Bøger i Adult Learning in Professional, Organizational, and Community Settings serien

Through essays, narratives, and cultural critiques, the reader is invited to rethink education as more than upskilling and content mastery; education is a space where dialogue has the potential to unlock an individual's sense of power and self-mastery that enables them to make sense of violence, tragedy and trauma.

Through essays, narratives, and cultural critiques, the reader is invited to rethink education as more than upskilling and content mastery; education is a space where dialogue has the potential to unlock an individual's sense of power and self-mastery that enables them to make sense of violence, tragedy and trauma.

Provides published and aspiring writers with resources for sustaining, enhancing and evaluating their writing skills. The chapter themes focus on genre-based writing, creativity in writing, mechanics of writing, academic writing, and writing as a business.

Provides published and aspiring writers with resources for sustaining, enhancing and evaluating their writing skills. The chapter themes focus on genre-based writing, creativity in writing, mechanics of writing, academic writing, and writing as a business.

A volume for scholars and practitioners based on both empirical studies and practice-based research on adult skill acquisition and development. The book presents examples of the application of the Dreyfus and Dreyfus model in different fields providing insight into how practitioners can develop their skills in their particular domains.

A volume for scholars and practitioners based on both empirical studies and practice-based research on adult skill acquisition and development. The book presents examples of the application of the Dreyfus and Dreyfus model in different fields providing insight into how practitioners can develop their skills in their particular domains.

The purpose of this book is to assist post-traditional students to achieve success in the Occupational, Workforce, and Leadership Studies (OWLS) Department and develop their individualized pathway to earn the interdisciplinary Bachelor of Applied Arts and Sciences (BAAS) degree at Texas State University.

The purpose of this book is to assist post-traditional students to achieve success in the Occupational, Workforce, and Leadership Studies (OWLS) Department and develop their individualized pathway to earn the interdisciplinary Bachelor of Applied Arts and Sciences (BAAS) degree at Texas State University.

Presents the strengths and gifts of the scholar-contributors and the opportunity to ""turn the stories"" through accessible and meaningful reflective ""telling"". The collection concludes with a discussion of salient implications for working-class students and scholars, those who support their learning, and higher education institutions and programs.

For at least the last 100 years, more than 40% of all students who enrolled in American colleges and universities have not persisted to graduation at four-year institutions. Their stories are varied, but in every case, something got in the way. This book highlights the stories of those who successfully returned to what was left unfinished.

Introduces professional learners (students, residents, and others in professional training) to transformative learning for building resilient professional identities amid practice environments that include widespread burnout and compassion fatigue.

Introduces professional learners (students, residents, and others in professional training) to transformative learning for building resilient professional identities amid practice environments that include widespread burnout and compassion fatigue.

The purpose of this book is to assist post-traditional students to achieve success in the Occupational, Workforce, and Leadership Studies (OWLS) Department and develop their individualized pathway to earn the interdisciplinary Bachelor of Applied Arts and Sciences (BAAS) degree at Texas State University.

The purpose of this book is to assist post-traditional students to achieve success in the Occupational, Workforce, and Leadership Studies (OWLS) Department and develop their individualized pathway to earn the interdisciplinary Bachelor of Applied Arts and Sciences (BAAS) degree at Texas State University.

Presents the strengths and gifts of the scholar-contributors and the opportunity to ""turn the stories"" through accessible and meaningful reflective ""telling"". The collection concludes with a discussion of salient implications for working-class students and scholars, those who support their learning, and higher education institutions and programs.