Dialogue on Issues of Lifelong Learning in a Democratic Society. Working Papers from a British and North American Faculty Exchange.

Sonst. Personen	Conti, Gary J. (Hrsg.); Fellenz, Robert A. (Hrsg.)
Institution	American Association for Adult and Continuing Education, Washington, DC. Commission of Professors of Adult Education.
Titel	Dialogue on Issues of Lifelong Learning in a Democratic Society. Working Papers from a British and North American Faculty Exchange.
Quelle	(1985), (103 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Educators; Comparative Education; Continuing Education; Curriculum Development; Educational Research; Foreign Countries; International Cooperation; International Educational Exchange; Lifelong Learning; Postsecondary Education; Professional Continuing Education; Staff Development; Teacher Education; Unemployment; Womens Education; Youth Employment; Youth Programs; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Vergleichende Erziehungswissenschaft; Weiterbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsforschung; Pädagogische Forschung; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Internationaler Austausch; Life-long learning; Lebenslanges Lernen; Post-secondary education; Tertiäre Bildung; Berufsfeldbezogener Unterricht; Personnel development; Personalentwicklung; Lehrerausbildung; Lehrerbildung; Arbeitslosigkeit; 'Women''s education'; Frauenbildung; Youth work; Jugendarbeit; Jugendsofortprogramm
Abstract	These 12 papers are the products of an exchange of a group of promising British and North American adult education researchers, relatively new to the professoriate, for short intensive visits to the other country. These visits were to provide individuals and universities opportunities to develop linkages that might further comparative research and programmatic cooperation. The contributions from British researchers include: "Dialectical Thinking: Our Logical Potential" (Paula Allman) offers an explanation of this way of thinking that all adults have the potential to develop. "Towards an Analysis of the Curriculum of University Extra-Mural Departments in Britain" (Paul F. Armstrong) focuses on the role of both the adult education tutor and students in shaping the curriculum."Training Women Managers" (Sandra Langrish-Clyne) addresses women's training needs. "Staff Development Courses in UK Universities for the Continuing Education Field" (K. Leni Oglesby) discusses challenges to those training staff in the continuing education field. "State Intervention in Vocational Education: A British Case Study" (John V. Wallis) describes the Youth Opportunities Programme. "New Developments in Science and Technology for Women" (Miriam Zukas) argues for the development of a new curriculum area in liberal adult education. The North American papers include: "Transpersonal Psychology: Guiding Image for the Advancement of International Adult Education" (Marcie Boucouvalas) which explores an image that could guide the further advancement of the field in terms of both theory and plans of action. The next three papers are study reports: "Training Educators of Adults: A Comparative Analysis of Graduate Adult Education in the United States and Great Britain" (Stephen Brookfield); "Analyzing the Short-Term and Long-Term Effectiveness of Continuing Professional Education" (Ronald M. Cervero); and "Teaching Style and Learner Achievement: The Anglo Connection" (Gary J. Conti). The final two papers, with descriptive titles, are "The Educational Broker: An Emerging Role for Adult Educators" (Michael Day) and "Supporting Adult Students: The Role of Significant Others" (Linda H. Lewis). (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC