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Rogers, P. Clint; Graham, Charles R.; Mayes, Clifford T. – Educational Technology Research and Development, 2007
The amount of resources being poured by Western universities, companies, and governments into creating educational content to be exported (via the Internet) to other cultures is astounding. Those assigned to accomplish this task are left with the great challenge of meeting the needs of learners who come from cultures that are foreign to them, and…
Descriptors: Instructional Design, Cultural Differences, Cultural Awareness, Interpersonal Competence
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Wilcox, Susan – New Directions for Adult and Continuing Education, 1997
An educator's self-directed critical reflection on experiences led to the following discoveries about faculty development: articulation of assumptions about educational processes, explication of knowledge claims about development, and identification and examination of faculty development conventions. (SK)
Descriptors: College Faculty, Educational Cooperation, Faculty Development, Higher Education
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Taylor, Edward W. – Adult Education Quarterly, 1997
Review of 39 studies on perspective transformation reveals the need to recognize the significant influence of context, a lesser role for critical reflection, and a greater role for other ways of learning. A more encompassing view of transformative learning includes affective learning, nonconscious learning, relationships, and collective…
Descriptors: Adult Learning, Affective Behavior, Interpersonal Relationship, Learning Processes
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Lawler, Patricia A.; King, Kathleen P. – New Directions for Adult and Continuing Education, 2003
An integrative approach views professional development for adult educators as learner centered and transformative; it should address motivation and technology. A new vision of professional development reconceptualizes the process to include understanding of contexts, active learning, reflection, and dialogue. (SK)
Descriptors: Active Learning, Adult Educators, Educational Environment, Professional Development
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Collard, Susan; Law, Michael – Adult Education Quarterly, 1989
The author discusses the historical development of Mezirow's theory of perspective transformation (seen as adult learning that leads to social action). Problems with this concept are discussed and the author concludes that perspective transformation, while an important concept, is not a complete theory of adult learning and education. (CH)
Descriptors: Adult Education, Adult Learning, Cognitive Processes, Educational Theories
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Mezirow, Jack; And Others – Adult Education Quarterly, 1994
Mezirow restates the major ideas of his transformation theory and addresses criticisms in terms of adult development, ideology, and Freire's concept of conscientization. Tennant and Newman's reactions are followed by Mezirow's response. (SK)
Descriptors: Adult Development, Adult Education, Adult Learning, Cognitive Structures
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Carmack, Nancy A. – Adult Basic Education, 1992
Women acquire knowledge and identity in different ways. The history of women's educational inequities, current state of women's literacy, and methods of literacy programs justify gender-specific programing based on adult learning theories that are focused on construction of experience and perspective transformation. (SK)
Descriptors: Adult Learning, Females, Illiteracy, Literacy Education
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Dirkx, John M. – PAACE Journal of Lifelong Learning, 1998
Summarizes four theoretical perspectives on transformative learning as consciousness raising, critical reflection, development, and individuation. (SK)
Descriptors: Adult Development, Adult Education, Adult Learning, Consciousness Raising
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Hobson, Peter; Welbourne, Louise – International Journal of Lifelong Education, 1998
Transformative adult development involves a qualitative change in world view with resulting tension and struggles of the production of new consciousness. Change occurs through a dialectic process of reconstructing meaning in new ways. (SK)
Descriptors: Adult Development, Discourse Analysis, Individual Development, Learning Theories
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Oberle, Kathleen; Allen, Marion – Nursing Outlook, 2001
Advanced practice nurses are situated between general knowledge (knowing why, what, and how) and particular knowledge (knowing who--personal knowledge of patients). Integration of the two assists in knowing when a particular action would be most helpful. This practical wisdom is the hallmark of advanced practice. (Contains 45 references.) (SK)
Descriptors: Educational Philosophy, Higher Education, Nursing, Nursing Education
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Preskill, Hallie; Torres, Rosalie T. – New Directions for Evaluation, 2000
Explores how evaluation leads to transformative learning in organizations and addresses the increased use of evaluation processes and findings and evaluators' roles and practices. Also describes the theories underlying constructivist and transformative learning. (SLD)
Descriptors: Constructivism (Learning), Evaluation Methods, Evaluation Utilization, Evaluators
Brown, Gary – Syllabus, 2000
Discusses transformative assessment, which considers evidence of student activity or engagement, as an alternative to outcomes-based assessment. Explains the interrelationship of goals, practice, activities, and outcomes in a Venn diagram; considers the new view of students as customers; and describes assessments at Washington State University.…
Descriptors: Educational Objectives, Evaluation Methods, Higher Education, Learning Activities
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Rosenwasser, Penny – New Directions for Adult and Continuing Education, 2002
A group of Jewish women used collaborative inquiry techniques of action-reflection, holistic ways of knowing, emotional probing, and validity procedures to explore their experience of internalized oppression. They used healing strategies such as storytelling, songs, art, movement, and theatre in the transformative process. (SK)
Descriptors: Adult Learning, Anti Semitism, Experiential Learning, Holistic Approach
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Barrett, Katherine – Journal of Allied Health, 2002
Cultural integration, an ongoing process of cultural awareness, competence, and action, is essential for allied health professionals. It may be fostered through a curriculum emphasizing critical reflection and active and experiential learning, including immersion in other cultures. (Contains 19 references.) (SK)
Descriptors: Allied Health Occupations Education, Experiential Learning, Higher Education, Multicultural Education
Valadez, Gilbert – Phi Delta Kappan, 2004
When asked by a student in a seminar recently if he could remember a perfect day teaching elementary school, the author writes memories of one he distinctly remembers because he gained new insight into teaching on that particular day. After returning to work following the devastating loss of a younger 19 year-old brother in a car crash, he resumed…
Descriptors: Personal Narratives, Grief, Teaching Experience, Transformative Learning
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