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1 Burnside Education- Adult Education

Other titles in the Jossey-Bass Higher and Adult Education series:

Women as Learners: The Significance of Gender in Adult Learning (Jossey-Bass Higher and Adult Education)

by

Women as Learners: The Significance of Gender in Adult Learning (Jossey-Bass Higher and Adult Education) Cover

 

Synopses & Reviews

Publisher Comments:

"This thorough and up-to-date exploration of women's learning is a much needed addition to the field of adult education. The authors' refreshingly engaging style renders complex theoretical material accessible to scholars and practitioners alike. While theories and research on women's learning are situated in the broader context of adult learning, the authors never lose sight of what it all means for the teaching/learning transaction."

--Sharan B. Merriam, Department of Adult Education, The University of Georgia

"An impressive case for why women's experiences of education should receive the attention of educators, developmental psychologists, social theoreticians, and policymakers. In the process of making their case, the authors challenge many of the assumptions that underlie popular gender-blind adult learning theories. They demonstrate how often social context, culture, and the politics of power are ignored in educational theory and practice to the detriment of women learners. They delve into personal narratives to 'give voice' to the fears, aspirations, rebellions, and transformations that accompany women's educational journey.... In an era in which women constitute the majority in higher education, we sorely need a comprehensive map such as Women as Learners to broaden our horizons. I applaud this book!"

--Nancy Goldberger, psychology faculty member, The Fielding Institute, and coauthor of Women's Ways of Knowing

Here, at last, is a volume that explores and analyzes learning as a distinctive experience for women. The authors are all established adult education professionals and recognized authorities on women as adult learners. Together, they examine and compare the importance of such factors as sense of identity, self-esteem, social world, and power in what and how women learn. Drawing from extensive research and scholarship, as well as from personal stories, they reveal the numerous ways in which women experience the learning process. They explain, for example, how women often become personally connected to the object and process of learning. They also analyze these different experiences to show education and training professionals how to better design and conduct programs for women. Women as Learners offers specific recommendations to improve all types of formal and informal adult educational programs, including literacy education, counseling and support groups, workplace training, and professional development activities. Concise yet comprehensive, this long-awaited book provides the most current principles for practice.

Book News Annotation:

Explores and analyzes learning as a distinctive experience for women, examining such factors as sense of identity, self-esteem, social world, and power in what and how women learn. Offers insight on how education and training professionals can better design and conduct programs for women, and offers specific recommendations to improve all types of formal and informal adult educational programs. Hayes is professor of curriculum and instruction and faculty member in the Graduate Program in Continuing and Vocational Education at the University of Wisconsin-Madison. Flannery is assistant professor of adult education at The Pennsylvania State University-Harrisburg.
Annotation c. Book News, Inc., Portland, OR (booknews.com)

Synopsis:

Here, at last, is a volume that explores and analyzes learning as a distinctive experience for women. The authors are all established adult education professionals and recognized authorities on women as adult learners. Together, they examine and compare the importance of such factors as sense of identity, self-esteem, social world, and power in what and how women learn. Drawing from extensive research and scholarship, as well as from personal stories, they reveal the numerous ways in which women experience the learning process. They explain, for example, how women often become personally connected to the object and process of learning. They also analyze these different experiences to show education and training professionals how to better design and conduct programs for women. Women as Learners offers specific recommendations to improve all types of formal and informal adult educational programs, including literacy education, counseling and support groups, workplace training, and professional development activities. Concise yet comprehensive, this long-awaited book provides the most current principles for practice.

Synopsis:

Shifting standards and roles for women--combined with many economic and social factors--have increased the number of women who participate in adult learning activities. Yet most literature on adult learning barely touches on the subject of women's learning. This limited understanding of how women learn is too often reflected in the practice of adult education. Here, at last, is a volume that explores and analyzes learning as a distinctive experience for women. The authors are all established adult education professionals and recognized authorities on women as adult learners. Together, they examine and compare the importance of such factors as sense of identity, self-esteem, social world, and power in what and how women learn.

Drawing from a comprehensive review of research and scholarship, as well as from personal stories, Women as Learners reveals the numerous ways in which women experience the learning process. It explains, for example, how women often become personally connected to the object and process of learning. The authors explore these different experiences to show education and training professionals how they can better design and conduct programs for women. They also offer specific recommendations to improve all types of formal and informal adult educational programs, including literacy education, counseling and support groups, workplace training, and professional development activities. Concise yet comprehensive, this long-awaited book provides the most current principles for practice.

Description:

Includes bibliographical references (p. 253-269) and index.

About the Author

ELISABETH HAYES is professor of Curriculum & Instruction at the University of Wisconsin-Madison.

DANIELE D. FLANNERY is assistant professor of Adult Education at The Pennsylvania State University-Harrisburg.

Table of Contents

  1. Women's learning : a kaleidoscope /Daniele D. Flannery, Elisabeth Hayes
  2. Social contexts /Elisabeth Hayes
  3. Identity and self-esteem /Daniele D. Flannery
  4. Voice /Elisabeth Hayes
  5. Connection /Daniele D. Flannery
  6. Transformation /Ann K. Brooks
  7. Feminist pedagogies /Elizabeth J. Tisdell
  8. Perspectives on practice /Jane M. Hugo
  9. Creating knowledge about women's learning /Elisabeth Hayes
  10. Re-searching for women's learning /Daniele D. Flannery.

Product Details

ISBN:
9780787909208
Subtitle:
The Significance of Gender in Adult Learning
Author:
Hayes, Elisabeth R.
Author:
Hayes, Elisabeth R.
Author:
Flannery, Daniele D.
Publisher:
Jossey-Bass
Location:
San Francisco :
Subject:
Women
Subject:
Higher
Subject:
Education
Subject:
Adult & Continuing Education
Subject:
Learning Styles
Subject:
Adult learning
Subject:
Feminism and education
Subject:
Higher education
Subject:
Administration
Subject:
Women -- Education.
Subject:
Education-Classroom Resources
Copyright:
Edition Number:
1st ed.
Edition Description:
Hardcover
Series:
The Jossey-Bass higher and adult education series
Series Volume:
106-299
Publication Date:
February 2000
Binding:
Hardback
Grade Level:
Professional and scholarly
Language:
English
Pages:
304
Dimensions:
9.28x6.26x1.00 in. 1.24 lbs.

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Related Subjects

Education » Adult Education
Education » General

Women as Learners: The Significance of Gender in Adult Learning (Jossey-Bass Higher and Adult Education) Used Hardcover
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$9.95 In Stock
Product details 304 pages Jossey-Bass - English 9780787909208 Reviews:
"Synopsis" by , Here, at last, is a volume that explores and analyzes learning as a distinctive experience for women. The authors are all established adult education professionals and recognized authorities on women as adult learners. Together, they examine and compare the importance of such factors as sense of identity, self-esteem, social world, and power in what and how women learn. Drawing from extensive research and scholarship, as well as from personal stories, they reveal the numerous ways in which women experience the learning process. They explain, for example, how women often become personally connected to the object and process of learning. They also analyze these different experiences to show education and training professionals how to better design and conduct programs for women. Women as Learners offers specific recommendations to improve all types of formal and informal adult educational programs, including literacy education, counseling and support groups, workplace training, and professional development activities. Concise yet comprehensive, this long-awaited book provides the most current principles for practice.
"Synopsis" by , Shifting standards and roles for women--combined with many economic and social factors--have increased the number of women who participate in adult learning activities. Yet most literature on adult learning barely touches on the subject of women's learning. This limited understanding of how women learn is too often reflected in the practice of adult education. Here, at last, is a volume that explores and analyzes learning as a distinctive experience for women. The authors are all established adult education professionals and recognized authorities on women as adult learners. Together, they examine and compare the importance of such factors as sense of identity, self-esteem, social world, and power in what and how women learn.

Drawing from a comprehensive review of research and scholarship, as well as from personal stories, Women as Learners reveals the numerous ways in which women experience the learning process. It explains, for example, how women often become personally connected to the object and process of learning. The authors explore these different experiences to show education and training professionals how they can better design and conduct programs for women. They also offer specific recommendations to improve all types of formal and informal adult educational programs, including literacy education, counseling and support groups, workplace training, and professional development activities. Concise yet comprehensive, this long-awaited book provides the most current principles for practice.

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