Preliminary Bibliography of the Research Network for New
Approaches to Lifelong Learning (NALL)
Compiled by Matt Adams
with the assistance of D.W. Livingstone, Reuben Roth, Peter
Sawchuk, Megan Terepocki, Sue Vanstone
September 30, 1997
Centre for the Study of Education and Work
Department of Sociology and Equity Studies in Education
Ontario Institute for Studies in Education at the University of Toronto
252 Bloor St. West
Toronto, ONT. M5S 1V6
Phone: (416) 923-6641 x2392
FAX: (416) 926-4751
email: dlivingstone@oise.utoronto.ca
September 30, 1997
Dear Network Member:
This preliminary bibliography is intended as a basic resource for the development
of most NALL projects. We have tried to identify some of the most relevant prior
writings on informal learning in relation to each of the major themes that our
network has chosen to emphasize. The primary focus is on works which offer
general perspectives and approaches to informal learning. We have also tried to
provide a fairly inclusive list of previous empiricalsurveys and case studies of
general informal learning practices.
The listing under other thematic categories are indicative rather than inclusive.
The specific thematic bibliographies will have tobe further developed by
respective groups and projects, as the PLAR group has begun to do.
Along with the detailed listing, we are providing you with a package of six key
readings and a further list of about sixty key references which we hope will aid in
Preliminary Bibliography of the NALL Research Network
2
thinking through some of the central questions with which the network must deal:
what standpoints and research methods are most suitable for us to study
informal learning? what distinguishes informal learning from other types of
learning? what do we know about the incidence and forms of collective and
individual informal learning in general and in specific social groups? what factors
can explain variations in informal learning? what sorts of organized education
programs can best facilitate learners' continuing constructive use of their informal
knowledge?
This material is intended as a "starter kit" for general dialogue across the network
and to try to ensure that each individual project does not have to recreate the
same "bibliographic wheel".
Members have begun our collaborative work with different levels of familiarity
with the literature cited here, but most folks should find something new here. We
request that all members carefully review this preliminary bibliography and notify
the NALL office of any glaring ERRORS OR OMISSIONS. We request your initial
additional suggestions within the next few weeks. We intend to make the NALL
working bibliography publicly available through our Website by November. Of
course, we will continue to develop it cooperatively through the life of the
network. Increasingly, the work of our own members should become major new
ingredients of the bibliography. Please send the NALL office copies of any
relevant new writings.
The NALL bibliography has been compiled over the past few months primarily by
Matt Adams, with the assistance of several other NALL graduate assistants. The
main sources and time periods covered are listed in the following pages, along
with guidelines for those who want to do further searches with the same sources.
Please let us know whether or not you find this material useful.
Best regards,
David Livingstone,
NALL Network leader
Preliminary Bibliography of the NALL Research Network
Table of Contents
Introduction
Summary of Literature Keywords and Terms
Key Readings List
Key References
I. General perspectives and approaches to informal, non-formal and
formal learning
Ia. Overviews of Adult Education
Ib. Definitions/conceptual distinctions
Ic. Theories of Learning
Id. Contextual factors/histories
Ie. Research Methods/Standpoint of researchers
II.Surveys/Ethnographies
IIa. Surveys
IIb. Ethnographies
III. LPARC: Learning Power and action in resisting communities
IV. Transitions between Learning and Work
IVa. Youth
IVb. "Hegemonic Age"
IVc. Seniors
V. Learning in the Workplace
Va. General
Vb. Corporations, management, professionals
Vc. Workers
Vd. Other worksites (non-profits, households, etc.)
VI. Informal Learning and Technology
VII. PLAR
3
Preliminary Bibliography of the NALL Research Network
4
Nall Bibliography: Summary of Literature
Keywords and Terms
This bibliography is drawn from a number of sources, including bibliographies
from published works and the "Strategic Research Networks in Education and
Training" prepared by Reuben Roth and the "Working Class Learning Strategies"
prepared by Peter Sawchuck.
For ERIC searches, the CD rom proved most effective. This system allows one to
select a large subject, such as "surveys", and then to search for sub-catagories
within the main heading. Keyword searches also display the thirty or so words
that are alphabetically related to the term being searched. As ERIC listings are
consistently being updated, including the listing of older pieces, anyone doing
further searches is encouraged to retrace the ERIC search terms below.
The marked terms were the most effective
Search Terms in ERIC 1983+ to Present (CD ROM)
Formal Education
Informal Education
* Nonformal Learning/Education
* Informal Learning
Self-Directed AND Learning
* Self-Directed
Self-Planned
Self-Organized
* Racism/Learning
* Aboriginal/Education/learning
Indeginous/eduction/learning
Oral Histories
Preliminary Bibliography of the NALL Research Network
5
Popular Education and informal
Participatory Education
Training/self
Allen Tough
Search Terms in ERIC 1966 to 1982
*Informal Education
Informal Learning
Non formal learning
Non formal education
Self-Directed
Allen Tough
Racism/learning
Search Terms in Dissertation Abstracts (CD ROM)
The Dissertation Abstracts on CD Rom are divided into the following breakdowns
by years: 1861-1974/ 1975-1982/ 1983-1988/ 1989-1993/ 1994-1997. The
following keywords were used within the various time blocks:
Learning/Education (1994 to present)
*Informal Learning/Education (1989 to present)
*Self-Directed Learning (1975 to present)
Nonformal (89 to present)
* Allen Tough (1975 to Present)
Search Terms in Sociofile (CD ROM)
This system is not broken down by year. Searched upto July 1997
*Informal learning/education
Preliminary Bibliography of the NALL Research Network
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nonformal education
nonformal learning
*self-directed learning
*****
Beyond some of the above, the "Working Class Learning Strategies" bibliography
also used the following key word searches:
union members
union culture
worker culture
working class culture
trade union culture
trade union education
labour education
labor eductation
working class learning/education
education-work relationships
learning activities
training
Preliminary Bibliography of the NALL Research Network
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Key Readings
Garrick, J. (1996) "Informal Learning: Some Underlying Philosophies" Canadian
Journal for the Study of Adult Education (10) 1 May pp 21- 46
Livingstone, D.W. (1997) "The Limits of Human Capital Theory: Expanding
Knowledge, Informal Learning and Underemployment" Policy Options (18) 6
July/August pp 9-13
Percy, K., Burton, D., Withnall, A. (1994) "Self-Directed Learning Among Adults:
the challenge for continuing educators" Lancaster: Association for Lifelong
Learning
Smith, D.E. (1997) "From the Margins: Women's Standpoint as a Method of
Inquiry in the Social Sciences" Gender, Techonolgy and Development (1) 1
Spear, G.E. (1988) "Beyond the Organising circumstance: a search for
methodology for the study of self-directed learning" In Long, H.B. and Associates
(Eds.) Self-Directed Learning: application and theory. Athens, Georgia:
University of Georgia Adult Education Department
Strauss, Claudia,(1984) Beyond "Formal" versus "Informal" Education: Uses of
Psychological Theory in Anthropological Research, Ethos; 12, 3, Fall, 195-222.
Preliminary Bibliography of the NALL Research Network
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Key References
Anisef, P. and Axelrod, P. (Eds) (1993) "Transitions: Schooling and Employment
in Canada" Toronto: Thompson Educational Publishing.
Betcherman, G., et al. (1997) "Developing Skills in the Changing Workplace; the
results of the IKOS workplace/training survey" Ottawa: Canada Policy Research
Networks Surveys
Brookfield, S. (1981a) "The Adult Learning Iceberg: a critical review of the work
of Allen Tough" Adult Education (UK), 54 (2) 110-118
Candy P. (1991) "Self-direction for lifelong learning: a comprehensive guide to
theory and practice" San Francisco: Josey-Bass
Collins, M. (1996) "On Contemporary Practice and Research: self- directed
learning to critical theory" In Boundaries of Adult Learning, Edwards, R. Hanson,
A., Raggatt, P, London:New York: Routledge
Courtney, S. (1992) "Why Adults Learn: Toward a Theory of Participation in Adult
Education" London:New York: Routledge
Darrah, Charles, N. (1996) "Learning and Work: an exploration in industrial
ethnography " New York: Garrond
Dehli, K. (1994) "Parent Activism and School Reform in Toronto" Prepared for
the Ontario Ministry of Education and Training, The Transfer Grant, July
Dei, G. (1996) "Black Youth and Fading Out of School" In Debating Droputs: New
Policy Perspectives, Gaskell, J., Kelly D. New York: Teachers College Press
Dunk, T., Nelsen, R.W., McBride, S. (Eds.) (1996) "The Training Trap:Ideology,
Training and the Labour Market" Halifax: Fernwood
Engestrom, Y. (1991) "Activity Theory and Individual and Social Transformation"
Activity Theory, 7 (8), 6-17
Fingeret, A. (1982) "Through the Looking Glass: Literacy as Perceived by
Illiterate Adults" Presented at the Annual Meeting of the American Educational
Research Association (New York, NY, March 19-23) ERIC: ED222698
Flannery, Daniele, D (1994) "Changing Dominant Understandings of Adults as
Learners" New Directions for Adult and Continuing Education, n61 p17-26 Spr
ERIC EJ480539 CE526273
Preliminary Bibliography of the NALL Research Network
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Foley, Griff (1993)" The Neighbourhood House: Site of Struggle,Site of Learning"
Adult & Language Education U Technology Sydney, New South Wales 2007
Australia British Journal of Sociology of Education; 14, 1, Mar, 21-37.
Forrester, K. (1995) "Learning in Working Life: The contribution of Trade Unions"
In Marjorie Mayo and Jane Thompson (Eds.), Adult Learning, Critical Intelligence
and Social Change. Leicester: National INstitute of Adult and Continuing
Education
Forrester, K., Payne, J. and K. Ward (1995b) "Lifelong Education and the
Workplace: a critical analysis" International Journal of Lifelong Education, 14 (4)
292-305
Garrick, J. (1996) "Informal Learning: Some Underlying Philosophies" Canadian
Journal for the Study of Adult Education (10) 1 May pp 21- 46
Haig-Brown, C. (1995) "Taking Control: Power and Contradiction in First Nations
Adult Education" Vancouver: Universtiy of British Columbia Press
Haraway, Donna, J. (1991) "Situated Knowledges: The Science Question in
Feminism and the Privilege of Partial Perspectives" in Simians, Cyborgs, and
Women: The Reinvention of Nature. London: Routledge.
Harrison, B.G. (1982) "Informal Learning Among Yup'Ik Eskimos: An
Ethnographic Study of One Alaskan Village" Ph.D. dissertation, University of
Oregon. Order No: AAC 8201835 ProQuest - Dissertation Abstracts
Hart, M. (1992) "Working and Educating for Life: feminist and international
perspectives in adult education" New York: Routledge
Hasselkus, B.R. (1988) "Informal Learning in Family Caregiving: a worm's eye
view" Adult Education Quarterly (39) 1 Fall pp 31-40
Heinz, W. (1996) "The Transition from Education to Employment in a
comparative Perspective" Centre for International Studies. University of Toronto
Henning, Philip H. (1996) "A Qualitative Study of Sitated Learning By
Refrigeration Service Technicians Working For A Supermarket Chain In
Northeastern Pennsylvania" Doctoral dissertation, Pennsylvania State University
Henze, R.C. (1992) "Informal teaching and learning: a study of everyday
cognition in a Greek community. Hillsdale, NJ: L. Erlbaum Associates"
Johnstone, J. and Rivera, R. (1965) "Volunteers for Learning: a study of the
educational pursuits of american adults" Aldine, Chicago
Preliminary Bibliography of the NALL Research Network
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Kerka, Sandra (1994) "Self-Directed Learning. Myths and Realities" ERIC
Clearinghouse on Adult, Career, and Vocational Education, Columbus, Ohio. 4p.
Krahn, H., Lowe, G.(1991) "Transitions to Work: results of a longitudinal study of
high school and university graduates in three Canadian cities"
Lave, J. (1982) "A Comparative Approach to Educational Forms and Learning
Processes" School of Social Sciences U California, Irvine 92717 Anthropologyand-Education-Quarterly; 13, 2, summer, 181-187.
Leean C., Sisco, B. (1981) "Learning Projects and Self-Planned Learning Efforts
among Under-educated Adults in Rural Vermont" Washington, DC: National
Institute of Education
Livingstone, D.W. (1997) "The Limits of Human Capital Theory: Expanding
Knowledge, Informal Learning and Underemployment" Policy Options (18) 6
July/August pp 9-13
Livingstone, D.W. et al. (1997) "Public Attitudes Towards Education in Ontario
1996: The Eleventh OISE Survey" Toronto: University of Toronto Press
Livingstone, D.W. (1997) "The Education-Job Gap: Underemployment or
Economic Democracy" Boulder: Westview Press
Livingstone, D.W. et al. (1995) "Public Attitudes Toward Education in Ontario
1994: Tenth OISE Survey" Toronto: OISE Press
Lovett, T. (1995) "Popular Education in Northern Ireland: the Ulster People's
College" In Adult Learning, Critical Intelligence and Social Change, Mayo, M,
Thompson, J. (Eds.) Leicester: NIACE
Lovett, T.(ed) (1988) Radical Approaches to Adult Education: a reader. London:
Croom Helm
Lowe, G. (1992) "Human Resource Challenges of Education, Computers, and
Retirement" Ottowa: Statistics Canada
Luria, A.R. (1976) "Cognitive Development: Its Cultural and Social Foundations"
Cambridge, MA: Harvard University Press
Mirza, Heidi Safia (1992) "Young, Female and Black." New York, 1992
Mocker, D.W., Spear, G. (1982) "Lifelong Learning: formal, nonformal, informal
and self-directed" ERIC 220 723
Preliminary Bibliography of the NALL Research Network
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Newman, M. (1993) "The Third Contract: Theory and Practice in Trade Union
Training" Sydney: Stewart Victor
Penland, P. (1979) "Self-Initiated Learning" Adult Education
Quarterly (29) 3 pp 170-179
Percy, K., Burton, D., Withnall, A. (1994) "Self-Directed Learning Among Adults:
the challenge for continuing educators" Lancaster: Association for Lifelong
Learning
Johnstone, J. and Rivera, R. (1965) "Volunteers for Learning: a study of the
educational pursuits of american adults" Aldine, Chicago
Rubenson, K. "Lifelong Learning: Between Utopia and Economic Imperatives" in
Dropping In, Dropping Out, Gaskell, J., and Kelly, D. (Eds.) New York: Teachers
College Press
Rubenson, K., Schutye, H.G. (1994) "Learning At and Through the Workplace: a
review of participation and adult learning theory" In Hirsch, D., Wagner, D.S.
(Eds.) What Makes Workers Learn the role of incentives in workplace education
and training
Satzewich, v., Wotherspoon (Eds) (1993) "First Nations: Race, Class and Gender
Relations" torotno: Nelson Canada
Scribner, S. (1997) "Studying Working Intelligences" In, Mind and Social
Practice: selected writings of Sylvia Scribner, Tobach, et all (Eds.) Cambridge:
Cambridge University Press pp 338-366
Sears, E.J.B. (1989) "Self-Directed Learning Projects of Older Adults" Ph.D
dissertation, University of North Texas. Order No: AAC 9005357 ProQuest Dissertation Abstracts
Simon, Roger I., Don Dippo, and Arleen Schenke (1991) "Learning Work: a
critical Pedagogy of Work Education" ed. Henry A. Giroux and Paulo Freire,
Bergin and Garvey
Smith, D.E. (1997) "From the Margins: Women's Standpoint as a Method of
Inquiry in the Social Sciences" Gender, Techonolgy and Development (1) 1
Smith, D., Griffith, A. (1990) "What did you do today dear? Women's educational
work in the family" In, Perspectives in Social Problems, vol 2 Miller, G, Holstein, J
(Eds.) Greewich Conn: JAI Press
Preliminary Bibliography of the NALL Research Network
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Spear, G.E. (1988) "Beyond the Organising circumstance: a search for
methodology for the study of self-directed learning" In Long, H.B. and Associates
(Eds.) Self-Directed Learning: application and theory. Athens, Georgia: University
of Georgia Adult Education Department
Strauss, Claudia,(1984) Beyond "Formal" versus "Informal" Education: Uses of
Psychological Theory in Anthropological Research,Ethos; 12, 3, Fall, 195-222.
Taylor, J.M. (1996) "The Continental Classroom: Teaching Labour Studies OnLine" Labor Studies Journal Spring
Tanner, J., Krahn, H., and T. Hartnagel (1995) "Fractured Transitions: from
School to Work: Revisiting the Drop-out Problem" Oxford University Press
Thomas, A.M. (1991) "Beyond Education: A New Perspective on Society's
Managment of Learning" San Francisco: Jossey-Bass
Tough, Allen (1978) "The Adult's Learning Projects: a fresh approach to theory
and practice in adult learning," 2nd edition. Toronto: Ontario Institute for Studies
in Education
Tuijnman, A., Kirsch, I., and D. A. Wagner (Eds.) (1997) "Adult Basic Skills:
innovations in measurement and policy analysis. New York: Hampden Press
Tuijnman, A., van der Kamp, M. (Eds.) (1992) "Learning Across the Life span:
theories, research, policy" Oxford (England), New York: Pergamon
Welton, M.R. (Ed.) (1995) "In Defense of the Lifeworld: Critical Perspectives on
Adult Learning" Suny Press
Withnall, A. (1990) "Celebrating Informal Learning. From Theory to Practice"
Adult Learning (England) (2) 4 December pp 102-104
Preliminary Bibliography of the NALL Research Network
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I. General Perspectives and Approaches to Informal, Non-formal
and Formal Learning
A.Overview of Adult Education
Antikainen, Ari. (1996) "In Search of the Meaning of Education and Learning in
Life-Histories" Revised version of a paper delivered at the Crossroads in Cultural
Studies Conference, Tampere, 1-4 July, 1996. Department of Sociology,
University of Joensuu, Box 111, 80101 Joensuu, Finland.
Armstrong, P.F. (1988) "L'ordine nuovo: the legacy of Antonio Gramsci and the
education of adults" International Journal of Lifelong Education 6 pp 295-308
Barton, D., and R. Ivanic (Ed.) (1991) "Writing in the community" London: Sage
Boud, D., Miller, N.(Eds.) (1996) "Working With Experience: animating learning"
London: Routledge
Brockett, R.G., Hiemstra, R. (1991) "Self-Direction in Adult Learning:
perspectives on theory, research, and practice" London, UK: Routledge
Brookfield, S. (1995) "Becoming A Critically Reflective Teacher" San Francisco:
Jossey-Bass
Caffarella, R. S., O'Donnell, J.M. (1988) "Research in Self- Directed Learning:
past, present and future trends" in Self-Direct Learning: application and learning,
Long, H.B. and Associcates (Eds) University of Georgia Adult Ecuation
Department
Canada Communication Group (1992) "education and training in canada"
Ottowa: Minister of Supply and Services
Collins, M. (1996) "On Contemporary Practice and Research: self- directed
learning to critical theory" In Boundaries of Adult Learning, Edwards, R. Hanson,
A., Raggatt, P, London:New York: Routledge
Collins, M. (1991) "Adult Education as vocation: a critical role for the adult
educator" New York: Routledge
Dickinson, G. (1971) "Community Structure and Participation in Adult Education"
Ottawa. Information Canada
Edwards, R., Hanson, A., Raggatt, P. (Eds.) (1996) "Boundaries of Adult
Learning" New York: Routledge
Preliminary Bibliography of the NALL Research Network
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Edwards, R., Sieminski S., and D Zeldin (1993) "Adult Learners, Education and
Training. London: Routledge
European Commission (1995) "White Paper on Teaching and Learning: towards
the learning society" Luxuembourg: Office for the Official Publications of the
European Communities
Evans, B. (1987) "Radical Adult Education: a political critique" Kent: Croom
Helm.
Fals-Borda, O. and Rahman, M.A. (Eds.) (1991) "Action and Knowledge" New
York: The Apex Press
Fingeret, H.A. (1990) "Let Us Gather Blossoms under Fire..."
Paper presented at a Conference on Literacy for a Global Economy: A
Multicultural Perspective (El Paso, TX, February 21) ERIC:ED323819
Language and culture shape the meanings that are attached to experience and
to text. Yet, it is often believed that literacy work can be standardized and
formalized, industrialized and normalized, as if adult new readers constructed
meaning differently from proficient readers. Workplace literacy programs too
often teach the employer's meaning and family literacy programs teach the
schools' meanings, pressuring learners to accept the interpretations of the
dominant group. When literacy programs help students come to know and reflect
on their own meanings, they help students come into their own power-instrumental, personal, and political. Standardization is seen as necessary to
accountability. It is easy to tell whether students are learning what they need and
want to learn by asking them to read, write, or talk about what they have learned.
In the midst of pressure to systematize and homogenize, we must
learn to personalize. Respect for cultural and linguistic background is not simply
a matter of motivating, titillating, interesting, recruiting, or retaining. It has to do
with dignity, power, strength, and authority.
Fingeret, Arlene (1983) "Common Sense and Book Learning: Culture Clash?"
Lifelong Learning: The Adult Years, v6 n8 p22-24 Apr
Focuses on the concept of common sense and explores the potential conflict
between common sense and book learning as it relates to the approach to
culture in adult basic education.
Flannery, D.D. (1994) "Changing Dominant Understandings of Adults as
Learners" New Directions for Adult and Continuing Education No 61 Spring
Preliminary Bibliography of the NALL Research Network
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Foley, G. (ed) (1995) "Understanding Adult Education and Training" Sydney:
Allen and Unwin
Foley, G. (1994) "Adult Education and Capitalist reorganisation" Studies in the
Education of Adults, 26 (2) 121-143
Garrick, J. (1996) "Informal Learning: Some Underlying Philosophies" Canadian
Journal for the Study of Adult Education (10) 1 May pp 21- 46
Gelpi,E. (1979) "A Future for Lifelong Education. Vol 1 Lifelong Education:
principles, policies and practices" Department of Adult and Higher Education,
University of Manchester: Manchester
Gelpi, E. (1979) "A Future for Lifelong Education. Vol 2 Lifelong Education: Work
and Education" Department of Adult and Higher Education, University of
Manchester: Manchester
Goldberger, N., Tarule, J, Clincy, B and M Belenky (Eds.) (1996) "Knowledge,
difference, and power" New York: Basic Books
Griffen, V. "Self-Directed Adult Learners and Learning Part I" Canadian
Association for Adult Education (2) 1 pp 6-8
Harrison, R. (1993) "Disaffection and Access" in Disaffection and Diversity:
overcoming Barriers for Adult Learners, Calder, J. (ed.) The Falmer Press
Hart, M. (1992) "Working and Educating for Life: feminist and international
perspectives in adult education" New York: Routledge
Lowe, G. (1992) "Human Resource Challenges of Education, Computers, and
Retirement" Ottowa: Statistics Canada
Meaghan, D.(1994-95) "The Myth of Illiteracy: How Not to Debate Educational
Reforms" The College Quarterly 2 (2) Winter pp 3-7
Meaghan, D. (1995) "Quality Education and Other Myths: A New Face for an Old
Conservative Agenda" Our Schools/Our Selves 7, (1)
Jackson, E.T. (1995) "Democracy and Development: A Cultural Perspective"
Community Development Journal 30,3 pp 309-310
Jackson, Nancy S. (1990) "Wolves in charge of the Chicken Coop:Competence
As Good Management" In, Education for Work, Education as Work: Canada's
Changing Community Colleges, Muller, J. (ed.) Garamond Press Toronto
Preliminary Bibliography of the NALL Research Network
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Explores how process of mediation is embedded in the curriculum process of a
community college. "Competence is brought into being not as a property of
individual learners but as a socially organized practice, embedded in the
documentary processes in which the college is administered and governed."
Kidd, R. (1979) "The Development of Comparitive Studies in Adult Education at
the Ontario Institute for Studies in Education, 1966-1975. SCUTREA Conference
Proceedings, Sheffield: SCUTREA
Livingstone, D.W. (1997) "The Limits of Human Capital Theory: Expanding
Knowledge, Informal Learning and Underemployment" Policy Options (18) 6
July/August pp 9-13
Livingstone, D.W. et al. (1997) "Public Attitudes Towards Education in Ontario
1996: The Eleventh OISE Survey" Toronto: University of Toronto Press
Livingstone, D.W. et al. (1995) "Public Attitudes Towards Education in Ontario
1994: Tenth OISE Survey" Toronto: OISE Press
Lovett, T. (1995) "Popular Education in Northern Ireland: the Ulster People's
College" In Adult Learning, Critical Intelligence and Social Change, Mayo, M,
Thompson, J. (Eds.) Leicester: NIACE
Lovett, T.(ed) (1988) Radical Approaches to Adult Education: a reader. London:
Croom Helm
Mayo, M., Thompson, J.(Eds.) (1995) "Adult Learning, Critical Intelligence and
Social Change" Leicester: NIACE
Merriam, S.B., Cunningham, P.M.(Eds.) (1989) "Handbook of Adult and
Continuing Education" San Francisco: Jossey-Bass
Organization for Economic Co-operation and Development (1996) "Lifelong
Learning for All: meeting of the education commmittee at ministerial level"
January 16-17 Paris: OECD
O'Shea, J., Corrigan, P. (1979) "Surviving Adult Education" National Institute of
Adult Education (52) 4 November
Penland, P. (1979) "Self-Initiated Learning" Adult Education Quarterly (29) 3 pp
170-179
Penland, P. (1977) "Self-Planned Learning in America: Final Report" ERIC ED
184 589
Preliminary Bibliography of the NALL Research Network
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Percy, K., Burton, d., Withnall, A. (1994) "Self-Directed Learning Among Adults:
the challenge for continuing educators" Lancaster: Association for Lifelong
Learning
Peters, J.M., Johnson, M., Lazzara, P. (1981) "Adult Problem Solving and
Learning" Paper Presented at the American Educational Research Association
Annual Conference, Los Angeles, April ERIC ED 200-758
Rossing, B.E. (1991) "Patterns of Informal Incidental Learning:insights from
community action" International Journal of Lifelong Education (10) 1 JanuaryMarch
Rubenson, K. "Lifelong Learning: Between Utopia and Economic Imperatives" in
Dropping In, Dropping Out, Gaskell, J., and Kelly, D. (Eds.) New York: Teachers
College Press
Schurman, S. (1989) Reuniting Labour and Learning: a holistic theory of work. In
Leymann, H. and Kornbluh, H. (Eds.) Socialisation and Learning at Work.
Vermont: Gower
Siemiatycki, M. (1984) "Labour Studies in the Classroom: An Introduction"
Toronto Board of Education Booklet Publication
Spear,G.E., Mocker, D.W. (1982) "Lifelong Learning: formal, nonformal, informal
and self-directed" Information Series No 241 ERIC Clearinghouse of Adult
Career and Vocational Education
Spencer, B. (1994) "The End of Adult Education? The Formalisation of
Nonformal Univeristy Extension and Union Education" in CASEA Theory And
Practice Conference. Simon Fraser University
Stalford, C. (ed) (1978) "Adult Learning Needs and the Demand for Lifelong
Learning" Washington, D.C." National Institute for Education
Stein, Sondra, G. (1997) "Equipped for the future: a reform agenda for adult
literacy and lifelong learning" Washington, D.C.: National Institute for Literacy
Street, B, (1995) "Social literacies" London: Logman
Thomas, A.M. (1991) "Beyond Education: A New Perspective on Society's
Managment of Learning" San Francisco: Jossey-Bass
Thomas, A.M. (1986) "Learning and Development" Papers of the First Global
Symposium of Learning. Toronto: OISE Press
Preliminary Bibliography of the NALL Research Network
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Thomas, A.M. (1982) "Adult Learning Canada" Department of the Secretary of
State. Department of Adult Education
Titmus C. (1994) "The Scope and Characteristics of Educational Provisions for
Adults" In J. Calder (ed.) Disaffection and diversity: overcoming barriers to adult
learning. London: Falmer
Tough, A.M. (1982) "Intentional Changes: a fresh approach to helping people
change" Toronto: Follett
Tough, A.M. (1978) "Major Learning Efforts: recent research and future
directions" Adult Education Quarterly (28) 4 pp 250-263
Tuijnman, A., Kirsch, I., and D. A. Wagner (Eds.) "Adult Basic Skills: innovations
in measurement and policy analysis. New York: Hampden Press
Turk, J. (1989) "Introduction" In, It's Our Own Knowledge: Labour, Public
Education and Skills Training, Davis, J. et al., (Ed) Toronto: Our
Schools/Ourselves
Usher, R., Bryant, I. and R. Johnston (1997) "Adult Education and the
Postmodern Challenge: learning beyond the limits" London: Routledge.
Usher, R., Bryant, I. (1989) "Adult Educatin as Theory, Practice and Reseawrch:
eh Captive Triangle" London: Routledge, Chapman and Hall
Welton, M.R. (Ed.) (1995) "In Defense of the Lifeworld: Critical Perspectives on
Adult Learning" Suny Press
Welton, M. (1991) "Shaking the foundation: the critical turn in adult educational
theory" Canadian Journal for the Study of Adult Education, 5 pp 21- 42
Westwood, S. (1991) "Constructing The Future: a postmodern Agenda for Adult
Education" In Westwood, S. and Thomas, J (Eds.) The politics of Adult
Education. Leicester: National Institute of Adult Continuing Education
Preliminary Bibliography of the NALL Research Network
19
B. Definitions/conceptual distinctions
Brookfield, S. (ed) (1985) "Self-Directed Learning: from theory to practice: New
Directions for Continuing Education, no. 25. San Francisco: Jossey-Bass
Brookfield, S. (1981a) "The Adult Learning Iceberg: a critical review of the work
of Allen Tough" Adult Education (UK), 54 (2) 110-118
Brookfield, S. (1981b) "Independent Adult Learning" Studies in Adult Education
(United Kingdom) 1 pp. 15-27
Caffarella, R.S., O'Donnell, J.M. (1987) "Self-Directed Adult Learning: a critical
paradigm revisited" Adult Education Quarterly, 37 (4) pp. 199-211
Candy P. (1991) "Self-direction for lifelong learning: a comprehensive guide to
theory and practice" San Francisco: Josey-Bass
Cohen-Rosenthal, E. (1977) "Lifelong Learning - For Some of the People"
Change, August
Confessore, G.J., Confessore, S.J. (Eds.) (1992) "Guideposts to Self-Directed
Learning: expert commentary on essential concepts" Organized Design and
Development
Dickenson, L. (1993) "Talking Shop: Aspects of Autonomous Learning." ELT
Journal, October (47), 4: 330-336,
This interview focuses on the qualities and characteristics of autonomous
learners, the related concept of learner training, and self-assessment.
Draper, J.A. (1986) "[Commonwealth] universities and nonformal adult
education." Convergence; (19) 3: pg 70-75
Edwards, R. (1997) "Changing Places? Flexibility, lifelong learning and a learning
society" London: Routledge
Evans, T. (1995) "Globalisation, post-Fordism and open and distance education.
Distance Education 16 (3) 256-269
Evans, T. (1989) "Taking place: the social construction of place, time, and space
and the (re)making of distances in distant education" Distance Education, 10 (2)
170-183
Preliminary Bibliography of the NALL Research Network
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Fingeret, A. (1983)" Social Network: A New Perspective on Independence and
Illiterate Adults." Adult Education Quarterly, v33 n3 p133-46 Spr
In-depth unstructured interviews and participant observation of 43 adults showed
that illiterates create reciprocal networks to which they contribute a range of
skills. Illiterate adults demonstrate varying abilities to decode the social world and
take action; that is, illiteracy does not imply dependence.
Ford, M.M. "A Framework for Adult Independent Study" Ph.D dissertation,
Indiana University
Gunn C. (1987) "Redefining Types of Adult Learning" Journal of Community
Education, 6, 2
Hammond, Merryl (1991) Self-directed learning: critical practice. London:Kogan
Page; New York: Nichols/GP Publishing
Hart, M. (1995) "Working and education for life" In M. Welton "In defense of the
life world" Albany: Suny Press.
Hasselkus, B.R. (1988) "Informal Learning in Family Caregiving: a worm's eye
view" Adult Education Quarterly (39) 1 Fall pp 31-40
The study examined the process of informal learning in the context of family
caregiving for the frail elderly in the community. Sixty ethnographic interviews
were conducted with 15 family caregivers. A model of informal learning as
relfection-in-action emerged from the data. Five themes as meaning and six
types of informal learning were derived from the interview data.
Hatton, M.J. (ed) (1997a) "Lifelong Learning: policies, practices and programs"
Toronto: School of Media Studies at Humber College
Herman, R. (Ed) (1982) "Design of Self-Directed Learning - A Handbook for
Teachers and Administrators" Toronto: Department of Adult Education, The
Onatario Institute for Studies in Education, Toronto, Ontario
Kerka, Sandra (1994) "Self-Directed Learning. Myths and Realities" ERIC
Clearinghouse on Adult, Career, and Vocational Education, Columbus, Ohio. 4p.
King, K. (1982) "Formal, Nonformal and Informal Learning: some north-south
contrasts" International Review of Education (28) 2 pp 177-87
Knox, A.B. (1977) "Adult Development and Learning" San Francisco: JosseyBass
Preliminary Bibliography of the NALL Research Network
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Kratz, R.J. (1980) "Implications of Self-Directed Learning for Functionally Illiterate
Adults" Paper presented at the Adult Education Research Conference,
Vancouver. ERIC ED 185 247
La Belle, T.J. (1982) "Formal, Nonformal and Informal Education: a holistic
perspective on lifelong learning" International Review of Education (28) 2 pp 159175
Marsick, V. and K. Watkins (1990) "Informal and Incidental Learning In The
Workplace" London: Routledge.
McIntyre, J. (1995) "Community and Corporatism: a critique of the concept of
community adult education" Australian Journal of Adult and Comunity Education,
35 (5), 178-186
Mocker, D.W., Spear, G. (1982) "Lifelong Learning: formal, nonformal, informal
and self-directed" ERIC 220 723
Seng, S.L., Hwee, S.L. (1997) " An Emperical Framework for Implementing
Lifelong Learning Systems" in Hatton, M.J. (ed) Lifelong Learning: policies,
practices and programs Toronto: School of Media Studies at Humber
Strauss, Claudia,(1984) Beyond "Formal" versus "Informal" Education: Uses of
Psychological Theory in Anthropological Research,Ethos; 12, 3, Fall, 195-222.
The dichotomy of formal & informal education dominates cross-cultural research
on the cognitive consequences of education. This is problematic in that formal
education is characteristically defined in Western terms. An alternative
classification is offered based on what cognitive processes are tapped by
different forms of learning. Major categories of learning are: incidental; ill-defined
intentional; & well-defined intentional. The latter includes the following strategies:
attention-directing acquisition, rehearsal acquisition, chanting acquisition, &
others. 1 Diagram, 50 References. W. H. Stoddard (Copyright 1985, Sociological
Abstracts, Inc., all rights reserved.)
Thomas, L.F., Harri-Augstein, E. S. (1985) "Self-organized Learning" Boston:
Routledge and Kegan Paul
Thompson, R. (1981) "Experience as a Mode of Learning in Adulthood" Doctoral
dissertation, Univeristy of Washington. Dissertation Abstracts International, 42
(4), 1442A
Titmus, C (ed) (1989) "Lifelong Learning for Adults: an international handbook"
Oxford: Pergamon
Preliminary Bibliography of the NALL Research Network
22
Tobias, R., Henderson, J. (1996) "Public Issues and Adult Education" In
Bensemen, J., Findsen, B., and M. Scott (Eds.) The forth sector: adult and
community education in Aotearoa/New Zealand
Tough, Allen (1980) "Individual Learning" in Boyd, Robert D., Apps, Jerold W.
Redefining the Discipline of Adult Eduction (AEA Handbook Series in Adult
Education) San Francisco: Jossey-Bass 32-43
Tough, Allen (1978) "The Adult's Learning Projects: a fresh approach to theory
and practice in adult learning," 2nd edition. Toronto: Ontario Institute for Studies
in Education
Townsend, C., Edwin, K. "Formal, nonformal and informal modes of learning: a
glimpse of the Tanzanian experience"
Watts, T. (1995) "New Models of Learning, Work, and Carers: An International
Perspective" Guidance and Counselling (10) 3 Spring
Withnall, A. (1990) "Celebrating Informal Learning. From Theory to Practice"
Adult Learning (England) (2) 4 December pp 102-104
Identifies definitions and types of informal learning. Examines issues such as the
utility of informal learning, the processes involved, and the lack of methods to
assess the quality of learning acquired informally.
Whaples, Gene C.; Rivera, William M (1983) "Lifelong Learning Research
Conference Proceedings" (5th, College Park, MD, February 17-18, 1983)
Maryland Univ., College Park. Cooperative Extension Service.; Maryland Univ.,
College Park. Dept. of Agriculture and Extension Education. Feb, 235p.
These proceedings contain 47 papers presented at a conference focusing on
nonformal adult education. Papers deal with 12 adult/continuing education
content areas. These content areas and representative paper focuses are adult
development (the role of gerontology programs in life transitions, the impact of
development on adult learning), aging (life satisfaction and self-directedness, the
relevance of Freire's approach to education to older adult education, nonformal
education as an empowering process, educational benefits to students in
lifecycle transitions, community adult education, neighborhood programming,
working class learners, out-of-school education), corrections education,
extension education (planning, adult learning as measured by dietary behavior
change, effect of student involvement on student attitudes), history of adult
education, institutional development (importance of topics in pre-retirement
training, a model educational alliance), international education (adult education in
West Germany, adult basic education teachers in Kuwait), learning theory
(implications for delivery systems, comparison of adult learning theories), literacy
(oral subculture membership of illiterate adults, factors influencing General
Preliminary Bibliography of the NALL Research Network
23
Educational Development test scores), philosophy (tuition assistance, selection
of adult education doctoral degree graduate students, impact of research and
development, work and participation in vocational training), technology (cable
television, audio conferencing), and volunteerism (types of nonformal education,
volunteerism as adult education, volunteer characteristics).
Yarwood, J. (1974) "Informal Community Education" Adult Education (London)
(46)5
Young, M. (1995) "Post-compulsory education for a learning society" Austrialian
and New Zealand Journal of Vocational Educational Research, 3, (1) 141-161
Preliminary Bibliography of the NALL Research Network
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C. Theories of learning
Banura, A. (1977) "Social Learning Theory" Morristown, NJ: Concern Corporation
Boshier, R. (1980) "Towards a Learning Society: New Zealand adult education in
transition" Vancouver: Learning Press Ltd.
Bruner, J.S. (1991) "Acts of Meaning" Cambridge, MA: Harvard University Press
Bruner, J.S. (1987) "Prologue" In The Collected Works of L.S. Vygotsky, Vol. 1.,
Rieber, R.W., Cartokn, A.S. (Eds.) (Trans. N. Minick) New York: Plenum.
Cole, M. (1985) "The Zone of Proximal Development: where culture and
cognition create each other" In Culture, Communication and Cognition, Wetsch,
J.V. (Ed) Cambridge: Cambridge University Press.
Coolican, P.M. (1973) "The Learning Styles of Mothers of Young Children" Ph.D
dissertation, Syracuse University
Courtney, S. (1992) "Why Adults Learn: Toward a Theory of Participation in Adult
Education" London:New York: Routledge
Cunningham, P. (1992) "From Freire to Feminism: the North American
Experience With Critical Pedagogy" Adult Education Quarterly 42 pp 180-191
Engestrom, Y. (in press) "Cognition and Communication at Work" Cambridge:
Cambridge University Press
Engestrom, Y. (1994) "Training For Change: new approaches to instruction and
learning in working life" Geneva: International Labour Office
Engestrom, Y. (1992) "Interactive Expertise: Studies in distributed working
intelligence" Department of Education, University of Helsinki
Engestrom, Y. (1991) "Activity Theory and Individual and Social Transformation"
Activity Theory, 7 (8), 6-17
Engestrom, Y. (1990) "Learning, Working and Imagining: twelve studies in
activity theory" Helsinki: Orienta-Konsultit Oy
Engestrom, Y. (1989) "Developing Thinking at the Changing Workplace: Toward
a redefinitnion of expertise." Technical Report #130. Center for Human
Information Processing, University of California, San Diego.
Preliminary Bibliography of the NALL Research Network
25
Engestrom, Y. (1987) "Learning by Expanding: An activity- theoretical approach
to developmental research" Helsinki: Orienta Konsultit.
Fevre, R., Furlong J., Rees G. and S Gorard (1997) "Some Sociological
Alternatives to Human Capital Theory: patterns of participation in adult education
and training" Working Paper 3: Cardiff: School of Education
Flannery, Daniele, D (1994)"Changing Dominant Understandings of Adults as
Learners" New Directions for Adult and Continuing Education, n61 p17-26 Spr
ERIC EJ480539 CE526273
"Universal" theories imply that a single group represents everyone. Universality
in adult education theories about motivation and adult learning perpetuates
racism and sexism and should be challenged through alternative perspectives for
knowledge building.
Freinet, Celestin (1990) "Cooperative learning and social change: Selected
Writings of Celestin Freinet" OS/OS Toronto, Dec.
Freire, P. (1970) "Pedagogy of the Oppressed" New York: Continuum
Freire, P. (1994) "Pedagogy of Hope: Reliving Pedagogy of the Oppressed" New
York: Continuum
Gibbons, M., Phillips, G. (1982) "Self-Education: the Process of Life Long
Learning" Canadian Journal of Education 7:4, 67-86
Gibbons, M., et all.(1980) "Toward a Theory of Self-Directed Learning: a study of
experts without formal training." Journal of Humanistic Psychology 20 (2) 41-56
Goodman, U.M. and Goodman, K.S. (1990) "Vygotsky in a Whole Language
Perspective" In Vygotsky and Education: instructional implications and
applications of sociohistorical Psychology, Moll, L.C. (Ed.) Cambridge: Cambidge
University Press
Gorard, Stephen, Rees G.,and R. Fevre (1997) "Learning Trajectories: predicting
patterns of adult education and training" The 27th annual SCUTREA conference
proceedings 1997, University of Leeds: Standing Conference on University
Teaching and Research in the Education of Adults
Gorard S, Rees, G., Fevre, R. and J. Furlong (1997) "Lifetime Learning
Trajectories: close encounters of five kinds, patterns of particpation in adult
education and training" Working Paper 7, Cardiff: School of Education
Grinberg, J. and others (1994)"Paulo Freire's Legacy to Democratic Education"
Hands On, n48 p44-45 Summer ERIC EJ486959
Preliminary Bibliography of the NALL Research Network
26
Highlights ideas of Paulo Freire that are relevant to the meaning of democratic
teaching. Freire believes that the traditional curriculum leads teachers and
students to conform, and he advocates "conscientization" or a democratic
approach to teaching in which the learner actively participates in understanding
and defining the personal and political realities of social life.
Hart, M. (1990) "Critical Theory and Beyond, Further Perspectives on
Emanicipatory Education" Adult Education Quarterly 40 pp 125-138
Hartree, A. (1984) "Malcolm Knowles' Theory of Androgogy: a critique"
International Journal of Lifelong Education, 3 (3), 203-210
Hatton, M.J.(1997b) "A Pure Theory of Lifelong Learning" In Hatton, M.J. (ed)
Lifelong Learning: policies, practices and programs. Toronto: School of Media
Studies at Humber College
Heap, J. (1990) "Effective Functioning in Daily Life: a Critique of Concepts and
Surveys of Functional Literacy" in Foundations of Literacy Policy in Canada,
Norris, S., Phillips, L. (Eds.) Calgary, Alberta: Detselig Enterprises Ltd.
Hohelpa, Margie; Jenkins, Kuni (1996) "Te Ao Tuhi--Maori Literacy: A
Consequence of Racism?"Nga Kete Korero: Journal of the Adult Reading &
Learning Assistance Federation, n4-5 p5-11 EJ537165 CE530359 Annotation in
Section III
Holt, R.G., Morris, A. W. (1993) "Activity Theory and the Analysis of
Organizations" Human Organization, Vol. 52, No. 1
Horton, M (1990) "The Long Haul". New York: Doubleday
Howard, V.A. (1994) "Learning by all Means: Lessons from the arts" New York:
Peter Lang Publishers.
Hirsch, D, Wagner, D. (Ed.) (1995) "What Makes Workers Learn" Hampton
Press, Inc.
Kolody, R., Conti, J. and S. Lockwood (1997) "Identifying Groups of Learners
Through the Use of Learning Strategies" The 27th annual SCUTREA conference
proceedings 1997, Leeds: Standing Conference on University Teaching and
Research in the Education of Adults
Knowles, M. (1992) "The Adult Learner; a neglected species (4th edition)"
Houston: Gulf
Knowles, M., et all (1984) "Androgogy in Action: applying Modern Principles of
Adult Learning." San francisco: Jossey-Bass
Preliminary Bibliography of the NALL Research Network
27
Knowles, M (1975) "Self-directed Learning" New York: Cambridge Books.
Landsberg-Hart, S. et al. (1993) "Learning the Ropes: the social construction of
work-based learning" National Center for Research in Vocational Education
Lave, J. (1995) "Situated Learning: legitimate peripheral participation" Cambridge
(England) New York: Cambridge University Press
Lave, J., Wenger, E. (1991) "Situated Learning: legitimate peripheral
participation" Cambridge: Cambridge University Press
Lave, J. (1988) "Cognition in Practice" Cambridge: Cambridge University Press
Lave, J. (1982) "A Comparative Approach to Educational Forms and Learning
Processes" School of Social Sciences U California, Irvine 92717 Anthropologyand-Education-Quarterly; 13, 2, summer, 181-187.
Craft apprenticeship among tailors in Liberia is a complex educational form that
calls into question the school-centric, simplistic dichotomy (formal & informal
education) that pervades comparative research on education. Likewise,
comparative analysis of apprenticeship & schooling shifts the focus from
differences in the organization of teaching to the rich variety of learning
processes that are integral to every form of education. It is suggested that an
anthropological emphasis on learning as a quintessentially contextualized,
socially organized activity has much to offer.
Leont'ev, A.N. (1978) "Activity, Consciousness, and Personality" Englewood
Cliffs, NJ: Prentice-Hall
Little, D. (1991) "Critical Adult Education: a response to contemporary social
crises" Canadian Journal for the Study of Adult Education, 5 pp 1-20
Lovett, T. (ed.) (1988) "Radical Approaches to Adult Education: A Reader"
London: Routledge
Luria, A.R. (1976) "Cognitive Development: Its Cultural and Social Foundations"
Cambridge, MA: Harvard University Press
McLellan, H. (Ed.) (1996) "Situated Learning Perspectives" Educational
Technology Publications
Mezirow, J. (1981) " A Critical Theory of Adult Learning and Education" Adult
Education, 32 pp 3-24
Mezirow, J. (1995) "Transformation Theory of Adult Learning" in, In Defense of
the Lifeworld, Albany: State University of New York
Preliminary Bibliography of the NALL Research Network
28
Mezirow, J. (1994) "Understanding Transformation Theory" Adult Education
Quarterly, 44 (4) 222-232
Mezirow, J. (1991) "Transformative Dimensions of Adult Learning" San
Fransisco: Jossey-Bass
Moll, L.C. (Ed.) (1990) "Vygotsky and Education: Instructional Implications and
Applications of Sociohistorical Psychology" Cambridge: Cambridge Univeristy
Press
Moore, M.G. (1973) "Towards a Theory of Independent Learning" Journal of
Higher Education 44 pp 661-679
Morgran, W. J. (1987) "The Pedogogical Politics of Antonio Gramsci 'Pessimism of the Intellect, Optimism of the Will'" International Journal of Lifelong
Education, 6 295-308
Nardi, Bonnie, A. (ed.) (1996) "Context and Sonsciousness: activity theory and
human-computer interaction" Cambridge, Mass: MIT Press
Nyhan, B. (1991) "Developing People's Ability to Learn: European Perspectives
on Self-learning Comptency and Technological Change" Brussels, Belgium:
Eurpoean University Press
Peirce, Bonny Norton (1994) "Language Learning, Social Identity, and Immigrant
Women" 12p.; Paper presented at the Annual Meeting of the Teachers of English
to Speakers of Other Languages (28th, Baltimore, MD, March 8-12) ERIC
ED373582 FL022435 Annotation in Section III
Penland, P.R. (1981) "Towards Self-Directed Learning Theory" ERIC ED 209
475
Ratner, C. (1991) "Vygtosky's Sociocultural Psychology and its Contemporary
Applications" New York: Plenum.
Salomon, G. (Ed.) (1993) "Distributed Cognition: Psychological and Educational
considerations" Cambridge: Cambridge University Press
Scribner, S. (1997) "Vygotsky's Uses of History" In, Mind and Social Practice:
selected writings of Sylvia Scribner, Tobach, et all (Eds.) Cambridge: Cambridge
University Press pp 241-265
Scribner, S. (1997) "Studying Working Intelligences" In, Mind and Social
Practice: selected writings of Sylvia Scribner, Tobach, et all (Eds.) Cambridge:
Cambridge University Press pp 338-366
Preliminary Bibliography of the NALL Research Network
29
Scribner, Sylvia; Cole, Michael (1973) Cognitive Consequences of Formal and
Informal Education; Science; 182, 4112, 9, Nov, 553-559.Rockefeller U, New
York NY
The thesis developed here is that school represents a specialized set of
educational experiences which are discontinuous from those encountered in
everyday life, & that it requires & promotes ways of learning & thinking which
often run counter to those nurtured in practical daily activities. This thesis grows
out of a review of recent psychological studies of thinking & problem-solving in
traditional societies. Contemporary psychological research confirms
anthropological findings of the universality of basic cognitive capacities, such as
the capacity to remember, generalize, form concepts, operate with abstractions,
& reason logically. There is accumulating evidence that there are differences in
the way schooled & unschooled individuals bring these capacities to bear in
various problem-solving situations. Unschooled populations tend to solve
individual problems singly--each as a new problem--whereas schooled
populations tend to treat them as instances of a class of problems that can be
solved by a general rule. Schooled & unschooled individuals show striking
differences in ability to give verbal accounts of their own intellectual operations. It
is hypothesized that these different performance patterns are generated by
different socially patterned learning contexts which embody distinctive value
orientations, impart particular domains of knowledge, & promote contextappropriate learning skills. Reviews of anthropological studies of informal
education & formal education in noninstitutional settings suggests that schools
constitute a qualitatively new learning environment, emphasizing universalistic,
rather than particularistic, person-oriented values, transmitting bodies of
knowledge whose basic organizing concepts often conflict with the traditional
culture's way of understanding & interpreting the world, & proceeding "out of
context" & carried out predominantly through the medium of language. There is a
need for serious & basic changes in the social organization of education. A twoway movement is needed to bridge the gulf between school & practical life: (1) to
move everyday life into the school, & (2) to introduce the techniques of the
modern school into the context of recognized practical problems & to make
education instrumental in traditional settings. Modified AA (Copyright 1978,
Sociological Abstracts, Inc., all rights reserved.)
Shor, I.(1996), "When Students Have Power: negotiating authority in critical
pedagogy" Chicago: The University of Chicago Press
Siemiatycki, M. (1993) "Teaching Outside the Mainstream" Our Schools/Our
Selves #27
Simon, Brian (1985) "Can Education Change Society?" pp.13-31. in Does
Education Matter? Lawrence and Wishart Ltd.
Preliminary Bibliography of the NALL Research Network
30
Simon, R. (1992) "Teaching Against the Grain: Texts for a Pedagogy of
Possibility" New York: Bergin and Garvey.
Srikandath, Sivaram (1991) "Social Change via People's Theater"
Paper presented at the Annual Meeting of the International Communication
Association, (41st, Chicago, IL, May 23-27, 1991) ERIC ED333521 31 pgs
This paper attempts to develop a theoretical framework to better understand the
role of people's theater in bringing about social change. First, the paper provides
a historical perspective on how people's theater evolved in Europe and the
United States. The paper then investigates the rise of people's theater in such
Latin American countries as Nicaragua and Mexico, and in the Asian nations of
the Philippines and India. A theoretical framework for the role of people's theater
in social change is developed in the paper, using A. Gramsci's idea of
subalternity, P. Freire's concept of "conscientization", J. L. Moreno's notion of
"socio-drama," and A. Boal's concept of "poetics of the oppressed." The paper
provides theoretical signposts to serve at nodal points for further scholarly
discussion and study on people's theater.
Tharp, R.G., Gallimore, R. (1988) " Rousing Minds to Life: Teaching, Learning,
and Schooling in Social Context" New York: Cambridge University Press.
Tuijnman, A. (1991) "Lifelong Education: a test of the accumulation hypothesis"
International Journal of Lifelong Learning (10) 4, 275-285
Tuijnman, A., van der Kamp, M. (Eds.) (1992) "Learning Across the Life span:
theories, research, policy" Oxford (England), New York: Pergamon
Vygotsky, L.S. (1978) "Mind in Society" Cambridge, MA: Harvard University
Press
Walter, G. and Marks, S. (1981) "Experiental Learning and Change" New York:
John Wiley & Sons.
Wardekken, W. (1996) "Critical and Vygotskian Theories of Education: a
comparision" Amersterdam: Department of Education, Vrije Universiteit
Watkins, K.E. (1992) "Toward a Theory of Informal and Incidental Learning in
Organizations" International Journal of Lifelong Education (11) 4 Oct-Dec pp 287300
Watkins, K. and V. Marsick (1992) "Towards a Theory of Informal and Incidental
Learning in Organisations" International Journal of Lifelong Learning, 11 (4) 2873000
Preliminary Bibliography of the NALL Research Network
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Wells, G. (1996) "Discourse as Tool in the Activity of Learning and Teaching"
Mind, Culture and Activity, 3 (2): pp 74-101
Wertsch, J.V., del Rio, P. and Alvarez, A. (Eds.) (1995) "Sociocultural Studies of
Mind" Cambridge: Cambridge University Press
Wertsch, J.V.(Ed.) (1981) "The Concept of Activity Theory in Soviet Psychology"
Armon, NY: Sharpe
Zacharakis-Jutz J.(1988) "Debunking Empowerment Theory" Adult Education
Quarterly (39) 1
Preliminary Bibliography of the NALL Research Network
32
D. Contextual factors/Histories
Aldershot, H. (1989) "Socialization and Learning at Work: a new approach to the
learning process in the workplace and society" Brookfield, VT: Avebury
Anderson, R.E., Darkenwald, G.C.(1979) "Participation and Persistence in
American Adult Education" New York: College Board
Armstrong, R.; Davies, C. T. (1975) "The Educational Element in Community
Work in Britain U Manchester" England M13 9PL
Community-Development-Journal 10, 3, Oct, 155-161.
Britain's fast growing field of community work is reviewed with special focus on:
(1) extant educational elements, (2) the adult educator role, & (3) the structure of
training operations. Community development--a form of social self-help oriented
toward social, political, & economic education with origins in rural areas of the
Third World--became, in addition to the developmental aspect, involved in
community organization (ie, bureaucratic control) on entering the urban centers
in Britain. Here, the social or community work concept as well as the social
worker's job description entail both elements--development & organization of
community. The ensuing discussion sought to relate out-of-school education to
community work by categorizing education into: (A) formal education (eg, primary
schools through graduate program--not applicable in this context), (B) nonformal
education (eg, any organized educational activity outside the formal system
which applies to specific learning objectives, like adult education courses), & (C)
informal education (eg, a nonscholastic type of learning by doing, which applies
to that practical skill & knowledge people learn from their environment (eg, home,
neighborhood, communication media). The awareness, opportunity, & extent of
nonformal & informal community education depend upon the individual
professional worker's (ie, community worker/agent) image, ideas, & actions,
keeping in mind that the objectivity of the agent has become a key concept in
community development. Social participation & involvement make the
educational element in Britain's community work seem as important as in the
Third World. M. Scholz (Copyright 1977, Sociological Abstracts, Inc., all rights
reserved.)
Bell, C.R. (1977) "Informal Learning in Organizations" Personnel Journal (56) 6
June pp 280-283, 313
Carmichael, Hilda W. (1992) "An anatomy of self-directed learning investigations
with learners new to the Logo domain"
Preliminary Bibliography of the NALL Research Network
33
Carver, D., Dickenson, L (Eds.) (1981) "Self-Directed Learning: Collected papers
in Self-Directed Learning in English Language Learning" Edinburgh: Scottish
Centre for Education
Cobb, J. (1978) "Self-Directed Learing of Prospective Parents" Doctoral
dissertation, Kansas State University
Dickenson, G., Clark, K.M. (1971) "Learning Orientations and Participation in
Self-Education and Continuing Education" Adult Education, 26, 3-15
Elsdon, K.T., with Reynolds, J. and Susan Stewart (1995) "Voluntary
Organisations: Citizenship, Learning and Change" Leicester: National Institute of
Adult Continuing Education
R.Fellenz, Conti,G.(1990) "Adult Learning and the Community." Bozeman, MT:
Center for Adult Learning Research, Montanta State University
Fingeret, A. (1982) "Through the Looking Glass: Literacy as Perceived by
Illiterate Adults" Presented at the Annual Meeting of the American Educational
Research Association (New York, NY, March 19-23) ERIC: ED222698
A qualitative study examined the way in which literacy is perceived by illiterate
adults. To identify the perceptions of illiterate adults toward literacy, researchers
conducted in-depth unstructured interviews with 40 illiterate native English
speaking adults living in a northeastern urban area.
Half the members of the study sample are currently participating in local literacy
programs. While the illiterate adults interviewed all agreed that it would be nice to
know how to read and write, some of those surveyed feared that the
development of literacy skills and the subsequent increase in independence that
literacy brings may entail losing one's place in the fabric of social life that exists in
largely illiterate subcultures. A positive sense of community, with illiteracy as one
of the factors contributing to it, often combines with negative images of literate
people as individuals who lack common sense, thus
leading many illiterate adults to desire literacy skills only instrumentally. At least
in the present study sample, illiteracy is viewed as a continuum. On The one end,
it is most positively tied to one's place in the community. On the other end,
however, it is identified as a degrading lack in the eyes of the larger society.
Flinck, R. (1977) "Why Adults Participate in Education" University of Lund,
Department of Education, Sweden
Gee, J. (1997) "Beyond Culture: communities of practice in the new capitalism"
Critical Forum: International Journal of Adult Literacies and Learning, 5 (1)
Preliminary Bibliography of the NALL Research Network
34
Hiemstra, R. (in press) "Lifelong Education and Personal Growth" In A. Monk
(Ed.) Columbia Handbook on Retirement. New York: Teacher's College Press
Hughes, K. (1996) "Really Useful Knowledge: adult learning and the Ruskin
learning project." In Mayo, M. and Thompson, J.(Eds.) Adult Learning, Critical
Intelligence and Social Change. Leicester: NIACE
Jarvis, P. (1987) "Adult Learning in the Social Context" London: Croom Helm
Johnson, R. (1988) "'Really Useful Knowledge' 1790-1850: memories for
education in the 1980's" In Lovett, T.(ed) Radical Approaches to Adult Education:
a reader. London: Croom Helm
Lareau, A. (1989) "Home Advantage: Social class and parental intervention in
elementary education" New York: Falmer Press
Lareau, A. (1987) "Social Class Differences in Family-School Relationships: The
Importance of Cultural Capital." Sociology of Education, vol. 60, pp. 73-85.
Martin, I., Shaw, M "Sustaining Social Purpose in the Current Policy Context"
The 27th annual SCUTREA conference proceedings 1997, University of Leeds:
Standing Conference on University Teaching and Research in the Education of
Adults
Mavor, A., Toro, J., and Deprospo, E.(1976) "The Role of the Public Library in
Adult Independent Learning. Part II Final Report." New York, NY: college
Entrance Examination Board. ED 149 773
McGiveney,V. (1990) "Education's for other people: access to education for nonparticipant adults" Leicester: National Institute of Adult Continuing Education
Shirk, J. (1990) "Lifelong Learning in Livingston, Montana" In R. Fellenz, Conti,G.
Adult Learning and the Community. Bozeman, MT: Center for Adult Learning
Research, Montanta State University
Spear, G.E., and Mocker D.W. (1981) "The Organizing Circumstance:
Enviromental Determinants in Self-Directed Learning" Kansas City, MO:
University of Missouri-Kansas City, Center for Resource Development in Adult
Education
Tyack, D. and Tobin, W. (1994) "The 'grammer' of Schooling. Why has it been so
hard to change." American Educational Research Journal. Vol. 31, no. 3
Walkerdine, V. and Helen Lucey (1989) "Democracy in the Kitchen, Regulating
Mothers and Socializing Daughters." London: Virago, 1989. pp. 1-46.
Preliminary Bibliography of the NALL Research Network
35
E. Research Methods/Standpoint of researchers
Advisory Panel on Research Needs. (1978) "Lifelong Learning During Adulthood:
an agenda for research" In Liflong Learning During Adulthood New York: College
Board
Alcoff, L, Potter, E. (1993) "Feminist Epistemologies" Routedge
Blaxter, L.(1996) "Living Lifelong Education: The Experiences of Some Working
Class Women" in Adults Learning (England) (7) n7 March, pp169-71.
Annotation in Section II
Boon, J. (1982) "Other Tribes, Other Scribes: symbolic anthropology in the
comparative study of cultures, histories, religions, and texts" Cambridge:
Cambridge University Press
Bourdieu, P. (1977) "Outline of a Theory of Practice" Cambridge: New York:
Cambridge University Press"
Crapanzano, V. (1986) "Hermes' Dilemma: The Masking of Subversion in
Ethnographic Description" In Writing Culture: the poetics and politics of
Ethnography, Clifford, J, Marcus, G.e. (Eds). Unversity of California Press
CRIAW "Feminist Research Ethics: a process" 2nd Edition CRIAW
Gottfried, H. (1993) "Notes Towards the Development of a Liberatory Research
Project" In, Trade Unions and Social Research, Forrester, K., Thorne, C.,
Aldershot England: Avebury
Fabian, J. (1983) "Time and the Other: How Anthropology Makes It Object" New
York: Columbia University Press
Fals-Borda, O. and Rahman, M.A. (Eds.) (1991) "Action and Knowledge" New
York: The Apex Press
Fingeret, Arlene (1984) "Who's in Control? A Case Study of University-Industry
Collaboration" New Directions for Continuing Education, n23 p39-63 Sep
This case study illustrates how substantial differences between the values and
operating procedures of a university (and its continuing education department)
and a nuclear power utility destroyed a promising collaborative effort in which the
university set out to train power plant technicians to respond to emergency
situations.
Preliminary Bibliography of the NALL Research Network
36
Forrester, K., Thorne, C. (Eds.)(1993) "Trade Unions and Social Research"
Aldershot England: Avebury
Geertz, C. (1973) "The Interpretations of Cultures" Basic Books. See especially
Chapter 1 "Thick Description: Toward an interpretive theory of culture" and
Chapter 13 "The Cerebral Savage: on the work of Claude Leve-Stauss"
Grossman, J. (1994) "Individualism and Collectivism: issues in researching
collective working-class experience. New York: Oral History Conference
Haig-Brown, C., Archibald, J. (in press) "Transforming First Nations Research
With Respect and Power" International Journal of Qualitative Studies in
Education
Hall, B., Jackson, T., Brydon-Miller, M., and Park. P. (Eds.) (1993) "Voices of
Change: Participatory research in the U.S. and Canada" Westprot, CT and
Toronto, Ontario: Greenwood and OISE Press
Hall, B., Gillette, A., and Tandon R. (Eds.) (1982) "Creating Knowledge: A
monopoly?" New Delhi: Manipur Press
Hall, B. (1994) "Participatory Research" In Internatinal Encyclopedia of Education
2nd ed., Husen, T, Postlethwaite, N. (Eds.) Oxford: Pergamon Press pp 43304336
Harding, S. (1993) "Rethinking Standpoint Epistemolgy: What is Strong
Objectivity?" in Feminist Epistemologies. Alcrof, L, Potter, E. (Eds). London:
Routledge
Haraway, Donna, J. (1991) "Situated Knowledges: The Science Question in
Feminism and the Privilege of Partial Perspectives" in Simians, Cyborgs, and
Women: The Reinvention of Nature. London: Routledge.
Henry, Annette (1994) "There Are No Safe Places: Pedagogy as Powerful and
Dangerous Terrain." Action in Teacher Education, v15 n4 p1-4 Win ERIC
EJ492177 SP523629
In this article, a black feminist teacher educator shares personal reflections on
learning and teaching about "difference," a political,dangerous, and "unsafe"
terrain. She discusses her experiences within the context of misogyny and
racism and contrasts her students' struggles against her black female authority in
the classroom with the authority of colleagues not of her race and gender. (IAH)
Marcus, G. E. "Contemporary Problems of Ethnography in the Modern World
System" In Writing Culture: the poetics and politics of Ethnography, Clifford, J,
Marcus, G.e. (Eds). Unversity of California Press
Preliminary Bibliography of the NALL Research Network
37
Mashengele, D. (1997) "Africentricity: new context, new challenges, new futures"
The 27th annual SCUTREA conference proceedings 1997, University of Leeds:
Standing Conference on University Teaching and Research in the Education of
Adults
Olson, K., Shopes, L. (1991) "Crossing Boudaries, Building Bridges: Doing Oral
History Among Working-Class Women and Men" In Women's Words: The
Feminst Practice of Oral History. Gluck, S.B., and Patai, D. (Eds.) London:
Routledge
Patai, D. (1991) "U.S. Academics and Third World Women: Is Ethical Research
Possible?"In Women's Words: The Feminst Practice of Oral History. Gluck, S.B.,
and Patai, D. (Eds.) London: Routledge
Reinharz, S. (1992) "Feminist Methods in Social Research" Oxford
Rosaldo, R. (1986) "From the Door of His Tent: The Fieldworker and the
Inquisitor" In Writing Culture: the poetics and politics of Ethnography, Clifford, J,
Marcus, G.e. (Eds). Unversity of California Press
Sahlins, M. (1985) "Islands of History" Unversity of Chicago Press
Selener, D. (1997) "Participatory Action Research and Social Change" [for orders
contact: daniel@iirr.exc.ec]
Smagorinsky, P. (1997) "The Social Construction of Data: methodological
Problems of Investigating Learning in the Zone of Proximal Development" For
copies, email: smagor@aardvark.ucs.uoknor.edu
Smith, D.E. (1997) "From the Margins: Women's Standpoint as a Method of
Inquiry in the Social Sciences" Gender, Techonolgy and Development (1) 1
Spear, G.E. (1988) "Beyond the Organising circumstance: a search for
methodology for the study of self-directed learning" In Long, H.B. and Associates
(Eds.) Self-Directed Learning: application and theory. Athens, Georgia: University
of Georgia Adult Education Department
Stacey, J. (1991) "Can There be a Feminist Ethnography?" In Women's Words:
The Feminst Practice of Oral History. Gluck, S.B., and Patai, D. (Eds.) London:
Routledge
Wolf, M. (1992) "A Thrice Told Tale: Feminism, Postmodernism and
Ethnographic Responsiblity" Standford University Press
Preliminary Bibliography of the NALL Research Network
38
II. Surveys, Ethnographies
A. Surveys
Advisory Council for Adult and continuing Education (1982) "Adults: their
educational experience and needs: the report of a national survey" Leicester:
ACACE
Ambury, G.G. (1984) "Prisoners as Learners: a description and analysis of
prisoners' learning endeavors in a Canadian federal penitentiary. Ed.d
dissertation, University of Toronto. NOT AVAILABLE FROM UMI ProQuest Dissertation Abstracts
Aslanian, C., Brickell, H. (1980) "Incidences of Adult Learning" In America in
Transition: Life Changes as Reasons for Adult Learning" New York: College
Enterance Examination Board"
Aslanian, Carol, B., Brickell, Henry, M. (1980) "Americans in Transition: life
changes as reasons for adult learning" New York: College Entrance Examination
Board.
Betcherman, G., et al. (1997) "Developing Skills in the Changing Workplace; the
results of the IKOS workplace/training survey" Ottowa: Canada Policy Research
Networks Surveys
Blaney, W.A.(1996) " American Workers' Perceptions and Self- Assessment of
Core Workplace Knowledges, skills, and Abilities" Ph.D. dissertation, Walden
University. Order No: AAC 9633555 ProQuest - Dissertation Abstracts
This study explored how a sample of American workers,
between ages 25 and 40, perceived and self-assessed their work-related
competencies in light of the of knowledges, skills, and abilities (KSAs) defined in
the 1991/1992 Department of Labor, Secretary's Commission on Achieving
Necessary Skills (SCANS) report. This study focused on levels and sources of
acquisition of the KSAs in the current American workforce. Using a survey
instrument designed by the researcher, respondents provided self-assessment
ratings of their current levels of acquisition of the 37 KSAs. They also ranked the
most likely sources (e.g., school, workplace, home) contributing to their
acquisition of these KSAs. The sample population of 55 was selected by
convenience covering a wide range of professional fields and educational levels.
Demographic factors concerning educational attainment, work history, gender,
and age yielded useful information in this study. The study revealed several
Preliminary Bibliography of the NALL Research Network
39
major findings. The sample population rated itself lowest in acquisition of
technical and systems KSAs. Mining and manufacturing job sectors rated highest
in learned technical KSAs, while education sectors led the ratings in nontechnical
KSAs. Females rated themselves lower than males on 28 of the 37 KSAs,
particularly in the technical areas. The higher the level of education the higher
the sample population rated its KSA learning levels. The workplace ranked
overall as the most likely source for learning the 37 SCANS KSAs. Participants
under age 32 ranked the home overall as the most likely source of learning the
37 SCANS KSAs. These results provide workforce educators with additional
information on lifelong learning requirements in the workplace. Areas of strengths
and weaknesses in workplace KSAs were revealed, as well as the sources
where learning each KSA might best occur. Suggestions for further research
include (a) studies on education and training provided to mining and
manufacturing and education job sectors (each rating on average highest in
learned KSAs); (b) a study on why the home was ranked as the number one
source of learning for those under age 32; and (c) a study on real or perceived
differences between genders in learning the SCANS KSAs
Blaxter, L.(1996) "Living Lifelong Education: The Experiences of Some Working
Class Women" in Adults Learning (England) (7) n7 March, pp169-71.
Annotation in Section Vc
Borgstrom, L. (1988) " A National Survey in Sweden about Participation in SelfDirected Learning" In Vutnas Kunskapssokande - en studie av syalvstyrt larande,
Borgstrom Stockholm: Bruvskolan pp 130-32
Brandes, K.A. (1991) "A Description of the Efforts of Home Economists
Attempting to Learn Clothing and Textile Subject Matter" Ph.D. dissertation.
University of Illinois at Urbana-Champaign Order No: AAC 9136550 ProQuest Dissertation Abstracts
Brunet, Jean; Proul,Serge; Spalding,Eric (1989) Formal versus Grass-Roots
Training: Women, Work, and Computers. Journal-of-Communication; 39, 3,
summer, 77-84. Annotation in Section VI
Campbell, A., and others (1992) "Assessing Literacy: The Framework for the
National Adult Literacy Survey" Washington DC: National Center for Education
Statistics
Canada Communication Group (1992) "education and training in canada"
Ottowa: Minister of Supply and Services
Carp, A. (19) "Learning Interests and Experiences of Adult Americans" Berkely
CA: B of M (IFFL)
Preliminary Bibliography of the NALL Research Network
40
Carp, A., Peterson, R., and P. Reolfs (1974) Adult Learning Interests and
Experiences" in Cross, K.P., Valley, J.R (Eds.) Planning Non-Traditional
Programs. San Francisco: Jossey-Bass pp. 11-52
Cervero, R.M. et all (1986) "The Formal and Informal Learning Activities of
Practicing Engineers" Engineering Education (77)2 November pp 112-114
Annotation in Section V
Cohen, A (ed) (1989) "Speaking of Scotland, a resource pack" Edinburg City
Council's Adult Basic Education Team
Courtney, S. (1992) "Why Adults Learn: Toward a Theory of Participation in Adult
Education" London:New York: Routledge
Crowther, J., Martin,I., and M. Shaw (1997) Sustainting a Critical Culture in
Scottish Adult and Community education. Adults Learning 8 (8) 203-206
Dallas, H.M. (1992) "Past Educational Accomplishment and Participation in SelfDirected Learning Projects (Adult Learners)" Ph.D dissertation, University of
Southern Mississippi. Order No: AAC 9214325 ProQuest - Dissertation Abstracts
The purpose of this study was to ascertain if past educational accomplishment
effected participation in self-directed learning projects. The research was based
largely on self-direction theories of Allen Tough. From his conceptualization of
self-directed learning, it seemed plausible to hypothesize that educational levels
would affect the number of self-directed learning projects that individuals
accomplished in the course of one year. Sixty adults of three educational levels
(less than high school graduate, high school with some college, college graduate
and above) were interviewed at length. Significant differences were found
between the three groups but not in the direction of previous studies. Those
interviewed with less than high school diplomas were found to do significantly
more self-directed learning projects. Five other hypotheses were tested.
Significant differences were found between the three educational levels and
frequency of perceived obstacles, proportion of adults participating in learning
projects where pragmatic goals were stated, and the proportion of adults
choosing home as the most suitable place for learning. Two hypotheses were not
significant. The number of job related self-directed learning projects
accomplished by the three groups, and the association between perceived
obstacles to the interviewees' learning projects.
Darkenwald, G., Merriam, S. (1982) "Participation" in Adult Education:
Foundations in Practice, Darkenwals, G., Merriam, S. (Eds) New York: Harper
and Row
Preliminary Bibliography of the NALL Research Network
41
Darrach-Pearse, S.A. (1982) "The continuing Practice-Related Learning of
Professional Social Workers - an exploratory Study" Ph.D dissertation, University
of Toronto. NOT AVAILABLE FROM UMI ProQuest - Dissertation Abstracts
This study of the continuing learning activities undertaken by fifty-two
professional social workers in order to enhance their competence in the practice
of social work had a two-fold objective: to describe the degree of effectiveness in
their practice which professional social workers ascribe to the various practicerelated learning projects in which they engage; and to determine if there is a
relationship between the degree of self-direction, or autonomy, in each learning
project and the degree of its positive impact on subsequent practice, as
perceived by the practitioners themselves. The study was based on the research
methodology and findings of Allen Tough and his colleagues. Tough's definition
of a 'learning project' was adapted for consideration of a particular genre of
learning activities--that which is related to the enhancement of practice
competence. Data were collected in an intensive interview with each subject
concerning the practice-related learning projects he had undertaken during the
twelve months of 1980, and his assessment of the degree of effectiveness of the
learning outcomes of each project in their application to practice, utilizing a
Likert-type 'Effectiveness Rating Scale'. For purposes of data analysis, two
measures were designed and applied, in association, to each of the 363 practicerelated learning projects reported by the 52 subjects. The 'Measure of the Degree
of Learner Autonomy' determined the degree of control exercised by the subject
over each of the components of the learning process (Initiation; Guidance; and
Evaluation) in each learning project. The 'Measure of Impact Value', which was
derived from the'Effectiveness Rating Scale', determined low, medium and high
degrees of positive impact on practice. The principal finding of the study was that
those practice-related learning projects in which the learner-practitioners
exercised the highest degree of autonomy in control of the components of the
learning process (particularly in control of the "Guidance" component) were seen
by them to have the most positive impact on their subsequent practice. Some
implications of this and other findings for professional practitioners, supervisors,
adult educators and educational researchers are discussed in the concluding
chapter.
De-Graeve, Bie (1988) "Styles of Education and Schooling in Working-Class
Families. A Life History Study in Ghent, 1900-1960" Comenius; 1988, 30,
summer, 150-174.
Oral history interview data obtained from working class families (N = 50) in
Ghent, Belgium, are used to examine parental styles of education within working
class culture & to explore attitudes toward formal education as a means of social
mobility across four generations. The role of the extended family, the growing up
process, authority rules, & respectability are discussed within the context of
transgenerational life histories, & illustrated via several case examples.
Preliminary Bibliography of the NALL Research Network
42
Development Programme, The (1988) "Towards a Learning Organization."
Stockholm: The Swedish Work Environment Fund
Annotation in Section Va
Dobson, J.R. (1982) "Lifelong Learning in Voluntary Association: a study of
nonformal education in Atlantic Canada" ERIC ED 222 657
Donaldson, E. L. (1989) "Links between Education and Employment, A Case
Study of Transition from School to Work" Toronto: University of Toronto
EDAP (1989) "Questionnaire survey. Final report for hourly-paid and salaried
employees" Oxford: Trade Union Research Unit, Ruskin college
Engestrom, Y. (1990) "Learning, Working and Imagining: twelve studies in
activity theory" Helsinki: Orienta-Konsultit Oy
Field, J., Schuller T (1995) "Is there less adult learning in Scotland and Northern
Ireland? A preliminary analysis" Scottish Journal of Adult and Continuing
Education, 2 (2), 71-80
Fingeret, A. (1982) "Through the Looking Glass: Literacy as Perceived by
Illiterate Adults" Presented at the Annual Meeting of the American Educational
Research Association (New York, NY, March 19-23) ERIC: ED222698
Annotation in Section Id
Fisher, J.C. (1983) "What Turns Older Adults on to Evaluation: Research
Describing Participation in Educational Activities by Active Older Adults" Paper
Presented at the National Adult Education Conference
Franklin, William-S (1973) " A Comparison of Formally and Informally Trained
Journeymen in Construction." Industrial-and-Labor-Relations-Review; 26, 4, Jul,
1086-1094. Annotation in Section Vc
Guglielmino, P.J., Gugliemlimino, L.M., and H.B. Long (1987) "Self-Directed
Learning Readiness and Performance in the Workplace: Implications for
Business, Industry, and Higher Education" Higher-Education (16) 3, pp303-317.
Questionnaire & scale data from 753 employees of a large US utility company
are utilized to determine the relationship between self-directed learning readiness
& occupational performance. Results include high levels of self-directed learning
readiness in: (1) outstanding performers in jobs requiring high-level creativity; (2)
outstanding performers in jobs requiring high problem-solving skills; & (3)
individuals with higher levels of education. Implications for institutions of higher
education & the corporate sector are discussed. 10 Tables, 15 References.
Modified HA
Preliminary Bibliography of the NALL Research Network
43
Henze, R.C. (1992) "Informal Teaching and Learning: a study of everyday
cognition in a greek community" New Jersey: Lawrence Erlbaum Associates
Hermanson, K.L. (1996) "Learning in Everyday Life: an experience sampling of
Urban Adults" Ph.D. dissertation, University of Chicago. Order No: AAC 9629279
ProQuest - Dissertation Abstracts
In this study, the self-reported learning situations of a group of 34 urban adults
were examined during a typical week in their lives. Participants were signaled via
an electronic watch at random times during the day and asked to report on their
experience. In addition, individual interviews were conducted to gain a more
detailed understanding of the participant's learning situations during the week.
These methods of collecting data allow one to measure not only planned
learning, but also moments of unplanned learning, which often occurs in
conversation with others. The term 'everyday learning' includes all of the myriad
ways in which these adults learned--instrumentally (factual information and skill
development), socially (learning about others and how to express oneself to
others), and developmentally (learning about oneself). And the term includes
both formal and informal learning situations, although informal learning situations
were more frequent, as they are for most adults. This study of everyday learning
contributes toward the education literature in three ways. First, it provides a way
or a model with which to study and investigate the broader learning that occurs in
everyday life. Second, it helps to broaden the adult learning literature to include
both the planned and unplanned ways in which adults learn, and the factors that
facilitate this learning. Finally, it assists our understanding of how primary
mediating associations and the other institutions in one's life structure and shape
adult learning and development. Since we learn from family, friends, and local
community organizations, the presence or absence of them in our lives has a
significant effect on everyday learning.
Houtkoop, W., Kenniscentrum, M.G. (1997) "Demand and Supply of Adult
Education and Training" The 27th annual SCUTREA conference proceedings
1997, University of Leeds: Standing Conference on University Teaching and
Research in the Education of Adults
Howe, W.A. (1991) "Factors That Facilitate or Impede Informal Workplace
Learning Among Managers in a Chapter of the American Red Cross" Ed.D
disseration, Columbia University Teachers College. Order No: AAC 9136399
ProQuest - Dissertation Abstracts
Johnstone, J. and Rivera, R. (1965) "Volunteers for Learning: a study of the
educational pursuits of american adults" Aldine, Chicago
Kirsch, I., Jungelblut, A. (1995) "Using Large-Scale Assesment Results to Idenitfy
and Evaluate Generalizable Indicators of Literacy" Philadelphia: National Center
on Adult Literacy, University of Pennsylvania
Preliminary Bibliography of the NALL Research Network
44
Knop, Sheila A. (1993) A Profile of Colorado's Adult Learning Needs and
Resources. September
This report summarizes findings of the Colorado Lifelong Learning Project
regarding learning needs of Colorado adults and resources currently available to
meet those needs. It is divided into three sections. First, demographic and
socioeconomic trends along with adult role responsibilities and life transitions that
imply learning needs are described. Relationships between individual learning
needs and collective learning needs are discussed. Profiles of adults who have a
propensity to participate in learning activities are contrasted with profiles of
people who are considerably underrepresented in learning activities. Second,
learning resources currently available to Colorado adults are examined. Private
sector resources are commented on; publicly sponsored resources are described
in more detail. Organizational factors that affect adults' access to learning
resources are noted. The final section briefly treats implications of this
assessment of needs and resources and suggests that policy questions about
adult learning services are different than those being asked about youth
education.
Krahn, H., Lowe, G. (1993) "The School-to-Work Transition, 1985- 1992 Final
Report" Edmonton: Population Research Laboratory, Department of Sociology,
University of Alberta
Krahn, H., Lowe, G.(1991) "Transitions to Work: results of a longitudinal study of
high school and university graduates in three Canadian cities" In Ashton, D.,
Lowe, G.S. (Eds.) Making Their Way: education, training, and the Labour Market
in Canada and Britain. Milton Keynes, UK: Open Univeristy Press, Toronto:
University of Toronto Press
Leean C., Sisco, B. (1981) "Learning Projects and Self-Planned Learning Efforts
among Under-educated Adults in Rural Vermont" Washington, DC: National
Institute of Education
Livingstone, D.W. et al. (1997) "Public Attitudes Towards Education in Ontario
1996: The Eleventh OISE Survey" Toronto: University of Toronto Press
Livingstone, D.W. et al. (1995) "Public Attitudes Toward Education in Ontario
1994: Tenth OISE Survey" Toronto: OISE Press
Lowe, G, Krahn, H, Bowley, J. (1997) "1996 Alberta High School Graduate
Survey: Report of Research Findings" Edmonton: Population Research
Laboratory, Department of Sociology, University of Alberta
Montigny, G., Kelly, G, and S. Jones (1991) "Adult Literacy in Canada: results of
a national survey" Ottawa: Statistics Canada
Preliminary Bibliography of the NALL Research Network
45
Moore, D.R. (1985) "An Investigation of Self-Reports of Decisions to Change in
Prison Inmates" Ph.D. dissertation, Syracuse University. Order No: AAC
8603770 ProQuest - Dissertation Abstracts
The purpose of this study was to extend and explore further the construct and
methodology of Allen Tough's study of intentional change as set forth by him in
Intentional Change (1982). Specifically, it sought to determine if Tough's
methodology is appropriate in an institutional setting, and to compare outcomes.
Prison inmates are characterized by ethnic diversity, poor education, and limited
opportunities. Previous to this study, decisions to change had only been studied
among predominantly white groups in the general population outside of
institutions. Data-gathering consisted of 50 structured interviews with inmates
selected at random from the population of the Watertown Correctional Facility in
Watertown, New York, a medium security prison. The sample was male,
predominantly non-white and non-high-school graduate, with an average age of
28. Of the 50 subjects interviewed, 42 (84%) identified changes in their lives
which generally fitted Tough's description of intentional change. Of these, the
most frequently reported area of change was in the realm of emotions and selfperceptions (40% of all the changes). This finding differed from Tough's findings
in the general population, where job and career related changes were most
frequently reported. The nature of the results suggests that a new priority
category, that of life style and attitude, needs to be added when trying to
understand intentional change among prisoners. Consistent with previous studies
of change, the current sample reported efforts to choose, plan and carry out
changes with a great deal of autonomy, and to seek some kind of assistance only
about 30% of the time. They differed, however, from earlier study populations, in
that in 43% of the cases the subjects did not report investing a great deal of time
or effort into planning and, in some cases, the planning stage was completely
absent. It was concluded that the inmates, through the interviews, were
expressing a sincere interest in personal change. It was further noted, however,
that the prospects for lasting change among them were questionable, given the
realities of crime and punishment in our society today. It was recommended that
educational programs to enhance awareness of intentional change be
considered for correctional officers, and that the institutional milieu of prisons be
made more supportive of efforts to change on the part of the inmates.
Penland, P. (1979) "Self-Initiated Learning" Adult Education Quarterly (29) 3 pp
170-179
Percy, K., Burton, D., Withnall, A., (1995) "Self-Directed Learning among Adults:
emperical studies of community carers and disabled adults" Lancaster: Lancaster
University continuing Education Department
Quick, S. et al. (1985) "Revitalizing Rural America: SOS Learning Networks"
Paper Presented at 1st National Rural Teachers Education conference
Billingham, WA
Preliminary Bibliography of the NALL Research Network
46
Sargent, N. (1991) "Learning and Leisure: a study of adult participation on
learning and its policy implications" Leicester: National Institute of Adult
Continuing Education
Schratz, M. (1996) "Learning Biographies in Adult Education: a comparative
study. "Research in Post-Compulsory Education 1, 19-33
Sears, E.J.B. (1989) "Self-Directed Learning Projects of Older Adults" Ph.D
dissertation, University of North Texas. Order No: AAC 9005357 ProQuest Dissertation Abstracts
This study determined the number of self-directed learning projects undertaken
by older adults and examined the motivational factors and anticipated benefits
related to the learning activities. In addition, obstacles to conducting self-directed
learning were identified by the respondents. A list of 20,032 names of adults,
aged 50 or more years and residing in Tom Green County, Texas, was obtained
from voter registration rolls and the residential rolls of four retirement complexes.
Four hundred names were randomly selected to serve as the sample of the
study. Of the 400 potential subjects, 120 persons agreed to be interviewed.
Indepth interviews were conducted using the questions from Tough's Interview
Schedule for Studying Some Basic Characteristics of Learning Projects and a
probe sheet to identify obstacles to conducting self-directed learning projects.
The interviews focused on the learning activities of older adults during the
previous year. The 120 subjects of this study conducted a total of 239 learning
projects in the previous year, an average of 1.99 self-directed learning projects
per person. Ninety-five (95%) percent of the persons interviewed reported to
have conducted at least one learning project in the past year. The majority of the
learning projects were self-planned for the purpose of self-enjoyment and selffulfillment. The most frequent obstacles to conducting self-directed learning
projects identified by the subjects included: (1) finding the time for the learning
activity; (2) the cost of the learning activity; (3) home responsibilities; (4) difficulty
deciding what knowledge or skill to learn; (5) difficulty remembering new material
or information; and (6) poor health. Comparisons of the results of this study were
made with the results of previous studies by Tough, Hiemstra, and Ralston. The
data support the belief that books, pamphlets, and newspapers are the primary
source of information for the older adult. The results of this study indicate that
older adults value self-directed learning as a major source of self-fulfillment in
their lives and are motivated to develop new knowledge and skills through selfplanned, self-directed learning projects.
Secretary of State for Employment (1989) "Training in Britain: a study of funding,
activity and attitudes" London: Her Majesty's Stationary Office
Somtrakool, K. (1980) "Lifelong Education for Rural Adults: problems and
planning considerations for the central region of Thailand" Ed.D dissertation,
Preliminary Bibliography of the NALL Research Network
47
University of Massachusetts. Order No: AAC 8101396 ProQuest - Dissertation
Abstracts
Statistics Canada (1996) "REading the Future: A Portrait of Literacy in Canada"
Ottawa: Statistics Canada
Statistics Canada (1995) "Literacy, Economy and Society: Results of the First
International Adult Literacy Survey" Ottawa: Statistics Canada and OECD
Van Bommel, H. (1991) "The learning approach of a self-directed learner: a
personal case study" M.Ed Thesis, St. Francis Xavier
Woodley, Alan et al (1987) "Choosing to Learn: adults in education" Open
University Press
Preliminary Bibliography of the NALL Research Network
48
B. Ethnographies
Carr, I.C. (1991) "Mexican Women Workers at an Electronics Factory in Illinois:
social context for adult educators" Ed.D dissertation, Northern Illinois University.
Order No: AAC 9202928 ProQuest - Dissertation Abstracts Annotation in
Section III
Darrah, Charles, N. (1996) "Learning and Work: an exploration in industrial
ethnography " New York: Garrond
Darrah, Charles N.(1995) "Workplace Training, Workplace Learning: A Case
Study" in Human Organization; (54) 1, spring, 31-51.
Annotation in Section Va
Fisher, Minnie (1976) "The Yiddishe Arbeiten Universitiett: An Oral History"
Urban Review; 9, 3, Fall, 200-205.
A first-person narrative taken from an oral history project conducted in New York
City's Lower East Side. Minnie Fisher is a 76 year-old former garment worker
who here recounts her experience in nonformal education. "You weren't going [to
the universitett] for a diploma and you didn't get grades but everyone took the
work very seriuusly. Probably more seriuosly than the ones who went to our
American universitites, becasue those were young people who were being
supported by their parents and by the state, and who wanted to make a career
for themselves, more than study; the study took second place to the career. At
the univerersitett, the knowledge itself was your diploma."
Foley, Griff (1993)" The Neighbourhood House: Site of Struggle,Site of Learning"
Adult & Language Education U Technology Sydney, New South Wales 2007
Australia British Journal of Sociology of Education; 14, 1, Mar, 21-37.
Concepts from contestation theory are drawn on to analyze interview data
obtained in 1991/92 from participants (N not specified) at 2 Australian women's
learning centers. Findings suggest that, while women gain considerable
knowledge from adult education courses, the informal, incidental, or embedded
learning that takes place as they participate in these centers is equally
significant. This experiential learning enables women to make sense of & act on
their environment, & to come to understand themselves as knowledge-creating,
acting beings. It appears that much of this informal learning is generated by
conflict between people within the centers. 64 References. Adapted from the
source document.
Preliminary Bibliography of the NALL Research Network
49
Gerin-Lajoie, D. (1997) "Life Skills and Technical Skills in Co-operative Education
Programmes: Claudia, An Excursion into the World of Hairdressing" Ph.D.
Thesis, Department of Education, University of Toronto
Harper, Douglas (1987) "Working Knowledge: Skill and Community in a Small
Shop" Chicago UP Chicago.
Harper, an American sociologist, documents in both text and extensive
photographs, his relationship with Willie -- a local mechanic and jack-of-all trades
in a rural community northern New York. Harper shows how Willie's work fits into
the web of life in his largely traditional community. The mechanic creatively forms
leftover odds and ends of machines into the basis of his own, his family's, and his
neighbours' survival. "Willie also teaches anyone who comes to the shop who is
willing to be taught. The shop becomes a school, and to get work done you must
often become a student."
Harrison, B.G. (1982) "Informal Learning Among Yup'Ik Eskimos: An
Ethnographic Study of One Alaskan Village" Ph.D. dissertation, University of
Oregon. Order No: AAC 8201835 ProQuest - Dissertation Abstracts
The purpose of this study was to describe aspects of contemporary Yup'ik
Eskimo culture which might help Alaskan educators understand village settings.
The study describes one Yup'ik Eskimo village, emphasizing the learning which
occurred outside of school. The implications of the description for schooling and
for questions in education and anthropology are discussed. The study was
ethnograhic both in technique and in cultural interpretation. The author lived in
the village during the 1978-79 school year and from August, 1980, to February,
1981. Information was collected through the variety of techniques customarily
used by fieldworkers in anthropology, and observations were interpreted in
cultural terms. The study identifies ways in which children in the village learned
from adults, from other children, and from media, and how they, as individuals,
went about "figuring things out." The study also examines the ways in which
villagers of all ages learned through a number of processes: modeling and
observation, deliberate verbal instruction, reading, memorization, interaction with
age mates, trial and error, and the ways in which they found individual solutions
to problems. Of particular importance to the study was the identification of one
sequence of processes which was preferred for children learning adult skills. In
this sequence, the learner's attention was attracted by someone performing a
skill. The learner decided whether or not he or she was interested in learning the
skill, and interest was demonstrated by attempting the task in an emotionally
supportive setting. The learner received instruction, discussion, and a pleased
response from an adult. Children "learned to learn" in the preferred sequence.
The author suggests that instructional methods in schools might be adapted to
the informal expectations for learning in the community. Some observers,
including Harry Wolcott and Sol Tax, have questioned the assumption that the
primary mode of cultural transmission is from adult to child. In this study, the
Preliminary Bibliography of the NALL Research Network
50
author proposes that the transmission of culture depends upon the
interrelationship between children learning from adults and children learning from
peers. Alternative ways of viewing cultural transmission are discussed in terms of
the author's observations and the literature on the anthropology of learning.
Hasselkus, B.R. (1988) "Informal Learning in Family Caregiving: a worm's eye
view" Adult Education Quarterly (39) 1 Fall pp 31-40 Annotation in Section I
Henning, Philip H. (1996) "A Qualitative Study of Sitated Learning By
Refrigeration Service Technicians Working For A Supermarket Chain In
Northeastern Pennsylvania" Doctoral dissertation, Pennsylvania State University
Henze, R.C. (1992) "Informal teaching and learning: a study of everyday
cognition in a Greek community. Hillsdale, NJ: L. Erlbaum Associates"
Henze, R.C. (1988) "Informal Teaching and Learning in a Greek Community"
Ph.D dissertation, Standford University. Order No: AAC 8826148 ProQuest Dissertation Abstracts
Informal learning contexts are only beginning to be seriously considered in
educational research. The term "education" has often functioned narrowly as a
synonym for "schooling," leading to the misconception that informal teaching and
learning are not a legitimate part of education. Yet much of what we learn in life
comes not from schooling, but from our experiences before and after school in
families, neighborhoods and communities. Close analyses of these experiences,
rather than being peripheral to educational research, can inform our concepts of
instructional scaffolding, our views of conflict, and our perceptions of differences
between formal and informal education. This ethnographic study seeks an
understanding of informal teaching and learning as it is carried out indigenously
in a community in Thessaly. The following research questions guided the work:
(1) What makes informal teaching and learning episodes as a class similar to one
another and different from the stream of activity surrounding them? (2) How do
informal teaching and learning vary within a cohesive community, and what are
the consequences of such variation for the learner? The study is based upon
materials collected during eight months in a village in the central agricultural area
of Greece, where the cohesiveness of the community, its history as an
agricultural center, and the salience of "struggle" as a cultural theme made a
particularly appropriate research site. Methods of data collection included writing
daily field notes, audio and videotaping informal teaching and learning, observing
kindergarten classes in the village, and interviewing community members. In the
interpretation, microanalyzed audio and video recordings of informal learning are
grounded in the broader ethnography of the community. The study points toward
a more specific understanding of conflict in educational encounters and toward
the realization that informal and formal types of order intertwine both in and out of
school. It also contributes to an understanding of the social context of education
by illustrating how everyday practices of teaching and learning both reflect and
Preliminary Bibliography of the NALL Research Network
51
reinforce a particular cultural theme. Through learning to manipulate the
interpretive frames of "psemata" (lies) and "alitheia" (truth), learners in this
community are initiated into the broader "struggle" of Greek life.
Holland, N.J. (1992) "Self-Directed Learning By Individuals With Multiple
Sclerosis" Ed.D dissertation. Columbia University Teachers College. Order No:
AAC 9228482 ProQuest - Dissertation Abstracts Annotation in Section III
Kelly, C.C. (1992) "Informal Professional Learning of Chemists and Engineers in
'petrochem': a 'folktale' analysis. Ed.D dissertation, Columbia University
Teachers College. Order No: AAC 9228491 ProQuest - Dissertation Abstracts
Increasing numbers of professionally trained employees are entering
organizations, and more reliance on professionals in organizations means there
is a need for support for their learning and development. Little is known about
informal learning in the workplace, and even less about the professional as
informal learner. Research was conducted at a chemical company, a subsidiary
of a large petroleum company, to study the peer technical learning of chemists
and engineers to improve the quality of science. The ethnographic study drew on
data collected from interviews with 33 professionals. These data were collected
and analyzed using tools of grounded theory research and morphological
analysis. An analysis of interviewees' discourse revealed intended and
unintended meanings about learning and the organizational climate. Further
analysis revealed the organizational, individual, and professional influences on
informal learning of the scientist, engineers and chemists. A structural analysis of
the interview stories as folktales--one of the methods used--was based on
Vladimir Propp's (1968) Morphology of the Folktale. Morphological study
provided another means to study the scientists' perspectives on learning the job
and the development of their careers. Thus the study: (1) Reveals how and when
the chemical company supports professional learning and how the company
might improve on its support. (2) Describes the professionals' perspectives on
learning from peers and learning about their jobs and the organization. (3)
Explores language and learning connections for an understanding of the
development of the careers of the scientists. (4) Sheds light on the mechanism of
organizational learning for future research. How professionals learn informally
should be of considerable interest to researchers and organizations. At a time
when businesses are constantly forced to re-organize for flexibility and more
local decision making, individual employees must take more responsibility for
learning. This study shows organizations can do much to support learning.
Larson, B.K. (1991) "Informal Workplace Learning and Partner Relationships
Among Paramedics in the Prehospital Setting" Ed.D dissertation, Columbia
University Teachers College Order No: AAC 9121186 ProQuest - Dissertation
Abstracts Annotation in Section Vb
Preliminary Bibliography of the NALL Research Network
52
Lazarus, F.C. (1991) "The Synergy of Workplace Learning: perspective of
cooperative education directors" Ed.D Columbia University Teachers College.
Order No: AAC 9121187 ProQuest - Dissertation Abstracts
Annotation in Section Vd
Manning, J.E.(1991)" The Information World of Traditional Native American
Artists and Performers" 69p.; Master's Thesis, University of North Carolina at
Chapel Hill.
ERIC ED338449 RC018203 Annotation in Section III
Mirza, Heidi Safia (1992) "Young, Female and Black." New York, 1992
Annotation in Section III
Scribner, S., Sachs, P. (1990) "On the Job Training: A Case Study" NCEE Brief
Number 9. National Center on Education and the Economy, Rochester, NY. 5p
ERIC ED338917 CE059712
Scully, S.A. (1993) "Informal Learning in the Workplace: views of student
personnel adminstrators" Ed.D dissertation, Columbia University Teachers
College. Order No: AAC 9406582 ProQuest - Dissertation Abstracts
Swift, R.A. (1984) "Informal Learning of Occupational Therapists and Its
Relationship to Formal Continuing Professional Education" Ph.D. dissertation,
University of Wisconsin. Order No: AAC 8323079 ProQuest - Dissertation
Abstracts
Training Agency (1989) "Training in Britain" London: HMSO
Vericker, W.T. (1991) "Factors That Facilitate or Impede Informal Workplace
Learning Among Directors of Education in Insurance Trade Association Offices"
Ed.D dissertation, Columbia University Teachers College. Order No: AAC
9136457 ProQuest - Dissertation Abstracts
Vernon, S. (1991) "Learning Informally to Work in a Team: case study of a nonprofit service agency" Ed.D dissertation, Columbia University Teachers College
Order No: AAC 9121217 ProQuest - Dissertation Abstracts
The purpose of this study was to analyze how individuals learn informally to be a
member of a team in a non-profit service agency. Specifically, the study was
intended to: (1) describe employee perceptions of the nature of teams; (2) gain
an understanding of the informal strategies that individuals utilize to learn to be a
member of a team; and (3) identify conditions, interactions, and other factors
which promote or impede learning informally to be a member of a team. A casestudy approach incorporating elements of grounded theory was utilized. Thirty
employees of a non-profit service agency participated in the study. Data were
Preliminary Bibliography of the NALL Research Network
53
collected through critical incidents, interviews, observations, and document
analysis. Research findings were structured by participant perceptions of teams,
strategies that they utilized to learn to be a member of a team, and barriers or
facilitators to this learning process. Participants of the study noted that essential
components of teams are a solid framework, as well as an effective process and
group dynamics. Both formal and informal learning strategies were identified as
useful in learning to be a member of a team. Structured on-the-job-training was
favored as a formal strategy. Intrapersonal and interpersonal informal learning
strategies were used. Reflection on process, content and experience was noted
as a strong intrapersonal informal learning strategy. Effective feedback was
considered to be the most critical interpersonal informal learning strategy.
Learning to be a member of a team was fostered by effective leadership,
effective facilitation, and interrelational and ndividual facilitators. A conclusion of
the study was that teamwork is a mechanism that offsets the discrepancy
between the needs that exist and the resources that are available in non-profit
service agencies. Recommendations included: (1) a prototype for facilitating
effective team membership; (2) a roster of informal and formal strategies for
acquiring team membership skills; and (3) criteria and critical activities for
developing and maintaining a learning environment that promotes effective team
membership.
Volpe, M. (1992) "The Relationship Between Organizational Change and
Informal Learning in the Workplace" Ed.D dissertation, Columbia University
Teachers College. Order No: AAC 9228528 ProQuest - Dissertation Abstracts
Annotation in Section Vb
Wilson, J. (1991) "Informal Learning in the Educational Workplace" Ed.D
disseration, Columbia University Teachers College. Order No: AAC 9136460
ProQuest - Dissertation Abstracts
Preliminary Bibliography of the NALL Research Network
54
III. LPARC: Learning Power and Action in Resisting Communities
Atkinson, Tannis (1988) "Speaking Our Own Voice. Report of the Conference for
Literacy Practitioners" (Toronto, Ontario, November 26) Toronto Board of
Education (Ontario). 37p.ERIC ED317746 CE054476
This report summarizes the proceedings of a day-long conference for adult
literacy practitioners in Toronto. The conference addressed the many ways in
which education can become more inclusive of adult learners. During the seven
different workshops, participants explored questions of "voice." Common
concerns included the following: (1) many people are denied choices and
chances in education because of their culture, language, race, gender, physical
disability, or economic class; (2) adult literacy, basic education, English-as-aSecond-Language, and mother tongue literacy classes are forced to operate with
inadequate resources, support, and funding; and (3) adult learners must be
actively consulted when programs are developed for them, in order to ensure that
programs are meeting the needs of the literacy learners. The report covers the
seven workshop themes: empowering language; addressing sexism; integrating
adults with disabilities; furthering cross-cultural communication; understanding
illiteracy and poverty; challenging racism; and advocating mother tongue
instruction. Accounts of the morning and afternoon sessions are followed by an
excerpt from an essay titled "Musing with Mothertongue." A summary of the
evaluations and 15 references can be found at the end of the report.
Bing, V.M., and P. Reid (1996) "Unknown women and unknowing research:
consequences of colour and class in Feminist Pychology" In N. Goldberger, J
Tarule, B Clincy, and M. Belenky (Eds.) Knowledge, difference and Power. New
York: Basic Book
Blaxter, L.(1996) "Living Lifelong Education: The Experiences of Some Working
Class Women" in Adults Learning (England) (7) n7 March, pp169-71.
Annotation in Section Vc
Brunet, Jean; Proul,Serge; Spalding,Eric (1989) Formal versus Grass-Roots
Training: Women, Work, and Computers. Journal-of-Communication; 39, 3,
summer, 77-84. Annotation in Section VI
Burns, G.E. (Guest Editor)(1997) "First Nations Education: Native Control of
Native Education" Orbit
Carder, H., Morrison J.(1982) "Technical Aspects of Formal and Informal
Assessment of Language Minority Students: a practical approach" ERIC ED
239458
Preliminary Bibliography of the NALL Research Network
55
Carr, I.C. (1991) "Mexican Women Workers at an Electronics Factory in Illinois:
social context for adult educators" Ed.D dissertation, Northern Illinois University.
Order No: AAC 9202928 ProQuest - Dissertation Abstracts
This study centers on blue Collar Mexican women, their perspective on the
electronics factory where they work and the social network they share. Using an
ethnographic approach, participant observation, and intensive interviews, the
relationships among work, home, culture, and self were explored within the
context of adult education. The research is based on five years of factory-site
field work in Aurora, Illinois. The electronics plant is shown to be not only a
workplace, but the center of social activities, a market place, and a community of
relatives, friends, and neighbors where women work and learn from each other, a
site for informal learning. The personal stories told by mexicana workers in a
series of in-depth interviews shatter many stereotypes created by popular media.
They show that immigrant Mexican women are capable, competent, and
resourceful individuals who manage well under problematic circumstances. They
place great importance on education. Their self-esteem increases or decreases
in direct correspondence to the degree or amount of early schooling received.
Moreover, their work in the factory has produced a feeling of personal
satisfaction and autonomy that extends into their daily lives. In addition, although
firmly believing in the ideology of a patriarchal family, in practice, their conjugal
relationships and intra-family behavior have not necessarily coincided with their
beliefs. This study has various implications for the adult educator. It examines the
intersection of class, ethnicity, and gender, an element often missing in adult
education research. Aspects of motivation and nonparticipation in adult education
are revealed in the interviews with mexicana workers. More importantly, the
workplace proves to be a potent force in the lives of mexicana workers. It is the
constant source of networking and the site for informal learning on a daily basis.
Within the social context of the factory chitchat, information is assimilated without
consideration or recognition of the cognitive skills mediating the process. Formal
adult education programs at the workplace are more readily accepted for their
convenience, and personal tutoring fills an even greater need. Finally, further
adult education research should examine the effectiveness of formal and informal
learning at the workplace.
Clark, G., et all (1990) "Career Development and Transition Education for
Adolescents with Disabilities" Boston: Allyn and Bacon
Conti, G., Fellenz, R. (1988) "Teaching and Learning Styles of Native American
Learners" Proceedings of the Adult Education Research Conference. Calagary,
Alberta: University of Alberta
Corson, D. (1993) "Language, Minority Education and Gender: Linking Social
Justice and Power" OISE Press, Multilingual Matters
Preliminary Bibliography of the NALL Research Network
56
Cottrell, B., Lord, S, Martin, L., Prentice, S. "Research Partnerships: a feminist
approach to communities and universities working together" CRIAW
De-Graeve, Bie (1988) "Styles of Education and Schooling in Working-Class
Families. A Life History Study in Ghent, 1900-1960" Comenius; 1988, 30,
summer, 150-174. Annotation in Section IIa
Dei, G. (1996) "Black Youth and Fading Out of School" In Debating Droputs: New
Policy Perspectives, Gaskell, J., Kelly D. New York: Teachers College Press
Dei, G. (1995) "Anti-Racism Education: Theory and Practice:" Halifax: Fernwood
Publishing
Dunk, T. (1991) "It's A Working Man's Town: Male Working Class Culture in
Northeastern Ontario" Montreal: McGill-Queen's University Press
Ettling, Dorty (1997) "Learning to Learn: creating models of transformative
education with economically disadvantaged women" The 27th annual SCUTREA
conference proceedings 1997, University of Leeds: Standing Conference on
University Teaching and Research in the Education of Adults
Flannery, Daniele, D (1994)"Changing Dominant Understandings of Adults as
Learners" New Directions for Adult and Continuing Education, n61 p17-26 Spr
ERIC EJ480539 CE526273OISE/UT
Annotation in Section Ic
Fleer, M. (1989) "Reflecting Indigenous Culture in Educational Software Design"
Journal of Reading, (32) 7 p611-19 Apr ERIC EJ388491 CS737666
Annotation in Section VI
Flowers, Doris, and Sheared, Vanessa (1997) "The significance of AfricanAmerican language and learning in an adult education context: 'going back to our
roots'"The 27th annual SCUTREA conference proceedings 1997, University of
Leeds: Standing Conference on University Teaching and Research in the
Education of Adults
Foley, Griff (1993)" The Neighbourhood House: Site of Struggle, Site of
Learning" Adult & Language Education U Technology Sydney, New South Wales
2007 Australia British Journal of Sociology of Education; 14, 1, Mar, 21-37.
Annotation in Section IIb
Fisher, Minnie (1976) "The Yiddishe Arbeiten Universitiett: An Oral History"
Urban Review; 9, 3, Fall, 200-205.
Annotation in Section IIb
Preliminary Bibliography of the NALL Research Network
57
Haig-Brown, C. (1995) "Taking Control: Power and Contradiction in First Nations
Adult Education" Vancouver: Universtiy of British Columbia Press
Harrison, B.G. (1982) "Informal Learning Among Yup'Ik Eskimos: An
Ethnographic Study of One Alaskan Village" Ph.D. dissertation, University of
Oregon. Order No: AAC 8201835 ProQuest - Dissertation Abstracts Annotation
in Section IIb
Harvey, E.B. (1992) "Population of Persons with Disabilities: The Health and
Activity Limitation Survey" Publications of the Interdepatmental Working Group
on Employhment Equity Datea, Statistics Canda, Ottawa, March
Hiemstra, R. (1983) "Older Women's Ways of Learning: Tapping the Full
Potential" A paper presentd at the the conference "The Enduring Spirit: Woman
as They Age" University of Nebraska at Omaha
Hirsch, D, Wagner, D. (Ed.) (1995) "What Makes Workers Learn" Hampton
Press, Inc.
Hohelpa, Margie; Jenkins, Kuni (1996) "Te Ao Tuhi--Maori Literacy: A
Consequence of Racism?"Nga Kete Korero: Journal of the Adult Reading &
Learning Assistance Federation, n4-5 p5-11 EJ537165 CE530359
Institutional racism has been justified by disdaining non-Western cultures such as
the Maori as illiterate. Maori education is focusing on biliteracy, developing
literacy in both Maori and English within contemporary Maori cultural values and
practices.
Holland, N.J. (1992) "Self-Directed Learning By Individuals With Multiple
Sclerosis" Ed.D dissertation. Columbia University Teachers College. Order No:
AAC 9228482 ProQuest - Dissertation Abstracts
People living with multiple sclerosis (MS) must make ongoing life adjustments to
this unpredictable, often progressive, and sometimes severely disabling disease.
Adaptation is necessary to deal with both the emotional turmoil and the varying
physical limitations. New information and skills are needed from the time of
diagnosis throughout the course of the illness. The researcher hypothesized that
the uncertain future and variability of symptom manifestation may lend to a
program of self-directed learning. It was assumed that the individual patient
would identify much of the necessary information, skills, and supports. On the
other hand, programs are needed to assist individuals with MS and their families
to obtain the most helpful information about the disease, supports, and
community resources. An understanding of self-directed learning by people with
MS should enhance the effectiveness of these programs. The research explored
whether or not adult education principles and self-directed learning concepts
have relevance for the MS population. This study explores whether these factors
Preliminary Bibliography of the NALL Research Network
58
are present in learning activities of individuals with MS, and if so, how they are
manifested. This qualitative study of 26 individuals with MS looked at their selfdirected learning regarding the disease and its personal consequences. A
companion study by F. Francabandera investigated self-directed learning in
family members of individuals with MS. The principal data gathering tool was the
interview, supplemented by screening, document review, and program data
inventory forms. In addition, an MS Necessary Knowledge Base was developed
for this study. Reading and questioning health professionals were the most
popular and satisfactory modes of learning. The most consistently pursued topics
were symptoms and therapies, the disease process, and coping. Several themes
emerged during data analysis: the frequent use of experiential learning as a
mode for self-directed learning about MS, the view of the physician as the
embodiment of the MS care team, and resistance to the use of lectures and
group support modalities by some individuals with MS because of the desire to
avoid others more disabled.
Hoot, J.L., Hayslip, B., Jr. (1983) "Microcomputers and the Elderly; new
directions for self-sufficiency and life-long learning." Educational Gerontology 9
pp 493-499
International Development Research Centre (1988) "Indigenous Knowledge and
Learning" Papers Presented in the Workshop on Indigenous Knowledge and
Skills and the Ways They Are Acquired (Cha'am, Thailand, March 2-5, 1988).
Centre for the Study of Education in Developing Countries, The Hague
(Netherlands). Chulalongkorn Univ., Bangkok (Thailand). ERIC ED351155
RC018783
This proceedings documents an international workshop that focused on the
research linking indigenous knowledge and indigenous learning with rural
intervention programs. Research into indigenous knowledge and indigenous
learning could lead to an improvement in rural intervention programs by building
upon the knowledge and skills indigenous to rural communities. Individual
presentations were on the following topics: (1) indigenous technological
knowledge (ITK) in Malaysia relating to agriculture, fishing, forest resource
exploitation, architecture, handicrafts, and indigenous medicine; (2) indigenous
knowledge in Thailand and the need for ITK research and a close liaison
between development workers, researchers, and politicians to safeguard
relevance and applicability of research results; (3) the state of research on
indigenous knowledge and indigenous learning in the Philippines; (4) research on
indigenous knowledge and skills in Indonesia; (5) methodology of research on
indigenous learning systems; (6) the application of research to assist intervention
agencies; and (7) examples of research applications from coastal zone
resources. This document includes summaries of the conference sessions and
group discussions and a list of conference participants.
Preliminary Bibliography of the NALL Research Network
59
Jones, C.L., Marsden, L., and L. Tepperman (1990) "The Individualization of
Women's Lives: Changes in Women's Roles in the Family and in the Paid Labour
Force." In, Canada: Traditions and Revolutions, A.F.J. Artibise, Langlois, S.
(Eds.) Vol 22 of Canadian Issues/Themes Canadiens. Montreal: International
Association of Canadian Studies
Kingsolver, B.(1989) "Holding The Line: Women in the great Arizona mine strike
of 1983" School of Industrial and Labor Relations, Cornell, NY
Langenbach, Michael, Comp (1991) Adult Education Research Annual
Conference Proceedings (32nd, Norman, Oklahoma, May 30-June 2) Oklahoma
Univ., Norman. Oklahoma Center for Continuing Education. 338p.
Papers in this volume include: "Retirement Learning" (Adair); "Effect of Literacy
on Personal Income" (Blunt); "Popular Discourse Concerning Women and AIDS"
(Boshier); "John Steinbeck's Learning Project" (Brockett); "Faculty Careers of
Professors of Adult Education" (Caffarella); "Racism in Canada" (Carriere);
"Perspectives on Program Planning in Adult Education" (Cervero, Wilson);
"Inclusive Language and Perspective Transformation" (Coffman); "Impact of
Critical Social Theory on Adult Education" (Collard, Law); "Assessing Adult
Learning Strategies" (Conti, Fellenz); "Class Age Composition and Academic
Achievement" (Darkenwald et al.); "Redesign of Continuing Education as a
'Practical Problem'" (Dirkx et al.); "Framework for Understanding Developmental
Change among Older Adults" (Fisher); "Value of Literacy for Rural Elderly"
(Freer); "Professional Women as Self-Assessing Adult Learners" (Greenland);
"Democratizing Knowledge" (Group for Collaborative Inquiry); "Contributions of
African American Women to Nonformal Education during the Civil Rights
Movement" (Gyant); "Gender-Related Differences in Adult Classroom Behavior"
(Hayes); "Investigations into the Human Phenomenon of Commitment" (Ilsley);
"Early Human Resource Development Work" (Jacobson); "AFS Volunteer
Resources Study" (Jones-Ilsley, Hansel); "Transformation and Self-Renewal at
Midlife" (Karpiak); "Critical Analysis of 'Adult Education Quarterly'" (Kim);
"Lindeman and the Meaning of Adult Education" (Long et al.); "Deconstruction
and Its Implications for Adult Education" (Melichar, Lumpkin); "Learning from Life
Experience" (Merriam, Clark); "Subjects as Partners" (Merrifield, White);
"Phenomenological Investigation of Self-Will and Relationship to Achievement in
African-American Women" (Peterson); "Knowles and the Mid-Century Shift in
Philosophy of Adult Education" (Podeschi); "Exploring Chinese Conceptions of
Learning and Teaching" (Pratt); "Shaping Literacy" (Quigley); "Analysis of Three
Strategic Training Roles" (Redding); "Deterrents to Participation in
Compensatory Adult Education in South Africa" (Reddy); "What Do Adult College
Students Want in an Instructor?" (Ross-Gordon et al.); "Hilda Worthington Smith"
(Saul, Bernhardt); "Education and Working Class Radicalism" (Schied);
"Personal Transformation through Participation in Social Action" (Scott); "Gender
Differences in Faculty Perceptions of Academic Career Enhancers and Barriers"
Preliminary Bibliography of the NALL Research Network
60
(Simpson); "Forgotten Adult Educators" (Smith); "Return to History" (Stein);
"Sketches of the Landscape" (Warren
"Examining the Relationship between Pragmatism and Social Action in American
Adult Education" (Wilson); and "Adult Education Movement in the 1950s"
(Zacharakis-Jutz).
Larose, F. (1991) "Learning Processes and Knowledge Transfer in a Native
Bush-Oriented Society: Implications for Schooling" Canadian Journal of Native
Education (18) 1
Summarizes elements of bush-oriented Algonquin technology and ideology with
regard to relationships of learning to material culture, games, child rearing
practices, and legends. Discusses influences of "traditional" educational methods
on Native informal learning structures, using aspects of Banura's social cognitive
theory.
Manning, J.E.(1991)" The Information World of Traditional Native American
Artists and Performers" 69p.; Master's Thesis, University of North Carolina at
Chapel Hill. ERIC ED338449 RC018203
This study describes personal interviews with 35 Native Americans of Eastern
and Central North Carolina who are traditional artists and performers. The
interviews were conducted to determine the information environment of these
artists and performers. In addition to assessing library usage and library
satisfaction, the study also examines information-seeking behaviors and learning
processes within the situational context of the respondents' artistic activities.
Results of the interviews indicate that the information world of traditional Native
American artists and performers is overwhelmingly oral. These artists and
performers learn their craft from family and friends, and seek new information
from the same sources. Information relating to their identity as Native Americans
is also received from family and friends. Library use and classroom instruction
play a very small role. In almost all situations, the respondents prefer oral
information to the printed word. Libraries are viewed by the respondents as not
responsive to their information needs both as artists and performers and as
Native Americans. Overall, the information world of North Carolina Native
American artists and performers lies almost completely outside the world of
libraries. The document contains 53 references and 4 appendices, including
interview questions, a flyer for the Native American Association of Eastern
Carolina University Powwow, a brochure for the Raleigh Powwow, and a
powwow newsletter.
Mashengele, D. (1997) "Africentricity: nex context, new challenges, new futures"
The 27th annual SCUTREA conference proceedings 1997, University of Leeds:
Standing Conference on University Teaching and Research in the Education of
Adults
Preliminary Bibliography of the NALL Research Network
61
Mirza, Heidi Safia (1992) "Young, Female and Black." New York, 1992
This book follows the experiences of a group of young African Caribbean British
women as they leave school to enter the world of work, in an attempt to
understand processes of inequality. Study methodology included a longitudinal
survey approach and a school-based ethnography. The study population
consisted of 62 young women aged 15 to 19 years who attended 2
comprehensive schools in south London and who were from working-class
backgrounds, and 198 of their black and white male and female peers. The
subjects answered questionnaires, and were interviewed and observed in their
homes and classrooms over a period of 18 months. In addition, 30 young women
from a school in Trinidad (aged 16 and 18 years) participated in semistructured
interviews concerning their career choices and attitudes toward marriage and
relationships. The book's chapters are divided according to presentation of the
study; and comparative consideration of the central arguments within social and
educational research, race relations, and feminist thought. Findings of the study
suggest that these women do well at school; contribute to society; are good,
efficient workers; and yet, as a group, consistently fail to secure the economic
status and occupational prestige they deserve. A major constraint was a racially
and sexually segregated labor market, which ensured limited occupational
opportunities open to young black women. Notes accompany each chapter.
Included are over 400 references. (JB)
Moore, D.R. (1985) "An Investigation of Self-Reports of Decisions to Change in
Prison Inmates" Ph.D. dissertation, Syracuse University. Order No: AAC
8603770 ProQuest - Dissertation Abstracts Annotation in Section IIa
Ng, R. (1990) "Immigrant Women: The Construction of a Labour Market
Category" Canadian Journal of Women and the Law 4 1
Peirce, Bonny Norton (1994) "Language Learning, Social Identity, and Immigrant
Women" 12p.; Paper presented at the Annual Meeting of the Teachers of English
to Speakers of Other Languages (28th, Baltimore, MD, March 8-12) ERIC
ED373582 FL022435
This paper argues, using a feminist poststructuralist perspective, that second
language acquisition (SLA) theorists have struggled to explore the relationship
between the language learner and the social world because they do not question
how structures of power in the social world impact on individual language
learners and the opportunities they have to interact with target language
speakers. It also reports on a study of the language learning experiences of five
women immigrants to Canada. SLA theorists have failed to explore the extent to
which sexism, racism, and elitism influence the kinds of opportunities second
language learners have to practice the target language and how immigrant
language learners are frequently marginalized by members of the target
language community. The results of the case studies of immigrant women
Preliminary Bibliography of the NALL Research Network
62
demonstrate that motivation, extroversion, and confidence are not fixed
personality traits, but should be understood with reference to social relations of
power that create the possibilities for language learners to speak.
Powers, Bob (1993) "What It's Like to Be Gay in the Workforce"
Performance and Instruction, v32 n10 p10-13 Nov-Dec
Discusses issues related to homosexuality through the personal reflections of a
gay man. Highlights include family, personal, and employer and employee
relationships; gays and lesbians in the military; concern over AIDS (Acquired
Immune Deficiency Syndrome); public support for gay and lesbian rights; and the
relevance of these issues for performance and the workplace.
Shackelford, R. (1983) "Self-Directed Learning Projects Among Black Adults in
Havana, Florida" Doctoral disseration, Florida State University
Satzewich, V., Wotherspoon, T. (Eds.) (1993) "First Nations: Race, Class and
Gender Relations" Toronto: Nelson Canada
Smith, D. (1989) "Women's Work as Mothers: a new look at the relations of
family, class and school achievement" in Perspectives on Social Problems, (1)
Miller, G. and Holstein, J. (Eds.) Greenwich, Con: JAI Press
Smith, D., Griffith, A. (1990) "What did you do today dear? Women's educational
work in the family" In, Perspectives in Social Problems, vol 2 Miller, G, Holstein, J
(Eds.) Greewich Conn: JAI Press
Smith, D., Griffith, A. (1990) "Monitoring and repariing: Women's educational
work iun the family" In Women in the Invisible Economy, Peters, S., Porter, M.
(Eds.)
Ted, S. (1991) "Issues in Education in Remote Rural Australia" Education in
Rural Australia, (1)1 pp7-11 ERIC EJ427634 RC508357
Discusses four issues in rural education in remote areas of Australia: (1) the
education of girls; (2) the education of aborigines; (3) education for lifelong
learning; and (4) the need to compile current research on rural education in
Australia and plan further research accordingly. (KS)
Thiessen, D., Bascia, N., Goodson, I. (Eds.) (1996) "Negotiating a place to teach
and learn: Life stores of racial minority immigrant teachers" Toronto: Garamond
Press
Thomas,A.E. et all (1989) "Deaf Students and School to Work Transition"
Baltimore
Preliminary Bibliography of the NALL Research Network
63
Thompson, J. (1983) "Learning Liberation: women's responses to men's
education" Beckenham: Croom Helm
Tabo-Gillespie, L., Torres, S. and A. Estable "Looking for Change: A
Documentation of National Wome's Organizations Working Towards Inclusion
and Diversity" CRIAW
Varpalotai, A. (1987) "Sport, Gender and the Hidden Curriculum in Leisure: a
case study of adolescent girls" Doctoral dissertation, University of Toronto
Walkerdine, V. and Helen Lucey (1989) "Democracy in the Kitchen, Regulating
Mothers and Socializing Daughters." London: Virago, 1989. pp. 1-46.
Warren, Karen, Ed.; and others (1995)"The Theory of Experiential Education" A
Collection of Articles Addressing the Historical, Philosophical, Social, and
Psychological Foundations of Experiential Education. Third Edition. Association
for Experiential Education, Boulder, CO.
469p. ERIC ED385423 RC020223 For companion volume on the practice of
experiential education in schools and higher education, see RC 020 188.
[ISBN: 0-7872-0262-2 Available From: Kendall/Hunt Publishing Co., 4050
Westmark Drive, Dubuque, IA 52004-1840 ($38.95; $30 to AEE members]
Wotherspoon, T.L., Jungbluth, P. (Eds.) (1995) "Multicultural Education in a
Changing Global Economy: Canada and the Netherlands" Munster/New York:
Waxmann
Preliminary Bibliography of the NALL Research Network
64
IV.Transitions between Learning and Work
A. Youth
ACCESS ERIC (1996) "School-to-Work Transition" ERIC Review (4) 2 Spring
The "ERIC Review" announces research results, publications, and new programs
relevant to each issue's them topic. This issue explores the topic of preparing
young people to make the transition from school to work. The lead aricle by Ray
D. Ryan and Susan Imel, "School-to-Work Transition: genuine reform or the
latest fad?" summarizes school-to-work initiatives and introduces issues raised
by proponents and critics of this movemnt. Karen Cicmanec and Carol Boston
discuss changesin teacher roles and student outcomes brought on by school-towork programs in their article, "School to Work Transitions in the K-12
Classroom". "The Tech Prep Option" based on ERIC resources 4nd written by
Bettina A. Lankard, Carolyn Prager, and Frankie Santos Laanana, describes the
tech-pre model which involves school-to-work linkages betwen high schools and
community collegts to train students in technical fields. In addition, federal
initiatives to support school to work transitions are discussed. Lists of electronic
resources, selected school-to-work resource organizations, and selelected
readings are provided.
Aggleton, P. (1987) "Rebels Without a Cause? Middle Class Youth and the
Transition from School to Work" London: Falmer Press
Anisef, P. and Axelrod, P. (Eds) (1993) "Transitions: Schooling and Employment
in Canada" Toronto: Thompson Educational Publishing.
Anisef, P. (1980) "Is the Die Cast? Educational Achievement and Work
Destinations of Ontario Youth" Ontario Ministry of Colleges and Universities
Ashton, D., Lowe, G. (1991) "School-To-Work Transitions in Britain and Canada:
education, training and the Labour Market in Canada and Britain" In Ashton, D.,
Lowe,G. Making Their Way: education, training and the Labour Market in Canada
and Britain. Milton Kenes, UK: Open University Press; Toronto: University of
Toronto: University of Toronto Press
Barton, P. (1980) "Between Two Worlds: Youth Transition from School to Work"
Washington, D.C.
Barton, P. (1978) "Lifelong Learning: getting started" School Review, 86 pp 311326
Preliminary Bibliography of the NALL Research Network
65
Bazalette, J. (1978) "School Life and Work Life: A Report of an Action -research
Project on the Transition from School to Work in the Inner City" London:
Hutchinson
Bynner, J., Roberts, K. (Eds.) (1991) "Youth and Work: A Transition to
Employment in England and Germany" London
Canadian Labour Force Development Board. Task Force on Transition into
Employment (1994) " Putting the pieces together, toward a coherent transition
system for Canada's labour force" Ottawa Canadian Labour Force Development
Board
French ed. (Assembler les pieces...) : 95-02366/3
The Canadian Labour Force Development Board (CLFDB) created the Task
Force Transition into Employment in February 1992 to deal with the policy and
program issues surrounding the transition of unemployed people into paid
employment. It includes both young people making the transition from school to
work and adults re-entering the workforce or entering it for the first time. This
report describes the development of a coherent Canadian model for transition
into employment. It presents the conceptual framework used as the starting point
for the model's development; describes the Canadian environment within which
transitions occur and each constituency's views on how transitions work today;
and examines in detail each of the elements that form a coherent transition
system, including labour market information, income and other support,
education, training, career and management counselling, prior learning and skills
assessment, and labour market practices.
Clarke, L. (1980) "The Transition from School to Work: A critical Review of
Research in the united Kingdom" London: H.M Stationary
Co-operative Programs for Transition from School to work"(1985) U.S.
Department of Education, Washington, D.C.
Curtis, B., D.W. Livingstone and H. Smaller (1992) "Stacking the Deck: The
Streaming of Working-Class Kids in Ontario Schools." Toronto: Our Schools/Our
Selves.
Dehli, K. (1996) "Unfinished Business? The 'Dropout' Goes to Work in Education
Policy Reports"In Debating Droputs: New Policy Perspectives, Gaskell, J., Kelly
D. New York: Teachers College Press
Dei, G. (1996) "Black Youth and Fading Out of School" In Debating Droputs: New
Policy Perspectives, Gaskell, J., Kelly D. New York: Teachers College Press
Preliminary Bibliography of the NALL Research Network
66
Donaldson, E. L. (1989) "Links between Education and Employment, A Case
Study of Transition from School to Work" Toronto: University of Toronto
Falk, Cliff (1997) "Moving the Borders While Keeping the Guard: Introducing
employability skills into British Columbia's schools and colleges" The 27th annual
SCUTREA conference proceedings 1997, University of Leeds: Standing
Conference on University Teaching and Research in the Education of Adults
Ginzberg, E. (1980) "The School/Work Nexus: Transition of Youth from School to
Work" PHi Delta Kappa Educational Foundation
Halliday, R.C.W. (1987) "The Transition from School to the Workplace: A Study
of Student perception of Post-Secondary Education and the Newfouldand
Education System" Memorial University of Newfoundland
Hamilton, S. F., Powers, J.L.(1990) "Failed Expectations: Working-Class Girls'
Transition from School to Work" in Youth and Society; (22) 2, Dec, pp.241-262.
Heinz, W. (1996) "The Transition from Education to Employment in a
comparative Perspective" Centre for International Studies. University of Toronto
Heinz, W. (1995) "Transitions in Youth in Cross-Cultural Perspective: school-towork in Germany" In Galaway, B., Hudson, J. (Eds.) Youth in Transition to
Adulthood: resaerch and policy implications. Toronto: Thompson Educational
Publishing
Krahn, H., Lowe, G.(1991) "Transitions to Work: results of a longitudinal study of
high school and university graduates in three Canadian cities" In Ashton, D.,
Lowe, G.S. (Eds.) Making Their Way: education, training, and the Labour Market
in Canada and Britain. Milton Keynes, UK: Open Univeristy Press, Toronto:
University of Toronto Press
Livingstone, D.W. (1996) "Wasted Education and Withered Work" In The Great
Training Robbery" Halifax: Fernwood, T. Dunk et al. (Eds.)
Meaghan, D. (1996) "The School Dropout Rate: Facts vs. Perceptions" The
Reporter, Spring pp34-67
Tanner, J., Krahn, H., and T. Hartnagel (1995) "Fractured Transitions: from
School to Work: Revisiting the Drop-out Problem" Oxford University Press
Thomas,A.E. et all (1989) "Deaf Students and School to Work Transition"
Baltimore
Virgin, A.E., McCatty, C.A.M. (1976) "High School Drop-Outs: Characteristics of
Their Post-School Learning and Their Perceptions of Why They Left"
Preliminary Bibliography of the NALL Research Network
67
Watkins, P. (1984) "Youth, Schooling and Work: Policy and Transition" Victoria:
Deakin University
West, M., Newton, P. (1982) "Transition from School to Work" London: Helm;
New York: Nichols Pub. Co.
Preliminary Bibliography of the NALL Research Network
68
B. "hegemonic age"
Canadian Labour Force Development Board. Task Force on Transition into
Employment (1994) " Putting the pieces together, toward a coherent transition
system for Canada's labour force" Ottawa Canadian Labour Force Development
Board
Preliminary Bibliography of the NALL Research Network
69
C. Seniors
Brockett, R. G. (1982) "Self-Directed Learning Readiness and Life Satisfaction
Among Older Adults" Unpublished doctoral disseration, Syracuse University,
Syracuse, NY
"Education and the Elderly in Nations at Different Stages of Development"(1986)
Ageing International, v13 n1 p12,14,24 Spr Available from International
Federation on Ageing, Publications Division, 1909 K Street, NW, Washington,
DC 20049.
Presents examples of some of the educational offerings for older people in
nations at three very different stages of development: Ghana, Singapore, and
France. Examines traditional forms of education, family living workshops,
preretirement education, self-directed learning, decentralization of older adult
education, and educational programs for the bedridden.
Fisher, J. C. (1986) "Participation in Educational Activities by Active Older Adults"
Adult Education Quarterly 36 pp 202-210
Lowe, G. (1992) "Human Resource Challenges of Education, Computers, and
Retirement" Ottowa: Statistics Canada
Tuijnman, A., van der Kamp, M. (Eds.) (1991) "Not to Old To Learn: research on
the learning activities of older adults" Paper presented at the EARLI-Conference
1991, Turku, Finland, August 24-28. Groningen, University of Groningen.
van der Kamp, Max (1997) "Concerns About Literacy Skills of Older Adults" The
27th annual SCUTREA conference proceedings 1997, University of Leeds:
Standing Conference on University Teaching and Research in the Education of
Adults
Preliminary Bibliography of the NALL Research Network
70
V.Learning in the Workplace
A. General
Aldershot, H. (1989) "Socialization and Learning at Work: a new approach to the
learning process in the workplace and society" Brookfield, VT: Avebury
Beckett, D. (1992) "Straining Training: The Epistomoly of Workplace Learning"
studies in continuing education (14) n 2 pp 133-42
Bell, C.R. (1977) "Informal Learning in Organizations" Personnel Journal (56) 6
June pp 280-283, 313
Betcherman, G. et al. (1994) "The Canadian Workplace in Transition" Kingston:
Industrial Relations Centre at Queen's University, pp. 1-16
Billet, S. (1995) "Workplace learning: its potential and limitations. Education and
Training, 37 (5), 20-27
Billet, S. (1992) "Toward a Theory of Workplace Learning" Studies in Continuing
Education (14) 2 pp 143-55
Any setting can contribute to learning, and learning theories must account for
settings, enculturation, and social contributions. Theories of learning in informal
or "natural" settings must be quite distinct from existing theories of formal
learning
Bridges,D., and McLaughlin, T.(Eds.) (1993) "Education and the Market Place.
London: Falmer Press
Briton, D. (1996) "Marketspeak: the rhetoric of restructuring and its implications
for adult higher education. Studies in the Education of Adults. vol. 28, (1), 29-47
Caffarella, R.S., O'Donnell J.M. (1991) " Judging the Quality of Work Related
Self-Directed Learning" Adult Education Quarterly (42) 1 pp 17-29 American
Association for Adult and Continuing Education
Canadian Centre for Management Development. (1994) "Continuous learning: a
CCMD report." Ottawa: Canadian Centre for Management Development.
This report begins with an overview on the theme of learning then goes on to
discuss individual learning looking at formal learning, informal learning, and a
checklist for a learning culture. This section examines a few of the ways in which
Preliminary Bibliography of the NALL Research Network
71
organizations can think about individual learning in order to provide the
foundation for organizational learning. The next section looks at organizational
learning, including as business process improvement, strategic planning,
strategic management which imparts an organizational culture, as organizational
self-knowledge for action learning and as organizational self-knowledge for
parallel learning structures. Conclusions are developed.
Carnevale, A. (1991) "America and the New Economy: how new comptetitive
Standards are Radically Changing American Workplaces" Jossey-Bass
Carnevale, Anthony Patrick (January 1986) "The Learning Enterprise" Training
and Development Journal, v40 n1 p18-26
The author discusses various aspects of training and development: formal jobrelated training and development, the behavioral/cognitive split in informal
learning on the job, workplace training inside and out, costs and benefits of
workplace learning, and forces accounting for growth and decline in the training
and development function in companies.
Casey, C. (1995) "Work, Self and Society After Industrialism" London, New York:
Routledge
Corson, D. (Ed.) (1991) "Education for Work: Background to Policy and
Curriculum" Multilingual Matters: Clevedon, Avon
Corson, D., Lawton, S.B.(Eds.) (1993) "Education and Work Vol I & II:
Proceedings of the International Conference Linking Research and Practice"
OISE Press
Darrah, Charles, N. (1996) "Learning and Work: an exploration in industrial
ethnography " New York: Garrond
Darrah, Charles N.(1995) "Workplace Training, Workplace Learning: A Case
Study" in Human Organization; (54) 1, spring, 31-51.
Fieldwork conducted 1987/88 at a computer manufacturer reveals that the
training curriculum failed in its instrumental function, & instead was used by
trainees, support staff trainers, & production flow management to pursue diverse
agendas. It also simplified organizational "messes" by making them seemingly
amenable to rational problem solving. On-the-job training, the formal training
classes, & daily life on the production floor are analyzed as distinct arenas for
learning that reflected organizational power as much as efficient pedagogy. The
implications of the findings for a world in which enhancing the skills of workers is
widely deemed essential are considered. 23 References. Adapted from the
source document. (Copyright 1995, Sociological Abstracts, Inc., all rights
reserved.)
Preliminary Bibliography of the NALL Research Network
72
Development Programme, The (1988) "Towards a Learning Organization."
Stockholm: The Swedish Work Environment Fund
Describes a number of important lessons learned from the projects carried out
within the Development Programme for new technology, working life and
management. the book describes the experiences and the lessons of the
development programme insofar as they concern the methods used for training,
the development of competence and skills, and learning in the context of the
introduction of new technology, organizational change and the upgrading of
vocational skills and job content. Learning is seen in the perspective of working
life..all (interaction) provide opportunities for learning, more or less conscious,
where the employees are given a chance to develop, renew themselves and
adapt to new customer demands and market requirements.
Du Gay, P. (1996) "Consumption and Identity at Work" London: Sage
Publications
Dunk, T., Nelsen, R.W., McBride, S. (Eds.) (1996) "The Training Trap:Ideology,
Training and the Labour Market" Halifax: Fernwood
Dunk, T. et all (1996) "The Great Training Robbery" Halifax: Fernwood
Engelstad, P.H. and Gustavsen, B. (1993) "Swedish Network development for
Implementing National Work Reform Strategy" Human Relation. Vol 2 (46): pp
219-247
Engestrom, Y. (in press) "Cognition and Communication at Work" Cambridge:
Cambridge University Press
Engestrom, Y. (1994) "Training For Change: new approaches to instruction and
learning in working life" Geneva: International Labour Office
Engestrom, Y. (1989) "Developing Thinking at the Changing Workplace: Toward
a redefinition of expertise." Technical Report #130. Center for Human Information
Processing, University of California, San Diego.
Forrester, K., Payne, J. and K. Ward (1995a) "Workplace Learning Perspectives
on Education, Training and Work" Aldershot: Avebury Press
Forrester, K., Payne, J. and K. Ward (1995b) "Lifelong Education and the
Workplace: a critical analysis" International Journal of Lifelong Education, 14 (4)
292-305
Gee, J., Hull, G. and C. Lankshear (1996) "The New Work Order" Boulder, CO:
Westview
Preliminary Bibliography of the NALL Research Network
73
Gelpi, E. (1979) "A Future for Lifelong Education. Vol 2 Lifelong Education: Work
and Education" Department of Adult and Higher Education, University of
Manchester: Manchester
Guglielmino, P.J., Gugliemlimino, L.M., and H.B. Long (1987) "Self-Directed
Learning Readiness and Performance in the Workplace: Implications for
Business, Industry, and Higher Education" Higher-Education (16) 3, pp303-317.
Annotation in Section IIa
Hart-Landsberg, S., Braunger, J., Reder, S. (1993) "Learning the Ropes: the
social construction of work-based learning" National Center for Research in
Vocational Education
International Industrial Relations Association (1997) "Bulletin" No 48, January
Kozlowski, S.W.J. (1995) "Organizational Change, Informal Learning and
Adaptation: Emerging Trends in Training and Continuing Education" Journal of
Continuing Higher Education. (43) 1 Winter
Trends such as technological innovation, downsizing, self-managed teams, and
continous learning imply that in continuing education technical content must be
considered in the context in which skills are used. Knowledge of learning
processes and workplace socialization suggests that formal training and informal
learning must be integrated to maximize organizational effectiveness.
Laiken, M.E.(1992a) "The evaluation of adult learning in the workplace: a review
of current research and field applications" Toronto: Ministry of the Solicitor
General
Laiken, M.E. (1992b) "Report of Adult Learning in the Workplace" In Jim Young
(Ed.) A Policy Learning System for Ontario: Final Report and Recommendations"
Ministry of the Solicitor General, Strategic Planning Committee on Police Training
and Education
Lankyard, B. (1995) "New Ways of Learning in the Workplace" ERIC Digest, 161
Livingstone, D.W. (1997) "The Education-Job Gap: Underemployment or
Economic Democracy" Boulder: Westview Press
Marsick, V. J. (1987) "Learning in the Workplace" UK: Croom Helm
Marskick, V.J. (1987) "Learning in the Workplace: the case for critical relfectivity"
Adult Education Quarterly, 38, 187-198
Newman, M. (1993) "The Third Contract: Theory and Practice in Trade Union
Training" Sydney: Stewart Victor
Preliminary Bibliography of the NALL Research Network
74
Schurman, S. (1989) Reuniting Labour and Learning: a holistic theory of work. In
Leymann, H. and Kornbluh, H. (Eds.) Socialisation and Learning at Work.
Vermont: Gower
Shragge, E. (1997) "Workfare: ideology for a new under-class" Toronto:
Garamond Press
Simon, Roger I., Don Dippo, and Arleen Schenke (1991) "Learning Work: a
critical Pedagogy of Work Education" ed. Henry A. Giroux and Paulo Freire,
Bergin and Garvey
Especially chapter 1. "Work education and critical pedagogy; chapter 6 "Working
Through Social Relations"; Chap. 8 "Time on and off the job: The Interrelation of
work, desire and leisure."
Smith, D., Smith G. (1990) "The Job-Skills Training Nexus: changing context and
managerial practice" in The Political Economy of the Community College, Muller,
J. (Ed). Toronto: Garamond
Taylor, P., Killeen, J. (1995) Assessment and Guidance in Training for Work:
evaluation of initial assessment and guidance on entry. London: Policy Studies
Institute
Taylor, R. (1986) "Adult Education and the Working Class: policies, practices and
future priorities for community adult education" In Ward, K., and Taylor, R (Eds.)
Adult Education and the Working Class: Education for the missing millions.
Wolfeboro, New Hampshire: Croom Helm
Terepocki, M. (1996) "Learning Potentials: Worker's Perspectives on Learning in
an Autoparts Factor" Paper presented at Candadian Sociology and
Anthropology/Learneds Societies Congress, St.Catherines, Candada
Verma, A., Chaykowski, R.P. (Eds.) (1996) "Contract and Commitment:
Workplace Change and Employment Relations in
Canadian Firms" Kingston: Queen's IRC Press.
Watkins, K. and V. Marsick (1996) "In Action: creating the learning organization"
Alexandria: American Society for Training and Development
Watkins, K.E. (1995) "Workplace Learning: Changing Times, Changing
Practices" New Directions for Adult and Continuing Education no 68 Winter
Watkins, K. and V. Marsick (1993) "Sculpting The Learning Organisation: lessons
in the art and science of systemic change." San Francisco: Jossey-Bass
Preliminary Bibliography of the NALL Research Network
75
Wells, D. (1992) "Who Gains from Worker Participation" Industrial Relations
Centre Press, Queen's University
Westwood, S. (1994) "Learning and Working" Studies in the Education of Adults
(16) October pp 3-20
Preliminary Bibliography of the NALL Research Network
76
B. corporations, management, professionals and learning
Bascia, N. (1994) "Unions in teachers' professional lives: social, practical, and
intellectual concerns" New York: Teachers College Press
Beder, Hal, Gordon, Darkenwald and Thomas Valentine (1983) "Self Planned
Professional Learning Among Public School Adult Education Directors: a social
network analysis" Paper presented at the 1983 Adult Education Research
Conference
Boje, D.M. (1994) "Organisational Storytelling: the struggles of pre-modern,
modern, and postmodern organisational learning discourses" Management
Learning, 25 (3), pp. 433-462
Cervero, R.M. et all (1986) "The Formal and Informal Learning Activities of
Practicing Engineers" Engineering Education (77)2 November pp 112-114
Reports on study designed to describe the extent to which practicing engineers
participate in formal and informal learning activites. Suggests that informal
methods are used more often than formal methods. Discusses these infomral
methods and suggests that educators give them more recogntion.
Kelly, C.C. (1992) " Informal Professional Learning of Chemists and Engineers in
'petrochem': a 'folktale' analysis. Ed.D dissertation, Columbia University
Teachers College. Order No: AAC 9228491 ProQuest - Dissertation Abstracts
Annotation in Section IIB
Learmonth, A. (1993) "Creating a Learning Environment in the Workplace. A
Manual for Managers, Trainers, Human Resources Personnel, Union Officials
and Workers." [microfiche] South Australia, Australia: National Centre for
Vocational Education Research, Leabrook (Australia) pp. 98
Marshall, D. (ed) (1992) "High Performance Work and Learning Systems; crafting
a worker-centered approach" Preecedings of American Federation of Labor and
Congress of Industrial Organizations, Washington, DC Human Resources
Development Institute: ERIC No. ED 349 434
McGinty, J. and Fish, J. (1993) "Further Education in the Marketplace" London:
Routledge
Scully, S.A. (1993) "Informal Learning in the Workplace: views of student
personnel adminstrators" Ed.D dissertation, Columbia University Teachers
College. Order No: AAC 9406582 ProQuest - Dissertation Abstracts
Preliminary Bibliography of the NALL Research Network
77
Steinberg, Ronnie J (1990) "Social Construction of Skill: Gender, Power and
Comparable Worth" Work and Occupations, vol. 17 no. 4, November, 449-482
Conventional definitions of skill have been challenged by comparable worth. the
pressures that contribute to simple definitions of skill are uncovered through an
identification of the major sources of gender bias in job evaluation systems.
research on comparable worth offers a unique opportunity to develop more
sophisticated understanding of the power relations that maintain the gendered
character of the labor market.
Swift, R.A. (1984) "Informal Learning of Occupational Therapists and Its
Relationship to Formal Continuing Professional Education" Ph.D. dissertation,
University of Wisconsin. Order No: AAC 8323079 ProQuest - Dissertation
Abstracts
Velde, C. (1997) "Crossing Borders: an alternative conception of competence
and implications of professional practice in the workplace." The 27th annual
SCUTREA conference proceedings 1997, University of Leeds: Standing
Conference on University Teaching and Research in the Education of Adults
Vericker, W.T. (1991) "Factors That Facilitate or Impede Informal Workplace
Learning Among Directors of Education in Insurance Trade Association Offices"
Ed.D dissertation, Columbia University Teachers College. Order No: AAC
9136457 ProQuest - Dissertation Abstracts
Volpe, M. (1992) "The Relationship Between Organizational Change and
Informal Learning in the Workplace" Ed.D dissertation, Columbia University
Teachers College. Order No: AAC 9228528 ProQuest - Dissertation Abstracts
This qualitative case study was designed to explore how human resource
professionals learn informally to master environmental changes in the workplace.
The study is based on the following assumptions: (1) the ability of HR
professionals to learn to master changes caused by major programs of
restructuring and downsizing effected their ability to serve the needs of their
management and employee clients; (2) most learning in the workplace occurred
in informal, non-structured situations; (3) the need for continuous informal
learning heightened during periods of intense organizational change; and (4) an
implied social contract existed between the organization and its employees. The
site for the study is the U.S. headquarters of a multi-national corporation which
had recently undergone a major reorganization and downsizing. The primary
sources of data were: in-depth interviews of twenty HR professionals, extensive
informal observations of these professionals in various work situations and
documentary analysis. Lewin's (1935) concept that behavior is a function of the
interaction of person and environment provided the overriding construct for
analysis and synthesis of the research findings. Bolman and Deal's (1984) fourframe approach to analyzing organizations was used to assess the extent and
Preliminary Bibliography of the NALL Research Network
78
nature of the environmental changes confronting the subjects of this case study.
While this study set out to examine how the sample group learned to master
change, a key finding revealed that the overriding issue for participants was to
interpret and understand the changed environment. This focus largely hindered
learning in informal situations and also hindered the ability of HR professionals to
meet the needs of their clients. Furthermore, the findings identified three distinct
perceptions of the post-change environment: (1) the nature of work had changed;
(2) the company was no longer perceived as a paternal organization; and (3) the
environment had become highly complex politically. The principal
recommendation resulting from this study is that organizations would benefit from
a more integrative strategy in implementing actions in response to changing
business conditions. In focusing primarily on restructuring and downsizing as the
means to solve new business problems, organizations may fail to recognize the
need for the continued commitment of surviving employees and the full
engagement of their capabilities.
Preliminary Bibliography of the NALL Research Network
79
C. Workers
Beckerman, Andre; Davis, Julie; Jackson, Nancy (ed.) et al. (1992) "Training For
What? Labour Perspectives on Skill Training; Our schools Ourselves, Toronto
Esp. Chapter 1 "Training on the Job? You've Got to be Kidding." pp.8-18.
Blaney, W.A.(1996) " American Workers' Perceptions and Self- Assessment of
Core Workplace Knowledges, skills, and Abilities" Ph.D. dissertation, Walden
University. Order No: AAC 9633555 ProQuest - Dissertation Abstracts
Annotation in Section IIB
Blaxter, L.(1996) "Living Lifelong Education: The Experiences of Some Working
Class Women" in Adults Learning (England) (7) n7 March, pp169-71.
Many older working-class women have lived a lifelong education, formally and
informally, in conditions that were not conducive to learning. Employers and
training providers should ensure that education and training are not oversold and
expectations that cannot be met are not raised. (SK)
Bramel, D., Friend, R. (1981) "Hawthorne, the myth of the docile worker and
class bias in psychology" American Pcychologist, 36, 867-878.
Brandes, K.A. (1991) "A Description of the Efforts of Home Economists
Attempting to Learn Clothing and Textile Subject Matter" Ph.D. dissertation.
University of Illinois at Urbana-Champaign Order No: AAC 9136550 ProQuest Dissertation Abstracts
Brosio, Richard (1987) "Education for Democratic Work and Citizenship: Building
Bridges to Organized Labor" Paper presented at the annual meeting of the
American Education Studies Association, Chicago: ERIC Document
Reproduction Services No. ED 294 783
Carr, I.C. (1991) "Mexican Women Workers at an Electronics Factory in Illinois:
social context for adult educators" Ed.D dissertation, Northern Illinois University.
Order No: AAC 9202928 ProQuest - Dissertation Abstracts
Annotation in Section III
Cooper, Linda (1997) "New Education Policy Directions in South Africa: shifting
the boundaries of Worker education" The 27th annual SCUTREA conference
proceedings 1997, University of Leeds: Standing Conference on University
Teaching and Research in the Education of Adults
Cooper, Signe S. (Ed) (1980) "Self-Directed Learning in Nursing" Wakefield,
Mass: Nursing Resources, Inc.
Preliminary Bibliography of the NALL Research Network
80
Cooper, Signe S., Neal, Margo C. (Eds.) (1980) "Perspectives on Continuing
Education in Nursing" Pacific Palisades, CA: NURSECO, Inc.
Cunningham, P (1993) "The Politics of Worker's Education" Adult Learning, 5 (1)
13-14, 24
Drexel,I., Welskopf,R. "Learning in the Work Process, Preconditions, Potentials
and Limits: The Example of East German Enterprises" Zeitschrift fur
Sozialisationsforschung und Erziehungssoziologie; 1994, 14, 4, Oct, 294-318.
Falconer, L.E.(1980) "Self-Directed Learning Efforts of Learning- Oriented
Registered Nurses." Master's thesis, University of Victoria
Forester, K. "Learning in Working Life: The contribution of Trade Unions" In
Marjorie Mayo and Jane Thompson (Eds.), Adult Learning, Critical Intelligence
and Social Change. Leicester: National INstitute of Adult and Continuing
Education
Franklin, William-S (1973) " A Comparison of Formally and Informally Trained
Journeymen in Construction." Industrial-and-Labor-Relations-Review; 26, 4, Jul,
1086-1094.
In the controversy over the admission policies of construction unions, few facts
have been available for appraising the effectiveness of the various methods of
learning a construction trade. Pension & welfare-fund records are drawn upon in
6 crafts & 6 cities to compare the employment experience of formally & informally
trained journeymen. On the average, journeymen with apprenticeship training,
because of the nature of that training, suffer less unemployment & are more likely
to become supervisors than journeymen who are trained informally.
Apprenticeship can be said to be preferable to less formal means of preparation
for entry into the construction labor market.
Gerin-Lajoie, D. (1997) "Life Skills and Technical Skills in Co- operative
Education Programmes: Claudia, An Excursion into the World of Hairdressing"
Ph.D. Thesis, Department of Education, University of Toronto
Graham, Tom "Workplace Literacy: critical perspectie on learning basic skills at
work" Washington, DC: ERIC Documehnt Reproduction Services No. ED 383
879
Healy, Sherida R. (1994) "A Study of instructional development knowledge and
use during instructional planning by nurse educators in Newfoundland and
Labrador" X, 205 p. Memorial University of Newfoundland. Thesis (M.Ed.)
Preliminary Bibliography of the NALL Research Network
81
Henning, Philip H. (1996) "A Qualitative Study of Sitated Learning By
Refrigeration Service Technicians Working For A Supermarket Chain In
Northeastern Pennsylvania" Doctoral dissertation, Pennsylvania State University
Hills, S.M. (1981) "How Craftsman Learn Their Skills: a longitudinal analysis"
Ohio: Nation Inst. of Education. ERIC ED 222696
Hirsch, D. (Ed.) (1994) "What Makes Workers Learn?" Resskeill, New Jersey:
Hampton Press, Inc.
Lowe, G., Hughes, K. (1995) "Job-related Education and Training Among
Younger Workers" Canadian Public Policy 21, 3 pp 362-378
Marshall, H. (1972) "Structural Contraints on Learning: Butchers' apprentices" In
B. Geer (ed) Learning to Work. pp 39-48 Beverly Hills, CA: SAGE
Martin, D. "Labour Education" (1997) in Selman, G., Sleman, M., and Paul
Dampieer and Michael cooke (Eds.) The Foundations of Adult Education in
Canada 2nd Edition
Martin, D. (1995) "Thinking Union: Activism and Education in Canada's Labour
Movement" Toronto: Between The Lines
Mason, G.E. (1983) "Self-Directed Learning of Social Workers in an
Organizational Context" Ph.D. dissertation, The Fielding Institute
Ng, R. (1994) "Worker Adjustment in The Garment Sector: Comparing PlantBased and Sector-Based Committees" Facing Factory Closures in the Garmet
Industry. Toronto: International Ladies Garment Workers Union, Ontario Distict
Council
Rubenson, K., Schutye, H.G. (1994) "Learning At and Through the Workplace: a
review of participation and adult learning theory" In Hirsch, D., Wagner, D.S.
(Eds.) What Makes Workers Learn the role of incentives in workplace education
and training
Scribner, S., Sachs, P. (1990) "On the Job Training: A Case Study" NCEE Brief
Number 9. National Center on Education and the Economy, Rochester, NY. 5p
ERIC ED338917 CE059712
"Self-directed learning in nursing" (1980) 1st ed. Nursing dimensions education
book series. Wakefield, Mass.: Nursing Resources
Skaggs, Betty J. (1981) "The Relationship Between Involvment of Professional
Nurses in Self-Directed Learning Activities, Loci of Control, and Rediness for self-
Preliminary Bibliography of the NALL Research Network
82
Directed Learning Measures" Ph.D Dissertation, the University of Texas at
Austin. Dissertation Abstracts Internation Vol. 42, No. 5 November, p 1906 - A
Tanner, J. (1994) "Working-Class community, Working-Class Consciousness: a
Re-examination" In Critical Sociology: Essays in Honour of Arthur K. Davis,
Krishnan, P. (ed.) B.R. Publishing Corporation, New Delhi, India
TARP (1992) "Carpenters Talk Tool Design"; TARP Technotes No. 1, June, pg.7
Terkel, S. (1972) "Working: People Talk About What They Do All Day and How
They Feel About What They Do" NY: Ballantine
Training and Development (May 1994) "The coming of age of workplace learning:
a time line" S5-S11
Turk, J. (1989) "Introduction" in J. Davis et al. "It's Our Own Knowledge: Labour,
Public Education and Skills Training" Toronto: Our Schools/ Our Selves, pp. 1-7.
van Onna, B.(1992), "Skills Formation in the Workplace." In Tuijnman, A. and van
der Kamp, M.(Eds.), Learning Across the Lifespan. Oxford: Pergamon Press.
Wilson, G. (1989) "Getting an Education the Hard Way" in Julie Davis et al. It's
Our Own Knowledge: Labour, Public Education and Skills Training. Toronto: Our
Schools/ Our Selves.
Wilson, J. (1991) "Informal Learning in the Educational Workplace" Ed.D
disseration, Columbia University Teachers College. Order No: AAC 9136460
ProQuest - Dissertation Abstracts Cross Listed in Section II
Preliminary Bibliography of the NALL Research Network
83
D. Other work sites (non-profits, etc.)
Dehli, K. (1994) "Parent Activism and School Reform in Toronto" Prepared for
the Ontario Ministry of Education and Training, The Transfer Grant, July
Hanson, J. (1996) "Learning to be a Prostitute: Education and Training in the
New Zealand Sex-industry" Women's Studies Journal 77-85
Howe, W.A. (1991) "Factors That Facilitate or Impede Informal Workplace
Learning Among Managers in a Chapter of the American Red Cross" Ed.D
disseration, Columbia University Teachers College. Order No: AAC 9136399
ProQuest - Dissertation Abstracts
Jennett, Penny A. Lifelong, self-directed learning: why physicians and educators
should be interested. Journal of Continuing Education in the Health Department
(14) 69-74
Johns, W.E. (1973) "Selected Characteristics of the Learning Projects Pursued
by Practing Pharmacists" Ed.D dissertation, University of Georgia
Kathrein, Mary Ann (1981) "A Study of Self-Directed Continued Professional
Learning of Members of the Illinois Nurses' Association: content and Process"
Ed. D. disseration, Northern Illinois University. Disseration Abstracts International
Vol. 42, No. 5, Order No. 8122229
Kalnins, I. (1986) " The Relationship Between Organizational Climate and SelfDirected Learning Activities in Community Health Nurses" Ed.D dissertation,
Columbia University Teachers College. Order No: AAC 8611683 ProQuest Dissertation Abstracts
Larson, B.K. (1991) "Informal Workplace Learning and Partner Relationships
Among Paramedics in the Prehospital Setting" Ed.D dissertation, Columbia
University Teachers College Order No: AAC 9121186 ProQuest - Dissertation
Abstracts
This qualitative case study addresses the need to understand how paramedics
learn informally in the workplace. It assumes that a significant amount of
workplace learning takes place in informal, non-structured situations, and that an
understanding of this learning will enhance formal and informal learning in the
workplace setting. The study is of a public service provider of emergency medical
services in a southeastern state. The primary data sources are in-depth
interviews and written critical incidents from 23 paramedics and extended
observations of three of them within their work environment. The findings suggest
that paramedics utilize two principal modes for learning informally, they learn
Preliminary Bibliography of the NALL Research Network
84
from experience and from relationships. The strategies employed in learning from
experience described here include storytelling, making mistakes, reflection, and
performance of the tasks associated with the job. The feature which links these
strategies for learning is the unusual nature of the experience. A four phase
process of learning informally from experience is presented. Mentoring, while
helpful in orienting experienced paramedics, is less helpful in orienting
inexperienced paramedics or for remediation of experienced ones. The nature of
the job limits the effectiveness of this learning relationship. Self-directed learning
occurs, but it plays a minor role. Organizational factors act as inhibitors to the
use of this mode of informal learning. A key discovery is that the partner
relationship greatly influences the informal learning occurring in this setting. Four
types of partner relationships are characterized and also defined in terms of
learning effectiveness. The four types of partnerships are further categorized as
routine or non-routine. Routine and non-routine partnerships when matched
against routine or non-routine experiences of the job yield four additional sets of
learning relationships. Learning informally from the non-routine experiences of
the job rather than through formal continuing professional education emerges as
the principal way these paramedics continue to improve their practice and
understand the organization. The type of partner relationship experienced by the
paramedic and the learning context described by the organizational design
significantly influence the informal learning which occurs in this setting.
Lazarus, F.C. (1991) "The Synergy of Workplace Learning: perspective of
cooperative education directors" Ed.D Columbia University Teachers College.
Order No: AAC 9121187 ProQuest - Dissertation Abstracts
The purpose of this study was to explore learning in the workplace among
cooperative education directors employed in colleges and universities. The study
intended to describe what cooperative education directors learn in the workplace,
how learning occurs, the relationship between formal and informal learning and,
the factors that promote or impede workplace learning. An exploratory study
incorporating elements of grounded theory was used to address this purpose.
Twenty cooperative education directors employed in New Jersey and
metropolitan New York colleges and universities participated in it. Data were
collected through critical incidents, interviews, observations, and document
analysis. Research findings were structured by participant perceptions of the
content, nature, context, strategies, and resources for workplace learning.
Findings suggested that participants primarily used informal learning strategies
such as networking, coaching, trial and error, and learning from experience to
acquire professional, organizational/group and individual competencies. There
was, however, a synergistic connection between formal and informal learning
which suggested a need for both modes for learning to occur in the workplace.
Workplace learning was context-dependent, action-orientated, and tacit; this
suggested that workplace learning was personalized and intuitive. Learner selfdirection, proactivity, reflection, critical reflection, and dialogue enhanced it. The
study identified situations in which transformative learning occurred from a
Preliminary Bibliography of the NALL Research Network
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process initiated by the workplace triggers of crisis, ambiguity and error; there
followed a transition to a higher level of consciousness. The learner followed a
pattern of change which included discomfort, awareness, reassessment,
clarification and resolution. The climate indicators of respect, trust, support and
collaboration among members of the cooperative education community and with
supervisors were crucial for facilitating workplace learning. There was an
identified need for federally-funded training centers and professional associations
serving cooperative education practitioners to design and facilitate workshops
and conferences using adult education principles and practices. A synergistic
model for enhancing workplace learning among cooperative education directors
was proposed.
Quarter, J., Wilkinson, P. (1996) Building a Community-Controlled Economy: the
Evangeline Co-Operative Experience" Toronto: UT Press
Quarter, J. (1992) "Canada's Social Economy: co-operatives, non- profits and
other community enterprises" Toronto: Lorimer
Vernon, S. (1991) "Learning Informally to Work in a Team: case study of a nonprofit service agency" Ed.D dissertation, Columbia University Teachers College
Order No: AAC 9121217 ProQuest - Dissertation Abstracts
Annotation in Section IIb
Preliminary Bibliography of the NALL Research Network
86
VI. Informal learning and technology
Barrett, H.C. (1991) " Adult Self-Directed Learning, Personal Computer
Comptency, And Adult Learning Style: models for more effective learning" Ph.D
dissertation, The Fielding Institute. Order No: AAC 9121829 ProQuest Dissertation Abstracts
In the past decade, many adults have undertaken the task of learning to use
personal computers, employing individual learning styles, resulting in varying
levels of success. Past research projects have been conducted with learners in
organized computer classes; however, there has been little research on the
efforts of adults learning personal computers on their own. This exploratory
research study assessed the impact of learning style, readiness for self-directed
learning and the type of operating system interface (graphical or text) on the
acquisition of personal computer competency. Approximately half of the
participants in the study were professionals and educators from throughout the
nation; the other half were from Alaska. Over 194 participants filled out four
instruments: Kolb's Learning Style Instrument (LSI); Guglielmino's Self-Directed
Learning Readiness Scale (SDLRS); a Personal Computer Competency
Inventory (PCCI); and a general questionnaire which asked questions about
strategies for learning to use (not program) a personal computer. A smaller
number (31) answered open-ended responses to more in-depth questions about
their learning experiences. The data was analyzed by learning style, by type of
computer interface preferred, and by level of personal computer competency. An
integrated model of a developmental learning process was presented. One of the
findings suggests that Divergers (favoring concrete experience and reflective
observation) have more difficulty in gaining personal computer competency. Of
the ten hypotheses submitted, all but two were supported by the data analyzed
by statistical measures. The two rejected hypotheses found no relationship
between learning style and preference for type of computer user interface. The
hypotheses that were supported found that: self-directed learning strategies were
employed at least 70% of the time; competent users had a slightly higher level of
self-directed learning readiness than beginners; intrinsic motivation led to higher
levels of personal computer competency; a foundation for learning, an active
learning style, and an abstract learning style all lead to higher levels of personal
computer competency; competent users of graphical interfaces used more types
of applications than competent users of text interfaces; and there was more
variability in preferred learning strategies by the type of user interface preferred
than by learning style.
Brown, S.J. "Process Vs Product: a perspective on tools for communal and
informal electronic learing" Journal of Educational computing Research (1) 2 pp
179-201
Preliminary Bibliography of the NALL Research Network
87
Brunet, Jean; Proul,Serge; Spalding,Eric (1989) Formal versus Grass-Roots
Training: Women, Work, and Computers. Journal-of-Communication; 39, 3,
summer, 77-84.
An investigation of social inequality with respect to the technical appropriation of
computer knowledge based on fieldwork conducted in Montreal, Quebec,
involving a survey of private courses & training, & a social evaluation of an
original training experiment realized by a community group in a popular
neighborhood. These training situations are associated with two different types of
learning strategies: formal training (top-down), dealing with traditional standards
of schooling; & an original grass-roots experiment concerned with computer
training for the have-nots (down-up). The essential elements of these training
programs are described, learning strategies compared, & implications considered
for the designing of adequate learning strategies for the have-nots. Results show
that the grass-roots experiment designed for unemployed persons-the have-notshas in fact attracted people with university training & already on the work market;
also, both traditional private courses & the experimental program were used by
men to advance their careers, but by women to catch up & survive economically
in a transformed workplace. 2 Illustrations, 4 References. Modified AA (Copyright
1990, Sociological Abstracts, Inc., all rights reserved.)
Cahoon, B.B. (1995) "Computer Skill Learning in the Workplace: a comparative
case study" Ph.D. University of Georgia. Order No: AAC 9531174 ProQuest Dissertation Abstracts
Twelve computer users in three organizations were interviewed in a qualitative
study of how adults learn personal computer skills in the context of workplace
activities. Transcripts and observational data were used as the basis for
organizational case studies; a cross-case analysis identified general categories,
events, and processes of individual, workgroup, and organizational learning.
Generally, individual learning began with a social situation requiring adaptation to
computers. The most skillful participants progressed to adapting computer
resources to work requirements. The transition from novice to experienced user,
a process that a learner may enact many times, depended on asking questions,
self-directed learning, learning more than one software application or computer
system, and adapting computer resources to work requirements. All participants
indicated that informal learning through mutual problem solving and coaching
had been more important in their skill development than formal training. Each
workgroup included one or more individuals identified by peers as local experts,
on whom the group relied for support, and negotiated implicit or explicit rules
governing the distribution of computer work and skills. In some groups, these
rules encouraged self-directed learning to reduce demands on local experts. In
other workgroups, most computer tasks were delegated to local experts, with
other members exhibiting little self-directed learning. These results were
consistent with prior research on situated learning (Lave & Wenger, 1991).
Organizational expectations and support appeared to motivate self-directed
Preliminary Bibliography of the NALL Research Network
88
learning and skill development. Members of bureaucratic service organizations
developed less skill than members of a flatter, more profit-oriented organization.
Informal learning was also influenced by conflicts between formal organizational
structures and informal networks of computer users. Recommendations for
computer training include extending the duration of workshops, focusing on
rehearsal of work tasks rather than enumeration of software features, training
workgroups together, and involving participants in program planning.
Alternatively, instructional technology labs can support self-directed learning and
reduce conflicts in motivation by distancing learning goals from immediate work
goals. Future research in this area could focus on quantitative assessments of
transfer of training and the development of network-based systems to support
collaborative learning.
Fleer, M. (1989) "Reflecting Indigenous Culture in Educational Software Design"
Journal of Reading, (32) 7 p611-19 Apr ERIC EJ388491 CS737666
Discusses research on Australian Aboriginal cognition which relates to the
development of appropriate educational software. Describes "Tinja," a software
program using familiar content and experiences, Aboriginal characters and
cultural values, extensive graphics and animation, peer and group work, and
open-ended design to help young children read and interact better.
Harasim, L. et al. (1995) "Learning Networks: a field guide to teaching and
learning online" Cambridge, Mass.: The MIT Press
Harp, C.G. (1997) "Learning Computer Software: Preferences and Patterns of
Learning Activities" Ph.D. dissertation, University of Georgia. Order No: AAC
9636445 ProQuest - Dissertation Abstracts
Despite the voluminous research on information systems training, relatively little
is known about how users go about learning to use a new software program.
Obviously, users learn to use software by a variety of means other than formal
training sessions, yet the information systems literature is vitually silent on the
informal means of learning software. Users can for example, learn to use
software by simply exploring the menus, experimenting as they go, and asking
friends or co-workers for assistance. These informal means of learning are
commonly found examples of self-directed learning, a concept well studied in the
adult education literature. Over 250 users of microcomputers were given
structured phone interviews to discuss the many ways in which they learn
computer software. Specifically, the study focussed on which learning activities
were most useful and which learning activities were least useful. The study
examined plausible explanations for why a user prefers some learning activities
over others and explored the differences between the user preferences for
formality of learning resources, variety of learning activities, and patterns of
learning activities such as learning via training or learning via analogy/usage. The
current study found a relationship between one's type of work and one's
Preliminary Bibliography of the NALL Research Network
89
preference for formality in learning resources and one's pattern of learning
activities (preference for training versus analogy/usage learning activities).
Clerical workers displayed a higher preference for formal, structured learning
resources than knowledge workers and managers. Clerical workers also
displayed a higher preference for training activities than knowledge workers and
managers. The current study also found a relationship between one's level of
computer experience and the total number of learning activities generally
employed to learn a computer software program. Experienced users employed a
greater number of learning activities than inexperienced users. Finally, one's
classification as a dependent learner or a self-directed learner may affect one's
preference for different types of learning activities. This study found that
dependent learners prefer training activities more than self-directed learners.
Hoot, J.L., Hayslip, B., Jr. (1983) "Microcomputers and the Elderly; new
directions for self-sufficiency and life-long learning." Educational Gerontology 9
pp 493-499
Lowe, G. (1992) "Human Resource Challenges of Education, Computers, and
Retirement" Ottowa: Statistics Canada
Lowe, G.S. (1991) "Computers in the Workplace" Perspectives on Labour and
Income 3, 2 pp.38-50 Summer
Olson, P. (1991) "Teaching Equality: Using Computers to Popular Ends." In
Computers for Transformation in Education Capetown: University of the Western
Cape
Olson, P. (1987) "Who Computes?" in Critical Pedagogy and Cultural Practice,
Livinstone, D. (Ed.) Bergin & Garvey
Sawchuck, P. (1997) "Factors Workers' Informal Computer Learning: Some
Observations on the Effects of Progressive Unionism" Paper presented at
SCUTREA International Conference, London, England
Sawchuck, P. (1996) "Working Class Informal Learning and Computer Literacy"
Paper Presented at the Joint Session of the Canadian Society for the Study of
Education and the Canadian Sociology and Anthropology Association" Brock
University, St. Catherines, Ontario. June
Sawchuck, P. (1996) "An Interdisciplinary Approach to Working Class Computer
Literacy" Paper presented at Canadian Sociology and Anthropology/Learneds
Socieities Congress, St. Cahterines, Candada.
Taylor, J.C. (1994) "Technology, Distance Education and the Tyranny of
Proximity" Higher Education Management, 6 (2) 179-188
Preliminary Bibliography of the NALL Research Network
Taylor, J.M. (1996) "The Continental Classroom: Teaching Labour Studies OnLine" Labor Studies Journal Spring
Tully, C.J. (1996) "Informal Education by Computer - Ways to Computer
Knowledge" Computers & Education (27) 1 August.
Turkle, S. (1995) "Life on the Screen: Identity in the Age of the Internet" New
York: Simon and Schuster
Wildish, E. (1995) "Interpreting the Experience of Adults Engaged in SelfDirected Learning of the Internet" M.A. thesis, University of Toronto
90
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VII. PLAR
Boud, D., Cohen, R. and David Walker (1993) "Using Experience for Learning"
Buckingham, Eng, Bristol, PA: Society for Research into Higher Education and
Open University Press
Burnard, P. (1988) "Experiential Learning: Some Theoretical Considerations."
International Journal of Lifelong Education 7 2 Apr/Jun 127-33.
The author discusses three aspects of the theory of aknowledge: propositional
knowledge, practical knowledge, and experiential knowledge. He also discusses
problems of research in the field.
Canadian Association for University Continuing Education and the Ontario
Council of University Life-long Learning (1995) "Prior Learning Assessment: A
Discussion Paper" CAUCE/OCULL Task Force on Prior Learning Assessment
In January 1995, the Task Force on Prior Learning Assessment submitted a
discussion paper to the Executive of CAUCE. The paper was shared with deans
and directors of continuing education units across Canada at the February 1995
meeting, when all 13 recommendations were endorsed. This paper summarizes
the 13 recommendations and also includes a summary update of PLA activity in
Canadian universities, by province, as of October 1995.
Collins, M. (1995) "Prior Learning Assessment in Canada and Abroad:
Implications for Universities"
Confederation College of Applied Arts and Technology (1989) "The Barriers
Project" Thunder Bay, Ont.: Confederation College,
In 1987, the Barriers Project was initiated by Confederation College of Applied
Arts and Technology to engage 31 selected community colleges in Canada in an
organized self-appraisal of institutional barriers to the enrollment of part-time
credit students. From the outset, colleges were encouraged to limit their
investigation to barriers over which the college had control. By the end of the first
six months, it was clear that all of the colleges, regardless of size, location, and
mandate, shared common concerns about improving conditions for part-time
learners. The most commonly identified issues included the following: (1) the
need for colleges to explore alternative times and locations for the delivery of
programs; (2) the need to market part-time opportunities within the community;
(3) the need to provide part-time students with the same services (e.g.,
counseling, bookstore, cafeteria, and property maintenance) as full-time
students; and (4) the need to develop systems for the assessment of prior
Preliminary Bibliography of the NALL Research Network
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learning by offering challenge tests, making credits from other postsecondary
institutions transferable, and giving credit for experience. Among the specific
barriers to enrollment identified by the colleges, 36% were categorized as
operational. Barriers included limited course selections, scheduling problems,
unavailability of support services, lack of information and communication, poor
marketing and advertising, and inadequate counseling, orientation, and remedial
services. Another 15.6% of the barriers related to institutional policy, 11% to
attitudes, 9.46% to social conditions, and 7.42% to student finances. The project
report includes brief descriptions of the methods and findings of the selfassessments of the 31 colleges and an article, "Prior Learning Assessment in
Quebec Colleges," by Robert Isabelle and Francine Landry. (JMC) 70 pages.
Government of Ontario. Ministry of Education and Training. Ontario Council of
Regents for Colleges of Applied Arts and Technology. Prior Learning
Assessment Advisory and Coordinating Group (1995) "Prior Learning
Assessment: A Credit to the College System: Report of the Prior Learning
Assessment Advisory and Coordinating Group, February 1993 - June 1994"
Toronto: Ontario Council of Regents for Colleges of Applied Arts and Technology
Describes the Prior Learning Assessment Advisory and Coordinating Group (PLA
Group) and its mandate: to facilitate the development of PLA services and policy
of consistently high quality across the college system and to ensure that such
services and policies treat students fairly and equitably. Discusses activities at
colleges, pilot projects, policy development across the college system,
monitoring, training, major issues of implementation, and plans for the coming
year. Appendices include definitions, letters, membership lists for associated
groups, and other background information. Also published in French under the
title: La reconnaissance des acquis: une realisation au credit du reseau collegial.
58 p. Descriptors: Educational experience; Colleges of applied arts and
technology; Access to education; Evaluation.
Government of Ontario. Ministry of Education and Training. Prior Learning
Assessment Advisory and Coordinating Group. Ontario Council of Regents for
Colleges of Applied Arts and Technology (1995) "Prior Learning Assessment in
Ontario's Colleges: An Overview" Toronto: Ontario Council of Regents for
Colleges of Applied Arts and Technology, 1995.
This overview of prior learning assessment in Ontario's colleges describes the
background to and the framework for implementation in the province. It outlines
the mandate and membership of the PLA Advisory Coordinating Group and the
implementation principles adopted by the Group in February, 1994. Appendices
include: a flow-chart for the PLA process and a list of facilitators in Ontario
colleges, with telephone, fax and email address.
Preliminary Bibliography of the NALL Research Network
93
Government of Ontario. Ontario Council of Regents, Prior Learning Assessment
Secretariat.(1995) "A Prior Learning Assessment Training Manual: Preparing for
the Task in Ontario" Toronto: Ontario Council of Regents
This training manual examines important basic knowledge, skills and resources
necessary for promoting good practices in prior learning assessment (PLA).
College personnel and community trainers involved in the delivery of PLA
assessment services or programs should find it most valuable. It is particularly
designed to provide a resource to the PLA trainer who will undertake the training
of others interested in providing PLA services. Training sessions include: local
and central policies; extension of the principles of adult learning to PLA; learning
contracts and independent study; ethical issues; overcoming barriers to access;
the role of active listening; promoting the concept of PLA; conducting an
orientation session; cultural diversity; and giving feedback to the PLA candidate.
[196] pages.
Gouvernement de l'Ontario (1995) Ministère de l'Éducation et de la Formation.
Conseil ontarien des affaires collègiales. Comité consultatif et de coordination
sur la reconnaissance des acquis. "La reconnaissance des acquis: Une
réalisation au crédit du réseau collégial: Rapport du Groupe consultatif et de
coordination de la reconnaissance des acquis, Février 1993 - Juin 1994" Toronto:
Conseil ontarien des affaires collègiales
Décrit le groupe consultatif et de coordination du programme de reconnaissance
des acquis et son mandat: favoriser la création de services et l'élaboration de
politiques sur la RDA de qualité dans l'ensemble du réseau collégial, et s'assurer
que ces services et politiques offrent un traitement juste et équitable aux
étudiants. Discute des activités de RDA dans les collèges, des projets pilotes, du
suivi et de l'évaluation, de la formation, des enjeux actuels reliés à et de la
planification pour le prochain exercice. Les annexes incluent : des définitions,
des lettres, des renseignements sur certains comités et les membres du groupe
de travail sur le RAFEO et la RDA. 63 p. Descriptors: Educational experience;
Colleges of applied arts and technology; Access to education; Evaluation.
Version anglaise: Prior learning assessment... (ON07853). Le masculin est utilisé
ici sans préjudice.
Government of Ontario. Ministry of Colleges and Universities. Ontario Council of
Regents for Colleges of Applied Arts and Technology. Prior Learning
Assessment Advisory Committee (1992) "Prior Learning Assessment: Enhancing
the Access of Adult Learners to Ontario's Colleges: Final Report to the Minister of
Colleges and Universities from the Ontario Council of Regents' Prior Learning
Assessment Advisory Committee" Toronto: Ontario Council of Regents for
Colleges of Applied Arts and Technology
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Explains that this report outlines an implementation strategy for prior learning
assessment (PLA) in the initial phase, namely for the first 3 years beginning
January 1993, and that it builds on the discussions and arguments put forward in
an earlier discussion paper. Explains that PLA is based on the premise that many
adults acquire skills and knowledge through work experience, community
activities, volunteer work, and non-college and independent study. A PLA system
evaluates this learning and relates it to courses and programs at formal
educational institutions. Using PLA, adult candidates who can demonstrate or
document that they have achieved the objectives of a given course, may be
given formal college credit. Covers PLA methods, academic policy issues,
organizational structure, and financial considerations. Appendices list PLA
advisory committee members, PLA pilot projects and consultations, acronyms,
and a summary of recommendations
Hynes, M, Burnie, B., and G. Garrozzino (1994) "PLA Joint Pilot Project Report"
Metro Labour Education Centre and George Brown College
Hynes, M, Burnie, B., and G. Garrozzino (1994) "Getting The Credit you
Deserve: Portfolio Development for ESL Speakers" Metro Labour Education
Centre and George Brown College
Isabelle, R. et al (1993) "The Utilization of Prior Learning Assessment in Canada"
HRDC. Government of Canada
Michelson, E (1996) "Taxonomies of Sameness: the recognition of prior learning
as anthropology" Paper presented at the International Conference on Experience
Learning, July 106 University of capetown, South Africa.
Peruniak, G.S. (1993) "The Promise of Experiental and Challenges to its Integrity
by Prior Learning Assessment" Candian Journal of University Continuing
Education
Sansregret, M. (1991) "Recognition of Practical Knowledge through a Prior
Learning Assessment Program." Paper presented at the Annual Meeting of the
American Association for Adult and Continuing Education (Montreal, Quebec,
Canada, October 14-20, 1991).
In a society characterized by change, people are faced with many opportunities
to acquire practical knowledge outside the traditional environment of academic
institutions using the same basic evaluation criteria and guarantee the validity
and reliability of assessment. A prior learning assessment (PLA) program has the
following economic benefits: it attracts a newly motivated adult clientele to return
to school; it builds on what they already know; and it fills the enrollment gap left
by a decreasing younger population. The ideological principles of justice and
equity, ethics and morals, and responsibility are putting serious pressure on
academic institutions to assess prior learning using the same basic evaluation
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95
criteria and to guarantee the validity and reliability of assessment. To apply these
principles, four steps are required in a sound and valid PLA program: (1) program
planning by administrators; (2) identification of student learning by a counselor;
(3) assessment of learning by professors; and (4) accreditation by administrators.
Faced with constant change, colleges and universities must modify their mandate
and assess what has been learned outside their supervision. (10 references)
(YLB). 8 pages.
Thomas, Alan M.(1989) "The Utilization of Prior Learning Assessment as a Basis
for Admission and the Establishment of Advanced Standing in Education in
Canada" Toronto: Ontario Institute for Studies in Education, 1989.
Wolfson, G.K. (1997) "Prior Learning Assessment: a case study of acceptance of
innovation and change" The 27th annual SCUTREA conference proceedings
1997, University of Leeds.: Standing Conference on University Teaching and
Research in the Education of Adults