Drago-Severson, Eleanor

Becoming Adult Learners : Principles and Practices for Effective Development

Foreword ix Laurent A. Parks Daloz Acknowledgments xiii Introduction: Aims, Purposes, and Intentions of This Book 1(16) The Field of Adult Basic Skills Development 3(5) The Adult Development Team Study 8(2) The Content of this Book 10(4) Contributions of this Research to the ABE/ESOL Field 14(3) Understanding Constructive-Developmental Theory 17(20) The Nature of Transformational Learning: Development of Self 18(2) Kegan's Constructive-Developmental Perspective on Adulthood 20(3) Kegan's ``Ways of Knowing'' 23(10) Why Ways of Knowing Matter in the Classroom 33(2) The Holding Environment: A Dynamic Context for Growth 35(1) Summary 36(1) Research Method 37(18) Site and Participant Selection 37(3) Research Questions: What Did We Want to Learn? 40(1) Data Collection 40(8) Data Analysis 48(3) Summary 51(4) The Polaroid Learning Site 55(17) About Polaroid 55(3) About CEI's Adult Diploma Program 58(6) The 1998--1999 CEI Program at Polaroid 64(3) Cohorts and Collaborative Learning Defined 67(3) Summary 70(2) ``Not I Alone'': The Power of the Cohort and Collaborative Learning 72(31) ``Everybody Thinks Differently'': The Cohort as a Holding Environment for Learning and Teaching 73(17) ``Like a Family'': The Cohort as a Holding Environment for Emotional Support 90(4) ``I Have a Better Appreciation for People'': The Cohort as a Holding Environment for Perspective Broadening 94(5) Conclusion 99(4) ``Good Teachers Understand Their Students'': A Developmental View of Learners' Expectations of Their Teachers 103(26) How Learners Conceptualized Teacher-Learner Relationships 105(19) Summary and Conclusions 124(5) ``We're Trying to Get Ahead'': Changes in Learners' Conceptions of Themselves, Their Skills, and Their Relationship to Work 129(25) How Program Learning Influenced Learners' Work Lives 131(19) Conclusion 150(4) Implications of a New Pluralism for Program Design, Curriculum Development, Practice, Policy, and Research 154(27) Designing Programs that Center on the Cohort and Collaborative Learning 155(5) Creating a Developmental Curriculum 160(4) Contextualizing the Curriculum: Goal Setting 164(3) Conceptualizing Competency as a Developmental Continuum 167(1) Creating Opportunities for Development in the Classroom: Teaching Practice 168(3) Policymaking in Support of Developmental Learning 171(4) Promising Avenues for Developmental Research 175(2) An Appetite for Learning 177(4) Epilogue. Graduation: A Red-Letter Day 181(6) Notes 187(4) References 191(14) Index 205(18) About the Author 223