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Becoming Adult Learners: Principles and Practices for by Eleanor Drago-Severson

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By Eleanor Drago-Severson

This publication bargains a brand new and promising method to aid adults in grownup easy schooling (ABE) and English for audio system of different languages (ESOL) courses particularly, and rookies in grownup schooling, in most cases. employing popular Harvard collage psychologist Robert Kegan's constructive-development idea,

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This chapter implies the kinds of benefits to practitioners and policymakers that may result from better understanding how adults make sense of their learning experiences. I discuss this more fully in the chapters that follow. C H A P T E R 3 Research Method Understanding the narrative and contextual dimensions of human actors can lead to new insights, compassionate judgment, and a creation of shared knowledge and meaning that can inform professional practice. —H. McEwan and K. Egan, Narrative in Teaching, Learning, and Research, 1995 A S DEVELOPMENTAL PSYCHOLOGISTS AND EDUCATORS, the research team embarked on a process-based research study.

For socializing knowers, decisions are based on a sense of loyalty or allegiance to valued others. In contrast, self-authoring knowers have the capacity to look internally to their self-generated values when making decisions. With this way of knowing, a person is able to hold and coordinate multiple perspectives and to balance them with her own when making decisions. 2. , When Using Technology, Understanding Mathematical Techniques, Conducting Research, and Planning) INSTRUMENTAL KNOWER SOCIALIZING KNOWER SELF-AUTHORING KNOWER Focus is on naming concrete goals and setting the right concrete steps to get there.

Integrates others’ perspectives, including criticism, as one perspective among many. Evaluates and uses criticism and other perspectives according to own internally generated standards and values. • Others are experienced as autonomous entities with their own psychological agendas and standards. Differences with others are experienced as a given, are appreciated as such and are taken as opportunities for growth and creativity. • Reliance on own authority. ” (pp. 61–62) Unlike socializing knowers, self-authoring knowers strive to meet their own self-determined expectations and standards and internally evaluate attainment of these, with concerns for competency.

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