Becoming Adult Learners,9780807744840

Becoming Adult Learners

by
ISBN13: 9780807744840
ISBN10: 0807744840
Format: Paperback
Pub. Date: 2004-07-01
Publisher(s): Teachers College Pr
List Price: $33.95

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Summary

This book offers a new and promising way to support adults in Adult Basic Education (ABE) and English for speakers of other languages (ESOL) programs specifically, and learners in adult education, in general. Applying renowned Harvard University psychologist Robert Kegan's constructive-development theory, Drago-Severson depicts an in-depth investigation into how and why adults develop "ways of knowing" to better prepare them for their work in the 21st century. This book provides practical suggestions for applying Kegan's theory in adult education classrooms to enable teachers, curriculum developers, program designers, and policymakers to better respond to adult learners' strengths and learning needs.

Author Biography

Eleanor Drago-Severson is a lecturer on education at Harvard University's Graduate School of Education, where she conducts research into and teaches courses on leadership for adult development and qualitative research methods.

Table of Contents

Foreword ix
Laurent A. Parks Daloz
Acknowledgments xiii
Introduction: Aims, Purposes, and Intentions of This Book
1(16)
The Field of Adult Basic Skills Development
3(5)
The Adult Development Team Study
8(2)
The Content of this Book
10(4)
Contributions of this Research to the ABE/ESOL Field
14(3)
Understanding Constructive-Developmental Theory
17(20)
The Nature of Transformational Learning: Development of Self
18(2)
Kegan's Constructive-Developmental Perspective on Adulthood
20(3)
Kegan's ``Ways of Knowing''
23(10)
Why Ways of Knowing Matter in the Classroom
33(2)
The Holding Environment: A Dynamic Context for Growth
35(1)
Summary
36(1)
Research Method
37(18)
Site and Participant Selection
37(3)
Research Questions: What Did We Want to Learn?
40(1)
Data Collection
40(8)
Data Analysis
48(3)
Summary
51(4)
The Polaroid Learning Site
55(17)
About Polaroid
55(3)
About CEI's Adult Diploma Program
58(6)
The 1998--1999 CEI Program at Polaroid
64(3)
Cohorts and Collaborative Learning Defined
67(3)
Summary
70(2)
``Not I Alone'': The Power of the Cohort and Collaborative Learning
72(31)
``Everybody Thinks Differently'': The Cohort as a Holding Environment for Learning and Teaching
73(17)
``Like a Family'': The Cohort as a Holding Environment for Emotional Support
90(4)
``I Have a Better Appreciation for People'': The Cohort as a Holding Environment for Perspective Broadening
94(5)
Conclusion
99(4)
``Good Teachers Understand Their Students'': A Developmental View of Learners' Expectations of Their Teachers
103(26)
How Learners Conceptualized Teacher-Learner Relationships
105(19)
Summary and Conclusions
124(5)
``We're Trying to Get Ahead'': Changes in Learners' Conceptions of Themselves, Their Skills, and Their Relationship to Work
129(25)
How Program Learning Influenced Learners' Work Lives
131(19)
Conclusion
150(4)
Implications of a New Pluralism for Program Design, Curriculum Development, Practice, Policy, and Research
154(27)
Designing Programs that Center on the Cohort and Collaborative Learning
155(5)
Creating a Developmental Curriculum
160(4)
Contextualizing the Curriculum: Goal Setting
164(3)
Conceptualizing Competency as a Developmental Continuum
167(1)
Creating Opportunities for Development in the Classroom: Teaching Practice
168(3)
Policymaking in Support of Developmental Learning
171(4)
Promising Avenues for Developmental Research
175(2)
An Appetite for Learning
177(4)
Epilogue. Graduation: A Red-Letter Day 181(6)
Notes 187(4)
References 191(14)
Index 205(18)
About the Author 223

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