adult education and lifelong learning 2009 (us)

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CONTENTSThe Routledge InternationalHandbook of Lifelong Learning . . . . . . . .1

Lifelong Learning and theLearning Society Series . . . . . . . . . . . . . . .2

Key Textbooks . . . . . . . . . . . . . . . . . . . . .3

Lifelong Learning . . . . . . . . . . . . . . . . . . .7

Adult Education . . . . . . . . . . . . . . . . . . .10

Improving Learning Series . . . . . . . . . . .12

Language and Literacy . . . . . . . . . . . . . .14

Index . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Order Form . . . . . . . . . . . . . . . . . . . . . .20

CONTACT DETAILS

EDITORIALPhilip [email protected]

MARKETINGAnnHelen Parker (UK and Internationally)Marketing [email protected]

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NEW

The Routledge International Handbook ofLifelong LearningEdited by Peter Jarvis, University of Surrey, UK

As lifelong learning grows in popularity, few comprehensivepictures of the phenomenon have emerged. The RoutledgeInternational Handbook of Lifelong Learning provides adisciplined and complete overview of lifelong learninginternationally.

The theoretical structure puts the learner at the center and thebook emanates from there, pointing to the social contextbeyond the learner. Up-to-the-minute syntheses from many ofthe leading international experts in the field give vital snapshotsof this rapidly evolving subject from wide-ranging perspectives,including:

This authoritative volume, essential reading for academics in the field of Lifelong Learning,examines the complexities of the subject within a systematic global framework and places it in itssocio-historic context.

Contents: Part 1: Introductory Chapters 1. Lifelong Learning – A Social Ambiguity, Peter Jarvis2. Learning in Everyday Life, Peter Jarvis Part 2: Learning Throughout Life 3. Young Adulthood, Rachel Brooks4. Middle Age, Mary Alice Wolf 5. Later Adulthood, Mary Alice Wolf Part 3: Sites of Lifelong Learning 6. TheFamily, Linden West 7. Literacy, Paul Belanger 8. Schooling, Stephen Gorard 9. Universities, David Watson10. Workplace Learning, Henning Salling Olesen 11. Workplace Learning in America, Karen Watkins & VictoriaMarsick 12. Trades Unions, John Holford 13. The Community, John Field 14. The Learning Region, Shirley Walters15. Cultural Heritage, Henrik Zapsane 16. Libraries, Susam Imel & Kim Duckett 17. Tourism, Jean-Louis VignudaPart 4: Modes of Learning 18. Self-Directed Learning, Richard Taylor 19. On Being Taught, Stephen Brookfield20. Distance Learning, Otto Peters 21. e-Learning, WeiYuan Zhang 22. The Web, Santosh Panda Part 5: Policies23. National Policies and Lifelong Learning, Colin Griffin 24. The European Union, Peter Jarvis 25. The World Bank,William Rivera 26. OECD, Tom Schuller 27. UNESCO, Adama Ouane 28. Commonwealth of Learning, JohnDaniels Part 6: Social Movements 29. Non-Governmental Organisations and Networks, Alan Tuckett30. NGOs and Development, Chris Duke & Heribert Hinzen 31. Social Movements, Budd Hall 32. International Aidand Development, Cornelia Dragne & Budd Hall Part 7: Perspectives on Lifelong Learning 33. Economics, HansSchuetze 34. Philosophy, Kenneth Wain 35. Psychology, Knud Illeris 36. Sociology, Kjell Rubenson37. Feminism, Julia Preece 38. Religion, Peter Jarvis Part 8: Geographical Dimensions 39. Africa, MichelOmolewa 40. Asia, Songee Han 41. Australia, Mark Tennant & Roger Morris 42. Europe, Janos Toff 43. India, Dr.CPS Chauhan 44. South America, Candido Gomes 45. United States, Arthur Wilson

November 2008 | 246 x 174 | 480pp | Hb: 978-0-415-41904-8 | £110.00$199.00

1THE ROUTLEDGE INTERNATIONAL HANDBOOK

OF LIFELONG LEARNING

E-mail: [email protected] www.ebookstore.tandf.co.ukfor more information eBooks are only available to order online

• Learning throughout Life

• Sites of Lifelong Learning

• Modes of Learning

• Policies

• Social Movements

• Issues in Lifelong Learning

• Geographical Dimensions.

Lifelong Learning and the LearningSociety Series

With the release of the final volume of his trilogy,Peter Jarvis completes his comprehensive, multi-disciplinary study of lifelong learning and thelearning society. Between them, these three volumesanalyze every aspect of learning, from thefundamental psychology of the human drive to learn,to the global sociological apparatus in which learningtakes place.

All three books in the trilogy will be essentialreading for students in education, HRD andteaching and learning generally, in addition toacademics and informed practitioners.

Towards a Comprehensive Theory ofHuman LearningVOLUME I

Peter Jarvis, University of Surrey, UK

”It is easy to see how Jarvis’sviews are heady and stimulatingintellectual fodder forworkshops, and certainlylearners must feel empoweredby being treated as the ultimateand privileged sources ofknowledge about learning.”—British Journal of EducationalTechnology

As interest grows in theories oflifelong learning not only acrosssociety but also as an area of

serious academic study, the need has arisen for a thoroughand critical study of the phenomenon. This distillation of thework of renowned writer Peter Jarvis addresses this need,looking at the processes involved in human learning frombirth to old age and moving the field on from previousunsystematic and mainly psychological studies. Instead, Jarvisargues that learning is existential, and so its study must becomplex and interdisciplinary.

The result is a giant step towards building a complete andintegrated theory of how humans learn, taking account ofexisting theories to see if they can be reconciled with a morecomplex model.

2005: 234 x 156: 232ppHb: 978-0-415-35540-7: $160.00Pb: 978-0-415-35541-4: $45.95eBook: 978-0-203-00167-7

Globalisation, Lifelong Learning andthe Learning SocietySociological Perspectives

VOLUME II


This book critically assesses thelearning that is required andprovided within a learning societyand gives a detailed sociologicalanalysis of the emerging role oflifelong learning with examplesfrom around the globe. Divided intothree clear parts the book:

• looks at the development of theknowledge economy

• provides a critique of lifelonglearning and the learningsociety

•focuses on the changing nature of research in the learningsociety.

The author, well-known and highly respected in this field,examines how lifelong learning and the learning society havebecome social phenomena across the globe. He argues thatthe driving forces of globalization are radically changinglifelong learning and shows that adult education/learningonly gained mainstream status because of these globalchanges and as learning became more work orientated.

2007: 234 x 156: 256ppHb: 978-0-415-35542-1: $160.00Pb: 978-0-415-35543-8: $45.95eBook: 978-0-203-96440-8

LIFELONG LEARNING AND THE LEARNING SOCIETY SERIES2

www.routledge.com/educationSee Order Form onpage 20

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For more information on the Lifelong Learning and theLearning Society Series please visit:www.routledgeeducation.com/LLLS

Lifelong Learning and the LearningSociety Complete Trilogy SetAugust 2008: Pb: 978-0-415-47788-8: $105.95

NEW

Democracy, Lifelong Learning and theLearning SocietyActive Citizenship in a Late Modern Age

VOLUME III


This is a book with a difference: itproduces a completely newperspective on lifelong learning andthe learning society and locatesthem within humanity itself. Fivethemes run through this book:

• Humankind has always beenaware of the imperfections ofhuman society: as a consequence,it has looked back to amythological past andforward to a utopian future thatmight be religious, political,

economic or even educational to find something better.

•Lifelong learning as we currently see it is like two sides ofthe same coin – we both learn in order to be workers sothat we can produce and then we learn that we haveneeds to consume so that we devour the commodities thatwe have produced – while others take the profits!

•One of the greatest paradoxes of the human condition hasbeen the place of the individual in the group/community, orconversely how the groups allow the individual to existrather than stifle individuality.

•Modernity is flawed and the type of society that wecurrently have, which we in the West call a learning society,is in need of an ethical overhaul in this late modern age.

•There is a need to bring a different perspective – bothpolitical and ethical – on lifelong learning and the learningsociety in order to try to understand what the good societyand the good life might become.

In Democracy, Lifelong Learning and the Learning Society,the third volume of his trilogy on lifelong learning, ProfessorJarvis expertly addresses the issues that arise from the visionof the learning society. The book concludes that sincehuman beings continue to learn, so the learning societymust be a process within the incomplete project ofhumanity.

August 2008: 234 x 156: 272ppHb: 978-0-415-35544-5: $150.00Pb: 978-0-415-35545-2: $41.95ebook: 978-0-203-00170-7

FORTHCOMING IN 2009

Contemporary Theories of LearningLearning theorists...in their own words

Edited by Knud Illeris, Danish University of Education,Denmark

In this definitive collection oftoday’s most influential learningtheorists, sixteen world-renownedexperts present their understandingof what learning is and how humanlearning takes place.

Professor Knud Illeris has collectedchapters that explain both thecomplex frameworks in whichlearning takes place and the specificfacets of learning, such as theacquisition of learning content,personal development, and the

cultural and social nature of learning processes. Eachinternational expert provides either a seminal text or anentirely new précis of the conceptual framework they havedeveloped over a lifetime of study.

Elucidating the key concepts of learning, ContemporaryTheories of Learning provides both the perfect deskreference and an ideal introduction for students. It will provean authoritative guide for researchers and academicsinvolved in the study of learning, and an invaluable resourcefor all those dealing with learning in daily life and work. Itprovides a detailed synthesis of current learning theories allin the words of the theorists themselves.

February 2009: 234 x 156: 224ppHb: 978-0-415-47343-9: £75.00$150.00Pb: 978-0-415-47344-6: £22.99$37.95

3KEY TEXTBOOKS


Full Table of Contents

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How We LearnLearning and Non-Learning in School and Beyond

Knud Illeris, Danish University of Education, Denmark

How We Learn deals with thefundamental issues of the processesof learning, critically assessingdifferent types of learning andobstacles to learning. It alsoconsiders a broad range of otherimportant questions in relation tolearning such as:

• modern research into learningand brain functions

• self-perception, motivation andcompetence development

•teaching, intelligence and learning style

• learning in relation to gender and life age.

The book provides a comprehensive introduction to bothtraditional learning theory and the newest internationalresearch into learning processes, while at the same timebeing an innovative contribution to a new and more holisticunderstanding of learning including discussion on school-based learning, net-based learning, workplace learning,and educational politics.

How We Learn examines all the key factors that help tocreate a holistic understanding of what learning actually isand why and how learning and non-learning take place. It isalso however a refreshing and thought-provoking piece ofscholarly work as it adds new research material, newunderstandings and new points of view.

2007: 234 x 156: 304ppHb: 978-0-415-43846-9: £75.00$150.00Pb: 978-0-415-43847-6: £19.99$37.95eBook: 978-0-203-93989-5

The Concepts and Practices of LifelongLearningBrenda Morgan-Klein, University of Stirling, UK andMichael Osborne, University of Stirling, UK

”Morgan-Klein and Osborne arekey researchers in the field oflifelong learning. Their book isvery well researched, andapproaches contested topics in apleasingly balanced way ... Thebook is a welcome addition tothe literature, and will be auseful text for learning andteaching in the fields ofeducation and sociology. It willalso be relevant forconsideration in employability

modules in any university discipline.” - ESCalate, HigherEducation Academy

This textbook gives a wide-ranging, research-informedintroduction to issues in lifelong learning across a variety ofeducational settings and practices. Its very accessibleapproach is multi-disciplinary drawing on sociology andpsychology in particular. In addition, issues are discussedwithin an international context. While there has been aproliferation of texts focussing on particular areas of practicesuch as higher education, there is little in the way of a broadoverview.

Chapters one to four introduce various conceptions oflifelong learning, the factors that impinge on learningthrough the life course, and the social and the economicrationale for lifelong learning. Chapters five-ten consider thevaried sites of lifelong learning, from the micro to macro(from the home to the region to the virtual). Chapter elevendraws the strands together in the context of turbulence andcontinuing transition in personal and work roles, and againstthe background of future technological development.

This timely overview will be relevant to education andtraining professionals, education studies students and thegeneral reader.

2007: 234 x 156: 168ppHb: 978-0-415-42860-6: £75.00$150.00Pb: 978-0-415-42861-3: £19.99$37.95eBook: 978-0-203-93276-6

KEY TEXTBOOKS4



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Full Table of Contents

For full table of contents on all titlesfeatured in this catalog, visit:


2ND EDITION

Learning to Teach AdultsAn Introduction

Nicholas Corder, Former trainer of FE tutors atBuckinghamshire LEA, and latterly Warwick and OxfordBrookes Universities, UK

Learning to Teach Adults is anindispensable guide for anyonewho teaches, or is planning toteach adults. This comprehensivebook gives sensible advice on thebusiness of teaching and training,and is relevant for any subjecttaught, be it archery or zoology.Writing with passion and humor,the author provides helpful tips,ideas and practical examplesthroughout.

Topics include:

•adult learners and learning styles

•teaching methods and techniques

•course and lesson planning

•student motivation and participation

•dealing with awkward situations.

Fully updated, the second edition includes vital new sectionson assessment, teaching students with learning difficultiesand the impact of new technologies on teaching andlearning. This engaging and accessible book is essentialreading for anyone teaching adults for the first time. It isalso a useful reminder of good practice for experiencedteachers and trainers and a helpful refresher for anyonereturning to teaching after a career break.

2007: 234 x 156: 176ppHb: 978-0-415-42362-5: £75.00$150.00Pb: 978-0-415-42363-2: £21.99$39.95eBook: 978-0-203-93594-1

2ND EDITION

The Theory and Practice of LearningEdited by Peter Jarvis, John Holford, and ColinGriffin

2003: 234 x 156: 224ppHb:978-0-7494-3931-6: $170.00Pb:978-0-7494-3859-3: $51.95eBook: 978-0-203-46565-3

2ND EDITION

The Theory and Practice of TeachingEdited by Peter Jarvis, University of Surrey, UK

This book is a completeintroduction for all educators whowant to understand the techniques,theories and methods of teachingtoday. It explores the issues thatunderpin teaching, offering freshinsights with a broadmultidisciplinary perspective. It willhelp teachers at all levels tounderstand the techniques thatthey can call upon at different timesand situations, and will help todevelop more effective teachingpractice.

This fully updated second edition contains new material one-moderating and its implications for teaching theory, issuessurrounding discipline, and the ethical dimensions ofteaching.

The Theory and Practice of Teaching will be of interest toanyone wanting to develop a deep understanding of the keythemes and latest developments in teaching, and is an idealcompanion volume to The Theory and Practice of Learning.

2006: 234 x 156: 272ppHb: 978-0-415-36524-6: £24.99$160.00Pb: 978-0-415-36525-3: £24.99$47.95eBook: 978-0-203-01644-2

3RD EDITION

Adult Education and Lifelong LearningTheory and Practice


In this third edition Peter Jarvis hasmade extensive revisions andincluded substantial additionalmaterial to take account of themany changes which have occurredin the field of adult education.

2004: 234 x 156: 392ppHb: 978-0-415-31492-3: £85.00$170.00Pb: 978-0-415-31493-0: £25.99$46.95eBook: 978-0-203-56156-0

5KEY TEXTBOOKS


FORTHCOMING IN 2009

Beyond Reflective PracticeNew Approaches to Professional Lifelong Learning

Edited by Nick Frost, Leeds Metropolitan University, UK

“Reflective practice” - and evidence of it in portfolios,learning logs and other forms of assessment - is now anecessary part of professional education at bothundergraduate and postgraduate levels. In some professionsit is also part of, or being considered as a vehicle for,continuing professional development and re-certification andrevalidation processes. The work of Donald Schön has beeninfluential in supporting this thoughtful basis for reflectingon the complexity of the professional world but that worldhas now changed.

In this book the authors move ’beyond reflective practice’and begin by explaining why new ways of thinking aboutreflection are now essential. With an overview from theeditors and fifteen chapters considering newconceptualizations, professional perspectives and newpractices, the individual authors examine what new forms ofprofessional reflective practice are emerging. In particular,they examine the relationships between reflectivepractitioners and those upon whom they practice; they lookat the ways in which the world of professional work haschanged and the ways in which professional practice needsto change to meet the needs of this new world. In additionthe editors provide a conclusion that bring together themain themes from the book and suggest practical waysforward for research and practice.

With contributions from some of the leading experts in thefield of reflective practice, including David Boud, the bookprovides a thought-provoking look at the way forward inprofessional development and lifelong learning.

September 2009: 234 x 156: 256ppHb: 978-0-415-46792-6: £75.00$150.00Pb: 978-0-415-46793-3: £23.99$45.95

3RD EDITION

Psychology and Adult LearningMark Tennant

The third edition of this popularbook examines the role ofpsychology in informing adulteducation practice and has beenfully updated to reflect the effect ofchanges in the structure of society,globalization, technology and theimpact of postmodernism.

2005: 234 x 156: 176ppHb: 978-0-415-37334-0: £85.00$170.00Pb: 978-0-415-37335-7: £25.99$49.95eBook: 978-0-203-96547-4

FORTHCOMING IN 2009

Learning to be a Person in SocietyPeter Jarvis, University of Surrey, UK

Few books attempt to drawtogether all the aspects of “being aperson” within the framework oflearning, although thenature/nurture debate has beenaround for a long time. While theauthor recognizes the significanceof genetic inheritance, this bookfocuses much more on nurture,demonstrating the way in which webecome social human beings,internalizing, accommodating andrejecting the culture to which we

are exposed (both primarily and through electronicmediation) while we grow and develop as human beingsand persons. Primarily this is what learning is about.

The book offers understanding of human learning. It usesestablished research but will reach beyond it to thecomplexities that make us who we are, by drawing onthreads from a number of disciplines. As learning theorymoves away from single-discipline, traditional approachesthe author explores how it is possible to place the person atthe centre of all thinking about learning by developing thisemphasis in a multi-disciplinary fashion. As such the bookwill appeal to a wide variety of audiences involved in thestudy of learning and development, from education(especially lifelong learning), Human Resource Development,psychology, theology, and the caring professions.

June 2009: 234 x 156: 224ppHb: 978-0-415-41902-4: £75.00$150.00Pb: 978-0-415-41903-1: £22.99$42.95

KEY TEXTBOOKS6



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FORTHCOMING IN 2009

Change and Becoming through theLifecourseTransitions and Learning in Education and Life

Kathryn Ecclestone, Oxford Brookes University, UKGert Biesta, University of Exeter, UK andMartin Hughes, University of Bristol, UK

Like many ideas that inform policy, practice and research,“transition” has numerous everyday and conceptualmeanings. Children make a transition to adulthood, pupilsmove from primary to secondary school, from school towork, training or further education. Such transitions can leadto profound change or be an impetus for new learning, orthey can be unsettling, difficult and unproductive. Yet, whilecertain transitions are unsettling and difficult for somepeople, risk, challenge and even difficulty might also beimportant factors in successful transitions for others.

Rapid social and economic changes in work and education,life patterns and support systems are leading to growingpolitical interest in transitions in many countries. Reports bythe British government’s “Social Exclusion Unit” and the“Organisation for Economic Cooperation and Development”present successful transitions as essential for educational andsocial achievement and for economic prosperity. Policymakers regard successful transitions through the educationsystem and labour market as essential for social inclusionand educational achievement, and are therefore increasinglyconcerned that some groups and individuals experienceparticular difficulty in managing transitions.

Transitions have increasingly become a political concern,through numerous policy initiatives that encourageinstitutions and individuals to manage transitions moreeffectively. Aimed primarily at academic researchers andstudents at all levels of study across a range of disciplines,including education, careers, sociology, feminist and culturalstudies, it the first systematic attempt to bring together andevaluate insights about educational, life and work transitionsfrom different fields of research.

June 2009: 234x156: 176ppHb: 978-0-415-48173-1: £75.00$150.00Pb: 978-0-415-48174-8: £23.99$45.95

FORTHCOMING IN 2009

Rethinking Contexts for Learning andTeachingCommunities, Activites and Networks

Richard Edwards, University of Stirling, UK,Gert Biesta, University of Exeter, UK andMary Thorpe, The Open University, UK

Drawing upon a variety of academic disciplines, RethinkingContexts for Learning and Teaching explores some of thedifferent means of understanding teaching and learning,both in and across contexts, the issues they raise, and theirimplications for pedagogy. It specifically addresses:

•What constitutes a context for learning?

•How do we engage the full resources of learners forlearning?

•What forms of teaching can most effectively mobilizelearning across contexts and for what purposes?

Incorporating practical examples and the UK’s TLRP project,this book brings together a number of leading researchers toexamine the assumptions about context embedded withinspecific teaching practices. It considers how they might bedeveloped to extend opportunity by drawing upon learningfrom a range of contexts, including schools, colleges,universities and workplaces.

March 2009: 234 x 156: 160ppHb: 978-0-415-46775-9: £75.00$150.00Pb: 978-0-415-46776-6: £23.99$42.95ebook: 978-0-203-88175-0

Lifelong LearningConcepts and Contexts

Edited by Jim Crowther and Peter Sutherland

The book provides a critical summary of currentdevelopments in understanding adult learning and the socialcontext in which they are located. It provides a backgroundfor the framing of issues and the problems that emerge ininstitutional and non-formal contexts of lifelong learning.Students undertaking courses of study in this area as well asa wide range of undergraduate and postgraduate studentsin a variety of professional areas will find the materialessential reading.

2005: 234 x 156: 264ppHb: 978-0-415-35372-4: £75.00$150.00Pb: 978-0-415-44305-0: £23.99$45.95eBook: 978-0-203-93620-7

7LIFELONG LEARNING


Foucault and Lifelong LearningGoverning the Subject

Edited by Andreas Fejes, Linköping University, Swedenand Katherine Nicoll, University of Stirling, UK

Over the last twenty years there hasbeen increasing interest in the workof Michel Foucault in the socialsciences and in particular withrelation to education. This, the firstbook to draw on his work toconsider lifelong learning, exploresthe significance of policies andpractices of lifelong learning to thewider societies of which they are apart.

With a breadth of internationalcontributors and sites of analysis,

this book offers insights into such questions as:

•What are the effects of lifelong learning policies withinsocio-political systems of governance?

•What does lifelong learning do to our understanding ofourselves as citizens?

•How does lifelong learning act in the regulation andre-ordering of what people do?

The book suggests that understanding of lifelong learning ascontributory to the knowledge economy, globalization or thenew work order may need to be revised if we are tounderstand its impact more fully. It therefore makes asignificant contribution to the study of lifelong learning.

March 2008: 234 x 156: 208ppHb: 978-0-415-42402-8: £80.00$145.00Pb: 978-0-415-42403-5: £22.99$41.95eBook: 978-0-203-93341-1

The Pedagogy of Lifelong LearningUnderstanding Effective Teaching and Learning inDiverse Contexts

Edited by Michael Osborne, University of Stirling, UK,Muir Houston, University of Stirling, UK andNuala Toman, Glasgow Caledonian University, UK

Presenting a snapshot ofcontemporary international researchinto the pedagogy of lifelonglearning and teaching, this bookfocuses on a wide range of issuesrelated to lifelong learning. Ithighlights the fact that the wide-ranging conclusions they draw havevital implications for this rapidlychanging field.

The book reviews the emergingissues from researching teachingand learning in different post-

school contexts - with the concern both to widenparticipation and improve student attainment. Examiningempirically, methodologically and theoretically contemporaryresearch in teaching and learning in diverse contexts, itfocuses on three main areas: learning careers and identities;pedagogy and learning cultures; and learning beyondinstitutions.

2007: 234 x 156: 248ppHb: 978-0-415-42494-3: £80.00$160.00Pb: 978-0-415-42495-0: £23.99$45.95eBook: 978-0-203-94529-2

Flexibility and Lifelong LearningPolicy, Discourse, Politics

Katherine Nicoll, University of Stirling, UK

This book develops differentapproaches to policy analysisthrough a discursive and rhetoricalengagement with the themes offlexibility and lifelong learning withinAustralia, England and Scotland. Itdraws together some previouslypublished writing with newer workto illustrate that rhetorical analysisoffers a rich arena through which toexplore and examine educationpolicy issues, specifically thosearound flexibility and lifelong

learning. The book therefore makes a significant contributionto policy studies in elucidating the persuasiveness anddiscursive power of rhetoric in policy debates in and aroundflexibility and lifelong learning.

2006: 234 x 156: 176ppHb: 978-0-415-37283-1: £80.00$160.00Pb: 978-0-415-47930-1: £22.99$42.95eBook: 978-0-203-96944-1

LIFELONG LEARNING8



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Social Capital, Lifelong Learning andthe Management of PlaceAn International Perspective

Edited by Michael Osborne, University of Stirling, UK,Kate Sankey, University of Stirling, UK andBruce Wilson, PASCAL Observatory, RMIT, Australia

With contributions from around theworld, this book brings togetherinter-related research from threefields: social capital, placemanagement, and lifelong learningregions. Providing valuable insightinto the management of place andthe development of learning at aregional level, the book presentsinternational research thatunderpins the development andimplementation of policies andpractices that improve the quality of

living and working circumstances at both local and regionallevels.

International in scope and at the cutting edge of researchinto this growing field that links lifelong learning to place,the book will appeal both to academics undertaking researchin this burgeoning field and to those involved in lifelonglearning at local, national and international level.

2007: 234 x 156: 264ppHb: 978-0-415-42795-1: £80.00$160.00Pb: 978-0-415-42796-8: £22.99$41.95eBook: 978-0-203-94553-7

Gender and Lifelong LearningCritical Feminist Engagements

Edited by Carole Leathwood, London MetropolitanUniversity, UK and Becky Francis, RoehamptonUniversity, UK

This insightful book is ideal forstudents, researchers and policymakers wanting a sound overviewof the critical issues of gender inlifelong learning. Asking pertinentquestions relating to discourses onpolicy, the authors offer the readera rare view of lifelong learning froma gender-focused perspective, fillinga gap in the literature and movingcurrent debate on into new areas.

2006: 234 x 156: 232ppHb: 978-0-415-37484-2: £80.00$160.00Pb: 978-0-415-37485-9: £23.99$45.95eBook: 978-0-203-96953-3

Reconceptualising Lifelong LearningFeminist Interventions

Sue Jackson, University of London, UK andPenny Jane Burke, University of London, UK

Arising from work by the Genderand Lifelong Learning Group of theGender and Education Association,this book presentsreconceptualizations of lifelonglearning. It argues that the currentfield of lifelong learning is based oncertain hidden values andassumptions and examines themechanisms by which exclusionarydiscourses and practices arereproduced and maintained.

The book opens up ways ofconceptualizing learning that takes into account multipleand shifting formations of learners from different socialcontexts. The authors broaden what counts as learning andwho counts as a learner, offering different understandings oflifelong learning that are able to include currentlymarginalized values and principles.

Organized in four sections the book looks at:

•reclaiming - it draws on feminist and post-structuralconceptual frameworks to create a critical analysis of thecurrent “field” of lifelong learning

•retelling - it tells the tales of different multi-positions inlifelong learning

•revisioning - it moves from narrative to analysis and theauthors present their revisioning of learning which providethe tools to reconceptualise the field of lifelong learning

•reconstructing - it furthers the discussion to outline newapproaches to and practices in lifelong learning.

2007: 234 x 156: 248ppHb: 978-0-415-37614-3: £80.00$160.00Pb: 978-0-415-37615-0: £22.99$41.95eBook: 978-0-203-94745-6

9LIFELONG LEARNING


Learning Outside the AcademyInternational Research Perspectives on LifelongLearning

Edited by Richard Edwards, University of Stirling, UK,Jim Gallacher, Glasgow Caledonian University, UK andSusan Whittaker, Glasgow Caledonian University, UK

2006: 234 x 156: 256ppHb: 978-0-415-36585-7: £80.00$160.00eBook: 978-0-203-01838-5

Learning Cities, Learning Regions,Learning CommunitiesLifelong Learning and Local Government

Norman Longworth, Vice-President, The WorldInitiative on Lifelong Learning

2006: 234 x 156: 248ppHb: 978-0-415-37174-2: £80.00$160.00Pb: 978-0-415-37175-9: £24.99$47.95eBook: 978-0-203-96745-4

From Adult Education to theLearning Society21 Years of the International Journal of LifelongEducation

Peter Jarvis

Series: Education Heritage

2005: 234 x 156: 456ppHb: 978-0-415-36494-2: £87.50$170.00eBook: 978-0-203-01598-8

Researching Widening Access toLifelong LearningIssues and Approaches in International Research

Edited by Beth Crossan, Jim Gallacher andMichael Osborne

2004: 234 x 156: 256ppHb: 978-0-415-32236-2: £85.00$170.00Pb: 978-0-415-40964-3: £23.99$45.95eBook: 978-0-203-30030-5

NEW

The Means to Grow UpReinventing Apprenticeship as a DevelopmentalSupport in Adolescence

Robert Halpern, Erikson Institute, USA

“In an era of rampant studentboredom and failing schools,Halpern shows us how an old modelof mentorship and learning is beingreinvented to provide powerfulexperiences to prepare youth for theworkforce of the 21st century. Inmultiple guises — summerinternships, work-based learning,and science, technology, and arts-based youth programs — theapprenticeship is reemerging as aneducational model that matchesyoung peopleís eagerresponsiveness to hands-on learning

and the new demands of the workforce for flexible pragmaticskills. This book provides a superb inside view of how diverseapprenticeships work, including how they are structured, thenature of the apprentice-mentor relationships, and the richdevelopmental experiences that youth gain.”—Reed Larson, Professor of Human Development, Psychology, andEducational Psychology, University of Illinois, Urbana-Champaign

In The Means to Grow Up, author Robert Halpern describes thepedagogical importance of “apprenticeship” growing movementbased in schools, youth-serving organizations, and arts, civic, andother cultural institutions. This movement aims to re-engage youththrough in-depth learning and unique experiences under theguidance of skilled professionals. Employing a “pedagogy ofapprenticeship,” these experiences combine specific, visceral, andsometimes messy work with opportunity for self-expression,increasing responsibility, and exposure to the adult world.

Grounded in ethnographic studies, The Means to Grow Up illustrateshow students work in unique ways around these meaningfulactivities and projects across a range of disciplines. Participation inthese efforts strengthens skills, dispositions, and self-knowledge thatis critical to future schooling and work, renews young peoples’ senseof vitality, and fosters a grounded sense of accomplishment. Inunearthing the complexities of apprenticeship learning, Halpernchallenges the education system that is increasingly geared towardsthe acquisition of de-contextualized skills. The Means to Grow Upreveals instead how learning alongside experienced adults can be aprofoundly challenging and complex endeavor for adolescents andoffers readers an exciting vision of what education can and shouldbe about.

November 2008: 229 x 152: 240ppHb: 978-0-415-96032-8: £70.00$135.00Pb: 978-0-415-96033-5: £19.99$39.95ebook: 978-0-203-88597-0

LIFELONG LEARNING ADULT EDUCATION10



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NEW

Handbook of Research on AdultLearning and DevelopmentEdited by M. Cecil Smith, Northern Illinois University,USA, with Assistant Editor Nancy DeFrates-Densch,Northern Illinois University, USA

The time is right for thiscomprehensive, state-of-the-arthandbook that analyzes, integrates,and summarizes theoreticaladvances and research findings onadult development and learning - arapidly growing field reflectingdemographic shifts toward an agingpopulation in Western societies.Featuring contributions fromprominent scholars across diversedisciplinary fields (education,developmental psychology, public

policy, gerontology, neurology, public health, sociology,family studies, and adult education), the volume is organizedaround six themes:

•Theoretical Perspectives on Adult Development and Learning

•Research Methods in Adult Development

•Research on Adult Development

•Research on Adult Learning

•Aging and Gerontological Research

•Policy Perspectives on Aging

This Handbook is an essential reference for researchers,faculty, graduate students and practitioners whose workpertains to adult and lifespan development and learning.

November 2008: 254 x 178: 776ppHb: 978-0-8058-5819-8: £160.00$250.00Pb: 978-0-8058-5820-4: £65.00$99.95eBook: 978-0-203-88788-2

Adult Education TeachersDesigning Critical Literacy Practices

Rebecca Rogers, University of Missouri, St. Louis, USAand Mary Ann Kramer, Literacy Coordinator for AdultLiteracy Education in the St. Louis Public Schools, USA

This book examines the literacypractices of exemplary adulteducation teachers working withincritical literacy frameworks. Itprovides an in-depth look at thecomplexity of adult literacyeducation through the lenses ofthese teachers. An understandingof this complexity helps teachersdesign literacy practices inclassrooms on a daily basis. This isan important book for there isconsiderable pedagogical and

political attention focused on adult literacy education at thistime. As the field of adult education continues to grapplewith issues of teacher professionalization/certification, it addsa much needed teacher perspective.

Appropriate as a text for adult education courses, thisvolume will also appeal to researchers, teacher educators,practitioners, and graduate students across the field ofliteracy education.

2007: 229 x 152: 352ppHb: 978-0-8058-6242-3: £75.00$135.00Pb: 978-0-8058-6243-0: £24.99$44.95eBook: 978-1-4106-1637-1

11ADULT EDUCATION


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or use the order form in this catalog.

Toward Defining and ImprovingQuality in Adult Basic EducationIssues and Challenges

Edited by Alisa Belzer, Rutgers, the State University ofNew Jersey, USA

Series: Rutgers Invitational Symposium on Education

This volume revisits, problematizes,and expands the meaning of qualityin the context of adult basiceducation. Covering a wide rangeof relevant topics, it includescontributors from the realms ofboth policy and practice andencompasses both the majorinstructional areas-reading, writing,and mathematics-as well as largerissues of literacy, learning, andadulthood. Each chapter focuses onwhat improving quality in the field

might look like through the particular lens of the author’swork. As a whole, the broad scope of topics and ideasaddressed will raise the level of discussion, knowledge, andpractice regarding quality in adult basic education.

2007: 229 x 152: 344ppHb: 978-0-8058-5545-6: £60.00$89.95eBook: 978-1-4106-1553-4

Adult Learning in the Digital AgeInformation Technology and the Learning Society

Neil Selwyn, Stephen Gorard and John Furlong

This engaging book sheds light onthe ways in which adults in thetwenty-first century interact withtechnology in different learningenvironments. Based on one of thefirst large-scale academic researchprojects in this area, the authorspresent their findings and offerpractical recommendations for theuse of new technology in a learningsociety.

Adult Learning in the Digital Ageaddresses key questions and

provides a sound empirical foundation to the existingdebate, highlighting the complex realities of the learningsociety and e-learning rhetoric. It tells the story of those whoare excluded from the learning society, and offers a set ofstrong recommendations for practitioners, policy-makers,and politicians, as well as researchers and students.

2005: 234 x 156: 248ppHb: 978-0-415-35698-5: £80.00$160.00Pb: 978-0-415-35699-2: £25.99$47.95eBook: 978-0-203-00303-9

Improving Learning Series

FORTHCOMING IN 2009

Improving Learning in CollegeRethinking Literacies Across the Curriculum

Roz Ivanic, University of Lancaster, UK, Richard Edwards,University of Stirling, UK, David Barton, University ofLancaster, UK, Zoe Fowler, Greg Mannion, Kate Miller,Marilyn Martin-Jones, University of Birmingham, UK,June Smith, Candice Satchwell, University of Lancaster,UK and Buddug Hughes

Drawing on research into the reading and writing associatedwith learning different subjects across the college curriculum,this book provides insightful analyses of innovative practicesand indicates different ways of changing teaching practicesso that students can draw upon their full potential.

In this book literacy is understood as a resource for socialaction: people read and write in order to fulfill purposessituated in context. This approach is employed to address thefollowing issues and more in relation to college educationand vocational education:

•Why is literacy a problem for college students?

•Why do we always focus on what students can’t do ratherthan what they can do?

•What do students read and write in their everyday lives?

•How might everyday literacy be harnessed for educationalends?

•How can this help students to be successful?

The authors clearly demonstrate the integrity and richness ofthe literacy practices of a significant population which hasnot previously been the focus of such research: those whotake up vocational and academic college courses outsidehigher education. More significantly, however, they addressan issue which has, to date, not been developed within thisresearch tradition: that of how these practices can be notonly valued and validated, but also mobilized and harnessedto enhance learning in educational settings.

April 2009: 216x138: 192ppHb: 978-0-415-46911-1: $150.00Pb: 978-0-415-46912-8: $41.95

ADULT EDUCATION IMPROVING LEARNING SERIES12



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NEW

Improving Learning, Skills andInclusionThe Impact of Policy on Post-Compulsory Education

Frank Coffield, University of Newcastle Upon Tyne, UK,Sheila Edward, Ian Finlay, Ann Hodgson, Universityof London, UK, Ken Spours, University of London, UKand Richard Steer

How can opportunities for teachingand learning be improved to ensurethat many more people participate,gain qualifications and obtaindecent jobs? Will governmentpolicies enable us to achieve thesegoals? What new ideas do we needto ensure a more inclusive,equitable and efficient learningsystem? These are some of themain concerns which underlie thisthought-provoking book comingfrom a major research project

looking at how policies affect learners, tutors, managers andinstitutional leaders in Further Education Colleges, Adult andCommunity Learning centres and in Work Based Learningsites.

Post compulsory education in the UK has been constantlyrestructured by the New Labour government and has beensubject to considerable policy turbulence over the last fewyears. This book attempts to understand this important butpoorly understood sector by both talking to students andfront-line staff and by interviewing the officials responsiblefor managing post-compulsory education and lifelonglearning.

By examining the sector simultaneously from the “bottomup” and from “top down”, the authors show how recentpolicy is affecting three disadvantaged groups - 16-19 yearolds who have fared poorly in official tests at school;unemployed adults learning basic skills; and employees atwork learning basic skills. The authors conclude that thereare serious failings and suggest principles and features of amore equitable and effective learning system.

April 2008: 216 x 138: 248ppHb: 978-0-415-46180-1: $150.00Pb: 978-0-415-46181-8: $41.95eBook: 978-0-203-92899-8

NEW

Improving Learning in Later LifeAlexandra Withnall, University of Warwick, UK

Political, social and educational policy contexts in which theconcept of lifelong learning has emerged and beenpromoted are assessed in the light of demographic trends.This assessment is followed by a critical overview of thedevelopment of theoretical and philosophical approaches tolater life learning over the last three decades, drawing onpublished work from the USA, the UK, Australia and othercountries.

Improving Learning in Later Life focuses on understandingthe varied learning experiences of older people across thelife course, analyzing the role and significance of learning inolder people’s lives today. Research findings are linked tocurrent educational policy developments in lifelong learning,and the author provides crucial recommendations for policymakers, educational practitioners and older peoplethemselves. Lines of further enquiry are also identified, sincethis is an area attracting greater interest at a range of levels.

At the end of each chapter, suggestions for further readingare supplied. These include key texts and papers, accessiblearticles and appropriate web links.

December 2008: 216 x 138: 176ppHb: 978-0-415-46171-9: $150.00Pb: 978-0-415-46172-6: $41.95

Improving Workplace LearningKaren Evans, Institute of Education, London, UK,Phil Hodkinson, University of Leeds, UK,Helen Rainbird, University College, Northampton, UKand Lorna Unwin, University of Leicester, UK

Grounded in rich and detailedempirical studies, this volumechallenges conventional thinking.An important new addition to theImproving Learning Series, it focuseson guidelines for improving learningby marrying the very best theory andpractice to provide an accessible andauthoritative guide to workplacelearning. Practitioners, policymakers, students and academicswith an interest in learning at workwill find this an invaluable additionto their bookshelves.

2006: 216x138: 224ppHb: 978-0-415-37119-8: $160.00Pb: 978-0-415-37120-9: $45.95eBook: 978-0-203-94694-7

13IMPROVING LEARNING SERIES


NEW

Tracking Adult Literacy and NumeracySkillsFindings from Longitudinal Research

Edited by Stephen Reder, Portland State University, USand John Bynner, City University London, UK

Series: Routledge Research in Education

Understanding the origins of poor literacy and numeracyskills in adulthood and how to improve them is of majorimportance when society places a high premium onproficiency in these basic skills. This edited collection bringstogether the results of recent longitudinal studies thatgreatly extend our knowledge of what works in raising skilllevels, as well as the social and economic returns toimprovement.

Many fundamental research questions in adult educationinvolve change over time: how adults learn, how programparticipation influences their acquisition of skills andknowledge, and how their educational developmentinteracts with their social and economic performance.Although a growing number of longitudinal studies in adultbasic education have recently been completed, this book isthe first systematic compilation of findings and methods.

Triangulating findings from different methodologicalperspectives and research designs, and across countries, thistext produces convergence on key conclusions about the roleof basic skills in the modern life course and the mosteffective ways of enhancing them.

October 2008: 229 x 152: 208ppHb: 978-0-415-95858-5: £60.00$95.00ebook: 978-0-203-88888-9

NEW

Teaching English Language Learners inCareer and Technical EducationProgramsVictor M. Hernández-Gantes and William Blank,both at University of South Florida, US

Series: Teaching English Language Learners Across theCurriculum

Exploring the unique challenges ofvocational education, this bookprovides simple and straightforwardadvice on how to teach EnglishLanguage Learners in today’s Careerand Technical Education programs.The authors’ teaching frameworkand case studies draw fromcommon settings in which careerand technical educators findthemselves working with ELLs-in theclassroom, in the laboratory or

workshop, and in work-based learning settings. Byintegrating CTE and academic instruction, and embeddingcareer development activities across the curriculum, readerswill gain a better understanding of the challenges ofteaching occupationally-oriented content to a diverse groupof learners in multiples settings.

July 2008: 254 x 178: 256ppHb: 978-0-415-95758-8: £70.00$135.00Pb: 978-0-415-95757-1: £16.99$33.95eBook: 978-0-203-89439-2

Adult BiliteracySociocultural and Programmatic Responses

Edited by Klaudia M. Rivera, Long Island University, USand Ana Huerta-Macías, University of Texas at El Paso, US

Offering an in-depth view of adultliteracy/biliteracy by merging twofields - adult literacy and English asa Second Language – this volumebrings to the forefront linguistic,demographic, sociocultural,workforce, familial, academic, andother issues surrounding thedevelopment of bilingualism andbiliteracy by adults in the U.S.

2007: 229 x 152: 248ppHb: 978-0-8058-5361-2: £75.00$75.00Pb: 978-0-8058-5362-9: £21.99$29.95eBook: 978-1-4106-1811-5

LANGUAGE AND LITERACY14



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Want more informationon a book?


Literacy, Lives and LearningDavid Barton, Lancaster University, UK, Roz Ivanic,Yvon Appleby, Rachel Hodge and Karin Tusting

Series: Literacies

Demonstrating what it is like to bean adult learner in today’s world,this book focuses on language,literacy and numeracy learning. Theauthors explore the complexrelationship between learning andadults’ lives, following a wide rangeof individual students in variousformal learning situations, fromcollege environments to a younghomeless project, and a drugsupport and aftercare center.

The study is rooted in a socialpractices approach and examines how people’s lives shapetheir learning. Themes addressed range from: how literacy islearned through participation and how barriers such asviolence and ill-health impact on people’s lives. Based on amajor research project and detailed, reflexive andcollaborative methodology, the book describes a coherentstrategy of communication and impact which will have adirect effect on policy and practice

2007: 234 x 156: 192ppHb: 978-0-415-42485-1: £80.00$145.00Pb: 978-0-415-42486-8: £24.99$44.95

Adult Literacy as Social PracticeMore Than Skills

Uta Papen

Series: New Approaches to Adult Language, Literacy andNumeracy

In this unique book the authorshows that teaching staff havemuch to gain from understandingthe role of literacy in learners’ lives,focusing on the practicalities ofhow teachers and students canwork from a social practiceperspective.

2005: 234 x 156: 176ppHb: 978-0-415-35376-2: £85.00$170.00Pb: 978-0-415-35377-9: £27.99$53.95eBook: 978-0-203-34711-9

Review of Adult Learning and Literacy,Volume 7Connecting Research, Policy, and Practice

A Project of the National Center for the Studyof Adult Learning and Literacy

Edited by John Comings, Barbara Garner andCristine Smith

2007: 229 x 152: 280ppHb: 978-0-8058-6164-8: $95.00Pb: 978-0-8058-6165-5: $34.50eBook: 978-1-4106-1523-7




2005: 229 x 152: 320ppHb: 978-0-8058-5459-6: $115.00Pb: 978-0-8058-5460-2: $39.95eBook: 978-1-4106-1733-0




2005: 229 x 152: 216ppHb: 978-0-8058-5139-7: $73.95Pb: 978-0-8058-5140-3: $28.95eBook: 978-1-4106-1265-6




2004: 229 x 152: 360ppHb: 978-0-8058-4628-7: $94.95Pb: 978-0-8058-4629-4: $33.95eBook: 978-1-4106-1048-5

15LANGUAGE AND LITERACY


AAdult Biliteracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Adult Education and Lifelong Learning . . . . . . . . . . . . . .5Adult Education Teachers . . . . . . . . . . . . . . . . . . . . . . .11Adult Learning in the Digital Age . . . . . . . . . . . . . . . . .12Adult Literacy as Social Practice . . . . . . . . . . . . . . . . . .15Appleby, Yvon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

BBarton, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12, 15Belzer, Alisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Beyond Reflective Practice . . . . . . . . . . . . . . . . . . . . . . . .6Biesta, Gert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Blank, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Burke, Penny Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Bynner, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

CChange and Becoming through the Lifecourse . . . . . . . .7Coffield, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Comings, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Concepts and Practices of Lifelong Learning, The . . . . . .4Contemporary Theories of Learning . . . . . . . . . . . . . . . .3Corder, Nicholas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Crossan, Beth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Crowther, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

DDeFrates-Densch, Nancy . . . . . . . . . . . . . . . . . . . . . . . .11Democracy, Lifelong Learning and the Learning Society .3

EEcclestone, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Edward, Sheila . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Edwards, Richard . . . . . . . . . . . . . . . . . . . . . . . .7, 10, 12Evans, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

FFejes, Andreas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Finlay, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Flexibility and Lifelong Learning . . . . . . . . . . . . . . . . . . .8Foucault and Lifelong Learning . . . . . . . . . . . . . . . . . . . .8Fowler, Zoe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Francis, Becky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9From Adult Education to the Learning Society . . . . . . .10Frost, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Furlong, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

GGallacher, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Garner, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Gender and Lifelong Learning . . . . . . . . . . . . . . . . . . . . .9Globalisation, Lifelong Learning and theLearning Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Gorard, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

HHalpern, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Handbook of Research on Adult Learning andDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Hernández-Gantes, Victor M. . . . . . . . . . . . . . . . . . . . .14Hodge, Rachel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Hodgson, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Hodkinson, Phil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Houston, Muir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8How We Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Huerta-MacÌas, Ana . . . . . . . . . . . . . . . . . . . . . . . . . . .14Hughes, Buddug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Hughes, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

IIlleris, Knud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3, 4Improving Learning in College . . . . . . . . . . . . . . . . . . . .12Improving Learning in Later Life . . . . . . . . . . . . . . . . . .13Improving Learning Series . . . . . . . . . . . . . . . . . . . . . . .12Improving Learning, Skills and Inclusion . . . . . . . . . . . .13Improving Workplace Learning . . . . . . . . . . . . . . . . . . .13Ivanic, Roz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12, 15

JJackson, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Jarvis, Peter . . . . . . . . . . . . . . . . . . . . . . .1, 2, 3, 5, 6, 10

KKramer, Mary Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

LLearning Cities, Learning Regions, LearningCommunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Learning Outside the Academy . . . . . . . . . . . . . . . . . . .10Learning to be a Person in Society . . . . . . . . . . . . . . . . .6Learning to Teach Adults . . . . . . . . . . . . . . . . . . . . . . . .5Leathwood, Carole . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Lifelong Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Lifelong Learning and the Learning Society Series . . . . . .2Literacy, Lives and Learning . . . . . . . . . . . . . . . . . . . . . .15Longworth, Norman . . . . . . . . . . . . . . . . . . . . . . . . . . .10

MMannion, Greg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Martin-Jones, Marilyn . . . . . . . . . . . . . . . . . . . . . . . . . .12Means to Grow Up, The . . . . . . . . . . . . . . . . . . . . . . . .10Miller, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Morgan-Klein, Brenda . . . . . . . . . . . . . . . . . . . . . . . . . . .4

NNicoll, Katherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

OOsborne, Michael . . . . . . . . . . . . . . . . . . . . . . .4, 8, 9, 10

PPapen, Uta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Pedagogy of Lifelong Learning, The . . . . . . . . . . . . . . . .8Psychology and Adult Learning . . . . . . . . . . . . . . . . . . . .6

INDEX16



Fax: 1-800-248-4724

RRainbird, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Reconceptualising Lifelong Learning . . . . . . . . . . . . . . . .9Reder, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Researching Widening Access to Lifelong Learning . . . .10Rethinking Contexts for Learning and Teaching . . . . . . .7Review of Adult Learning and Literacy . . . . . . . . . . . . .15Rivera, Klaudia M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Rogers, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Routledge International Handbook of LifelongLearning, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

SSankey, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Satchwell, Candice . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Selwyn, Neil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Smith, Cristine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Smith, June . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Smith, M. Cecil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Social Capital, Lifelong Learning and the Management ofPlace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Spours, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Steer, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Sutherland, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

TTeaching English Language Learners in Careerand Technical Education Programs . . . . . . . . . . . . . . . .14Tennant, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Theory and Practice of Teaching, The . . . . . . . . . . . . . . .5Thorpe, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Toman, Nuala . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Toward Defining and Improving Quality in Adult BasicEducation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Towards a Comprehensive Theory of Human Learning . .2Tracking Adult Literacy and Numeracy Skills . . . . . . . . .14Tusting, Karin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

UUnwin, Lorna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

WWhittaker, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Wilson, Bruce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Withnall, Alexandra . . . . . . . . . . . . . . . . . . . . . . . . . . .13

17INDEX


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