Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 2 |
Since 2016 (last 10 years) | 4 |
Since 2006 (last 20 years) | 11 |
Descriptor
Source
New Directions for Adult and… | 4 |
Online Submission | 2 |
Action Learning: Research and… | 1 |
Education Digest: Essential… | 1 |
Myers Education Press | 1 |
New Directions for Student… | 1 |
School Administrator | 1 |
Author
Biro, Susan C. | 1 |
Bunting, Carolyn | 1 |
Davis, Stephen H. | 1 |
De Loo, Ivo | 1 |
Eckstein, Emiel | 1 |
Groen, Janet | 1 |
Kawalilak, Colleen | 1 |
King, Kathleen P. | 1 |
Lawrence, Randee Lipson | 1 |
Lee, Lung-Sheng | 1 |
McGraw, Cathlene E. | 1 |
More ▼ |
Publication Type
Reports - Descriptive | 11 |
Journal Articles | 8 |
Speeches/Meeting Papers | 2 |
Books | 1 |
Opinion Papers | 1 |
Education Level
Adult Education | 4 |
Higher Education | 3 |
Postsecondary Education | 2 |
Audience
Administrators | 1 |
Teachers | 1 |
Location
Netherlands | 1 |
Taiwan | 1 |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Nicolaides, Aliki – Myers Education Press, 2022
"Generative Knowing" explores the mystery of learning from the unknown in ways that reveal that learning is a dynamic phenomenon, encompassing both personal and societal contexts. Dewey defines learning in terms of experience, reflection, continuity, and interactivity. When learning happens, it eventually solidifies into reliable truths…
Descriptors: Adult Learning, Learning Theories, Mastery Learning, Learning Processes
Groen, Janet; Kawalilak, Colleen – New Directions for Adult and Continuing Education, 2016
In this chapter, we reconnect with and reflect on our own stories of working within a university setting and how we create spaces for the possibility of transformative learning. Through this process, we have renewed our purpose to advocate for a deeper focus on "the relational" in those contexts where a dominant focus on systems,…
Descriptors: Transformative Learning, Workplace Learning, Work Environment, Reflection
Tolliver, Derise E. – New Directions for Adult and Continuing Education, 2016
The workplace is a place where we show up as human beings, subject to human experience. People are no longer willing to leave their spirit-ness at the door. In reality, spirit-ness shows up "without permission" as a revolutionary, powerful, and transformative way of being in a world that too often supports status quo activities that are…
Descriptors: Transformative Learning, Social Justice, Spiritual Development, Workplace Learning
Lee, Lung-Sheng – Online Submission, 2022
The colleges and universities in Taiwan are confronted with the following two problems: (1) The average youth (aged 15-29) unemployment rate is more than double the overall unemployment rate; and (2) Mainly affected by the low birth rate, the admission and vacancy rates of colleges and universities have increased, and fierce competition exists…
Descriptors: Sustainability, Competition, Universities, Employment Opportunities
Lawrence, Randee Lipson – New Directions for Adult and Continuing Education, 2012
This volume has explored embodied knowing in formal and informal education, including the university classroom, the workplace, the health professions, and the community. Educators considered the role of intuition, theater, dance, yoga, and outdoor education activities as forms of embodied learning. While the contexts of education were different,…
Descriptors: Outdoor Education, Health Occupations, Informal Education, Cultural Awareness
McGraw, Cathlene E. – New Directions for Student Services, 2011
Supervision, as this author discovered, is about building relationships with groups and individuals, as well as implementing policies and practices to create clear expectations. These policies, practices, expectations, and relationships should give rise to a work environment that encourages creativity, learning, and personal growth. In this…
Descriptors: Work Environment, Supervisors, Student Personnel Services, Student Personnel Workers
Eckstein, Emiel; Veenhoven, Gert; De Loo, Ivo – Action Learning: Research and Practice, 2009
Becoming a "winning organization" when one currently is an "ugly ducking" can be a difficult and strenuous task. BAT Niemeyer in the Netherlands succeeded in making such a transformation over the course of four years. Action learning was used, among other methods, to steer part of this transformation, in which employee…
Descriptors: Experiential Learning, Foreign Countries, Employees, Professional Development
Bunting, Carolyn – Education Digest: Essential Readings Condensed for Quick Review, 2007
So much of teaching is now driven by data (i.e., test scores) and dictated by "best practices" that teachers are losing confidence in their own creativity. Yet, despite these unfortunate consequences of No Child Left Behind (NCLB), the important work of teachers remains unchanged. That work is the work of connecting personally and…
Descriptors: Federal Legislation, Work Environment, Teacher Role, Transformative Learning
Roberts, Nella A.; Rocco, Tonette S. – Online Submission, 2008
The transition to management is one of the most difficult challenges first-time managers face--almost half fail. First-time managers may experience disorienting dilemmas that trigger transformative learning. HRD (human resource development) practitioners can assist in reducing the failure rate of first-time managers when they better understand the…
Descriptors: Transformative Learning, Human Resources, Professional Development, Personnel Management
King, Kathleen P.; Biro, Susan C. – New Directions for Adult and Continuing Education, 2006
This chapter provides a framework to facilitate self-awareness, self-knowledge, diversity training, and cultural awareness and appreciation for all adults, based on understanding the development of sexual identity and workplace issues for LGBTQ adults. (Contains 1 table and 1 figure.)
Descriptors: Cultural Awareness, Transformative Learning, Sexual Identity, Work Environment
Davis, Stephen H. – School Administrator, 2006
Superintendents are uniquely positioned to establish workplace condition where on-the-job learning can flourish. Given the myriad duties and responsibilities that consume superintendents' typical workday, it is sometimes difficult for them to devote time and resources necessary to stimulate powerful-on-the-job learning experiences for school…
Descriptors: Superintendents, Transformative Learning, Leaders, Heuristics