography: Prepared by Alice Kolb and David Kolb, this is an extensive bibliography of on experiential learning theory from 1971-2001.

Experienced Based Learning Systems – Research Library: Collection of materials by Kolb and others well worth exploring.

Acknowledgement: The workshop picture representing experiential learning is from the EFEO Action Workshops in 2008. It was taken by devilarts and is copyrighted. It is reproduced here under a Creative Commons licence (Attribution-Non-Commercial-Share Alike 2.0 Generic) flickr:http://www.flickr.com/photos/devilarts/2458317215/.

How to cite this article: Smith, M. K. (2001, 2010). ‘David A. Kolb on experiential learning’, the encyclopedia of informal education. [http://infed.org/mobi/david-a-kolb-on-experiential-learning/. Retrieved: insert date]

1. ^ a b c d Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. The Journal of Experiential Education 22(2), 91-98.2. ^ Bynum, W. F. and Porter, R. (eds) (2005) Oxford Dictionary of Scientific Quotations. Oxford University Press. 21:9.

3. ^ McCarthy, P. R., & McCarthy, H. M. (2006). When Case Studies Are Not Enough: Integrating Experiential Learning Into Business Curricula. Journal Of Education For Business, 81(4), 201-204.4. ^ Kraft, R. G. (1994).Bike riding and the art of learning.In L. B. Barnes, C. Roland Christensen, & A. J. Hansen (Eds.), Teaching and the case method.Boston: Harvard Business School Press.5. ^ Loo, R. (2002). A Meta-Analytic Examination of Kolb's Learning Style Preferences Among Business Majors. Journal of Education for Business, 77:5, 252-2566. ^ a b c Kolb, D. (1984). Experiential Learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. p. 21

7. ^http://www2.le.ac.uk/departments/gradschool/training/resources/teaching/theories/kolbRetrieved October 28, 2012.

8. ^ Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: a comprehensive guide. San Francisco: John Wiley & Sons, Inc.

9. ^ McCarthy, P. R., & McCarthy, H. M. (2006). When Case Studies Are Not Enough: Integrating Experiential Learning Into Business Curricula. Journal Of Education For Business, 81(4), 201-204.10. ^ a b c Moon, J. (2004). A Handbook of Reflective and Experiential Learning:Theory and Practice. London: Routledge Falmer. p. 126.1. ^ Kolb, D (1984). Experiential Learning as the Science of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.2. ^ Chickering, A (1977). Experience and Learning. New York: Change Magazine Press. p. 63.

3. ^ Hutton, M. (1980). Learning from action: a conceptual framework, in S. Warner Weil and M. McGill (eds) Making Sense of Experiential Learning. Milton Keynes: SRHE/Open University Press. pp. 50–9, p.51.4. ^ Kompf, M., & Bond, R. (2001). Critical reflection in adult education. In T. Barer-Stein & M. Kompf (Eds.), The craft of teaching adults (p. 55). Toronto, ON: Irwin.5. ^ a b c Jacobson, M. & Ruddy, M. (2004) Open to outcome (p. 2). Oklahoma City, OK: Wood 'N' Barnes.6. ^ Pfeiffer, W. & Jones, J. E. (1975). A Handbook of Structured Experiences for Human Relations Training. La Jolla, California: University Associates.

7. ^ Rodrigues, C. A. (2004). The importance level of ten teaching/learning techniques as rated by university business students and instructors. Journal Of Management Development, 23(2), 169-182.8. ^ Clark, J., & White, G. (2010). "Experiential Learning: A Definitive Edge In The Job Market". American Journal Of Business Education, 3(2), 115-118.9. ^ a b Loo, R. (2002). "A Meta-Analytic Examination of Kolb's Learning Style Preferences Among Business Majors". Journal of Education for Business, 77:5, 252-256

10. ^ Stavenga de Jong, J. A., Wierstra, R. F. A. and Hermanussen, J. (2006) "An exploration of the relationship between academic and experiential learning approaches in vocational education", British Journal of Educational Psychology. 76;1. pp. 155-169.

http://trgmcber.haygroup.com/Products/learning/bibliography.htm

http://learningfromexperience.com/research/

http://www.flickr.com/photos/devilarts/2458317215/

http://infed.org/mobi/david-a-kolb-on-experiential-learning/

http://en.wikipedia.org/wiki/Experiential_learning#cite_ref-2













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Perry, Jr., W. G. (1981). Cognitive and ethical growth: The making of meaning. In A. Chickering & Ass. (Eds.), The Modern American College, pp. 76-116. San Francisco: Jossey-Bass. Reprinted with permission in School for Graduate Studies (2013)Perry, W (1981) Cognitive and Ethical Growth Jossey BassPerry, W. G. (1981). Cognitive and ethical growth: The making of meaning. In A. W. Chickering & Assoc. (Eds.), The modern American college (pp. 76–116). San Francisco: Jossey-Bass.

Rogers, C.R. (1959). A theory of therapy, personality and interpersonal relationships, as developed in the client-centered framework. In S. Koch (ed.). Psychology: A study of science. (pp. 184-256).Rose, M (2005)The Mind at Work: Valuing the Intelligence of the American Worker, , Jul 26, 2005 ISBN. 0-670-03282-4.

Schwartz, D (1959) The Magic of Thinking Big Fireside Publishing OCLC 319677191Simon, S Howe, L, Kirschenbaum, H Values Clarification Publication Warner Books September 1, 1995 | ISBN-10: 0446670952Simon, S. Howe, L, Kirschenbaum, H 1992 Values Clarification: A Handbook of Practical Strategies for ...ISBN 10: 0396084702 / 0-396-08470-2 Smith, M. (1996; 1999, 2010) ‘Andragogy’, the encyclopaedia of informal education. http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adult-learning/. Retrieved: Smith, M. K. (2002) ‘Malcolm Knowles, informal adult education, self-direction and andragogy’, the encyclopedia of informal education,Sork, T (2010) Chapter 14 Planning and Delivering Programs In Kasworm, C., Ross-Gordon, J. & A. Rose (Eds.) Handbook of Adult and Continuing Education: 2010 EditionStone, J and Cooper, J. (2000) A Self-Standards Model of Cognitive Dissonance, Journal of Experimental Social Psychology doi:10.1006/jesp.2000.1446, R

Taylor, E, (2001)Transformative learning theory: a neurobiological perspective of the role of emotions and unconscious ways of knowing INT. J. OF LIFELONG EDUCATION, VOL. 20, NO. 3 (MAY–JUNE 2001), 218–236 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02601370110036064?journalCode=tled20#.U1HRtPldWSo Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing adult learners. San Francisco: Jossey- Bass.Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing adult learners. San Francisco: Jossey-Bass. Tennant, M. (1986) `An evaluation of Knowles' theory of adult learning’, International Journal of Lifelong Education 5(1): 113-22.The South African Qualifications Authority (SAQA).( 2013)The Recognition of Prior Learning in the Context of the South African National Qualifications Framework in 2002 (SAQA 2002) Publication date: March 2013 ISBN: 978-1-920649-04-3, 4,15,2-14 Retrieved from: https://www.academia.edu/5251808/National_Policy_for_the_Implementation_of_the_Recognition_of_Prior_Learning

Wallace, K, Benson, R February 1, 1972 The Physiology of Meditation Scientific America

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http://www.scientificamerican.com/article/the-physiology-of-meditation/

Zhao, Z.N. 2005. Four ‘Pillars of Learning’ for the Reorientation.and Reorganization of Curriculum: Reflection and Discussion. Asia-Pacific Programme of Educational Innovation for Development (APEID). UNESCO Asia- Pacific Regional Bureau for Education.

http://www.wernererhard.net/epistemological.htmlERIC Digest Mental Health and the Adult Refugee: The Role of the ESL Teacher.. ED439625 1999-12-00 Page 1 of 8 Retrieved from http://files.eric.ed.gov/fulltext/ED439625.pdf

http://www.vark-learn.com/english/page.asp?p=questionnaire

http://www.youtube.com/watch?v=mXS6ChOO868

J. Bets, G. van Stam, and A. Voorhoeve, “Modeling and Practise of Integral Development in rural Zambia. Case Macha.,” in Fourth International IEEE EAI Conference on e‐Infrastructure and e‐Services for Developing Countries (Africomm 2012), 2012.

Handbook of Adult and Continuing Education: 2010 Edition. p. 161-2 Thousand Oaks: Sage.

Proceedings of the 41th Adult Education Research Conference.

http://jamesallen.wwwhubs.com/think.htm

Handbook of Adult and Continuing Education: 2010 Edition. p. 73 Thousand Oaks: Sage.http://www.hcz.org/images/stories/pdfs/smallarmyoflove.pdf

http://www.dhet.gov.za/LinkClick.aspx?fileticket=ynpHKRRWCQo%3D&tabid=92&mid=495 https://ia600504.us.archive.org/10/items/democracyeducati00deweiala/democracyeducati00deweiala.pdfhttp://www.schoolofeducators.com/wp-content/uploads/2011/12/EXPERIENCE-EDUCATION-JOHN-DEWEY.pdf

http://www.users.humboldt.edu/jwpowell/edreformFriere_pedagogy.pdf Freire, P. (1998) Chapter 3 “Teaching is Not Just Transferring Knowledge.” Pedagogy of Freedom: Ethics, Democracy, and Civil Courage. Trans. P. Clarke. Lanham, MD: Rowman & Littlefield.

Handbook of Adult and Continuing Education: 2010 Edition. Thousand Oaks: Sage.

http://en.copian.ca/library/research/horsman/impact/impact.pdf

Adult Education for the Empowerment of Individual and Communities Kasworm, C., Ross-Gordon, J. & A. Rose (Eds.) (2010). Handbook of Adult and Continuing Education: 2010 Edition

. San Francisco: Jossey-Bass. ISBN 078796378X. OCLC 44972130.

The Adult Learner, A Neglected Species. Knowles, M. Holton, E. F., III; Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.).Burlington, MA: Elsevier. ISBN 0-7506-7837-2. LCCN 2004024356.

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http://www.hcz.org/images/stories/pdfs/smallarmyoflove.pdf

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https://ia600504.us.archive.org/10/items/democracyeducati00deweiala/democracyeducati00deweiala.pdf

http://www.schoolofeducators.com/wp-content/uploads/2011/12/EXPERIENCE-EDUCATION-JOHN-DEWEY.pdf

http://www.users.humboldt.edu/jwpowell/edreformFriere_pedagogy.pdf

http://en.copian.ca/library/research/horsman/impact/impact.pdf

Mezirow, J. (19810 A Critical Theory Of Adult Learning And Education Adult Education (Adult Education Association of the USA, Washington, 1981) 32 (1), pp. 3-24. http://www.dlc.riversideinnovationcentre.co.uk/wp-content/uploads/2012/10/Transformative-Learning-Mezirow-1997.pdf

http://idl-bnc.idrc.ca/dspace/bitstream/10625/15758/1/106732.pdf

http://itari.in/categories/lifelonglearning/CognitiveDissonance.pdf

http://unesdoc.unesco.org/images/0022/002200/220050E.pdf

(6th ed.). Burlington, MA: Elsevier.Knowles, Malcolm (1980). The modern practice of adult education: From pedagogy to andragogy. Wilton, Connecticut: Association Press. ISBN 0-695-81472-9.LCCN 80014344.Elsevier, Boston Ma ISBN 13:978-0-7506-78.37-7

https://openlibrary.org/books/OL14361073M/The_meaning_of_adult_education

" Doctoral dissertation, Toronto: University of Toronto, 1979.

Handbook of Adult and Continuing Education: 2010 Edition. Thousand Oaks: Sage. In Kasworm, C., Ross-Gordon, J. & A. Rose (Eds.) (2010). Handbook of Adult and Continuing Education: 2010 Edition. p. 406 Thousand Oaks: Sage.

Merriam, Sharran B.; Caffarella, Rosemary; Baumgartner, Lisa (2007). Learning in Adulthood: A Comprehensive Guide (3rd ed.). San Francisco: Jossey-Bass. ISBN 0-7879-7588-5. LCCN 2006019145.

, A JOURNAL OF RESEARCH AND THEORY IN ADULT EDUCATION, Volume 32, Number I, Fall 1981

. New York: Center for Adult Education, Teachers College, Columbia University, 1975.

http://www.dlc.riversideinnovationcentre.co.uk/wp-content/uploads/2012/10/Transformative-Learning-Mezirow-1997.pdfFostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Francisco: Jossey-Bass.

Journal • Volume 4, Number 3, Fall Retrieved form: http://www.proliteracy.org/downloads/PL_web_ABELJ_MuroMein_Fall10.pdf 2010

, pp. 76-116. San Francisco: Jossey-Bass. Reprinted with permission in School for Graduate Studies (2013)

Perry, W. G. (1981). Cognitive and ethical growth: The making of meaning. In A. W. Chickering & Assoc. (Eds.), The modern American college (pp. 76–116). San Francisco: Jossey-Bass.http://pandc.ca/?cat=carl_rogers&page=rogerian_theory

Psychology: A study of science. (pp. 184-256). N.Y.: McGraw Hill.

education. http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adult-learning/. Retrieved: 03,26,2014 www.infed.org/thinkers/et-knowl.htm

Handbook of Adult and Continuing Education: 2010 Edition. Thousand Oaks: Sage.

Taylor, E, (2001)Transformative learning theory: a neurobiological perspective of the role of emotions and unconscious ways of knowing INT. J. OF LIFELONG EDUCATION, VOL. 20, NO. 3 (MAY–JUNE 2001), 218–236 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02601370110036064?journalCode=tled20#.U1HRtPldWSo

The South African Qualifications Authority (SAQA).( 2013)The Recognition of Prior Learning in the Context of the South African National Qualifications Framework in 2002 (SAQA 2002) Publication date: March 2013 ISBN: 978-1-920649-04-3, 4,15,2-14 Retrieved from: https://www.academia.edu/5251808/National_Policy_for_the_Implementation_of_the_Recognition_of_Prior_Learning

https://openlibrary.org/books/OL14361073M/The_meaning_of_adult_education

http://www.dlc.riversideinnovationcentre.co.uk/wp-content/uploads/2012/10/Transformative-Learning-Mezirow-1997.pdf

http://pandc.ca/?cat=carl_rogers&page=rogerian_theory



. Asia-Pacific Programme of Educational Innovation for Development (APEID). UNESCO Asia- Pacific Regional Bureau for Education.

https://ia600504.us.archive.org/10/items/democracyeducati00deweiala/democracyeducati00deweiala.pdfhttp://www.schoolofeducators.com/wp-content/uploads/2011/12/EXPERIENCE-EDUCATION-JOHN-DEWEY.pdf

Handbook of Adult and Continuing Education: 2010 Edition. p, 218 Thousand Oaks: Sage.

https://ia600504.us.archive.org/10/items/democracyeducati00deweiala/democracyeducati00deweiala.pdf

http://www.schoolofeducators.com/wp-content/uploads/2011/12/EXPERIENCE-EDUCATION-JOHN-DEWEY.pdf


. p. 406 Thousand Oaks: Sage.


Journal • Volume 4, Number 3, Fall Retrieved form: http://www.proliteracy.org/downloads/PL_web_ABELJ_MuroMein_Fall10.pdf 2010

Taylor, E, (2001)Transformative learning theory: a neurobiological perspective of the role of emotions and unconscious ways of knowing INT. J. OF LIFELONG EDUCATION, VOL. 20, NO. 3 (MAY–JUNE 2001), 218–236 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02601370110036064?journalCode=tled20#.U1HRtPldWSo

The South African Qualifications Authority (SAQA).( 2013)The Recognition of Prior Learning in the Context of the South African National Qualifications Framework in 2002 (SAQA 2002) Publication date: March 2013 ISBN: 978-1-920649-04-3, 4,15,2-14 Retrieved from: https://www.academia.edu/5251808/National_Policy_for_the_Implementation_of_the_Recognition_of_Prior_Learning




. Asia-Pacific Programme of Educational Innovation for Development (APEID). UNESCO Asia- Pacific Regional Bureau for Education.

APA Cited Web sites UNESCO. (n.d.). UNESCO. Retrieved August 30, 2014, from http://www.unesco.org

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ASTEAssociation for Science Teacher Education. (n.d.). ASTE. Retrieved August 30, 2014, from http://theaste.orgSouthern Sudan Health Care Organization. SSHCO. Retrieved August 30, 2014, from http://www.sshco.org/about-us/ Transform teaching and learning. (n.d.). ISTE. Retrieved August 30, 2014, from http://www.iste.orgUNESCO. (n.d.). UNESCO. Retrieved August 30, 2014, from http://www.unesco.org Global Learning Framework. (n.d.). - Home of "I am the story...." and Chrysalis Campaign, Inc.. Retrieved August 30, 2014, from http://globalLearningframework.ning.com United Nations Alliance of Civilizations (UNAOC). Retrieved August 30, 2014, from Global Learning Framework on Mightybell. (n.d.). Mightybell. Retrieved August 30, 2014, from https://mightybell.com/spaces/16648 Academia.edu Richard C Close. Retrieved August 30, 2014, from http://esc.academia.edu/RichardCloseSlideshare Richard C Close. Retrieved August 30, 2014, from http://www.slideshare.net/richardcclose Richard C Close Blog. Retrieved August 30, 2014, from http://richardclose.blogspot.comRichard C Close Research Tmumblr. Retrieved August 30, 2014, from http://richard-c-close.tumblr.com Full Sail University online Library. Retrieved August 30, 2014, from https://orgsync.com/50450/chapter Global Education Conference. Retrieved August 30, 2014, from http://www.globaleducationconference.com Global Education Magazine. Retrieved August 30, 2014, from http://www.globaleducationmagazine.comFull Sail University online Library. Retrieved August 30, 2014, from https://orgsync.com/50450/chapter STEMx Conference. Retrieved August 30, 2014, from http://stemxcon.com

http://theaste.org/

http://www.sshco.org/about-us/

http://www.iste.org/

http://www.unesco.org/

http://globalLearningframework.ning.com/

https://mightybell.com/spaces/16648

http://esc.academia.edu/RichardClose

http://www.slideshare.net/richardcclose

http://richardclose.blogspot.com/

http://richard-c-close.tumblr.com/

https://orgsync.com/50450/chapter

http://www.globaleducationconference.com/

http://www.globaleducationmagazine.com/


http://stemxcon.com/

Make Your eLearning Content Addictive - eLearning Industry. (n.d.). eLearning Industry RSS. Retrieved August 30, 2014, from http://elearningindustry.com/make-elearning-content-addictiveICT & OER in Education. (n.d.). Scoop.it. Retrieved August 30, 2014, from http://www.scoop.it/t/ict-oer-in-education

ASTEAssociation for Science Teacher Education. (n.d.). ASTE. Retrieved August 30, 2014, from http://theaste.orgSouthern Sudan Health Care Organization. SSHCO. Retrieved August 30, 2014, from http://www.sshco.org/about-us/ Transform teaching and learning. (n.d.). ISTE. Retrieved August 30, 2014, from http://www.iste.org

Global Learning Framework. (n.d.). - Home of "I am the story...." and Chrysalis Campaign, Inc.. Retrieved August 30, 2014, from http://globalLearningframework.ning.com Retrieved August 30, 2014, from www.unaoc.org

Global Learning Framework on Mightybell. (n.d.). Mightybell. Retrieved August 30, 2014, from https://mightybell.com/spaces/16648 Academia.edu Richard C Close. Retrieved August 30, 2014, from http://esc.academia.edu/RichardCloseSlideshare Richard C Close. Retrieved August 30, 2014, from http://www.slideshare.net/richardcclose

Richard C Close Research Tmumblr. Retrieved August 30, 2014, from http://richard-c-close.tumblr.com Full Sail University online Library. Retrieved August 30, 2014, from https://orgsync.com/50450/chapter Global Education Conference. Retrieved August 30, 2014, from http://www.globaleducationconference.com Global Education Magazine. Retrieved August 30, 2014, from http://www.globaleducationmagazine.comFull Sail University online Library. Retrieved August 30, 2014, from https://orgsync.com/50450/chapter

http://theaste.org/

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http://www.iste.org/

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http://www.slideshare.net/richardcclose

http://richard-c-close.tumblr.com/


http://www.globaleducationconference.com/

http://www.globaleducationmagazine.com/


Source

Column1

Multiple Intelligences

Carroll, J. B. (1993), Human Cognitive Abilities: A Survey of Factor-analytic Studies, Cambridge University Press, ISBN 0521382750

Davis, Katie; Christodoulou, Joanna; Seider, Scott; Gardner, Howard (2011), "The Theory of Multiple Intelligences", in Sternberg, Robert J.; Kaufman, Barry, The Cambridge Handbook of Intelligence, Cambridge University Press, pp. 485–503, ISBN 0521518067

Demetriou, Andreas; Raftopoulos, Athanassios (2005), Cognitive Developmental Change: Theories, Models and Measurement, Cambridge University Press,ISBN 0521825792

Demetriou, A.; Mouyi, A.; Spanoudis, G. (2010), "The development of mental processing", in Overton, W. F., The Handbook of Life-Span Development: Cognition, Biology and Methods, John Wiley & Sons, pp. 36–55, ISBN 978-0-470-39011-5

Eysenck, M. W., ed. (1994), The Blackwell Dictionary of Cognitive Psychology, Blackwell Publishers, pp. 192–193, ISBN 0631192573

Gardner, Howard (1993), Multiple Intelligences: The Theory in Practice, Basic Books, ISBN 046501822X

Gardner, Howard (1983), Frames of Mind: The Theory of Multiple Intelligences, Basic Books, ISBN 0133306143

Gardner, Howard (2000), Intelligence Reframed: Multiple Intelligences for the 21st Century, Basic Books, ISBN 978-0-465-02611-1

Gardner, H. (2004), Changing Minds: The art and science of changing our own and other people's minds, Harvard Business School Press, ISBN 1422103293

Jones, Paul Howard (2010), Introducing Neuroeducational Research, Taylor & Francis, ISBN 0415472008

Kaufman, Alan S. (2009), IQ Testing 101, Springer Publishing Company, ISBN 978-0-8261-0629-2

1. ^ Gilman, Lynn (2012) [2008], "The Theory of Multiple Intelligences", Indiana University, retrieved 14 November 2012

2. ^ Robert Slavin Educational Psychology, 2009, p. 117 ISBN 0-205-59200-7

3. ^ Smith, Mark K. (2002, 2008), Gardner "Howard Gardner, multiple intelligences and education", the encyclopedia of informal education, retrieved 22 October 2011

4. ^ a b c Howard Gardner's Multiple Intelligence Theory, PBS, retrieved 9 December 2012

5. ^ Carroll 19936. ^ D. Wechsler. (1997). Wechsler Adult Intelligence Scale III.7. ^ Gardner, Howard (May 1984), "Heteroglossia: A Global Perspective",Interdisciplinary Journal of Theory of Postpedagogical Studies8. ^ Gardner, H. (1995). How Are Kids Smart: Multiple Intelligences in the Classroom—Administrators' Version. ISBN 1-887943-03-X. National Professional Resources Dr. Howard Gardner, along with teachers and students from Fuller Elementary School in Gloucester, MA, discuss the theory behind Multiple Intelligences and demonstrate how they have integrated it into their classrooms and community. (41 minutes)9. ^ Gardner, Howard (2002), "Interpersonal Communication amongst Multiple Subjects: A Study in Redundancy", Experimental Psychology10. ^ Gardner 2000

11. ^ Tupper, K. W. (2002), "Entheogens and Existential Intelligence: The Use of Plant Teachers as Cognitive Tools", Canadian Journal of Education27 (4): 499–516, doi:10.2307/160224712. ^ Sternberg, R. J. (Winter), "How much Gall is too much gall? Review of Frames of Mind: The theory of multiple intelligences", Contemporary Education Review 2 (3): 215–22413. ^ Sternberg, R. J. (1991), "Death, taxes, and bad intelligence tests",Intelligence 15 (3): 257–27014. ^ Eysenck 199415. ^ Scarr, S. (1985), "An authors frame of mind [Review of Frames of mind: The theory of multiple intelligences]", New Ideas in Psychology 3 (1): 95–10016. ^ Davis et al. 2011, p. 489

17. ^ Gardner 198318. ^ Willingham, Daniel T. (2004), "Check the Facts: Reframing the Mind",Education Next19. ^ Gardner, Howard (1998), "A Reply to Perry D. Klein's 'Multiplying the problems of intelligence by eight'", Canadian Journal of Education 23 (1): 96–102, doi:10.2307/1585968, JSTOR 1585790

20. ^ Klein, Perry D. (1998), "A Response to Howard Gardner: Falsifiability, Empirical Evidence, and Pedagogical Usefulness in Educational Psychologies", Canadian Journal of Education 23 (1): 103–112,doi:10.2307/158596921. ^ Demetriou, A.; Spanoudis, G.; Mouyi, A. (2011), "Educating the Developing Mind: Towards an Overarching Paradigm", Educational1. Psychology Review 23 (4): 601–663

2. ^ Demetriou & Raftopoulos 2005, p. 68

3. ^ Demetriou, A.; Efklides, A.; Platsidou, M. (1993), "The architecture and dynamics of developing mind: Experiential structuralism as a frame for unifying cognitive developmental theories", Monographs of the Society for Research in Child Development 58 (234)4. ^ Demetriou, A., Christou, C.; Spanoudis, G.; Platsidou, M. (2002), "The development of mental processing: Efficiency, working memory, and thinking", Monographs of the Society of Research in Child Development 67(268)5. ^ Demetriou, A.; Kazi, S. (2006), "Self-awareness in g (with processing efficiency and reasoning", Intelligence 34 (3): 297–317,doi:10.1016/j.intell.2005.10.002

6. ^ Demetriou, Mouyi & Spanoudis 2010

7. ^ a b Kaufman 2009

8. ^ Visser, Beth A.; Ashton, Michael C.; Vernon, Philip A. (2006), "g and the measurement of Multiple Intelligences: A response to Gardner",Intelligence 34 (5): 507–510, doi:10.1016/j.intell.2006.04.006

9. ^ Gottfredson, L. S. (2006), "Social Consequences of Group Differences in Cognitive Ability (Consequencias sociais das diferencas de grupo em habilidade cognitiva)", in Flores-Mendoza, C. E.; Colom, R., Introducau a psicologia das diferencas individuais, ArtMed Publishers, pp. 433–45610. ^ a b Gardner 2004, p. 214

http://en.wikipedia.org/wiki/Multiple_intelligences#cite_ref-6

http://en.wikipedia.org/wiki/Multiple_intelligences#cite_ref-Heteroglossia_7-0

http://en.wikipedia.org/wiki/Multiple_intelligences#cite_ref-Gardner2002_9-0

http://en.wikipedia.org/wiki/Multiple_intelligences#cite_ref-Sternberg1983_12-0

http://en.wikipedia.org/wiki/Multiple_intelligences#cite_ref-Sternberg1991_13-0

http://en.wikipedia.org/wiki/Multiple_intelligences#cite_ref-Scarr_15-0

http://en.wikipedia.org/wiki/Multiple_intelligences#cite_ref-Willingham_18-0

http://en.wikipedia.org/wiki/Multiple_intelligences#cite_ref-Demetriou2011_21-0

http://en.wikipedia.org/wiki/Multiple_intelligences#cite_ref-Architecture_23-0

http://en.wikipedia.org/wiki/Multiple_intelligences#cite_ref-Efficiency_24-0

http://en.wikipedia.org/wiki/Multiple_intelligences#cite_ref-Gottfredson2006_29-0

11. ^ a b Waterhouse, Lynn (Fall 2006), "Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A critical review", Educational Psychologist 41 (4): 207–225

12. ^ Stahl, Steven A. (Fall 1999), "Different Strokes for Different Folks?: A Critique of Learning Styles" (PDF), American Educator

13. ^ Jones 2010, p. 35.

14. ^ Gottfredson, Linda, "Intelligence", New Scientist, retrieved 13 November 2012

15. ^ Gardner 2000, pp. 33–34

16. ^ Gardner 1993, p. 617. ^ Helding, L. (2009), "Howard Gardner's Theory of Multiple Intelligences",Journal of Singing 66 (2): 193–19918. ^ Gardner 2000, p. 154

19. ^ Traub, James (1998), "Multiple intelligence disorder", The New Republic

20. ^ Gardner 1993, p. 33

21. ^ Eberstadt, Mary (October/November 1999), "The Schools They Deserve" (PDF), Policy Review

22. ^ Jones 2010, p. 23

23. ^ Davis et al. 2011, p. 486

24. ^ Revell, Phil (31 May 2005), "Each to their own", Guardian, retrieved 15 November 2012

25. ^ Rothstein, R.; Jacobsen, R. (2006), "What Is Basic?", Principal Leadership 7 (4): 14–19

http://en.wikipedia.org/wiki/Multiple_intelligences#cite_ref-Helding_38-0

Date Tile Publisher

From URL

CAL State

Learning Styles Resource Site

Richard M. Felder, ARE LEARNING STYLES INVALID? (HINT: NO!)* 6,6,2013, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS_Validity(On-Course).pdf

Research

Selected Online Articles:

Learning Styles Pedagogy

An online article outlining "Learning styles Pedagogy " by Jessica Blackmore (1996 Updated by)

Diverse Learning Styles Through the Use of Multimedia

Using Learning Styles to Adapt Technology for Higher Education

Paper by Terry O'Connor Indiana State University an housed on the Center for teaching and Learning web site

Exploring Learning Styles and Instruction

Karen Hoodís paper on learning styles and instruction.

Section of articles posted to the National Teaching and Learning Forum

Learning Styles

Selected Resources on Teaching and Learning

Learning the Critical Theory- White Paper on adult education in an information age.

Interesting overview posted on a commercial training company with an overview of learning theory, styles, strategies and includes a assessment tool.

http://www.calstatela.edu/faculty/jshindl/ls/5principles.htm

PLSI

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS_Validity(On-Course).pdf

Teaching Across Type – Using the PLSI

URL: http://cyg.net/~jblackmo/diglib/styl-a.html

URL: http://fre.www.ecn.purdue.edu/FrE/asee/fie95/3a2/3a22/3a22.htmInteresting Paper addressing "Diverse Learning Styles Through the Use of Multimedia" by Susan Montgomery, University of Michigan

URL: http://web.indstate.edu/ctl/styles/learning.html#STYLES

URL: http://jwilson.coe.uga.edu/EMT705/EMT705.Hood.html

o Learning Styles Can Become Learning StrategiesURL http://www.ntlf.com/html/pi/9511/article1.htm

URL: http://www.ntlf.com/html/lib/bib/88dig.htm

URL: http://www.ntlf.com/html/lib/bib/bib.htm

URL: http://www.wavetech.com/whtpaper/abttmwp.html

o

Center for Study of Teaching and Learning Styles [gopher site] From St. John's University. Dunn & Dunn model. Abstracts, etc.


http://www.calstatela.edu/plsi

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS_Validity(On-Course).pdf


http://cyg.net/~jblackmo/diglib/styl-a.html

http://fre.www.ecn.purdue.edu/FrE/asee/fie95/3a2/3a22/3a22.htm

http://web.indstate.edu/ctl/styles/learning.html

http://jwilson.coe.uga.edu/EMT705/EMT705.Hood.html

http://www.ntlf.com/html/pi/9511/article1.htm

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http://www.wavetech.com/whtpaper/abttmwp.html

gopher://sjumusic.stjohns.edu/1-GOP/@lsi:lsi.menu

Additional References:

Additional Research Using the MBTI and ILS.

Bibliography of Learning Styles Literature:

Discover Your Learning Styles Excellent source of infoHoward Gardner's M. I. theory and the Arts Extensive information on arts education; museum links.Multiple Intelligences : Different Ways of Learning

o

o Article by Judith C. Reiff, Association for Childhood Education InternationalMultiple Intelligences

o Extensive coverage of Internet resources from SurfAquariumHoward Gardner. The Seven Types of Intelligences Lists Gardner's types of intelligences.An Interview with Howard Gardner Gardner discusses his theory of multiple intelligences.Learning Modalities, Styles and Strategies Assessment instruments; scales; inventories; vocabularyLearning Styles - Preferences Pedagogy; work of Kolb, GardnerLearning Styles - Parents Article for parents explaining different styles and tipsPedagogical Implications of Cognitive Science & Howard Gardner's M. I. TheorySlavin Glossary of Educational Psychology Terms

American Indian/Alaskan Native Learning Styles: Research and Practice- ERIC DocumentAttending to Learning Styles in Mathematics and Science Classrooms- ERIC DigestCreating Learning Centered Classrooms. What Does Learning Theory Have To Say?- ERIC DigestDifferentiating Instruction for Advanced Learners in the Mixed-Ability Middle School Classroom- ERIC DocumentHispanic-American Students and Learning Style- ERIC DocumentIntegrative Education- ERIC DocumentLanguage Learning Strategies: An Update- ERIC DigestLearning Styles Counseling- ERIC Document

Multiple Intelligences: Gardner's Theory- ERIC Document

R.M. Felder and R. Brent, "Understanding Student Differences." J. Engr. Education, 94(1), 57-72 (2005). An exploration of differences in student learning styles, approaches to learning (deep, surface, and strategic), and levels of intellectual development.

R.M. Felder, "Matters of Style." ASEE Prism, 6(4), 18-23 (December 1996). Principles and applications of four learning style models (Felder-Silverman, Kolb, and models based on the Myers-Briggs Type Indicator and the Herrmann Brain Dominance Instrument). The paper concludes that the choice of a model is almost irrelevant: teaching designed to address all dimensions on any of the models is likely to be effective, and all of the models lead to more or less the same instructional approach.

R.M. Felder, G.N. Felder, and E.J. Dietz, "The Effects of Personality Type on Engineering Student Performance and Attitudes." J. Engr. Education, 91(1), 3-17 (2002). The Myers-Briggs Type Indicator was administered to 116 sophomore engineering students, whose progress through the curriculum for the next two years was monitored. Type differences in various academic performance measures and attitudes were generally consistent with the predictions of type theory. Active and cooperative learning improves the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum.

Bonham, L. Adrianne. (1988). Learning style use: In need of perspective. Lifelong Learning: An Omnibus of Practice and Research, 11(5), 14-17, 19.

Brown, Robert D. (1992). Review of the Study process questionnaire. In Jack J. Kramer & Jane Close Conoley (Eds.), The eleventh mental measurements yearbook. Lin coln, NE: The University of Nebraska Press.

http://www.sil.org/lingualinks/library/llearning/CJ0652/index.htm

http://www.mhhe.com/socscience/education/edpsych/newnov21.html

http://www.udel.edu/bateman/acei/multint9.htm

http://www.surfaquarium.com/im.htm

http://klingon.util.utexas.edu/TAG/7_Intelligences.html

http://www.cio.com/archive/031596_qa.html

http://www.fln.vcu.edu/Intensive/LearningStrategies.html#mbti

http://www.cyg.net/~jblackmo/diglib/styl-d.html

http://www.fortnet.org/ParentToParent/PFellers/par_lern.html

http://www.netaxs.com/~jamesiii/gardner.htm

http://www.abacon.com/slavin/glossary.html#a

http://www.ericdigests.org/pre-9220/indian.htm

http://www.ericdigests.org/2000-1/attending.html

http://www.ericdigests.org/1999-2/theory.htm

http://www.ericdigests.org/1996-3/mixed.htm

http://www.ericdigests.org/1996-4/hispanic.htm

http://www.ericdigests.org/1996-3/education.htm

http://www.ericdigests.org/1995-2/update.htm

http://www.ericdigests.org/1992-4/styles.htm

http://www.ericdigests.org/1998-1/multiple.htm

http://www.ncsu.edu/felder-public/Papers/Understanding_Differences.pdf

http://www.ncsu.edu/felder-public/Papers/LS-Prism.htm

http://www.ncsu.edu/felder-public/Papers/longmbti.pdf

Research Related to the MBTI and PLSI

Checkley, Kathy. (1997, Sept.). The first seven…and the eighth: A conversation with Howard Gardner. Educational Leadership, 55(1), 8-13.

Curry, L. (1987). Integrating concepts of cognitive or learning style: A review with atten tion to psychometric standards. Ottawa: Canadian College of Health Service Execu tives.

Dunn, R., & Griggs, S. (1995). A meta-analytic validation of the Dunn and Dunn model of learning-style preferences. Journal of Educational Research, 88(6), 353-362.

Ferro, Trenton R. (1998). Review of the Learning preference scales. In James C. Impara & Barbara S. Plake (Eds.), The thirteenth mental measurements yearbook. Lin coln, NE: The University of Nebraska Press.

Gardner, Howard. (1983). Frames of mind. New York: Basic Books.

Gardner, Howard. (1996, Apr.). Multiple intelligences: Myths and messages. Interna tional Schools Journal, 15(2), 8-22.

Hall, Cathy W. (1992). Review of the Study process questionnaire. In Jack J. Kramer & Jane Close Conoley (Eds.), The eleventh mental measurements yearbook. Lin coln, NE: The University of Nebraska Press.

Hayes, John, & Allinson, Christopher W. (1997, May-June). Learning styles and training and development in work. Educational Psychology, 17(1/2), 185-194.

Index of learning styles (ILS). (n.d.) Retrieved December 6, 2002, from http://www.ncsu.edu/felder-public/ILSpage.html

Kaiser, Javaid. (1998). Review of the Productivity environmental preference survey. In James C. Impara & Barbara S. Plake (Eds.), The thirteenth mental measurements yearbook. Lincoln, NE: The University of Nebraska Press.

Kavale, Kenneth A., Hirshoren, Alfred, & Forness, Steven R. (1998, Spring). Meta-analytic validation of the Dunn and Dunn model of learning-style preferences: A critique of what was Dunn. Learning Disabilities Research and Practice, 13(2), 75-80.

Klein, Perry D. (1997, Fall). Multiplying the problems of intelligence by eight: A cri tique of Gardner’s theory. Canadian Journal of Education, 22(4), 377-394.

Lewthwaite, Barbara-Jayne, & Dunham, Heather Pfleger. (1999). Enriching teaching scholarship through learning styles. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education, Washington.

Miller, Robert J. (1998). Review of the Learning preference scales. In James C. Impara & Barbara S. Plake (Eds.), The thirteenth mental measurements yearbook. Lin coln, NE: The University of Nebraska Press.

Seidel, Laura E., & England, Eileen M. (1997). Gregorc’s cognitive styles: Preference for instructional and assessment techniques in college students. Poster presented at the Annual Convention of the American Psychological Society, Washington.

Sewall, Timothy J. (1986). The measurement of learning style: A critique of four assess ment tools. University of Wisconsin at Green Bay, Assessment Center. ERIC Document Reproduction Service No. ED 267247

Silver, Harvey, Strong, Richard, & Perini, Matthew. (1997, Sept.) Integrating learning styles and multiple intelligences. Educational Leadership, 55(1), 22-27.

Thompson, Patricia, & others. (1979, April). Interrelationships among five cognitive style tests, student characteristics, and achievement. Paper presented at the Annual Meeting of the American Educational Research Association,San Fran cisco. ERIC Document Reproduction Service No. ED 174678

Traub, James. (1998, Oct. 26). Multiple intelligence disorder. New Republic, 219(17), 20-23.

Wilson, Vicki A. (1998, Jan. 1). Learning how they learn: A review of the literature on learning styles. Muskingum College. ERIC Document Reproduction Service No. ED 427017

http://www.ncsu.edu/felder-public/ILSpage.html

Additional

Keefe, J.W. (1979). Learning style: An overview. In NASSP's Student Learning Styles: Diagnosing and Proscribing Programs (pp. 1-17). Reston, VA. National Association of Secondary School Principles. 2. See “Meet Your Students,” Parts 1–6, at <www.ncsu.edu/felder-public/Learning_Styles.html>. 3. Lawrence, G. (1994). People Types and Tiger Stripes, 3rd Edition. Gainesville, FL, Center for Applications of Psychological Type. 4. Felder, R.M. (1996). “Matters of style.” ASEE Prism, 6(4), 18–23. <www.ncsu.edu/felder-public/Papers/LS-Prism.htm>. 5. Felder, R.M., and Brent, R. (2005). Understanding student differences. J. Engr. Education, 94(1), 57–72. <www.ncsu.edu/felder-public/Papers/Understanding_Differences.pdf>. 6. Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review. London: Learning and Skills Research Centre. 7. Schmeck, R.R., ed. (1988). Learning Strategies and Learning Styles. New York: Plenum Press. 8. Pashler, H., McDaniel, M., Rohrer, D., and Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119. 9. Myers, I.B., and McCaulley, M.H. (1985). Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press. 10. Felder, R.M. (1989). Meet your students. 1. Stan and Nathan. Chem. Engr. Education, 23(2), 68–69. <www.ncsu.edu/felder-public/Columns/Stannathan.html>. 11. Felder, R.M., and Silverman, L.K. (1988). Learning and teaching styles in engineering education. Engr. Education, 78(7), 674–681. <www.ncsu.edu/felder-public/Papers/LS-1988.pdf>. 12. Felder, R.M., and Spurlin, J. (2005). Applications, reliability, and validity of the Index of Learning Styles. Intl. J. Engr. Education, 21(1), 103–112. <www.ncsu.edu/ felder-public/ILSdir/ILS_Validation(IJEE).pdf>. 13. Zywno, M.S. (2003). A contribution to the validation of score meaning for Felder-Soloman’s Index of Learning Styles. Proceedings of the 2003 ASEE Annual Conference. Washington, DC: ASEE. <http://www.ncsu.edu/felder-public/ILSdir/Zywno_Validation_Study.pdf>. 14. Litzinger, T.A., Lee, S.H., Wise, J.C., and Felder, R.M. (2007). A psychometric study of the Index of Learning Styles. J. Engr. Education, 96(4), 309–319. <www.ncsu.edu/felder-public/ILSdir/ILS_Validation(JEE-2007).pdf>

Briggs-Myers, I. (1980). Gifts Differing. Palo Alto, CA: Consulting Psychologists Press.

Briggs-Myers, I., & McCaulley, M. (1992). Manual: A Guild to the Development and use of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press.

Gregorc, A. (1985). Inside Styles Beyond the Basics. Columbia, CT: Gregorc Associates.

Keirsey, D., & Bates, M. (1984). Please Understand Me. Del Mar, CA: Prometheus Nemesis.

Kolb, D. (1981). Learning Style Inventory. Boston, MA: McBer and Company.

Kroeger, O., & Thuesen, J. (1988). Type Talk. New York: Dell Publishing.

Lawrence, G. (1987). Teachers Types and Tiger Stripes. Palo Alto: Consulting Psychologists Press.Morphord, J., & Willing, D. (1991a). The implications of the research on personality and temperament type variations for effective restructuring of schools. (Monograph Series ). Seattle, WA: Seattle University.

Morphord, J., & Willing, D. (1991b). Type preference of educational leaders: another example of TJ tendencies in decision making (Monograph series ). Seattle: Seattle University.

15. Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall. 16. CAPT, Center for Applications of Psychological Type, <www.capt.org/research/learning-style-mbti.htm>. 17. Godleski, E.S. (1984). Learning style compatibility of engineering students and faculty. Proceedings, 1984 Frontiers in Education Conference. Washington, DC: ASEE/IEEE. 18. Felder, R.M., Felder, G.N., and Dietz, E.J. (2002). The effects of personality type on engineering student performance and attitudes. J. Engr. Education, 91(1), 3–17. <www.ncsu.edu/felder-public/Papers/longmbti.pdf>. 19. McCaulley, M.H., Godleski, E.S., Yokomoto, C.F., Harrisberger, L., and Sloan, E.D. (1983). Applications of psychological type in engineering education. Engr. Education, 73(5), 394–400. 20. Rosati, P.A. (1993). Student retention from first-year engineering related to personality type. Proceedings, 1993 Frontiers in Education Conference, Washington, D.C.: ASEE/IEEE. 21. Rosati, P.A. (1997). Psychological types of Canadian engineering students. J. Psychological Type, 41, 33–37. 722. Zywno, M.S. and Waalen, J.K. (2001). The effect of hypermedia instruction on achievement and attitudes of students with different learning styles. Proceedings, 2001 Annual ASEE Conference,Washington, D.C.: ASEE. 23. Bernold, L.E., Bingham, W.L., McDonald, P.H., and Attia, T.M. (2000). Impact of holistic and learning-oriented teaching on academic success. J. Engr. Education, 89(2), 191–199. 24. Spurlin, J.E., Bernold, L.E., Crossland, C.L., and Anson, C.M. (2003). Understanding how freshman engineering students think they learn. Proceedings, 2003 ASEE Annual Conference. Washington, DC: ASEE. 25. Wlodkowski, R.J. (2008). Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults, 3rd edn. San Francisco: Jossey-Bass.

Learning Styles Resource SiteResearch Resources Home

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Meshing: How do we mesh a Learning Style to a students in one –to-many eLearning programs?How do we launch a individual adoptive Learning Style in a non adoptive learning method?How do we know that a test learning style results is out of synch with a genetic ones?Are these tests to quick and simplistic?

Are these real set preferences or concurrent processes that dynamically shift with the task at hand.How do I know the Learning Style tested are not an environment adaptation?How do I know is the Learning Style adaptation is what we are designed to do or genetic?

How do I measure if the Learning Style input is a mismatch the creative style?Are creative styles (output) different or misaligned with the input learning style?

Is the processes of the learning Style full intact in the case of cases with Autism?

How do we develop software style adaptive learning in the classroom in a one –to-many model?

What combination of learning styles give the best process results or transformation values?

How can state testing be adaptive to Learning Styles when it is 100% visual reading?

How does Common Core and SATs deal with learning styles?From a corporate point of view is a Learning Style considered a skill competency of the organization?

Does manufacturing really care about how someone learns when they only measure output?Why does academic research ignore religious values in learning styles?

How does racism and classism impact Learning Styles?Can I fire a employee who's learning style does not match with the company?

While reading the Learning Styles papers I am randomly jotting down questions that keep coming up.

What if Learning Styles are not the way we explore as much as environmentally conditioned filters of perception?

Is a learning style the tool of a student to master how they study or the responsibility of the teacher educator to reach the student in their style?

How do I know if the sensory inputs to the learning style are not aligned with cognitive Learning Style?How can we use different types of adaptive software applications to strengthen or reflect a Learning Style?

How can we empower the student to learn in one style when we teach in another? Such as while we are talking they are seeing the words in the Tablet.Could curriculum be developed on a software level allowing the student to toggle their preferred learning style?

How come these models do not have mirrored method models? Meaning + What methods best match the Learning Stlye.How will search engines methods change in order to adopt to learning styles? Notice in Iron Man Tony stark uses and kinetic holographic style?How can a professor make a career out of model that only used a few hundred people were tested on?

Is the predominate Learning Style of a organization considered part of its culture and should HR be in charge of it control?

Why does Learning Styles research ignore the cultural values impact on learning such as in women vrs men?What difference does the desperation of poverty and the entitlement of wealth have on the Learning styles?How come Learning Styles are not more granular in detail in definitions? Feeling style can be either positive or negative in the learning experience?How come Learning Styles do not address the of chemical addictions and value based addictions on the filtering of learning experiences?

I have found a good paper that has a nice analysis of these Learning Styles and how they evolved.Development Techniques for Improving Online Student Performance. Paper presented at the Conference of Instructional Technologies (CIT), June, Stonybrook, New York.

Source

Column1

Transformational LearningTransformative Learning: Theory to PracticeTransformative Learning: Theory to Practice

ReferencesCranton, P. Understanding and Promoting Transformative Learning: A Guide for Educators ofAdults. San Francisco: Jossey-Bass, 1994.Cranton, P. Professional Development as Transformative Learning: New Perspectives for Teachersof Adults. San Francisco: Jossey-Bass, 1996.Gonzi, A., and others. Key Competencies in On the Job Training. Sydney: University of Technologyand Science and Department of Industrial Relations, Employment and Training,

1995Habermas, J. The Theory of Communicative Action. Vol. 1: Reason and the Realization of Society.Boston: Beacon Press, 1981.Mezirow, J. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass, 1991.Mezirow, J. “Transformative Theory of Adult Learning.” In M. Welton (ed.), In Defense of the Lifeworld. Albany: State University of New York Press, 1995.

Mezirow, J. “Contemporary Paradigms of Learning.” Adult Education Quarterly, 1996, 46 (3),158–172.Mezirow, J., and Associates (eds.). Fostering Critical Reflection in Adulthood. San Francisco:Jossey-Bass, 1990.Stein, S. Equipped for the Future: A Customer Driven Vision for Adult Literacy and LifelongLearning. Washington, D.C.: National Institute for Literacy, 1995.U.S. Department of Labor. What Work Requires of Schools: A SCANS Report for America 2000.Washington, D.C.: U.S. Government Printing Office, 1991.

Wikipedia

Elias, D. (1997) It’s time to change our minds: An introduction to transformative learning. ReVision, 20(1).


Boyd, Robert D., and Myers, J. Gordon. "Transformative Education." International Journal of Lifelong Education 7, no. 4 (October–December 1988): 261–284.Brookfield, S.D. (2000). Transformative learning as ideology critique In J. Mezirow & Associates (Eds.), Learning as transformation. Critical perspectives on a theory in progress (pp. 125–150). San Francisco, CA: Jossey-Bass.

Burbules, N.C. and Berk, R. (1999) "Critical Thinking and Critical Pedagogy: Relations, Differences, and Limits." In Thomas S. Popkewitz and Lynn Fendler, eds.: Critical Theories in Education. New York: Routledge. Available at http://faculty.ed.uiuc.edu/burbules/ncb/papers/critical.htmlCragg, C.E., Plotnikoff, R.C., Hugo, K. & Casey, A. (2001) "Perspective transformation in RN-to-BSN distance education." Journal of nursing education, 40(7)Cranton, Patricia. Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. San Francisco, CA: Jossey-Bass, 1994.Cranton, P. (1996) Professional Development as Transformative Learning: New Perspectives for Teachers of Adults. San Francisco, CA: Jossey-Bass Inc.Cranton, Patricia, ed. Transformative Learning in Action: Insights from Practice. New Directions for Adult and Continuing Education. no. 74. San Francisco, CA: Jossey-Bass, Summer 1997.Cranton, P. (2006) Understanding and Promoting Transformative Learning: A Guide for Educators of Adults (2nd ed.). San Francisco, CA: John Wiley & Sons, Inc.Cranton, P. & King, K.P. (2003). Transformative learning as a professional development goal. New Directions for Adult and Continuing Education, 98, 31-37.Dirkx, J.M., Mezirow, J., & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of transformative learning: A dialogue between John M. Dirkx and Jack Mezirow. Journal of Transformative Education, 4(2), 123-139.

Fletcher, S. (2007). Mentoring adult learners: Realizing possible selves. In M. Rossiter (Ed.), Possible selves and adult learning: Perspectives and potential. New directions for adult and continuing education (no. 114, pp. 75–86). San Francisco: Jossey-Bass.Gagnon, Jr., G.W. & Collay, M. (1999) Constructivist Learning Design. Available at http://www.prainbow.com/cld/cldp.htmlGrabove, Valerie. "The Many Facets of Transformative Learning Theory and Practice." In: Transformative Learning in Action: Insights from Practice. New Directions for Adult and Continuing Education. no. 74, edited by P. Cranton, pp. 89–96. San Francisco, CA: Jossey-Bass, Summer 1997.King, Kathleen P. (2005). Bringing transformative learning to life. Malabar, FL: Krieger.Kligyte, G. (2011). Transformation narratives in academic practice. International Journal for Academic Development, 16(3), 201-213.


http://faculty.ed.uiuc.edu/burbules/ncb/papers/critical.html

http://www.prainbow.com/cld/cldp.html

Lee, M. (1999) The Role of Cultural Values in the Interpretation of Significant Life Experiences. Conference Proceedings, Adult Education Research Conference (AERC)

Transformative Learning Theory TaylorBoyd, R. D., and Meyers, J. G. “Transformative Education.” International Journal ofLifelong Education, 1988, 7, 261–284.Brookfield, S. “Racializing the Adult Education.” Harvard Educational Review, 2003, 73,497–523.Brooks, A. “Cultures of Transformation.” In A. L. Wilson and E. R. Hayes (eds.),Handbook of Adult and Continuing Education. San Francisco: Jossey-Bass, 2000.Carter, T. J. “The Importance of Talk to Midcareer Women’s Development: A CollaborativeInquiry.” Journal of Business Communication, 2002, 39, 55–91.Chimera, K. D. “The Use of Reflective Journals in the Promotion of Reflection and Learningin Post-Registration Nursing Students.” Nurse Education Today, 2006, 27, 192–202.Christopher, S., Dunnagan, T., Duncan, S. F., and Paul, L. “Education for Self-Support:Evaluating Outcomes Using Transformative Learning Theory.” Family Relations, 2001,50, 134–142.New Directions for Adult and Continuing Education • DOI: 10.1002/ace14 THIRD UPDATE ON ADULT LEARNING THEORYCourtenay, B., Merriam, S. B., and Reeves, P. M. “The Centrality of Meaning-Making inTransformational Learning: How HIV-Positive Adults Make Sense of Their Lives.”Adult Education Quarterly, 1998, 48, 65–84.Cragg, C. E., Plotnikoff, R. C., Hugo, K., and Casey, A. “Perspective Transformationin RN-to-BSN Distance Education.” Journal of Nursing Education, 2001, 40(7),317–322.Cranton, P. “Individual Differences and Transformative Learning.” In J. Mezirow andAssociates (eds.), Learning as Transformation. San Francisco: Jossey-Bass, 2000.

Loughlin, Kathleen A. Women's Perceptions of Transformative Learning Experiences Within Consciousness-Raising. San Francisco, CA: Mellen Research University Press, 1993.Lysaker, J. & Furuness, S. (2011). Space for transformation: Relational, dialogic pedagogy. Journal of Transformative Education, 9(3), 183-187.Mezirow, J. (1975). Education for Perspective Transformation: Women's Reentry Programs in Community Colleges. New York: Center for Adult Education Teachers College, Columbia University.Mezirow, J. (1978). "Perspective Transformation." Adult Education, 100–110.Mezirow, J. (1981). "A Critical Theory of Adult Learning and Education." Adult Education 32 (1981): 3–23.Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco, CA: Jossey-Bass.Mezirow, J. (1995). "Transformation Theory of Adult Learning." In: In Defense of the Lifeworld, edited by M.R. Welton, pp. 39–70. New York: SUNY Press.Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5–12.Mezirow, J. (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey Bass.Miller, J.P. & Seller, W. (1990) Curriculum: perspectives and practice. Toronto: Copp Clark PitmanO'Sullivan, E. (1999) Transformative Learning: Educational vision for the 21st century. Toronto, Canada: University of Toronto Press Inc.O'Sullivan, E. (2003) "Bringing a perspective of transformative learning to globalized consumption." International Journal of Consumer Studies, 27 (4), 326–330Scott, Sue M. "The Grieving Soul in the Transformation Process." In: Transformative Learning in Action: Insights from Practice. New Directions for Adult and Continuing Education. no. 74, edited by P. Cranton, pp. 41–50. San Francisco, CA: Jossey-Bass, Summer 1997.Swanson, K.W. (2010). Constructing a learning partnership in transformative teacher development. Reflective Practice, 11(2), 259-269.Taylor, Edward W. The Theory and Practice of Transformative Learning: A Critical Review. Information Series no. 374. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1998.Torosyan, Roben. (2007). Teaching for Transformation: Integrative Learning, Consciousness Development and Critical Reflection. Unpublished manuscript. http://www.faculty.fairfield.edu/rtorosyan/

External links [edit]Transformative Learning in Adulthood. ERIC Digest. The original version of this article is from the public domain text at this site.The Transformative Learning Centre. Housed at the Ontario Institute for Studies in Education / University of Toronto.Article on Transformational Learning Theory in All Things Adult Education WikiBiographical information on Dr. Jack MezirowTransformative Studies Institute

http://www.faculty.fairfield.edu/rtorosyan/

http://en.wikipedia.org/w/index.php?title=Transformative_learning&action=edit&section=10

http://ericdigests.org/1999-2/adulthood.htm

http://www.oise.utoronto.ca/tlc/

http://adulteducation.wikibook.us/index.php?title=Transformational_Learning_Theory

http://carlosalbornoz.blogspot.com/2006/09/he-encontrado-increibles-similitues.html

http://www.transformativestudies.org/

Daloz, L. Effective Teaching and Mentoring: Realizing the Transformational Power of AdultLearning Experiences. San Francisco: Jossey-Bass, 1986.Dirkx, J. “Transformative Learning Theory in the Practice of Adult Education: AnOverview.” PAACE Journal of Lifelong Learning, 1998, 7, 1–14.Dirkx, J. “Transformative Learning and the Journey of Individuation.” ERIC Digests,2000, no. 223. (ERIC Document Reproduction Service no. ED448305.)Dirkx, J. M. (2006). “Engaging Emotions in Adult Learning: A Jungian Perspective onEmotion and Transformative Learning.” In E. W. Taylor (ed.), Teaching for Change.New Directions for Adult and Continuing Education, no. 109. San Francisco: Jossey-Bass, 2006.Eisen, M. J. “Peer-Based Professional Development Viewed Through the Lens of TransformativeLearning.” Holistic Nursing Practice, 2001, 16, 30–42.Freire, P. Pedagogy of the Oppressed. New York: Continuum, 1984.Freire, P., and Macedo, D. P. “A Dialogue: Culture, Language, Race.” Harvard EducationalReview, 1995, 65, 377–402.Janik, D. S. Unlock the Genius Within. Lanham, Md.: Rowman and Littlefield Education,

2005Janik, D. S. “What Every Language Teacher Should Know About the Brain and HowIt Affects Teaching.” Paper presented at Wikipedia 2007 Conference on ForeignLanguage Pedagogy, University of Helsinki, Finland, 2007.Johnson-Bailey, J., and Alfred, M. “Transformational Teaching and the Practices of BlackWomen Adult Educators.” In E. W. Taylor (ed.), Fostering Transformative Learning inthe Classroom: Challenges and Innovations. New Directions in Adult and ContinuingEducation, no 109. San Francisco: Jossey-Bass, 2006.Kegan, R. In over Our Heads. Cambridge, Mass.: Harvard University Press, 1994.Kreber, C. “An Analysis of Two Models of Reflection and Their Implications for EducationalDevelopment.” International Journal for Academic Development, 2004, 9,29–49.Lange, E. “Transformative and Restorative Learning: A Vital Dialectic for SustainableSocieties.” Adult Education Quarterly, 2004, 54, 121–139.MacLeod, R. D., Parkin, C., Pullon, S., and Robertson, G. “Early Clinical Exposure toPeople Who Are Dying: Learning to Care at the End of Life.” Medical Education, 2003,37, 51–58.Merriam, S. B. (ed.). The New Update of Adult Learning Theory. New Directions of Adultand Continuing Education, no. 89. San Francisco: Jossey-Bass, 2001.Merriam, S. B. “The Role of Cognitive Development in Mezirow’s TransformationalLearning Theory.” Adult Education Quarterly, 2004, 55, 60–68.Mezirow, J. “Perspective Transformation.” Adult Education, 1978, 28, 100–110.Mezirow, J. Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass,

1991Mezirow, J. “Transformation Theory of Adult Learning.” In M. R. Welton (ed.), InDefense of the Lifeworld. Albany: SUNY Press, 1995.Mezirow, J. “Contemporary Paradigms of Learning.” Adult Education Quarterly, 1996,46, 158–172.New Directions for Adult and Continuing Education • DOI: 10.1002/aceTRANSFORMATIVE LEARNING THEORY 15Mezirow, J. “Transformative Learning: Theory to Practice.” In P. Cranton (ed.), TransformativeLearning in Action: Insights from Practice. New Directions for Adult andContinuing Education, no. 74. San Francisco: Jossey-Bass, 1997.Mezirow, J., and Associates (eds.). Learning as Transformation. San Francisco: Jossey-

Bass, 2000.O’Sullivan, E. Transformative Learning: Educational Vision for the 21st Century. London:Zed Books, 1999.Scribner, J. P., and Donaldson, J. F. “The Dynamics of Group Learning in a Cohort:From Nonlearning to Transformative Learning.” Educational Administration Quarterly,2001, 37, 605–638.Sheared, V. “Giving Voice: An Inclusive Model of Instruction—A Womanist Perspective.”In E. Hayes and S.A.J. Colin III (eds.), Confronting Racism and Sexism in AdultEducation. New Directions for Continuing Education, no. 61. San Francisco: Jossey-Bass, 1994.Taylor, E. W. (1993). A Learning Model of Becoming Interculturally Competent: A TransformativeProcess. Unpublished dissertation, University of Georgia.Taylor, E. W. “Transformative Learning: A Critical Review.” ERIC Clearinghouse onAdult, Career, and Vocational Education (Information Series no. 374), 1998.Taylor, E. W. “Attending Graduate School in Adult Education and the Impact on TeachingBeliefs: A Longitudinal Study.” Journal of Transformative Education, 2003, 1(4),349–368.Taylor, E. W. (ed). “The Challenge of Teaching for Change.” In E. W. Taylor (eds.),Teaching for Change: Fostering Transformative Learning in the Classroom. New Directionsin Adult and Continuing Education, no. 109. San Francisco: Jossey-Bass, 2006.Taylor, E. W. “An Update of Transformative Learning Theory: A Critical Review of theEmpirical Research (1999–2005).” International Journal of Lifelong Education, 2007,26(2), 173–191.Tennant, M. C. “The Psychology of Adult Teaching and Learning.” In J. M. Peters andP. Jarvis and Associate (eds.), Adult Education: Evolution and Achievements in a DevelopingField of Study. San Francisco: Jossey-Bass, 1991.Tisdell, E. J. Exploring Spirituality and Culture in Adult and Higher Education. SanFrancisco: Jossey-Bass, 2003.Tisdell, E. J. “Feminism.” In L. M. English (ed.), International Encyclopedia of AdultEducation. London: Palgrave, 2005.Williams, S. H. “Black Mama Sauce: Integrating the Theatre of the Oppressed and Afrocentricityin Transformative Learning.” In C. A. Wiessner, S. R. Meyer, N. L. Pfhal,and P. G. Neaman (eds.), Proceedings of the Fifth International Conference on TransformativeLearning, 2003.Ziegahn, L. “‘Talk’ About Culture Online: The Potential for Transformation.” DistanceEducation, 2001, 22, 114–150.Ziegler, M. F., Paulus, T. M., and Woodside, M. “This Course Is Helpful Us All Arriveat New Viewpoints, Isn’t It?” Journal of Transformative Education, 2006, 4, 302–319.

Date Tile Publisher

From URL

WikiInquiry-based learning (also enquiry-based learning in British English)[1] describes approaches to learning that are based on the investigation of questions, scenarios or problems - often assisted by a facilitator. Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning includes Problem-based learning, and is generally used in small scale investigations and projects, as well as research.[2]

1. ^ The UK dictionaries Collins and Longman list the spelling "inquiry" first, and Oxford simply calls it another spelling, without labeling it as US English.2. ^ What is Inquiry Based Learning (EBL)? Centre for Excellence in Enquiry-Based Learning. University of Manchester. Retrieved October 20123. ^ Bruner, J. S. (1961). "The act of discovery". Harvard Educational Review 31 (1): 21–32.4. ^ Dewey, J (1997) How We Think, New York: Dover Publications.5. ^ Freire, P. (1984) Pedagogy of the Oppressed, New York: Continuum Publishing Company.6. ^ Vygotsky, L.S. (1962) Thought and Language, Cambridge, MA: MIT Press.7. ^ Schwab, J. (1960) Inquiry, the Science Teacher, and the Educator. The School Review © 1960 The University of Chicago Press8. ^ Herron, M.D. (1971). The nature of scientific enquiry. The school review, 79(2), 171-212.

9. ^ Bell, T., Urhahne, D., Schanze, S., and Ploetzner, R. 2010. Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education. 3(1), 349-377.10. ^ Banchi, H. and Bell, R. (2008) The Many Levels of Inquiry. The Learning Centre of the NSTA. Retrieved October 2012

11. ^ Bain, R.B., Donovan, M.S. & Bransford, J.D. (Eds).(2005). "They thought the world was flat?": Applying the principles of How People Learn in teaching high school history. How Students Learn. Washington, D.C.: The National Academies Press. http://www.nap.edu/openbook.php?isbn=0309074339

12. ^ Hannafin, M., Land, S., Oliver, K. (1999). Open learning environments: Foundation, methods, and models. In C. M. Reigeluth (Ed.), Instructional-design theories and models. A new paradigm of instructional theory Volume II (pp. 115-140). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.13. ^ Melo-Silver, C. (2004) Problem Based Learning: What and how do students learn. Educational Psychology Review, Vol. 16, No. 3, September 2004

14. ^ Edelson, D., Gordin, D., Pea, R. (1999) Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design . Edelson, Daniel, Douglas Gordin, and Roy Pea. Journal of the Learning Sciences 8.3 (1999): 391-450.

15. ^ a b Kirschner, P. A., Sweller, J., and Clark, R. E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41 (2) 75-86

16. ^ a b Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) Hmelo-Silver, Duncan, & Chinn. (2007). Educational Psychologist, 42(2), 99–10717. ^ Tonsho, R. (2006) What's the Right Formula? Pressure From New Tests Leads Educators to Debate How Best to Teach Science. Wall Street Journal, 19 January 2006 (p. A09)18. ^ Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist 59 (1): 14–19.

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http://en.wikipedia.org/wiki/Inquiry-based_learning

Evaluation

Contents of an Evaluation Plan

Column1

2. Table of Contents

a) Organization Description/History

a) Types of data/information that were collected

c) How data/information were analyzed

a) Instruments used to collect data/informationb) Data, eg, in tabular format, etc.

Develop an evaluation plan to ensure your program evaluations are carried out efficiently in the future. Note that bankers or funders may want or benefit from a copy of this plan.the plan so that someone outside of the organization can understand what you're evaluating and how. Consider the following format for your report:1. Title Page (name of the organization that is being, or has a product/service/program that is being, evaluated; date)

3. Executive Summary (one-page, concise overview of findings and recommendations)4. Purpose of the Report (what type of evaluation(s) was conducted, what decisions are being aided by the findings of the evaluation, who is making the decision, etc.)5. Background About Organization and Product/Service/Program that is being evaluated

b) Product/Service/Program Description (that is being evaluated)i) Problem Statement (in the case of nonprofits, description of the community need that is being met by the product/service/program)ii) Overall Goal(s) of Product/Service/Program iii) Outcomes (or client/customer impacts) and Performance Measures (that can be measured as indicators toward the outcomes)iv) Activities/Technologies of the Product/Service/Program (general description of how the product/service/program is developed and delivered)v) Staffing (description of the number of personnel and roles in the organization that are relevant to developing and delivering the product/service/program)6) Overall Evaluation Goals (eg, what questions are being answered by the evaluation)7) Methodology

b) How data/information were collected (what instruments were used, etc.)

d) Limitations of the evaluation (eg, cautions about findings/conclusions and how to use the findings/conclusions, etc.)8) Interpretations and Conclusions (from analysis of the data/information)9) Recommendations (regarding the decisions that must be made about the product/service/program)Appendices: content of the appendices depends on the goals of the evaluation report, eg.:

d) Case studies of users of the product/service/programe) Any related literature

Pitfalls to Avoid

Online Guides

Outcomes-Evaluation

c) Testimonials, comments made by users of the product/service/program

1. Don't balk at evaluation because it seems far too "scientific." It's not. Usually the first 20% of effort will generate the first 80% of the plan, and this is far better than nothing.2. There is no "perfect" evaluation design. Don't worry about the plan being perfect. It's far more important to do something, than to wait until every last detail has been tested.3. Work hard to include some interviews in your evaluation methods. Questionnaires don't capture "the story," and the story is usually the most powerful depiction of the benefits of your services.4. Don't interview just the successes. You'll learn a great deal about the program by understanding its failures, dropouts, etc.5. Don't throw away evaluation results once a report has been generated. Results don't take up much room, and they can provide precious information later when trying to understand changes in the program.

Basic Guide to Program EvaluationProgram Manager's Guide to EvaluationAnalytical Methods in Maternal and Child HealthBasic Guide to Program Evaluation

Outcome Measurement Resource Network (lots of useful links from the United Way)

What is a Program Logic Model? (logic model captures inputs, activities, outputs, outcomes)

Outcome Measurement: Showing Results (wonderful overview of outcomes, myths, etc.)Economic Outcomes Evaluation Methodology (a little advanced?)W.K. Kellogg Foundation Evaluation Handbook

Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources

Outcome Measurement Resource Network (lots of useful links from the United Way)

http://www.tgci.com/magazine/03fall/guide1.asp

http://www.acf.hhs.gov/programs/opre/other_resrch/pm_guide_eval/index.html

http://ask.hrsa.gov/detail_materials.cfm?ProdID=1566

http://managementhelp.org/evaluation/program-evaluation-guide.htm

http://www.liveunited.org/outcomes/

http://outreach.missouri.edu/staff/programdev/plm/

http://www.nationalserviceresources.org/files/legacy/filemanager/download/ProgramMgmt/Outcome_Measurement_Showing_Results_Nonprofit_Sector.pdf

http://bcn.boulder.co.us/aerie/evaluation/evaluate.htm

http://www.wkkf.org/knowledge-center/resources/2010/W-K-Kellogg-Foundation-Evaluation-Handbook.aspx

http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm

http://www.liveunited.org/outcomes/

General Resources

What is a Program Logic Model? (logic model captures inputs, activities, outputs, outcomes)

Outcome Measurement: Showing Results (wonderful overview of outcomes, myths, etc.)Economic Outcomes Evaluation Methodology (a little advanced?)Paul Duignan on DoView and Visually Representing OutcomesEvaluation Logic Model ExamplesImpact Measurement FrameworkOutcomes Framework Browser

(Thanks to Gene Shackman for suggesting many of the following resources.)American Evaluation AssociationBureau of Justice Assistance Evaluation WebsiteOnline library of resources for evaluation of mental health programsFree Resources for Program Evaluation and Social Research MethodsEvaluation portal and links collection Guides for many types of evaluationSusan Kistler on Online Journals for EvaluatorsProgram Manager's Guide to EvaluationAnalytical Methods in Maternal and Child HealthWhat is program evaluation: A set of beginners guidesHiring and Working With an EvaluatorOur Ineffectiveness at Measuring EffectivenessOutcome Indicators ProjectSudharshan Seshadri on Resources for Program EvaluationThe Critical Need for Program Accountability & EvaluationHow to Address Fears about Program Evaluation

How to Maximize Funding by Tapping into Hidden Potential: Program EvaluationHow Traditional Planning and Evaluation InteractFour Differences between Research and Program Evaluation

Which Is More Important—the Means or the Ends? Process, Impact and Outcome Evaluations

A Guide to Navigating the Evaluation Maze: “A Framework for Evaluation” from the CDC, Part 1

A Guide to Navigating the Evaluation Maze: “A Framework for Evaluation” from the CDC, Part 2Tips on How to Conduct Interviews for Program Evaluation (part 1)Tips on How to Conduct Interviews for Program Evaluation (Part 2)

Measuring and/or Estimating Social Value Creation: Insights Into Eight Integrated Cost ApproachesHow to Evaluate on a Budget: DIY or Outsource?

Misanchuk, E. R. (1978). Uses and Abuses of Evaluation in Continuing Education Programs: On the Frequent Futility of Formative, Summative, and Justificative Evaluation. Rossett, Allison & Sheldon, Kendra (2001). Beyond the Podium: Delivering Training and Performance to a Digital World. San Francisco: Jossey-Bass/PfeifferSaettler, Paul (1990). The Evolution of American Educational Technology. Englewood, Colorado: Libraries Unlimited, Inc., p. 350.Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagne, & M. Scriven (Eds.),

Bramley, P. & Newby, A. C. (1984). The Evaluation Of Training Part I: Clarifying The Concept.

http://outreach.missouri.edu/staff/programdev/plm/

http://nationalserviceresources.org/files/legacy/filemanager/download/ProgramMgmt/Outcome_Measurement_Showing_Results_Nonprofit_Sector.pdf

http://bcn.boulder.co.us/aerie/evaluation/evaluate.htm

http://aea365.org/blog/

http://www.uwex.edu/ces/pdande/evaluation/evallogicmodelexamples.html

http://portal.whatworks.org/home.aspx

http://portal.whatworks.org/programs.aspx

http://www.eval.org/

http://www.ojp.usdoj.gov/BJA/evaluation/

http://www.mhsip.org/library.html

http://gsociology.icaap.org/methods/


http://www.acf.hhs.gov/programs/opre/other_resrch/pm_guide_eval/index.html

http://ask.hrsa.gov/detail_materials.cfm?ProdID=1566

http://gsociology.icaap.org/methods/BasicguidesHandouts.html

http://www.jrsa.org/pubs/juv-justice/evaluator.pdf

http://blogs.hbr.org/pallotta/2010/11/our-ineffectiveness-at-measuri.html

http://www.urban.org/center/cnp/projects/outcomeindicators.cfm


http://facilitationprocess.com/the-critical-need-for-program-accountabiltiy-evalaution

http://managementhelp.org/blogs/nonprofit-capacity-building/2011/11/29/how-to-address-fears-about-program-evaluation/

http://managementhelp.org/blogs/nonprofit-capacity-building/2011/11/21/how-to-maximize-funding-by-tapping-into-hidden-potential-program-evaluation/

http://www.communitysolutions.ca/pdf/planning-evaluation-diagram.pdf

http://managementhelp.org/blogs/nonprofit-capacity-building/2012/01/08/four-differences-between-research-and-program-evaluation/

http://managementhelp.org/blogs/nonprofit-capacity-building/2012/01/23/which-is-more-important%E2%80%94the-means-or-the-ends/

http://managementhelp.org/blogs/nonprofit-capacity-building/2012/02/06/a-guide-to-navigating-the-evaluation-maze-%E2%80%9Ca-framework-for-evaluation%E2%80%9D-from-the-centers-for-disease-control-and-prevention-cdc-part-1/

http://managementhelp.org/blogs/nonprofit-capacity-building/2012/03/08/a-guide-to-navigating-the-evaluation-maze-%E2%80%9Ca-framework-for-evaluation%E2%80%9D-from-the-centers-for-disease-control-and-prevention-cdc-part-2/

http://managementhelp.org/blogs/nonprofit-capacity-building/2012/04/10/tips-on-conducting-interviews-for-program-evaluation-part-1/

http://managementhelp.org/blogs/nonprofit-capacity-building/2012/05/08/tips-on-how-to-conduct-interviews-for-program-evaluation-part-2/

http://www.gatesfoundation.org/learning/documents/wwl-report-measuring-estimating-social-value-creation.pdf

http://managementhelp.org/blogs/nonprofit-capacity-building/2012/05/29/how-to-evaluate-on-a-budget-diy-or-outsource/

http://www.amazon.com/exec/obidos/tg/detail/-/0787955264/bigdogsbowlofbis

http://www.amazon.com/exec/obidos/tg/detail/-/0872876136/bigdogsbowlofbis/

Resources

Beginner guides - pamphlets

What is program evaluation: A beginners guide

These handouts each focus on one particular question or issue of program evaluation.

Foxon, M. (1989). Evaluation of training and development programs: A review of the literature.

Kirkpatrick, D. L. (1975). 'Techniques for Evaluating Training Programs'. Evaluating training programs in D. L. Kirkpatrick (ed.) Alexandria, VA: ASTD.http://managementhelp.org/evaluation/program-evaluation-guide.htm

Trochim, W.M.K. (2006) Introduction to Evaluation. Retrieved from Research Methods Knowledge Base: http://www.socialresearchmethods.net/kb/intreval.php

Guion, L & Welborn, S. (2008) Program Development and Evaluation Online Resources. Retrieved from http://www.neafcs.org/assets/member-resources/neafcs-member-resources-program-development-and-online-evaluation-resources.pdf

Misanchuk, E. R. (1978). Uses and Abuses of Evaluation in Continuing Education Programs: On the Frequent Futility of Formative, Summative, and Justificative Evaluation. Rossett, Allison & Sheldon, Kendra (2001). Beyond the Podium: Delivering Training and Performance to a Digital World. San Francisco: Jossey-Bass/PfeifferSaettler, Paul (1990). The Evolution of American Educational Technology. Englewood, Colorado: Libraries Unlimited, Inc., p. 350.Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagne, & M. Scriven (Eds.),

click here to return to methods page

These are basic guide handouts designed as introduction to evaluation for those without technical backgrounds. The series is:

These handouts are also available here http://www.IDEAS-int.org Select Resources from the main menu on the Home Page and click on “M & E Capacity Building”.

The handouts are also at My M&E. Three are here http://www.mymande.org/content/what-evaluation-beginners-guide

http://www.mymande.org/content/what-evaluation-beginners-guide-what-evaluation-question

http://www.mymande.org/content/what-evaluation-beginners-guide-methods

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_WhatIsEvaluation.pdf This one focuses on: What is program evaluation. 6/9/09, revised 11/15/09

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_evaluationquestion.pdf This one focuses on: What are the evaluation questions. Using logic models to find the questions for the evaluation. 6/10/09

http://www.amazon.com/Evaluating-Training-Programs-Four-Levels/dp/1576753484/bigdogsbowlofbis


http://www.socialresearchmethods.net/kb/intreval.php

http://www.neafcs.org/assets/member-resources/neafcs-member-resources-program-development-and-online-evaluation-resources.pdf




http://www.ideas-int.org/

http://www.mymande.org/content/what-evaluation-beginners-guide

http://www.mymande.org/content/what-evaluation-beginners-guide-what-evaluation-question

http://www.mymande.org/content/what-evaluation-beginners-guide-methods

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_WhatIsEvaluation.pdf

outcome. 6/10/09. Revised 12/31/09

This version includes ideas about the entire evaluation process, all in one handout.

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_methodsoverview.pdf This one focuses on: What are the methods of evaluation, briefly listing the methods. 6/10/09

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_surveys.pdf This one focuses on: surveys. 6/10/09

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_qual.pdf This one focuses on: observation, interviews, focus groups. 6/10/09

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_cause.pdf This one focuses on: cause, how to determine whether a program caused it's intended

These each focus on specific challenges to evaluation

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_challenge1.pdf This one focuses on one of the major challanges in evaluation: getting an answer to the question about whether the program has an effect. 10/17/09. Revised 11/12/09 and again in 12/31/09

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_challenge2.pdf This one focuses on another major challange in evaluation: whether the evaluation results are useful to people involved in the program. 10/18/09. Revised 11/12/09

http://gsociology.icaap.org/methods/evaluationbeginnersguide.pdf What is evaluation, methods design, questions. 5/4/09, revised 2/12/10

Please let me know whether you have any questions, comments, suggestions! gsociology (at) yahoo (dot) com

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_methodsoverview.pdf

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_surveys.pdf

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_qual.pdf

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_cause.pdf

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_challenge1.pdf

http://gsociology.icaap.org/methods/Evaluationbeginnersguide_challenge2.pdf

http://gsociology.icaap.org/methods/evaluationbeginnersguide.pdf

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Column2

Webinar Use and Agends

Webinar evaluation is based on: dropout rate, aditional views, download and comments

Small verabal into in beginning. These are placed on sites with organizational background.

This is dfined in cases in multiple locations

To have educators adopt colaborative technology in the classroom

Each students does two assessments. Small gourp discussions

Educators

Adult Learning, Global Learning Framework Experiential Learning Project Based learningChanges in stude habits and grades

A survey could be delivered 30 days after the course. Would be captured in the small group discussion. Assessment are considered private information

TBD

TBD

TBDInterviews with students and teachersSpread sheet

Develop an evaluation plan to ensure your program evaluations are carried out efficiently in the future. Note that bankers or funders may want or

the plan so that someone outside of the organization can understand what you're evaluating and how. Consider the following format for your

Several problem statements are made n cases. Webinar is divided in sections with graphic problem statements.

This is a corporate product question. In this case being education it is an a understanding of a series of methods on Adult Learning

This is handled in small group discussions or could be handled a faculty eveluation on the programs effectiness 30 day after the program

Out comes are from educator behavioral changes. Object testing from stdents would indicate is methods were adopted.

TBDTBD

Misanchuk, E. R. (1978). Uses and Abuses of Evaluation in Continuing Education Programs: On the Frequent Futility of Formative, Summative, and Justificative Evaluation. Rossett, Allison & Sheldon, Kendra (2001). Beyond the Podium: Delivering Training and Performance to a Digital World. San Francisco: Jossey-Bass/PfeifferSaettler, Paul (1990). The Evolution of American Educational Technology. Englewood, Colorado: Libraries Unlimited, Inc., p. 350.Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagne, & M. Scriven (Eds.), Perspectives of curriculum evaluation, 39-83. Chicago, IL: Rand McNally.

Bramley, P. & Newby, A. C. (1984). The Evaluation Of Training Part I: Clarifying The Concept. Journal of European & Industrial Training, 8,6, 10-16.



These handouts each focus on one particular question or issue of program evaluation.

Foxon, M. (1989). Evaluation of training and development programs: A review of the literature. Australian Journal of Educational Technology, 5(2), 89-104.

Kirkpatrick, D. L. (1975). 'Techniques for Evaluating Training Programs'. Evaluating training programs in D. L. Kirkpatrick (ed.) Alexandria, VA: ASTD.http://managementhelp.org/evaluation/program-evaluation-guide.htm

Trochim, W.M.K. (2006) Introduction to Evaluation. Retrieved from Research Methods Knowledge Base: http://www.socialresearchmethods.net/kb/intreval.php


Misanchuk, E. R. (1978). Uses and Abuses of Evaluation in Continuing Education Programs: On the Frequent Futility of Formative, Summative, and Justificative Evaluation. Rossett, Allison & Sheldon, Kendra (2001). Beyond the Podium: Delivering Training and Performance to a Digital World. San Francisco: Jossey-Bass/PfeifferSaettler, Paul (1990). The Evolution of American Educational Technology. Englewood, Colorado: Libraries Unlimited, Inc., p. 350.Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagne, & M. Scriven (Eds.), Perspectives of curriculum evaluation, 39-83. Chicago, IL: Rand McNally.

designed as introduction to evaluation for those without technical backgrounds. The series is:

http://www.amazon.com/Evaluating-Training-Programs-Four-Levels/dp/1576753484/bigdogsbowlofbis


http://www.socialresearchmethods.net/kb/intreval.php




This version includes ideas about the entire evaluation process, all in one handout.

Please let me know whether you have any questions, comments, suggestions! gsociology (at) yahoo (dot) com

Misanchuk, E. R. (1978). Uses and Abuses of Evaluation in Continuing Education Programs: On the Frequent Futility of Formative, Summative, and Justificative Evaluation. Adult Education Research Conference, April, San Antonio, Texas.

, 39-83. Chicago, IL: Rand McNally.

5(2), 89-104.


Misanchuk, E. R. (1978). Uses and Abuses of Evaluation in Continuing Education Programs: On the Frequent Futility of Formative, Summative, and Justificative Evaluation. Adult Education Research Conference, April, San Antonio, Texas.

, 39-83. Chicago, IL: Rand McNally.


PlanningCervero and Wilson Model

http://correctionsdesigns.wikispaces.com/Cervero+and+Wilson+Model

Rubrick

Process: Creating rubricsThe University of Minnesota

1. ^ The National Science Education Standards (1996), http://www.nap.edu/openbook.php?record_id=4962&page=75) page 93

2. ^ http://wonder.cdc.gov/wonder/sci_data/codes/icd9/type_txt/icd9.asp

3. ^ http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED174629&ERICExtSearch_SearchType_0=no&accno=ED174629

4. ^ Dirlam, D. K. (1980). Classifiers and cognitive development. In S. & C. Modgil (Eds.), Toward a Theory of Psychological Development. Windsor, England: NFER Publishing, 465-498

5. ^ Grubb, Mel. (1981). Using Holistic Evaluation. Encino, Cal.: Glenco Publishing Company, Inc.

6. ^ Goodrich, H. (1996). “Understanding Rubrics.” Educational Leadership, 54 (4), 14-18.

http://en.wikipedia.org/wiki/Rubric_(academic)#cite_ref-4




http://en.wikipedia.org/wiki/Rubric_(academic)#cite_ref-5http://www.carla.umn.edu/assessment/vac/Evaluation/p_7.htmlhttp://writing.umn.edu/tww/responding/grading.html


http://www.carla.umn.edu/assessment/vac/Evaluation/p_7.html

http://writing.umn.edu/tww/responding/grading.html

ResearchWHAT IS INTERPRETIVE RESEARCH?

Stephen Brookfie Storming the Citadel: Reading Theory Critically

THREE STYLES OF SOCIAL INQUIRY: POSITIV REFERENCES

Bevir, Mark and Kedar, Asaf. 2008. Concept formation in political science: An anti-naturalist critique of qualitative methodology. Klotz, Audie and Lynch, Cecelia. 2007. Strategies for research in constructivist international relations. Prasad, Pushkala. 2005. Crafting qualitative research: Working in the postpositivist tradition.Yanow, Dvora and Schwartz-Shea, Peregrine, eds. 2006.

(1) Gareth Morgan, Editor. Beyond Method: Strategies for Social Research(2) Chris Argyris, Robert Putnam and Dina McLain Smith,

Chris Argyris, Robert Putnam and Diana McLain Smith,

Peter L. Berger and Thomas Luckmann, The Social Construction of Reality

Gibson Burell and Gareth Morgan, Sociological Paradigms and Organizational Analysis

Thomas Kuhn, The Structure of Scientific Revolutions

Gareth Morgan, Editor. Beyond Method: Strategies for Social Research

Elizabethann O'Sullivan and Gary R. Rassel, Research Methods for Public Administrators

Robert K. Yin, Case Study Research (Newbury Park, CA: Sage, 1989)

Jay D. White, "On The Growth of Knowledge in Public Administration

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=w NOTES

http://www.ipia.utah.edu/imps/html/research.htmlBevir, Mark and Kedar, Asaf. 2008. Concept formation in political science: An anti-naturalist critique of qualitative methodology. Perspectives on Politics

Strategies for research in constructivist international relations. Armonk, NY: M E Sharpe. Crafting qualitative research: Working in the postpositivist tradition. Armonk, NY: M E Sharpe.

Yanow, Dvora and Schwartz-Shea, Peregrine, eds. 2006. Interpretation and method: Empirical research methods and the interpretive turn. Armonk, NY: M.E. Sharpe.

Beyond Method: Strategies for Social Research (Newbury Park, CA: Sage, 1989), p. 393.Chris Argyris, Robert Putnam and Dina McLain Smith, Action Science (San Francisco: Jossey-Bass, 1985), p. 71.

Chris Argyris, Robert Putnam and Diana McLain Smith, Action Science (San Francisco: Jossey-Bass, 1985)

The Social Construction of Reality (New York: Doubleday/Anchor, 1966)

Sociological Paradigms and Organizational Analysis (London: Heinemann, 1979)

The Structure of Scientific Revolutions (Chicago: U. of Chicago, 1970)

Beyond Method: Strategies for Social Research (Newbury Park, CA: Sage, 1989)

Elizabethann O'Sullivan and Gary R. Rassel, Research Methods for Public Administrators (New York: Longman, 1989)

(Newbury Park, CA: Sage, 1989)

On The Growth of Knowledge in Public Administration", Public Administration Review, Vol. 46 (January/February, 1986), pp. 15-24.

http://www.ipia.utah.edu/imps/html/research.html

Perspectives on Politics 6 (3): 503-17.

Interpretation and method: Empirical research methods and the interpretive turn. Armonk, NY: M.E. Sharpe.

RACE

Adams, J. Q., & Welsch, J. R. (1999). Cultural diversity : Curriculum, classroom, & climate issues

Anderson, S. L., Attwood, P. F., & Howard, L. C. (2004). Facing racism in education

Banks, J. A. (2006). Cultural diversity and education : Foundations, curriculum, and teaching

Banks, J. A., & Banks, C. A. M. (1997). Multicultural education : Issues and perspectives

Banks, J. A., & Banks, J. A. (2001). Cultural diversity and education : Foundations, curriculum, and teaching

Barrow, L., & Rouse, C. E. (2008; 2005). Do returns to schooling differ by race and ethnicity?

Border, L. L. B., & Chism, N. V. N. (1992). Teaching for diversity. San Francisco: Jossey-Bass.

Branche, J., Mullennix, J. W., & Cohn, E. R. (2007). Diversity across the curriculum : A guide for faculty in higher education

Conchas, G. Q. (2006). The color of success : Race and high-achieving urban youth

Davis, B. M. (2006). How to teach students who don't look like you : Culturally relevant teaching strategies

Davis, B. M. (2009). How to teach students who don't look like you : Culturally relevant teaching strategies. facilitator's guide

Fishman, S. M., & McCarthy, L. P. (2002). Whose goals? whose aspirations? : Learning to teach underprepared writers across the curriculum

Flowers, L. A. (2004). Diversity issues in american colleges and universities : Case studies for higher education and student affairs professionals

Horvat, E. M., & O'Connor, C. (2006). Beyond acting white : Reframing the debate on black student achievement

Hurtado, S., ERIC Clearinghouse on Higher Education, & Association for the Study of Higher Education. (1999).

Cultural diversity : Curriculum, classroom, & climate issues. Illinois: Illinois Staff and Curriculum Developers Association.

Facing racism in education (3rd ed.). Cambridge, MA: Harvard Educational Review.

Cultural diversity and education : Foundations, curriculum, and teaching (5th ed.). Boston: Pearson/Allyn and Bacon.

Multicultural education : Issues and perspectives (3rd ed.). Boston: Allyn and Bacon.

Cultural diversity and education : Foundations, curriculum, and teaching (4th ed.). Boston: Allyn and Bacon.

Do returns to schooling differ by race and ethnicity?. Princeton, NJ: Industrial Relations Section, Dept. of Economics, Princeton University.

. San Francisco: Jossey-Bass.

Diversity across the curriculum : A guide for faculty in higher education. Bolton, Mass.: Anker Pub. Co.

The color of success : Race and high-achieving urban youth. New York: Teachers College Press.

How to teach students who don't look like you : Culturally relevant teaching strategies. Thousand Oaks, Calif.: Corwin Press.

How to teach students who don't look like you : Culturally relevant teaching strategies. facilitator's guide. Thousand Oaks, Calif.: Corwin Press.

Whose goals? whose aspirations? : Learning to teach underprepared writers across the curriculum. Logan: Utah State University Press.

Diversity issues in american colleges and universities : Case studies for higher education and student affairs professionals. Springfield, Ill.: C.C. Thomas.

Beyond acting white : Reframing the debate on black student achievement. Lanham, Md.: Rowman & Littlefield.

Hurtado, S., ERIC Clearinghouse on Higher Education, & Association for the Study of Higher Education. (1999). Enacting diverse learning environments : Improving the climate for racialethnic diversity in higher education

. Princeton, NJ: Industrial Relations Section, Dept. of Economics, Princeton University.

Enacting diverse learning environments : Improving the climate for racialethnic diversity in higher education. Washington, DC: George Washington University Graduate School of Education and Human Development.

. Washington, DC: George Washington University Graduate School of Education and Human Development.

FriereBOOKS ON FRIERE THEORIES

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(1993). Laurels in science and education. Americas (English Edition). 45: 55.

(1993). Paulo Freire today. Safety & Health. 147: 41.

(1994). Literacies of Power: What Americans Are Not Allowed to Know. Harvard Educational Review. 64: 345.

(1996). Letters to Cristina: Reflections on My Life and Work. Publishers Weekly. 243: 233.

(1997). Literacy Practitioner. Literacy and Community Development Issue.

(1999). Leaders of the Century: Educator, economist, aviator, physiologist and biochemist. Time International. 153: 116+.

(1999). Privilege, Poverty, and Power: Remembering Paulo Freire's Work.

(2000). Education, Literacy, and Humanization: Exploring the Work of Paulo Freire. CHOICE: Current Reviews for Academic Libraries. 38: 584.

(2000). Now We Read, We See, We Speak: Portrait of Literacy Development in an Adult Freirian-based Class. CHOICE: Current Reviews for Academic Libraries. 38: 584.

(2001). Organizing low-wage immigrants: the workplace project; interview with Jennifer Gordon. WorkingUSA. 5: 87.

Abadi Abraham, A. Philosophical Anthropology of Paulo Freire.

Abdi, A. A. (2001). "Identity in the Philosophies of Dewey and Freire: Select Analyses." Journal of Educational Thought/Revue de la Pensee Educative 35(2): 181-200.

Agnello, M. F. (1996). Post-Literacy.

Alder-Kassner, L. (2000). Structure and possibility: new scholarship about students-called-basic-writers. College English. 63: 229.

Allen, E. (1989). Literacy: Reading the Word and the World. Journal of Development Studies. 25: 265.

Allman, P. (1994). "Paulo Freire's Contributions to Radical Adult Education." Studies in the Education of Adults 26(2): 144-61.

Allman, P. and J. Wallis (1997). "Commentary: Paulo Freire and the Future of the Radical Tradition." Studies in the Education of Adults 29(2): 113-20.

Anderson, K. M. (1994). Paulo Freire on Higher Education: A Dialogue at the National University of Mexico. College Literature. 21: 208.

Anderson, K. M. (1994). Pedagogy of the City. College Literature. 21: 208.

Anderson, K. M. (1994). Recent conversations with Paulo Freire. College Literature. 21: 208.

Apple, M. W. (1999). Education and Democracy: Paulo Freire, Social Movements, and Educational Reform in Sao Paulo. Comparative Education Review. 43: 235.

Archer, D. (1997). Philosopher's legacy of love'. Times Educational Supplement: A22.

Barndt, D. (1998). "The World in a Tomato: Revisiting the Use of "Codes" in Freire's Problem-Posing Education." Convergence 31(1): 62-73.

Barr, J. (1999). Liberating Knowledge: research, feminism and adult education. London, NIACE Leicester ZED Books.

Basuray, J. "Nurse Miss Sahib: colonial culture-bound education in India and transcultural nursing." Journal of Transcultural Nursing: Official Journal of the Transcultural Nursing Society / Transcultural Nursing Society 9(1): 14-19.

Berthoff, A. E. (1990). Paulo Freire's liberation pedagogy. Language Arts. 67: 362.

Blackburn, J. (2000). "Understanding Paulo Freire: Reflections on the Origins, Concepts, and Possible Pitfalls of His Educational Approach." Community Development Journal 35(1): 3-15.

Bretania-Shafer, N. (1989). A theoretical analysis of Paulo Freire's literacy model in view of: a xiii, 162 leaves c 29 cm.

Breton, M. (1995). Pedagogy of Hope: Reliving Pedagogy of the Oppressed. Social Work with Groups. 17: 94.

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Brown, C. S. (1975). Literacy in 30 hours : Paulo Freire's process in North East. London, Writers and Readers Publishing Cooperative: 47 b ill c 21 cm.

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Brunt, J. H., E. Lindsey, et al. (1997). "Health promotion in the Hutterite community and the ethnocentricity of empowerment." The Canadian Journal of Nursing Research = Revue Canadienne de Recherche En Sciences Infirmieres 29(1): 17-28.

Buffington, N. and C. Moneyhun (1997). "A Conversation with Gerald Graff and Ira Shor." JAC: A Journal of Composition Theory 17(1): 1-21.

Burns, R. and T. Weber (1995). Gandhi and Freire on Campus: Theory and Practice in Tertiary Peace Studies Programs. Peace Education Miniprints No. 76.

Campbell, P. (1993). Pedagogical Implications of Postmodernism in Adult Literacy.

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Clark, M. C. (1993). "Transformational Learning." New Directions for Adult and Continuing Education 56.

Coben, D. (1998). Radical Heroes. Gramsci, Freire and the Politics of Adult Education. Studies in the History of Education, Volume 6. Garland Reference Library of Social Science, Volume 1006.

Cohen, D. (1998). Radical Heroes: Gramsci, Freire and the Politics of Adult Education. London, Garland.

Coleman, W. E., Jr. (1994). Pedagogy of the City. ETC.: A Review of General Semantics. 51: 354.

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Education Miniprints No. 52.

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Cooper, G. (1995). "Freire and Theology." Studies in the Education of Adults 27(1): 66-78.

Cox, M. (1990). Paulo Freire. Omni. 12: 74.

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Daigre, E. (2000). Toward a Critical Service-Learning Pedagogy: A Freirian Approach to Civic Literacy. Academic Exchange Quarterly. 4: 6.

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Darder, A. (2002). Reinventing Paulo Freire : a pedagogy of love. Boulder, Colo., Westview Press: a xiv, 274 c 23 cm.

Davis, W. S. (1999). Shared power, authority, and responsibility in local church: a 3, iii, 173, 41 leaves, bound b ill c 28 cm.

De Souza, M. B. (2001). Planting flowers for the sick, humanization and dialogue: a iii 107 leaves, bound c 28 cm.

Deans, T. (1999). "Service-Learning in Two Keys: Paulo Freire's Critical Pedagogy in Relation to John Dewey's Pragmatism." Michigan Journal of Community Service Learning 6: 15-29.

Demetrion, G. (1997). "Student Goals and Public Outcomes: The Contribution of Adult Literacy Education to the Public Good." Adult Basic Education 7(3): 145-64.

D'Olne Campos, M. (1990). Reading the world. UNESCO Courier: 4.

Faundo, Blanca. "Freire Inspired Progams in the United States and Puerto Rico: A Critical Evaluation." http://nlu.nl.edu/ace/documents/facundo.html

Freire, A. M. A. (2001). Chronicles of love : my life with Paulo Freire. New York, P. Lang: a xiv, 168 b ports c 23 cm.

Lacey, S. and B. Woolland (1992). Educational drama and radical theatre practice. New Theatre Quarterly. 8: 81.

Lai, J. C. (1995). Andragogy of the Oppressed: Emancipatory Education for Christian Adults.

Ledwith, M. (2001). "Community Work as Critical Pedagogy: Re-envisioning Freire and Gramsci." Community Development Journal 36(3): 171-82.

Leistyna, P. (1995). Critical Pedagogy and Predatory Culture: Oppositional Politics in a Postmodern Era. Harvard Educational Review. 65: 101.

Leonard, V. W. (1988). The Politics of Education: Culture, Power, and Liberation. Latin American Research Review. 23: 234.

Lindstrom, N. (1998). Letters to Cristina: Reflections on My Life and Work. Sociological Inquiry. 68: 560.

Lopez, A. L. (1992). Pedagogy of the Oppressed. Nation. 255: 299.

Luttrell, W. (1988). Literacy: Reading the Word and the World. Contemporary Sociology. 17: 818.

Mackie, R. (1980). Literacy and revolution : the pedagogy of Paulo Freire. London, Pluto Press.

Manke, M. P. (1999). Liberatory Education: Myles Horton's "American" Model.

Martin, D. A. (1998). "Learning from the South." Convergence 31(1): 117-27.Martinez-Salazar, E. (1998). "Freire in the North under Southern Eyes." Convergence 31(1): 128-36.

Mathieu, D. J. (1990). "Community Education as Radical Pedagogy." Community Education Journal 17(4): 26-28.

Matzen, R. N., Jr. (1996). Emancipatory Education without Enlightenment? Thais, Americans, and the "Pedagogy of the Oppressed."

Maybin, J. E. (1994). Language and Literacy in Social Practice.

Mayo, M. (1997). Imagining Tomorrow. Adult Education for Transformation.

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Friere quotes

Contents

Quotes in order, although grouped topically where appropriate:

Chapter 1

Chapter 1, The Banking Concept of Education

Chapter 1, on the opressors

"The oppressed find in the oppressors their model of 'manhood.'"

Chapter 1, on the oppressed

Paulo Reglus Neves Freire (September 19, 1921 – May 2, 1997) was a Brazilian educator and theorist of critical pedagogy.

[hide] 1 Sourced

1.1 Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)1.2 The Politics of Education (1985)1.3 Pedagogia da indignação (Pedagogy of Indignation) (2000, English trans. 2004)

Sourced[edit]Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)[edit]

"Dehumanization, although a concrete historical fact, is not a given destiny but the result of an unjust order that engenders violence in the oppressors, which in turn dehumanizes the oppressed"

"Indeed, the interests of the oppressors lie in 'changing the consciousness of the oppressed, not the situation which oppresses them';"

"The oppressors, who oppress, exploit, and rape by virtue of their power, cannot find in this power the strength to liberate either the oppressed or themselves.""The oppressed, instead of striving for liberation, tend themselves to become oppressors""They have no consciousness of themselves as persons or as members of an oppressed class."

"The behavior of the oppressed is a prescribed behavior, following as it does the guidelines of the oppressor."

http://en.wikiquote.org/wiki/Paulo_Freire

http://en.wikiquote.org/wiki/Paulo_Freire#Sourced

http://en.wikiquote.org/wiki/Paulo_Freire#Pedagogia_do_oprimido_.28Pedagogy_of_the_Oppressed.29_.281968.2C_English_trans._1970.29

http://en.wikiquote.org/wiki/Paulo_Freire#The_Politics_of_Education_.281985.29

http://en.wikiquote.org/wiki/Paulo_Freire#Pedagogia_da_indigna.C3.A7.C3.A3o_.28Pedagogy_of_Indignation.29_.282000.2C_English_trans._2004.29

http://en.wikiquote.org/w/index.php?title=Paulo_Freire&action=edit&section=1

http://en.wiktionary.org/wiki/Dehumanization

Chapter 1

"Liberation is thus a childbirth, and a painful one."Chapter 1, on the oppressed

Chapter 1, on the oppressors

Chapter 1

Chapter 1, on the oppressors

Chapter 1"The oppressed want at any cost to resemble the oppressors."

Chapter 1

"It is necessary to trust in the oppressed and in their ability to reason."

"The oppressor, who is himself dehumanized because he dehumanizes others, is unable to lead this struggle.""This book will present some aspects of what the writer has termed the pedagogy of the oppressed, a pedagogy which must be forged with, not for, the oppressed (whether individuals or peoples) in the incessant struggle to regain their humanity."

"How can the oppressed, as divided unauthentic beings, participate in the pedagogy of their liberation?""As long as they live in the duality in which to be is to to be like, and to be like is to be like the oppressor, this contribution is impossible."

"Discovering himself to be an oppressor may cause considerable anguish, but it does not necessarily lead to solidarity with the oppressed.""True solidarity is found only in the plenitude of this act of love, and in its existentiality, in its praxis."

"A fact which is not denied but whose truths are rationalized loses its objective base. It ceases to be concrete and becomes a myth created in defense of the class of the perceiver.""It would be a contradiction in terms if the oppressors not only defended but actually implemented a liberating education."

"The former oppressors do not feel liberated. On the contrary, they genuinely consider themselves to be oppressed.""Money is the measure of all things, and profit the primary goal. For the oppressors, what is worthwhile is to have more--always more--even at the cost of the oppressed having less or having nothing. For them, to be is to have.""For them, having more is an inalienable right.""Certain members of the oppressor class join the oppressed in their struggle for liberation.""Our converts, on the other hand, truly desire to transform the unjust order; but because of their background they believe that they must be the executors of the transformation.""A real humanist can be identified more by his trust in the people, which engages him in their struggle."

"They call themselves ignorant and say the 'professor' is the one who has knowledge and to whom they should listen.""Almost never do they realize that they, too, 'know things' they have learned in their relations with the world."

"Critical and liberating dialogue, which presupposes action, must be carried on with the oppressed at whatever the stage of their struggle for liberation.""In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing.""Attempting to liberate the oppressed without their reflective participation in the act of liberation is to treat them as objects that must be saved from a burning building.""While no one liberates himself by his own efforts alone, neither is he liberated by others.""The correct method lies in dialogue. The conviction of the oppressed that they must fight in their liberation is not a gift bestowed by the revolutionary leadership, but the result of their own conscientização."

http://en.wiktionary.org/wiki/solidarity

http://en.wiktionary.org/wiki/myth

Chapter 1

Chapter 2

Chapter 2"Yet only through communication can human life hold meaning."

Chapter 2

Chapter 2

Chapter 2

Chapter 2

Chapter 2

Chapter 2

Chapter 2

Chapter 2

Chapter 2

Chapter 2

Chapter 2

"It is essential for the oppressed to realize that when they accept the struggle for humanization they also accept, from that moment, their total responsibility for the struggle.""Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students."

"Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator."

"Education as the exercise of domination stimulates the credulity of the students."

"It is not suprising that the banking concept of education regards men as adaptable, manageable beings."

"Liberation is a praxis: the action and reflection of men and women upon their world in order to transform it."

"In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings; problem-posing theory and practice take the people's historicity as their starting point."

"Indeed, some "revolutionaries" brand as "innocents," "dreamers," or even "reactionaries"; those who would challenge this educational practice. But one does not liberate people by alienating them. Authentic liberation - the process of humanization - is not another deposit to be made in men.""Problem-posing education affirms men and women as beings in the process of becoming.""In problem-posing education, people develop their power to perceive critically the way they existin the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation."

"Looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future."

"Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible."

"Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers."

"Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of women and men as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of human beings in their relations with the world."

"A deepened consciousness of their situation leads people to apprehend that situation as an historical reality susceptible of transformation."

http://en.wiktionary.org/wiki/dichotomy

http://en.wiktionary.org/wiki/credulity

Chapter 2, page 253

Chapter 3

"Dialogue cannot exist without humility."

"Trust is established by dialogue."

Chapter 3, on dialogue.

Chapter 3"For people, 'here' signifies not merely a physical space, but also an historical space."

"Critical perception cannot be imposed."

Chapter 3

Chapter 4

Chapter 4

"Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression."

"Dialogue cannot exist, however, in the absence of a profound love for the world and its people."

"Someone who cannot acknowledge himself to be as mortal as everyone else still has a long way to go before he can reach the point of encounter.""Faith in people is an a priori requirement for dialogue.""Founding itself upon love, humility, and faith, dialogue becomes a horizontal relationship of which mutual trust between the dialoguers is a logical consequence."

"The dialogical character of education as the practice of freedom does not begin when the teacher-student meets with the students-teachers in pedagogical situation, but rather when the former first asks herself or himself what she or he will dialogue with the latter about.""The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity."

"The revolutionary's role is to liberate, and to be liberated, with the people--not to win them over."

"Those who are served by the present limit-situation regard the untested feasibility as a threatening limit-situation which must not be allowed to materialize, and act to maintain the status quo."

Chapter 3, on the oppressive status quo"Thematic investigation thus becomes a common striving towards awareness of reality and towards self-awareness, which makes this investigation a starting point for the educational process or for cultural action of a liberating character.""Reflection upon situationality is reflection about the very condition of existence: critical thinking by means which people discover each other to be 'in a situation.'""The more educators and the people investigate the people's thinking, and are thus jointly educated, the more they continue to investigate."

"The basic thing, starting from the initial perception of these nuclei of contradictions (which include the principal contradiction of society as a larger epochal unit) is to study the inhabitants' awareness of these contradictions.""One might say they failed to perceive the untested feasibility lying beyond the limit-situations which engendered their needs.""Individuals who were submerged in reality, merely feeling their needs, emerge from reality and perceive the causes of their needs.""The thematics which have come from the people return to them--not as contents to be deposited, but as problems to be solved."

"Some may think that to affirm dialogue--the encounter of women and men in the world in order to transform the world--is naively and subjectively idealistic. There is nothing, however, more real or concrete than people in the world and with the world, than humans with other humans."

"It is when the majorities are denied their right to participate in history as Subjects that they become dominated and alienated."

http://en.wiktionary.org/wiki/status_quo

Chapter 4

Chapter 4, on revolution

Chapter 4, "Conquest"

Chapter 4, "Divide and Rule

Chapter 4, "Manipulation"

"People will be truly critical if they live in the plenitude of the praxis, that is, if their action encompasses a critical reflection which increasingly organizes their thinking and thus leads them to move from a purely naive knowledge of reality to a higher level, one which enables them to perceive the causes of reality.""To simply think about the people, as the dominators do, without any self-giving in that thought, to fail to think with the people, is a sure way to cease being revolutionary leaders.

"Scientific and humanist revolutionary leaders, on the other hand, cannot believe in the myth of the ignorance of the people.""The task of revolutionary leaders is to pose as problems not only this myth, but all the other myths used by the oppressor elites to oppress.""In a dynamic, rather than static, view of revolution, there is no absolute 'before' or 'after,' with the taking of power as the dividing line.""The road to revolution involves openness to the people, not imperviousness to them; it involves communion with the people, not mistrust."

"The oppressors develop a series of methods precluding any presentation of the world as a problem and showing it rather as a fixed entity, as something given--something to which people, as mere spectators, must adapt.""It is accomplished by the oppressors depositing myths indispensable to the preservation of the status quo."

"As the oppressor minority subordinates and dominates the majority, it must divide it and keep it divided in order to remain in power.""The oppressors do not favor promoting the community as a whole, but rather selected leaders."

"People are fulfilled only to the extent that they create their world (which is a human world), and create it with their transforming labor. The fulfillment of humankind as human beings lies, then, in the fulfillment of the world. If for a person to be in the world of work is to be totally dependent, insecure, and permanently threatened--if their work does not belong to them--the person cannot be fulfilled. Work that is not free ceases to be a fulfilling pursuit and becomes an effective means of dehumanization."

"For if the people join to their presence in the historical process critical thinking about that process, the threat of their emergence materializes in a revolution. Whether one calls this correct thinking 'revolutionary consciousness' or 'class consciousness,' it is an indispensable precondition of revolution. The dominant elites are so well aware of this fact that they instinctively use all means, including physical violence, to keep people from thinking."

"One of the methods of manipulation is to inoculate individuals with the bourgeois appetite for personal success."

"Welfare programs as instruments of manipulation ultimately serve the end of conquest. They act as an anesthetic, distracting the oppressed from the true causes of their problems and from the concrete solutions of these problems.

"For cultural invasion to succeed, it is essential that those invaded become convinced of their intrinsic inferiority.""The atmosphere of the home is prolonged in school, where students soon discover that (as in the home) in order to achieve some satisfaction they must adapt to the precepts which have been set from above. One of these precepts is not to think.""The participants begin to realize that if their analysis of the situation goes any deeper they will either have to divest themselves of their myths, or reaffirm them. Divesting themselves of and renouncing their myths represents, at that moment, an act of self-violence. On the other hand, to reaffirm those myths is to reveal themselves."

http://en.wiktionary.org/wiki/plenitude

http://en.wikipedia.org/wiki/humanism

http://en.wiktionary.org/wiki/bourgeois

http://en.wikipedia.org/wiki/welfare

"The culture of the dominant class hinders the affirmation of men as beings of decision."

Chapter 4, "Cultural Invasion"

Chapter 4, "Unity for Liberation"

Chapter 4, "Organization"

"I intrepret the revolutionary process as dialogical cultural action which is prolonged in 'cultural revolution' once power is taken. In both stages a serious and profound effort atconscientização--by means of which the people, through a true praxis, leave behind the status of objects to assume the status of historical Subjects--is necessary.""Finally, cultural revolution develops the practice of permanent dialogue between leaders and people and consolidates the participation of the people in power.""The behavior and reactions of the oppressed, which lead the oppressor to practice cultural invasion, should evoke from the revolutionary a different theory of action. What distinguishes revolutionary leaders from the dominant elite is not only their objectives, but their procedures."

"The object of a dialogical-liberterian action is not to 'dislodge' the oppressed from a mythological reality in order to 'bind' them to another reality. On the contrary, the object of dialogical action is to make it possible for the oppressed, by perceiving their adhesion, to opt to transform an unjust reality.""In order for the oppressed to unite they must first cut the umbilical cord of magic and myth which binds them to the world of oppression; the unity which links them to each other must be of a different nature."

"Organization is not only directly linked to unity, but a natural development of that unity. Accordingly, the leaders' pursuit of that unity is also an attempt to organize the people, requiring witness to the fact that the struggle for liberation is a common task.""Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people--they manipulate them. They do not liberate, nor are they liberated: they oppress."

"This work deals with a very obvious truth: just as the oppressor, in order to oppress, needs a theory of oppressive action, so the oppressed, in order to become free, also need a theory of action.""Only in the encounter of the people with the revolutionary leaders--in their communion, in their praxis--can this theory be built."

Chapter 4, "Cultural Synthesis"

http://en.wiktionary.org/wiki/liberterian

http://en.wiktionary.org/wiki/Synthesis

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PAR

Refrences onParticipatory Action Research

For a more nuanced review of the epistemological differences between Action Research (commonly used in education), Participatory Research (farming systems research sometimes takes this approach) and Participatory Action Research, see Selener 1997 (he has a bibliography on use of PR in farming systems research and another on educational action research).

* = MSU library owns it

REFERENCES

** = on reserve in ARR (reserved readings in the library)

* Brown, L. David, and Rajesh Tandon. 1983. Ideology and Political Economy in Inquiry: Action Research and Participatory Research. Journal of Applied Behavioral Science 19:277-294.* Cancian, Francesca M. 1993. Conflicts Between Activist Research and Academic Success: Participatory Research and Alternative Strategies. The American Sociologist 24:92-106

** Fals-Borda, Orlando. 1991. Some Basic Ingredients. Pp. 3-12 in Orlando Fals-Borda and Mohammad Anisur Rahman (eds) Action and Knowledge: Breaking the Monopology with Participatory Action-Research. New York: Apex Press.

* Freire, Paulo. 1982. Creating Alternative Research Methods: Learning to Do it By Doing It" in Budd Hall, A. Gillette and R. Tandon (eds.) Creating Knowledge: A Monopoly? Participatory Research in Development. New Delhi: Participatory Research Network Series 1, pp. 29-37.

* Freire, Paulo. 1970. Pedagogy of the Oppressed. New York: Continuum.

* Gaventa, John. 1993. The Powerful, the Powerless, and the Experts: Knowledge Struggles in an Information Age. Pp. 21-40 in in Peter Park, Mary Brydon-Miller, Budd Hall, and Ted Jackson (eds.) Voices of Change: Participatory Research in the United States and Canada. Westport, Connecticut: Bergin and Garvey.** Gaventa, John. 1991. Toward a Knowledge Democracy: Viewpoints on Participatory Research in North America. Pp. 121-133 in Orlando Fals-Borda and Mohammad Anisur Rahman (eds) Action and Knowledge: Breaking the Monopology with Participatory Action-Research. New York: Apex Press.* Hall, Budd. 1992. From Margins to Center? The Development and Purpose of Participatory Research. The American Sociologist 23:15-28

* Horton, Myles, and Paulo Freire. 1990. We Make the Road by Walking: Conversations on Education and Social Change. Ed. By B. Bell, J. Gaventa, and J. Peters. Philadelphia: Temple University Press.* Horton, Billy D. 1993. The Appalachian Land Ownership Study: Research and Citizen Action in Appalachia. Pp. 85-102 in Peter Park, Mary Brydon-Miller, Budd Hall, and Ted Jackson (eds.) Voices of Change: Participatory Research in the United States and Canada. Westport, Connecticut: Bergin and Garvey.* Maguire, Patricia. 1993. Challenges, Contradictions, and Celebrations: Attempting Participatory Research as a Doctoral Student. Pp. 157-176 in Peter Park, Mary Brydon-Miller, Budd Hall, and Ted Jackson (eds.) Voices of Change: Participatory Research in the United States and Canada. Westport, Connecticut: Bergin and Garvey.

* Maguire, Patricia. 1987. Doing Participatory Research: A Feminist Approach. Amherst, Mass: Center for International Education, School of Education, University of Massachusetts, Amherst.

** Rahman, Muhammad Anisur. 1991. The Theoretical Standpoint of PAR. Pp. 13-23 in Orlando Fals-Borda and Mohammad Anisur Rahman (eds) Action and Knowledge: Breaking the Monopology with Participatory Action-Research. New York: Apex Press.** Selener, Daniel. 1997. Participatory Action Research and Social Change. Quito: Cornell Participatory Action Research Network.Stoecker, Randy. 1997. The imperfect Practice of Collaborative Research: The "Working Group on Neighborhoods" in Toledo, OH. Pp. 219-225 in Philip Nyden, Anne Figert, Mark Shibley, and Darryl Burrows (eds) Building Community: Social Science in Action. Thousand Oaks, CA: Pine Forge Press.

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