Lifelong Education and Evaluation Practice


Book Description

This report develops a comprehensive conceptual analysis of educational evaluation and then applies the analysis to identify particular kinds of evaluation that would be especially important under lifelong education. The treatment of evaluation is general enough to incorporate evaluation practice operating under virtually any educational philosophy. While the study does focus primarily on the learner and the school, the conceptual distinctions and practical conclusions are applicable to nonformal and informal educational settings




EBOOK: Transforming Formative Assessment in Lifelong Learning


Book Description

Despite good intentions for formative assessment to enhance the quality of students' learning and motivation, it is widely misunderstood. Throughout the education system, it has become little more than a way of coaching students to meet the demands of summative assessment. This unique book combines theory, research and practical insights to demonstrate how teachers might enhance their understanding of formative assessment, particularly in vocational and adult education settings that are under pressure to meet targets for inclusion, retention and achievement. Drawing on recent research, the book includes six case studies that draw out the implications of the research findings to suggest ways in which teachers might change their assessment practice, despite the pressures in their own contexts. It considers: What is formative assessment, and what is it not? What impact do political and social factors have on assessment practices? Why do similar assessment practices have different effects in different 'learning cultures'? What role does subject knowledge play in educationally-worthwhile formative assessment? How can teachers, lecturers and other education professionals improve formative assessment? This book is essential reading for teachers, trainee teachers, staff development officers, researchers and those running training courses throughout the lifelong learning sector. It is ideal for those studying for PTLLS, CTLLS and DTLLS qualifications and for Cert Ed and PGCE awards related to the Lifelong Learning Sector. It is also relevant to various stakeholders involved in the design of qualifications, including awarding bodies, and to researchers interested in assessment and the impact of education policy on practice in all sectors of the education system, and particularly in lifelong learning. The book is authored with Jennie Davies, Visiting Research Fellow, University of Exeter, UK; Jay Derrick, Adult Education Consultant/Visiting Lecturer, Institute of Education, London, UK; and Judith Gawn, Regional Programme Director (LLN), NIACE London, UK.




Adult Education and Lifelong Learning


Book Description

This is the third edition of Peter Jarvis' classic textbook, Adult and Continuing Education, which established itself as the most widely used and respected book about education for adults today. In this new edition, the author has made extensive revisions and included substantial additional material to take account of the many changes that have occurred in the field of adult education. Additional and updated material in this much-anticipated new edition includes: a discussion on both globalisation and Europeanisation, indicating the pressures that have been exerted on the educational system to change a greater emphasis on lifelong education, lifelong learning and society an extended discussion on the theorists of distance education and introductory material on e-learning and on-line learning an updated look at changes in UK policy and European policy documents new material on the relationship between research, learning and the changing approaches to knowledge, with more emphasis placed on action learning and research.




Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice


Book Description

Racial, ethnic, linguistic, and cultural diversity has become of global importance in places where many never would have imagined. Increasing diversity in the U.S., Europe, Africa, New Zealand, and Asia strongly suggests that a homogeneity-based focus is rapidly becoming an historical artifact. Therefore, culturally responsive evaluation (CRE) should no longer be viewed as a luxury or an option in our work as evaluators. The continued amplification of racial, ethnic, linguistic, and cultural diversity and awareness among the populations of the U.S. and other western nations insists that social science researchers and evaluators inextricably engage culturally responsive approaches in their work. It is unacceptable for most mainstream university evaluation programs, philanthropic agencies, training institutes sponsored by federal agencies, professional associations, and other entities to promote professional evaluation practices that do not attend to CRE. Our global demographics are a reality that can be appropriately described and studied within the context of complexity theory and theory of change (e.g., Stewart, 1991; Battram, 1999). And this perspective requires a distinct shift from “simple” linear cause-effect models and reductionist thinking to include more holistic and culturally responsive approaches. The development of policy that is meaningfully responsive to the needs of traditionally disenfranchised stakeholders and that also optimizes the use of limited resources (human, natural, and financial) is an extremely complex process. Fortunately, we are presently witnessing developments in methods, instruments, and statistical techniques that are mixed methods in their paradigm/designs and likely to be more effective in informing policymaking and decision-making. Culturally responsive evaluation is one such phenomenon that positions itself to be relevant in the context of dynamic international and national settings where policy and program decisions take place. One example of a response to address this dynamic and need is the newly established Center for Culturally Responsive Evaluation and Assessment (CREA) in the College of Education at the University of Illinois at Urbana-Champaign. CREA is an outgrowth of the collective work and commitments of a global community of scholars and practitioners who have contributed chapters to this edited volume. It is an international and interdisciplinary evaluation center that is grounded in the need for designing and conducting evaluations and assessments that embody cognitive, cultural, and interdisciplinary diversity so as to be actively responsive to culturally diverse communities and their aspirations. The Center’s purpose is to address questions, issues, theories, and practices related to CRE and culturally responsive educational assessment. Therefore, CREA can serve as a vehicle for our continuing discourse on culture and cultural context in evaluation and also as a point of dissemination for not only the work that is included in this edited volume, but for the subsequent work it will encourage.




Adult Education and the State


Book Description

First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.




Lifelong Education for Adults


Book Description

Lifelong Education for Adults: An International Handbook is the first work intended to offer international, encyclopedic coverage of research and studies in the whole field of adult education. With 127 articles written by international specialists, this work will be an invaluable reference source for all those who are engaged in educational activities for adults, either as full-time planners/administrators of educational programmes, or part-time adult educators. There are, for example, articles on education for work and for living, on population education, peace and environmental education, and on learning for personal development and role fulfilment. Conceptual frameworks, practical issues relating to instructional methods, counselling, curriculum and evaluation, and developments in distance learning, group learning, and adult learning are some of the topics discussed. Systems of adult education worldwide, as well as adult education processes and practices, are covered region by region. The problems and initiatives of the developing countries are given attention alongside those of advanced countries. The collection of articles assembled in this Handbook is unique in the range and depth of treatment given to the field of adult education. This volume will thus be of great interest to all engaged in educational activities for adults, in adult schools, community centres, institutions of higher education, as well as educationalists, planners, and decision-makers throughout the world who are involved in adult education at all levels.




Biological Collections


Book Description

Biological collections are a critical part of the nation's science and innovation infrastructure and a fundamental resource for understanding the natural world. Biological collections underpin basic science discoveries as well as deepen our understanding of many challenges such as global change, biodiversity loss, sustainable food production, ecosystem conservation, and improving human health and security. They are important resources for education, both in formal training for the science and technology workforce, and in informal learning through schools, citizen science programs, and adult learning. However, the sustainability of biological collections is under threat. Without enhanced strategic leadership and investments in their infrastructure and growth many biological collections could be lost. Biological Collections: Ensuring Critical Research and Education for the 21st Century recommends approaches for biological collections to develop long-term financial sustainability, advance digitization, recruit and support a diverse workforce, and upgrade and maintain a robust physical infrastructure in order to continue serving science and society. The aim of the report is to stimulate a national discussion regarding the goals and strategies needed to ensure that U.S. biological collections not only thrive but continue to grow throughout the 21st century and beyond.




The Adult Learner


Book Description

How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.




Lifelong Education


Book Description




Program Evaluation


Book Description

Well-known in the field, Royse and Thyer present and simplify all the essentials needed for a critical appreciation of evaluation issues and methodology. From this text, students will learn how to gather evidence and demonstrate that their interventions and programs are effective in improving clients' lives. This text is known for its student-friendly writing style and clear presentation of concepts, as well as its hands-on and applied focus.