A conceptual framework for understanding self-direction in adult learning

2018 ◽  
pp. 18-34
Author(s):  
Ralph G. Brockett ◽  
Roger Hiemstra
Keyword(s):  
Adult Learning ◽  
Conceptual Framework

scholarly journals How to share the process of graduate advising

FACETS ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 263-279
Author(s):  
H.H. Wagner ◽  
C. Boyd ◽  
R. Napper
Keyword(s):  
Graduate Students ◽  
Adult Learning ◽  
Conceptual Framework ◽  
Conflicts Of Interest ◽  
Companion Paper ◽  
Working Relationship ◽  
Next Generation ◽  
Effective Learning ◽  
Learning Centered ◽  
Graduate Advising

This paper starts a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. A companion paper provides guidance on how to communicate effectively in graduate advising. Here, we present concepts and tools that enable advisors and graduate students to collaborate effectively and share the responsibility for the student’s learning. We specifically discuss (1) how to promote learning about learning to help students make sense of their experience and identify their supervision needs; (2) how to clarify roles and address conflicts of interest between different roles; and (3) how to establish an effective, learning-centered working relationship. By making the advising process explicit, using the concepts and worksheets presented here, advisors will contribute to the training of the next generation of graduate advisors.

Conceptualizing Learning in the Climate Justice Movement

2018 ◽  
Vol 68 (2) ◽  
pp. 91-107 ◽  
Author(s):  
Jenalee Kluttz ◽  
Pierre Walter
Keyword(s):  
Adult Learning ◽  
Social Movement ◽  
Conceptual Framework ◽  
Knowledge Creation ◽  
Collective Learning ◽  
Climate Justice ◽  
Theoretical Approaches

This article extends Scandrett et al.’s conceptual framework for social movement learning to understand learning and knowledge creation in the climate justice movement. Drawing on radical pluralist theoretical approaches to social movement learning, learning in the climate justice movement is conceptualized at the micro, meso, and macro levels, along two continua of (a) unorganized and organized learning and (b) individual and collective learning. Two critical themes of learning about power and learning about place are used as examples to illustrate learning across the three levels. Article conclusions discuss strengths and limitations of the conceptual framework and directions for further research to better understand adult learning within the climate justice movement.

The Discipline of Hospital Development: A Conceptual Framework Incorporating Marketing, Managerial, Consumer Behavior, and Adult Learning Theories

1997 ◽  
Vol 7 (4) ◽  
pp. 205-210
Author(s):  
Sandra Shirley ◽  
Ronald Stampfl
Keyword(s):  
Consumer Behavior ◽  
Adult Learning ◽  
Conceptual Framework ◽  
Interdisciplinary Approach ◽  
Learning Theories ◽  
Cultural Economic ◽  
Adult Learning Theories ◽  
Hospital Development

The purpose of this explanatory and prescriptive article is to identify interdisciplinary theories used by hospital development to direct its practice. The article explores, explains, and applies theories and principles from behavioral, social, and managerial disciplines. Learning, motivational, organizational, marketing, and attitudinal theories are incorporated and transformed into the fundamental components of a conceptual framework that provides an overview of the practice of hospital development. How this discipline incorporates these theories to design, explain, and prescribe the focus of its own practice is demonstrated. This interdisciplinary approach results in a framework for practice that is adaptable to changing social, cultural, economic, political, and technological environments

Evaluating research in developmental disabilities: a conceptual framework for reviewing treatment outcomes

1999 ◽  
Vol 41 (1) ◽  
pp. 55-59 ◽  
Author(s):  
Charlene Butler ◽  
Henry Chambers ◽  
Murray Goldstein ◽  
Susan Harris ◽  
Judy Leach ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Conceptual Framework ◽  
Treatment Outcomes

Understanding Why Older People Develop a Wish to Die

Crisis ◽  
2011 ◽  
Vol 32 (4) ◽  
pp. 204-216 ◽  
Author(s):  
M. L. Rurup ◽  
H. R. W. Pasman ◽  
J. Goedhart ◽  
D. J. H. Deeg ◽  
A. J. F. M. Kerkhof ◽  
...  
Keyword(s):  
Older People ◽  
Cohort Studies ◽  
Conceptual Framework ◽  
Life Events ◽  
Traumatic Life Events ◽  
Quantitative Studies ◽  
Wish To Die ◽  
Open Coding ◽  
Death Wishes ◽  
Depth Interviews

Background: Quantitative studies in several European countries showed that 10–20% of older people have or have had a wish to die. Aims: To improve our understanding of why some older people develop a wish to die. Methods: In-depth interviews with people with a wish to die (n = 31) were carried out. Through open coding and inductive analysis, we developed a conceptual framework to describe the development of death wishes. Respondents were selected from two cohort studies. Results: The wish to die had either been triggered suddenly after traumatic life events or had developed gradually after a life full of adversity, as a consequence of aging or illness, or after recurring depression. The respondents were in a situation they considered unacceptable, yet they felt they had no control to change their situation and thus progressively “gave up” trying. Recurring themes included being widowed, feeling lonely, being a victim, being dependent, and wanting to be useful. Developing thoughts about death as a positive thing or a release from problems seemed to them like a way to reclaim control. Conclusions: People who wish to die originally develop thoughts about death as a positive solution to life events or to an adverse situation, and eventually reach a balance of the wish to live and to die.

The Beginning of a Conceptual Framework

1984 ◽  
Vol 29 (12) ◽  
pp. 967-968
Author(s):  
Ernst G. Beier
Keyword(s):  
Conceptual Framework

Adverse outcome pathways: A conceptual framework to support ecotoxicology research and risk assessment

2011 ◽  
pp. n/a-n/a ◽  
Author(s):  
Gerald T. Ankley ◽  
Richard S. Bennett ◽  
Russell J. Erickson ◽  
Dale J. Hoff ◽  
Michael W. Hornung ◽  
...  
Keyword(s):  
Risk Assessment ◽  
Conceptual Framework ◽  
Adverse Outcome ◽  
Adverse Outcome Pathways
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