Learning in Adulthood: A Comprehensive Guide (3rd ed.)
By Caterina Valentino. 2013
926 citations recorded by the source corpus.
Subfields: Organizational Behavior and Human Resource Management
View Paper: https://www.semanticscholar.org/paper/01b648fc051d4caf61763cb1283c568e6e21680f
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In Organizational Behavior and Human Resource Management
Citations in the corpus
- Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students (2014, background): “Merriam, Caffarella, and Baumgartner (2007) suggest that adult learners tend to think that learning occurs in a formal classroom setting but fail to see the many informal learning opportunities they have experienced in their adult lives (e.g., learning to balance a checkbook or create a budget).”
- Nontraditional Student Engagement: Increasing Adult Student Success and Retention (2011, background): “Educators who support personal and social transformations as a goal of adult learners will need to seek innovative ways to facilitate adult learning (Merriam & Caffarella, 1999).”
- Getting on board: Organizational socialization and the contribution of social capital (2013, background): “Regarding the learning process in social settings, Merriam et al. (2007) reviewed several studies and concluded that learning in social settings was heavily influenced by the quality of collaboration, mutual support, cooperation, and empathy among learners and instructors.”
- Teacher Beliefs and Technology Integration. (2013, background): “…of an innovation requires substantial and sustained teachers’ professional development, which to some extent may provoke teachers’ previous knowledge resulting in “dramatic, fundamental change of their understanding, perception, belief, and attitude” (Merriam & Caffarella, 1999, p. 318).”
- Review of trends from mobile learning studies: A meta-analysis (2012, methodology): “Based on research by Merriam, Caffarella, and Baumgartner (2007) and Cedefop (2011), we identi fi ed three different categories of educational context: formal education, non-formal education and informal education.”
- Collaborative Autoethnography as a Pathway for Transformative Learning (2018, background): “Before that time, much of the scholarship and theory on biracial individuals was situated in paradigms of marginality, deficits for self-identity, maladjustment, confusion, and/or difficulty in laying claim to identity (Poston, 1990; Root, 1990; Shih & Sanchez, 2005; Wijeyesinghe, 2001). Similarly, ”