Learning across the lifespan: theories, research, policies
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Oxford u.a.
Pergamon Press
1992
|
| Ausgabe: | 1. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIV, 263 S. Ill., graph. Darst. |
| ISBN: | 0080419267 |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS
Foreword — JJM. RITZEN v
Editors Preface vii
Part 1: Lifespan Development and Education
1. Learning for life: New ideas, new significance
—ALBERT C. TUIJNM AN AND MAX VAN DERKAMP 3
Lifespan development and education 4
Capacity to learn in the lifespan 7
Skills formation in the workplace 9
Learning to learn in the lifespan 12
Implications for policy and practice 13
References 15
2. Age, gender, and learning in the lifespan—TOM SCHULLER 17
Change and interaction in lifespan development 17
Age, gender, and the reconstruction of life cycle 23
Gender convergence — or crossover? 28
Learning and intergenerational relations 30
A policy agenda 30
References 32
3. Lifespan learning: Developmental tasks and their management
—PETER G.HEYMANS 33
Symbolic aspects of lives 34
Life stories and their consequences 37
Developmental tasks 41
Managing the lifespan 43
Conclusions 50
References 50
4. Ageing and learning: An agenda for the future
—ROGER HIEMSTRA 53
Relevant research 53
Older adults as learners 55
Some policy implications 58
References 58
Appendix A: Age-related changes: Instructional implications 60
Appendix B: A checklist for analyzing the learning environment 63
Appendix C: Some sources on women s ways of knowing 65
Appendix D: Policy recommendations 67
xi
xii Learning across the lifespan
Part 2: Capacity to Learn in the Lifespan
5. Fluid abilities and epistemic thinking: Some prescriptions for
adult education — DAVID F. LOHMAN AND GEOFFREY SCHEURMAN 73
Historical overview 74
The psychology of the fluid-crystallized distinction 75
Explaining the decline in Gf 76
The development of fluid abilities 78
Models of adult intellectual development 81
Alternative frameworks 82
Beyond existing measures of fluid ability 84
Conclusions 86
References 87
6. Fostering the acquisition and transfer of intellectual
Skills— ERICDECORTE 91
Skills involved in competent learning and problem solving 91
Basic characteristics of effective acquisition processes 95
A framework for designing powerful learning environments 97
Transfer: Highly desired, but difficult to achieve 101
Conclusions 104
References 105
7. Practical intelligence — RICHARD K. WAGNER 109
Background of the problem 109
Practical intelligence and tacit knowledge 110
A naturally occurring demonstration of the importance of
tacit knowledge in managerial problem solving 112
A relatively controlled study of tacit knowledge in managerial
problem solving 117
Enhancing the acquisition of tacit knowledge 119
Conclusions 120
References 120
Part 3: Skills Formation in the Work Place
8. Informal learning on the job—ben van onna 125
Topical interest 126
Contexts of learning on the job 127
Informal learning and training policy 128
New developments 129
The perspective of vocational education theory 131
Effects of informal learning 133
Contents xiii
Conclusions 134
References 135
9. Skills needed in the work place—JEROEN ONSTENK 137
Changing models for the organization of work 137
Three approaches to the analysis of skills 139
Learning in and for the company 142
Practical competence 144
Situational skills 146
Transferable and transfer skills 149
Summary and conclusions 153
References 154
Part 4: Learning to Learn in the Lifespan
10. Theories and principles of learning to learn
—P. ROBERT-JAN SIMONS 159
Learning functions 159
Interaction among teachers and students 163
Aspects of teaching how to leam 164
An approach to teaching how to learn 166
Conclusions 170
References 171
11. Implementing the learning to learn concept—Robertm. smith 173
Developments relevant to learning to learn 173
The learning to learn concept 174
Generic foundations of competence 174
Contextual considerations 175
Facilitation and training 180
Further implications for policy and practice 184
Conclusions 186
References 187
Part 5: Implications for Policy and Practice
12. Effective adult learning—maxvanderkamp 191
Factors enhancing effective adult learning 191
Theories in practice 193
Some educational implications 194
New pathways to learning 196
xiv Learning across the lifespan
The role of guidance 200
Conclusion 202
References 202
13. Paradigm shifts in adult education —albert c. tuijnman 205
Means and ends of adult learning 205
The changing context of adult education policy 207
The market model in adult education 210
Implications for school education 214
Implications for adult education 217
Implications for research on the adult learner 219
Conclusion 221
References 221
14. Public intervention in adult education—john lowe 223
The marginal position of adult education 223
Degrees of intervention 226
Responsibility, administration, coordination and control 228
Laws, regulations, and financing 233
Conclusions 236
References 237
15. Learning for life: Policy conclusions — willem houtkoop and
PETER VAN DEN DOOL 239
The development of adult and continuing education 240
Redefinition of public responsibility 241
Implementation of public policy for adult education 242
Consequences for adult learners and educational
environments 243
Concluding observations 246
References 247
Notes on the Contributors 248
Index 253
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| title | Learning across the lifespan theories, research, policies |
| title_auth | Learning across the lifespan theories, research, policies |
| title_exact_search | Learning across the lifespan theories, research, policies |
| title_full | Learning across the lifespan theories, research, policies ed. by A. C. Tuijnman ... |
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| title_full_unstemmed | Learning across the lifespan theories, research, policies ed. by A. C. Tuijnman ... |
| title_short | Learning across the lifespan |
| title_sort | learning across the lifespan theories research policies |
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