This text outlines the future roles of schools, business and industry, higher and adult education. Using examples of learning communities that are adapting for the future, the author describes the conditions which lifelong learning can accelerate as an agent for change.

First published in 1984, Integrated Programmes for Handicapped Adolescents and Adults explores the need to develop integrated programmes for adolescents and adults with developmental disabilities. Whilst the training models and concepts examined largely relate to formal areas of education, such as reading, mathematics, and writing, the book also pays close attention to social education skills, including home management, budgeting, meal preparation, and the development of positive familial relationships. Integrated Programmes for Handicapped Adolescents and Adults presents a number of projects from different parts of the world, with an emphasis on linking research and practice.

This volume revisits, problematizes, and expands the meaning of quality in the context of adult basic education. Covering a wide range of relevant topics, it includes contributors from the realms of both policy and practice and encompasses both the major instructional areas - reading, writing, and mathematics - as well as larger issues of literacy, learning, and adulthood. Each chapter focuses on what improving quality in the field might look like through the particular lens of the author's work. As a whole, the broad scope of topics and ideas addressed will raise the level of discussion, knowledge, and practice regarding quality in adult basic education. In this book, the term adult basic education refers to the broad range of services for adults who wish to improve their literacy and language skills, including beginning and intermediate writing, writing and numeracy, preGED, GED/Adult Secondary Education, and ESL instruction that takes place in a range of contexts including schools, community-based programs, and workplace development programs. The volume is organized around three themes: Accountability, Standards, and the Use of Documentation and Research Program Structures and Instruction Rethinking Our Assumptions and Concepts Coming at a time of increasing pressure to standardize, to be accountable, and to improve outcomes, and when calls for evidence-based practice are fueling stakeholders' interest in the relationship between research and practice at all levels of the system, Toward Defining and Improving Quality in Adult Basic Education is particularly timely for scholars, graduate students, and professionals in the field of adult basic education.

Gender, Masculinities and Lifelong Learning reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity. This book explores questions such as: Are men under-represented in education? Are women outstripping men in terms of achievement? What evidence supports the view that men are becoming educationally disadvantaged?

Drawing on research from a number of countries, including the UK, Australia, New Zealand and Canada, the contributors discus a range of issues which intersect with gender to impact on education, including structural factors such as class, ethnicity and age as well as colonisation and migration. The book provides evidence and argument to illuminate contemporary debates about the involvement of men and women in education, including:

• The impact of colonisation on the gendering of education and lifelong learning
• International surveys on men, women and educational participation
• Gender, masculinities and migrants learning experiences
• Boys-only classes as a response to the problem of underachieving boys
• Men s perspectives on learning to become parents
• Community learning, gender and public policy
• Older men s perspectives on (re-)entering post-compulsory education

The book goes on to suggest the implications for practice, research and policy. Importantly, it critically addresses some of the taken-for-granted beliefs about men and their engagement in lifelong learning, presenting new evidence to demonstrate the complexity of gender and education today. With these complexities in mind, the authors provide a framework for developing further understanding of the issues involved with gender and lifelong learning.

Gender, Masculinities and Lifelong Learning will be of interest to any practitioner open to fresh ideas and approaches in teaching and programming connected with gender and education.

Systems Thinking for Instructional Designers offers real-world cases that highlight how designers foster continuous improvement and manage change efforts across organizational contexts. Using a systems thinking approach, each case describes a holistic process that examines how a set of interdependent elements can be analyzed and coordinated to influence change. Instructional designers, faculty, program directors, digital learning leaders, and other development specialists will learn how systems thinking can solve authentic, real-world challenges. The book's rich narratives cover both successes and failures of meaningful growth, paradigm shifts, and large-scale problem-solving in a variety of settings, including education and industry.

Architecture displays the values involved in its inhabitation, construction, procurement and design. It traces the thinking of the individuals who have participated in it, their relationships, and their involvement in the cultures where they lived and worked. In this way, buildings, their details, and the documents used to make them, can be read closely for cultural insights. Introducing the idea of reading buildings as cultural artefacts, this book presents perceptive readings by eminent writers which demonstrate the power of this approach. The chapters show that close readings of architecture and its materials can test commonplace assumptions, help architects to appreciate the contexts in which they work, and indicate ways to think more astutely about design. The readings collected in this innovative and accessible book address buildings, specifications and photographs. They range in time from the fifteenth century - examining the only surviving drawing made by Leon Battista Alberti - to the recent past - projects completed by Norman Foster in 2006 and Herzog and De Meuron in 2008. They range geographically from France to Puerto Rico to Kazakhstan and they range in fame from buildings celebrated by critics to house extensions and motorway service areas. Taken together, these essays demonstrate important research methods which yield powerful insights for designers, critics and historians, and lessons for students.

First published in 1997, this study is an attempt to read and critique answers to that question, answers offered in policy and provision, and answers to those answers, in talk and texts, and in classroom performances, an often fraught 'conversation' which goes on in spirals.

How can educational research have more impact? What processes of knowledge exchange are most effective for increasing the uses of research results? How can research-produced knowledge be better 'mobilized' among users such as practicing educators, policy makers, and the public communities?

These sorts of questions are commanding urgent attention in educational discourses and research policies now circulating around the world. This attention has been translated into powerful material exercises that shape what is considered to be worthwhile research and how research is funded, recognized, and assessed. Yet precisely what activities constitute effective knowledge mobilization, or even what is meant by 'moving knowledge', remains unclear. What politics are at play in determining knowledge 'impact' across radically different contexts? Who determines what counts as impact, and for what purposes? How are 'results' of educational research separated from its participants and processes? In addition knowledge mobilization also invokes debates about the languages through which knowledge is constructed, policy processes are enacted, and research unfolds.

This volume is unique in bringing together these wide-ranging issues of knowledge mobilization in education. The volume editors critically analyse these complex issues and also describe various efforts of knowledge mobilization and their effects. While the contributors themselves speak from diverse material, occupational and theoretical locations. Leading scholars in Canada, the US, the UK, and Australia bring disciplinary perspectives from law, digital media studies, museum studies, journalism and policy-making as well as fields of education. Some speak from Anglo-'Western' perspectives but others such as Phan Le Ha (Vietnamese), Rui Yang (Chinese) and Dolores van der Wey (Haida/West Coat Salish First Nations) speak from Asian, Indigenous and diasporic locations.

The way teachers shape and handle their own feelings and those of their learners is central to the success of learning. Now in its second edition, Teaching with Emotional Intelligence shows how to manage this influential yet neglected area of learning and teaching. This practical book looks at how lecturers and teachers can develop and use their emotional intelligence to enhance their teaching and their students' learning.

Taking the reader step-by-step through the learning process and looking at the relationship from the perspective of both the teacher and the learner, this book will help the reader to:

• plan the emotional environment;
• learn how to relate and listen to learners effectively;
• read and respond to the feelings of individuals and groups;
• handle and reveal their feelings as a teacher, as appropriate;
• develop self-awareness as a teacher;
• recognise their prejudices and preferences;
• improve non-verbal communication;
• plan for the physical experience of learners;
• deal with their learners' expectations, comments and questions.

This book contains a number of revised activities, checklists and points for deeper reflection as well as new chapters on teaching with emotional intelligence with international students, in online learning and in working one-to-one with students. It will help all teaching professionals encourage their learners to become more engaged, creative, positive and motivated.

The way teachers shape and handle their own feelings and those of their learners is central to the success of learning. Now in its second edition, Teaching with Emotional Intelligence shows how to manage this influential yet neglected area of learning and teaching. This practical book looks at how lecturers and teachers can develop and use their emotional intelligence to enhance their teaching and their students learning.

Taking the reader step-by-step through the learning process and looking at the relationship from the perspective of both the teacher and the learner, this book will help the reader to:

• plan the emotional environment;
• learn how to relate and listen to learners effectively;
• read and respond to the feelings of individuals and groups;
• handle and reveal their feelings as a teacher, as appropriate;
• develop self-awareness as a teacher;
• recognise their prejudices and preferences;
• improve non-verbal communication;
• plan for the physical experience of learners;
• deal with their learners expectations, comments and questions.

This book contains a number of revised activities, checklists and points for deeper reflection as well as new chapters on teaching with emotional intelligence with international students, in online learning and in working one-to-one with students. It will help all teaching professionals encourage their learners to become more engaged, creative, positive and motivated.

The last fifteen years have seen much conceptual and methodological innovation in research on education and learning across the lifecourse, bringing both fresh insights and new dilemmas. This innovation was initially fuelled by the growing influence of conceptual framings often named as either post-structural or postmodern. The works of Foucault, Derrida and Lyotard have variously found their way into the canons of educational research, and in more recent years, the influence of the work of Deleuze and Guattari has also grown. This work has proved controversial both in the challenges it has raised for the purposes and practices of education and training but also over the assumptions underpinning such work.

As part of and also in response to the influence of post-structuralism and postmodernism in the social sciences, there have emerged and developed a further range of conceptual and methodological framings which are more relational, system and practice-focussed. Several of these framings work with a non-linear understanding of causality and embrace unpredictability in the world and undecidability in our understanding of it. They also challenge any notion of a strong boundary between the social and natural sciences.

This book explores the most significant four of these framings, how they are being taken up in research in education and learning across the lifecourse, as well as their possibilities and limitations:

• complexity science
• cultural historical activity theory (CHAT)
• actor-network theory (ANT)
• spatiality theories.

Illustrated throughout with examples drawn from educational contexts across the life courses, including schooling, post-compulsory education and training, educational policy, workplace and community-based education in North America, the UK, and Australia this vital guide to understanding fresh ways of conducting and understanding educational research will prove essential reading for everyone undertaking educational research in the modern world.

Both interest in and understanding of narrative analysis had developed rapidly in recent years and is now a mainstream element of research across many disciplines. In the groundbreaking Telling Lives: Exploring dimensions of narratives, the author illustrates as many facets as possible of the stories people tell about their lives. She demonstrates the interconnectedness between engagements in narrative research and shows that the theoretical understanding of the nature of narrative is bound up with the methods for biographical narrative research.

Through a combination of three independent, connected narrative dimensions, an embodied, a cognitive and a socio-cultural narrative, the author focuses on life story narratives as symbolic expressions where cultural constructions allow for interpersonal interaction. This book also outlines the influence cultural and social environments have upon our own unique narrative memories coupled with our own physical movements in space. The author concludes that the telling and exchanging of human narratives is the primary way of making sense and creating meaning of our own being.

This book brings together neuro-physiology, philosophical perspectives and research data and methodology to formulate a new understanding of narrative analysis. It will also help you to produce and analyze your own narrative interviews and perform biographical research. Innovative and thought-provoking, this book will cut across disciplines and be of interest to all students at advanced undergraduate and post-graduate level and researchers in Education, Social Sciences and Humanities.

This book for passing PTLLS assessments (which has been replaced with Passing Assessments for the Award in Education and Training) gives key advice on completing written and practical assessments, and helps both in-service and pre-service candidates fully understand the requirements of the Award and how to evidence their achievement towards the standards. This Second Edition is for the four unit PTLLS. This book: helps candidates with their written assessments, with information on the four units of the PTLLS Award gives guidance on how to demonstrate and evidence competence helps candidates with their practical assessments including hints and tips for succeeding in the microteach gives guidance for giving and receiving feedback

Promoting Diversity and Social Justice provides theories, perspectives, and strategies that are useful for working with adults from privileged groups -- those who are in a more powerful position in any given type of oppression. The thoroughly revised edition of this accessible and practical guide offers tools that allow educators to be more reflective and intentional in their work -- helping them to consider who they're working with, what they're doing, why they're doing it and how to educate more effectively. New features include: * a new chapter, "The Joy of Unlearning Privilege/Oppression," highlights specific ways people from privileged groups benefit from unlearning privilege/oppression and from creating greater equity * a new chapter, "Allies and Action," gives focus and guidance on how people from privileged groups can constructively and appropriately be involved in social change efforts * updated Appendix of additional resources. The theories and approaches discussed can be applied to a range of situations and audiences. This book is an excellent resource for professors, teachers in classrooms and workshops, counselors, organizers, student affairs personnel, community educators, advocates, group facilitators and any other diversity trainers involved with educating others about diversity and equity.

Adult learning matters. There is now widespread agreement that modern countries depend on the creativity, skills and knowledge of the entire population for their prosperity. Many people talk of our future well-being in terms of a 'knowledge economy' or a 'learning society' in which every person's ability to develop new capabilities will provide them with resources that will help them and the wider community to adapt and thrive. While in theory this makes lifelong learning into an exciting prospect, in practice this broad agenda is often reduced to a narrowly economic conception. This book reports on one of the largest research projects into lifelong learning conducted in recent years. Through over 500 in-depth interviews with a cohort of about 120 adults who were followed for three years, the Learning Lives project has built up a detailed understanding of what learning means and does in the lives of adults. The project has generated insights in how learning has changed over time and across generations, what the connections are with the changing world of work, what differences learning makes for life chances, how we can learn from life and for life, and how people's prospects of learning can be improved. Combining life history and life-course research with analysis of longitudinal survey data, this book provides important insights into the learning biographies and trajectories of adults. The book shows that learning means and does much more in people's lives than is often acknowledged by current education policy and politics. In doing so, it is an invaluable resource for anyone with an interest in the role and potential of learning through the lifecourse.

Adult learning matters. There is now widespread agreement that modern countries depend on the creativity, skills and knowledge of the entire population for their prosperity. Many people talk of our future well-being in terms of a 'knowledge economy' or a 'learning society' in which every person's ability to develop new capabilities will provide them with resources that will help them and the wider community to adapt and thrive. While in theory this makes lifelong learning into an exciting prospect, in practice this broad agenda is often reduced to a narrowly economic conception. This book reports on one of the largest research projects into lifelong learning conducted in recent years. Through over 500 in-depth interviews with a cohort of about 120 adults who were followed for three years, the Learning Lives project has built up a detailed understanding of what learning means and does in the lives of adults. The project has generated insights in how learning has changed over time and across generations, what the connections are with the changing world of work, what differences learning makes for life chances, how we can learn from life and for life, and how people's prospects of learning can be improved. Combining life history and life-course research with analysis of longitudinal survey data, this book provides important insights into the learning biographies and trajectories of adults. The book shows that learning means and does much more in people's lives than is often acknowledged by current education policy and politics. In doing so, it is an invaluable resource for anyone with an interest in the role and potential of learning through the lifecourse.

In recent years, Further Education has reached a crossroads, with questions being asked about its function, aims and focus, as well as querying the role of the FE teacher, the key aspects of the curriculum and which values should inform FE pedagogy. Identity and Resistance in Further Education explores these questions and effectively conveys the sense of uncertainty that those in the field are experiencing today. Connecting Higher Education and FE practitioners and researchers, the book gathers a collection of essays covering a range of topics, including: the journey from student to teacher, critical reflective practice as a way of organising identity, values-based teacher education and policy critique. In keeping with the themes of resistance and creativity, the chapters draw on a wide range of theoretical, as well as literary, perspectives to offer answers. Problematising relationships between the teacher and the institution and the teacher and government, the book argues that the profound challenge to teachers' values and identities finds its response in a critical collegiality. This book will be of great interest to academics, researchers and postgraduate students engaged in the study of further education, educational policy and teacher education. It should also be essential reading for practitioners and policymakers.

This book opens up ways to engage critically with what counts as innovatory practice in lifelong learning today, locating its discussion of innovations in lifelong learning within an international and comparative framework. Innovations in Lifelong Learning engages first hand with issues and concerns from around the globe, offering an international perspective on current trends through its range of contributions from across the UK, Australia, New Zealand and the US. The broad focus allows for diverse information on the nature of these changes to come together under an assortment of empirical, theoretical and methodological approaches. The book takes three key elements of lifelong learning: * learning communities * participation and non-participation * work-based learning and learning through work. It links these with themes on diversity, social justice and economic and global development so as to negotiate and re-negotiate the constant importance of innovation with employers, learners and educational institutions. All those working in the broad arena of lifelong learning will benefit from this comprehensive examination of current debates in the field, including policy-makers, researchers, teachers, lecturers, educational managers and employers engaged with work-based learning.

Fundamentals of Workplace Learning is a comprehensive guide to how people learn in the workplace, and the issues and challenges involved. Examining the essential aspects of workplace learning and unravelling the various influences which affect the success of work-based learners, Knud Illeris presents a holistic model to explain how diverse individuals can be encouraged and invited to learn at work. Approaching workplace learning from the perspective of learners as human beings, with complex social and psychological needs, as opposed to resources to be managed, this book examines in detail the key issues surrounding workplace learning, including: * The workplace environment as a learning space * Workplace learning as competence development * A multitude of different kinds of workplace learning arrangements * Job-transcending learning initiatives * The interaction between formal and informal learning environments * The challenges presented by specific groups: early school leavers, elderly workers and the new young generation. Presenting conclusions on workplace learning and possibilities for the future this book focuses on a way forward while detailing the fundamentals of successful workplace learning. It will appeal to everyone involved in understanding and improving learning in the workplace including educationalists, business students, managers, personnel and educational leaders.

"This is a genuinely scholarly work ... It is based on [analysis of] the most up-to-date quantitative surveys that we have on adult literacy. These surveys are the gold standard in terms of documenting adult literacy in the United States ...The author analyzes these extensive surveys and puts them into a theoretical context in a way that has not been done before." - Rosemary J. Park, University of Minnesota "I don't know of any book providing the same information. There is a shortage of literature in this area and the book is an excellent contribution." - Dolores Perin, Teachers College, Columbia University "The contribution of the theory is important - not only to adult literacy but to our understanding of the reading process at nearly every level ... Additionally, the application of multidimensional item response modeling to the new TTR theory offers a tantalizing view of how the predictive validity of a theory might be tested and used to provide practical results." - Larry Mikulecky, Indiana University Very often, individual differences in literacy performance are understood exclusively in terms of the characteristics of the reader. Drawing on a rich array of empirical research, the author presents a detailed and highly integrative new theory of functional literacy. The text-task-respondent (TTR) theory of functional literacy offers improved understanding of how successful performance on everyday literacy tasks involves a dynamic relationship among the text, the task, and the reader. This book will appeal primarily to assessment developers who wish to select tasks and texts of varying difficulty to yield more precise estimates of adult literacy; to researchers who study cognitive, linguistic, and discourse processes; and to teachers who want to find new ways to increase text comprehension among students, including English language learners and struggling readers. The text is appropriate for an advanced course in adult education, discourse analysis, educational measurement, educational psychology, literacy, or linguistics - or as a reference work for those interested in literacy.

The ever evolving, technology-intensive nature of the twenty-first century workplace has caused an acceleration in the division of labour, whereby work practices are becoming highly specialised and learning and the communication of knowledge is in a constant state of flux. This poses a challenge for education and learning: as knowledge and expertise increasingly evolve, how can individuals be prepared through education to participate in specific industries and organisations, both as newcomers and throughout their careers?

Learning Across Sites brings together a diverse range of contributions from leading international researchers to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions:

• How are learning activities organised?
• How are tools and infrastructures used?
• What competences are needed to participate in specialised activities?
• What counts as knowledge in multiple and diverse settings?
• Where can parallels be drawn between workplaces?

Addressing an emerging problem of adaptation in contemporary education, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational psychology, informatics and applied information technology.

For every element that we design in the landscape, there is a corresponding grading concept, and how these concepts are drawn together is what creates a site grading plan. This study guide explores these concepts in detail to help you learn how to grade with confidence in preparation for the Grading, Drainage and Construction Documentation section of the Landscape Architecture Registration Examination (LARE). This updated second edition is designed as a textbook for the landscape architecture student, a study guide for the professional studying for the LARE, and a refresher for licensed landscape architects. New to this edition: * Additional illustrations and explanations for grading plane surfaces and warped planes, swales, berms, retention ponds, and drain inlets; * Additional illustrations and explanations for grading paths, ramp landings, ramp/stair combinations and retaining walls; * A section on landscape and built element combinations, highlighting grading techniques for parking lots, culverts and sloping berms; * A section on landscape grading standards, recognizing soil cut and fill, determining pipe cover, finding FFE, and horizontal and vertical curves; * Updated information about the computer-based LARE test; * All sections updated to comply with current ADA guidelines; * An appendix highlighting metric standards and guidelines for accessibility design in Canada and the UK. With 223 original illustrations to aid the reader in understanding the grading concepts, including 32 end-of-chapter exercises and solutions to practice the concepts introduced in each chapter, and 10 grading vignettes that combine different concepts into more robust exercises, mimicking the difficulty level of questions on the LARE, this book is your comprehensive guide to landscape grading.

What is the role of narrative in how people learn throughout their lives?

Are there different patterns and forms of narrativity? How do they influence learning?

Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life stories, this book seeks to define a new learning theory which focuses on the role of narrative and narration in learning. Through a number of detailed case-studies based on longitudinal interviews conducted over three and four-year periods with a wide range of life story informants, Narrative Learning highlights the role of narrative and narration in an individual's learning and understanding of how they act in the world. The authors explore a domain of learning and human subjectivity which is vital but currently unexplored in learning and teaching and seek to re-position learning within the ongoing preoccupation with identity and agency. The 'interior conversations' whereby a person defines their personal thoughts and courses of action and creates their own stories and life missions, is situated at the heart of a person's map of learning and understanding of their place in the world.

The insights presented seek to show that most people spend a significant amount of time rehearsing and recounting their life-story, which becomes a strong influence on their actions and agency, and an important site of learning in itself. Narrative Learning seeks to shift the focus of learning from the prescriptivism of a strongly defined curriculum to accommodate personal narrative styles and thereby encourage engagement and motivation in the learning process. Hence the book has radical and far-reaching implications for existing Governmental policies on school curriculum.

The book will be of particular interest to professionals, educational researchers, policy-makers, undergraduate and postgraduate learners and all of those involved with education theory, CPD, adult education and lifelong learning.

What is the role of narrative in how people learn throughout their lives?

Are there different patterns and forms of narrativity? How do they influence learning?

Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life stories, this book seeks to define a new learning theory which focuses on the role of narrative and narration in learning. Through a number of detailed case-studies based on longitudinal interviews conducted over three and four-year periods with a wide range of life story informants, Narrative Learning highlights the role of narrative and narration in an individual's learning and understanding of how they act in the world. The authors explore a domain of learning and human subjectivity which is vital but currently unexplored in learning and teaching and seek to re-position learning within the ongoing preoccupation with identity and agency. The 'interior conversations' whereby a person defines their personal thoughts and courses of action and creates their own stories and life missions, is situated at the heart of a person's map of learning and understanding of their place in the world.

The insights presented seek to show that most people spend a significant amount of time rehearsing and recounting their life-story, which becomes a strong influence on their actions and agency, and an important site of learning in itself. Narrative Learning seeks to shift the focus of learning from the prescriptivism of a strongly defined curriculum to accommodate personal narrative styles and thereby encourage engagement and motivation in the learning process. Hence the book has radical and far-reaching implications for existing Governmental policies on school curriculum.

The book will be of particular interest to professionals, educational researchers, policy-makers, undergraduate and postgraduate learners and all of those involved with education theory, CPD, adult education and lifelong learning.