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This volume is produced from digital images created through the University of Michigan University Library's large-scale digitization efforts. The Library seeks to preserve the intellectual content of items in a manner that facilitates and promotes a variety of uses. The digital reformatting process results in an electronic version of the original text that can be both accessed online and used to create new print copies. The Library also understands and values the usefulness of print and makes reprints available to the public whenever possible. This book and hundreds of thousands of others can be found in the HathiTrust, an archive of the digitized collections of many great research libraries. For access to the University of Michigan Library's digital collections, please see http://www.lib.umich.edu and for information about the HathiTrust, please visit http://www.hathitrust.org ... Read more

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Focusing on ethics and ethical issues from an adult perspective, Repairing Our World from the Inside Out is a three-part program for adults to begin thinking out tikkun midot, applying Jewish values to one's own life. Using journal entries as part of the program, "Repairing Our World from the Inside Out" incorporates the following components:

1. A study for the Jewish Educational State of the Union paper written by Rabbi Jan Katzew on tikkun midot.

2. An examination of the Book of Jonah, focusing on Jonah's reluctance to repair himself.

3. A close-read/text study on Jonah Chapter 3, when he begins the process of tikkun midot.

These materials are flexible enough to be used in any number of ways:

1. A three-session adult study course.

2. A High Holy Day study text.

3. An introduction to a full adult education ethics course. ... Read more

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Human Rights Roles in Shaping Policy explores the International Rescue Committee's (IRC) policies of adult education programs at the Kakuma Refugee Camp in Kenya, with reference to international human rights issues that were being addressed by the International Agencies/Non-Government Organizations' (NGO's) policies of adult education programs in the fields. Policies explored in this research include the policy of improving literacy for refugees, the policy of breaking communication barriers, the policy of discouraging apathy in development activities, the policy of improving employment for women, and the policy of improving socio-economic standards and living conditions of all refugees. ... Read more

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The Second Edition of Developing Programs in Adult Educationwill serve as anindispensable guide for current and prospective adult educators in planning, designing/implementing, and evaluating/accounting foradult education programs. Like the successful First Edition, this revised and expanded volume presents a conceptual programming model that draws from many concepts, constructs, and theories generated by adult educators and other scholars in closely allied disciplines. The updated model, field tested and validated, enhances and elaborates on the complex contextual relationships and processual actions represented in the original. The authors offer illustrative applications within varied organizational contexts and provide apanorama of both macro- and micro-perspectives and actions of a program planning process, with examples from various fields of adult education practice. This innovative text is the definitive authority on one of the few theoretical models of the programming process based in systems theorymerged with the practice ecology of adult education. ... Read more

Customer Reviews (2)

Developng Programs in Adult Education, A conceptual programming model
Anne Wolff
ADED 5610 - Planning and Evaluationof Instruction
Book Review #1
Due Feb 19, 2006

Boone, E.J., Safrit, R.D., and Jones, J.(2002).Developing programs in adult education, A Conceptual Programming Model, 2nd ed.Prospect Heights, IL:Waveland Press, Inc.
I chose the book, Developing Programs in Adult Education,A Conceptual Programming Model for my first book review because it would give me an opportunity to study an alternativeapproachto planning in addition to Caffarella's interactivemodel of planning. Boone's conceptual programming model addresses programming in adult education from a holistic systems approach that encompasses three interdependent and connectingprocesses:planning; design and implementation;and evaluationand accountability.This nonlinear, conceptually focused holistic model of the programming process provides adult educators with a consistent framework for understanding and giving meaning to the many activitiesin which they engage when planning, designing, implementing, and evaluating adult education programs.
Boone's conceptual programming model was developed from work in community colleges and community based programs, university continuing education divisions, the Cooperative Extension Service, volunteer organizations,and public health units, and thus is grounded in practicalapplications.Recognizing that adult educators function in complex and rapidly changing organizational and societal contexts,no fixed or static programming model can adequately address the diverse adult learner population, their societal, cultural, economic, political, and technological contexts.This conceptualprogramming model is much like Caffarella's interactive programming model in its flexibility of application.Boone's conceptual programming model encourages the adult educator to stay abreast of theexternalenvironmentin which both the adult education organization and its practicing adult educators function through continuous environmentalscanning.Mapping and involvementof the public in collaborativeneeds identification, assessment, and the design and implementation of educational programs allows the programmer to respond to needs of the institution and the target audience.This model emphasizes ongoing, planned formative evaluation of all major decisions and actions taken during the implementation of the total programming process.Summativeevaluationof the planned program outcomes and the determination of the planned programs holistic impact on societal change are also strongly emphasized.
The basic structural organization of the book begins with a description of the programming process which includes all of the planned and collaborative efforts and activities of adult educators, learners, and institutional leaders in designing and effecting educational strategies that culminate in behavioral change in individual adult learners, and collectively,the targetedlearner system and subsequent alterations of the system itself. The book reviewsthirteen recognized models of adult education programming with an emphasis on the context,scope,philosophy, perspective,and applicabilityof each.Then there is a presentation of Boone's conceptualprogramming process theoreticaltenetsand models.
In the conceptual programming model, planning begins with an analysis of the adult education organization's internal context withan emphasis on understanding its mission, philosophy, structure, goals, and mode of operation.The planner then links the organization with its targeted audience and learners.Using systems analysis, adult educators access and involve the public by identifying and interfacing with the leaders and spokespersons of significant "stakeholder" groups.The purpose of this linkage process is to collaborate with these leaders in identifying, assessing, and analyzing the educationalneeds within the public/learner systems.
The design and implementation of the planned program is a purposeful and planned educationalresponse to the expressed needs discovered in the planning process.With knowledge of the content area in which the expressed need lies, the adult educator translates this into connecting,developmentally focused hierarchies of needs, objectives,change and learning strategies,and outcomes which constitute the planned program.Plans of action are developed,and implemented through action strategies which include mobilizing needed human and material resources, marketing, designing and using formative evaluationto alter ongoing activities.
Evaluationand accountability are the third aspect of this conceptual planning model. This includes making informed judgments about the results obtained from implementing the activities of the programming process as formative evaluation,attaining the program's intended outcomes and impact based on established criteria and observable evidenceas summative evaluation,and accountabilityfor the results achievedin implementing the planned program.
I feel the primary author, Boone,was very successful in his intent to present the philosophical and theoreticalframework and practical application of his conceptual programming model to adult educators.The book was well organized, witheach chapter's purpose and place in the conceptualprogramming model clearly stated.Besides presenting the model for programming with clear examples,I feel Boonechallenges adult educators to examine,test,accept,reject,modify, and extendhis conceptualprogramming model and to develop new individual approaches to programmingin adult education.I like the way the author emphasizes the general nature of his conceptual programming model to all planning situations, not just adult education.As a course textbook,I would prefer Boone, Safrit, and Jones's Developing Programs in Adult Education, because of the didactic approach in the book and the more comprehensive treatment of the theory and review of other models of planning programs.
I feel this book would be very effective for anyone involved in program planning, at any level.Compared to the course textbook,Boone's book offers a much more comprehensive approach to planning from his emphasis on the philosophy and theory of the planning process at the beginning, to a review and evaluationof existing planning models, to a detailed developmentof how to implementhis conceptualplanning process.The disadvantage of such a comprehensiveapproachto the planning process, is that is makes for a much longer and more complex book.Caffarella's book is really more of a workbook,a practical guide, and thus is much more brief and to the point, withexercises and applications emphasizing the key points.

Beware!
Be careful when ordering this book: I naturally went for the option of lowest-cost which happened to be a hardcover.The Amazon profile tends to treat the first and second editions as equivalent, but they are not.Note that the second edition is by Boone, Safritt, and Jones while the first is only by Boone.The editor review talks about the second edition, and while it says that it's in reference to the paperback at the end, it never says that the paperback and hardcover are two different editions.

In any case, the content of the first edition is good and useful, but the presentation is very dry and hard to absorb.There are way too many lists of theories and assumptions and principles. ... Read more

Product Description

The delivery of adult education programs has developed into an industry with global players in education and corporate institutions. Education is increasingly becoming a commodity exported to emerging economies by "first world" institutions. With the thirst for such blended shore programs by these consumers, there is a danger of malpractice if educators do not mindfully and critically examine their practice and learn through reflection and analysis. While maintaining a commitment to adult education as a means to educate, train and develop leaders for social sustainability, the impact of  these educational practices also needs to be examined.

In the Handbook of Blended Shore Education, educators and trainers critically examine their experience with blended shore programming and derive recommendations for good practices from such reflection and analysis. A group of internationally renowned authors raise vital questions about the export of education as a commodity wherein education maintains a purely instrumental value. It introduces an interdependent "next level" in blended shore education that can be achieved when the partner countries reach a transformation point where both benefit from examined values and the time and costs invested in the program. With that, this important book proffers a paradigm of good practices for blended shore programs that goes beyond delineating so-termed best practices.

Sound adult education principles and models of adult education are presented as a means for sustainable social and economic development. Sharing the lessons learned about program design and delivery with candid narrations about the design, development, and delivery of such programs, and narrated by authentic voices in the field, authors from around the world contribute to the emerging knowledge base of international (or blended shore) adult education. This is a knowledge base that acknowledges the value of indigenous wisdoms, the importance of individual performance improvement, and the inextricability of international education based on interdependence and collaborative education program design and delivery.

The recommendations support a professional practice of international adult education that is clearly rooted in an examined praxis, and are useful for program planners, practitioners, and chief learning officers in public and private education endeavors from the grass roots to the boardroom. With a backdrop of non-formal education; higher education; corporate training; workforce development; and basic education program settings, the Handbook of Blended Shore Education, examines what worked and what didn't work and brings the lessons learned to today's program administrators, CLOs, trainers, teachers, and community workers.

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Publication date: 1958Notes: This is an OCR reprint. There may be numerous typos or missing text. There are no illustrations or indexes.When you buy the General Books edition of this book you get free trial access to Million-Books.com where you can select from more than a million books for free. You can also preview the book there. ... Read more

Product Description
This volume is produced from digital images created through the University of Michigan University Library's large-scale digitization efforts. The Library seeks to preserve the intellectual content of items in a manner that facilitates and promotes a variety of uses. The digital reformatting process results in an electronic version of the original text that can be both accessed online and used to create new print copies. The Library also understands and values the usefulness of print and makes reprints available to the public whenever possible. This book and hundreds of thousands of others can be found in the HathiTrust, an archive of the digitized collections of many great research libraries. For access to the University of Michigan Library's digital collections, please see http://www.lib.umich.edu and for information about the HathiTrust, please visit http://www.hathitrust.org ... Read more

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This digital document is an article from Wood & Wood Products, published by Vance Publishing Corp. on May 1, 1993. The length of the article is 2152 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

Citation Details
Title: In praise of learning. (adult education program at Cumberland Hardwoods) (The Competitive Edge)
Publication: Wood & Wood Products (Magazine/Journal)
Date: May 1, 1993
Publisher: Vance Publishing Corp.
Volume: v98Issue: n6Page: p73(3)

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This digital document is an article from Community College Week, published by Thomson Gale on August 29, 2005. The length of the article is 3887 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

Citation Details
Title: Adult education programs: funding flags while demand--and the community college role--grows.(Cover story)
Author: Ed Finkel
Publication: Community College Week (Newspaper)
Date: August 29, 2005
Publisher: Thomson Gale
Volume: 18Issue: 2Page: 6(3)

Article Type: Cover story

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