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[ author_sort:"grill, jennifer catherine." ]
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Creating a space for learning: Pers...
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Grill, Jennifer Catherine.
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Creating a space for learning: Personal transformation and residential adult learning (New York).
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Creating a space for learning: Personal transformation and residential adult learning (New York)./
作者:
Grill, Jennifer Catherine.
面頁冊數:
451 p.
附註:
Major Professor: Peter Easton.
Contained By:
Dissertation Abstracts International64-02A.
標題:
Education, Adult and Continuing. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3081436
Creating a space for learning: Personal transformation and residential adult learning (New York).
Grill, Jennifer Catherine.
Creating a space for learning: Personal transformation and residential adult learning (New York).
- 451 p.
Major Professor: Peter Easton.
Thesis (Ph.D.)--The Florida State University, 2003.
This study explores new ways of combining individual and contextual perspectives on adult learning through the use of narrative inquiry by bringing into research focus the role of lifelong learning as leisure-oriented, nonacademic, and nontraditional.Subjects--Topical Terms:
626632
Education, Adult and Continuing.
Creating a space for learning: Personal transformation and residential adult learning (New York).
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Creating a space for learning: Personal transformation and residential adult learning (New York).
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Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0368.
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This study explores new ways of combining individual and contextual perspectives on adult learning through the use of narrative inquiry by bringing into research focus the role of lifelong learning as leisure-oriented, nonacademic, and nontraditional.
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The Omega Institute, a holistic learning center, served as an exemplary residential program. Specifically, the study identifies elements of Omega's learning environment that most clearly support transformative learning. Research questions for the study focus on how participants of Omega describe transformative learning processes; what Omega program planners do intentionally in their work to encourage personal growth; and what elements of residential learning seem most significant for personal growth.
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Three sets of finding emerged. The first set relates to transformative learning processes and shows that: (1) Transformative learning is described as a lifelong developmental process that can be understood as a quest for meaning and way of seeking and achieving balance. (2) The nature of the trigger event is such that it can be best understood by viewing it in the context of a person's life. (3) The final phase of transformation known as reintegration was found to be explicitly job/mission related.
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In the second set of findings staff indicated that effective learning environments include six components; these are: (1) Nurturance, (2) Safety, (3) Connectivity, (4) Good Faculty, (5) Natural Setting, and (6) Sincerity of Mission. Staff intentionally supported the learning environment at Omega primarily by being process oriented, which includes five aspects: (1) Understanding one's role/Sense of shared vision, (2) Going beyond basic needs, (3) Mindful classroom practices, (4) Individual practices, and (5) Putting money behind the mission.
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The third set of findings responds to questions about what workshop participants found significantly helpful about learning in residence as it pertained to personal growth. Seven elements were indicated: (1) Intention, (2) Escape, (3) Absence of Distractions, (4) Immersion, (5) Connectivity, (6) Psychic Mass, and (7) Natural Setting.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3081436
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