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RESOURCES evaluation techniques (e.g., multi- changing relationships in retire- later worked as a police officer, Review ple choice, trudfalse, essays. anec- ment, community resources, factory worker, salesman, and dotal records, or response transferring skills to new work oilfield worker. With considerable Planning Instruction for Adult iournals). and volunteer options, and a free time in this last job. and Learners by Patricia Cranton. Whatever the adult learner poetic closing chapter entitled Toronto: Wall and Thompson, becoming increasingly self- characteristics or setting, facilita- "A Voice From Retirement." by conscious about his lack of educa- 1989. 215 pages. tors of adult learning will find Frances Fox Sandmel, a senior tion, he launched into a rigorous this book extremely helpful as a citizen and free-lance writer. The program of self-education at age personal and professional guide to book also includes the obligatory 40-starting with philosophy. Planning Instruction for adult teaching practices. It is pre-retirement planning chapters The central essence of this Adult Learners is a practical directed primarily to adult such as financial planning, hous- book is what the author learned "how-to" text that integrates the educators who have not had for- ing, use of leisure time, and the about how to engage in a pro- principles of adult learning and mal training in the planning of aging body. There are some very active process of self-directed in- the educational foundations of instruction, such as those in practical suggestions for operating quiry, including how to locate instructional design. health professions. community within a community during and make use of the plethora of Cranton not only provides a colleges, government, and retirement such as the "Attitude rich resources-material, human, grounded theoretical rationale and business and industry. It could Check-Up Scale," a "Community and experiential-for learning an easy-to-follow model for pro- also be used by instructors and Resource Chart,'' and an overview that saturates our environment. gram planning. she also chal- students involved in certification of Medicare Parts A and B. But he also shares with his lenges practitioners and research- or graduate courses in adult Medigap insurance, long-term care readers the substance of much of ers in the field to reflect on their education. insurance, powers of attorney. liv- what he has learned about him- identity as adult educators and to This book. while primarily a ing wills, age discrimination, and self, the human species, and the ask themselves whether they practical guide to instructional. elder abuse. world. Even though I am alleged- have studied the issues and con- planning, also raises relevant and The book could serve well as a ly well educated (Ph.D.), I came flicts to be faced in the future. provocative issues vital for the stand-alone retirement planning away from the reading of this Planning Instruction can be future of adult education. Cur- primer for the layperson or in book with both a number of new used on a need-to-know basis. It rently available in bookstores, presenting retirement planning ideas about how best to continue can also be used in a chapter-by- Planning Instruction for Adult programs to business and non- my own self-education and a chapter, "six-step. fashion, begin- Learners is distributed in Canada profit organizations. heavy charge of inspiration for ning with Chapter 2, identifying and the United States by the applying myself to it. the characteristics of the audience, University of Toronto Press. -by Mkbd Gadell The subtitle of the book dra- followed by writing learning Del Mar College- Corpus Cbdti, matically conveys its spirit: "The objectives, deciding instructional -by Sandra C. Crux Exas price of tuition is the desire to strategies, developing appropriate Bmck LJnirietxi(y learn. Your degree is a better life." learner evaluation methods, and St. Catbarines, Ontario, Canada ending with program evaluation -by Malcolm S. Knowles techniques. The planning sugges- tions and examples can be used as the basis for organizing all SelJ Unitwsi!x by Charles D. types of adult learning programs. Hayes, Wasilla. AK: Autodidactic Chapters 3 and 7 represent the Retirement: Tbe Cballenge of Press, 1989. book's practical tone. In Chapter Cbange by E. Michael Brady (Ed). We encourage submissions to 3, Cmton outlines precisely how Portland, Maine: University of ' Pesources. '' Manuscrtpts sbould an instructor might compile a list k sent to lk Helen H. Milk, Southern Maine, 1988. 192 pages. of objectives that are consistent The beauty of this book is Resources Editor; Adult Learning S8.00 with the principles of adult learn- that it is an authentic personal Georgia Center for Continuing ing and programming, be they for story, bursting with the excite- Education, Tbe Unitwsity of a seminar, workshop, or course. ment of self-discovery. It is not a Georgia. Athens, GA 30602. In Chapter 7, the author provides written primarily bv members pretentious, how-to-do-it book, but guidance on how to evaluate of a retirement planning' team at a wide-eyed, how-1-did4 (and so whether the instructional objec- the University of Southern Maine, you can, too) book. tives have been achieved and this small paperback volume is a Charles Hayes dropped out of whether learning has occurred. collection of chapters written in high school at age 17, "with a She presents clear examples of non-academic language. disdain for formal learning." He 30th objective and subjective There are pieces concerning joined the US. Marine Corps and November 1989 a 29
Adult Learning – SAGE
Published: Nov 1, 1989
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