[1] |
M. S. Knowles, E. F. Holton III and R. A. Swanson, The Adult Learner, Burlington: Elsevier, 2005, p. 378. |
[2] |
D. H. Schunk, Learning theories: An educational perspective, vol. 4, Columbus: Merrill Prentice-Hall, 2004. |
[3] |
A. Smith, “The Inferential Transmission of Language,” Adaptive Behavior, no. 13, pp. 311-324, 2005. |
[4] |
S. B. Merriam, R. S. Caffarella and R. S. Baumgartner, Learning in adulthood: A comprehensive guide, San Francisco: John Wiley & Sons, Inc., 2007. |
[5] |
R. R. Hunt and H. C. Ellis, Fundamentals of cognitive pscychology, 7th ed. ed., New York: McGraw Hill Higher Education, 2004, p. 478. |
[6] |
A. H. Maslow, Motivation and personality, 3rd ed. ed., R. Frager, J. Fadiman, C. McReynolds and R. Cox, Eds., New York: Addison Wesley Longman, Inc., 1987. |
[7] |
A. H. Maslow, Toward a psychology of being, New York: Von Nostrand Reinhold Company Inc., 1968. |
[8] |
B. F. Skinner, The technology of teaching, New York: Appleton-Century-Crofts, 1971. |
[9] |
E. R. Hildegard and G. H. Bower, Theories of learning, New York: Appleton-Century-Crofts, 1966. |
[10] |
J. Kagan, “Understanding our personalities requires a lesson in history,” Monitor on Psychology, vol. 39, no. 11, pp. 26-27, December 2008. |
[11] |
M. Steup, “Epistemology,” 15 December 2005. [Online]. Available: http://plato.stanford.edu/entries/epistemology/. [Accessed 28 July 2008]. |
[12] |
J. Norden, Understanding the brain, vol. 1, Chantilly, Virginia: The Teaching Company, 2007, p. 216. |
[13] |
M. W. Watson, Theories of human development, vol. 1, Chantilly: The Teaching Company, 2002, p. 213. |
[14] |
D. E. Goldhaber, Theories of human development: Integrative perspectives, Mountain View, California: Mayfield Publishing Company, 2000, p. 416. |
[15] |
B. F. Skinner, “Selection by consequences,” Behavioral and Brain Sciences, vol. 7, no. 4, pp. 477-481, December 1984. |
[16] |
A. J. DuBrin, Applying psychology: Individual and organizational effectiveness, New Jersey: Prentice Hall, Inc., 2000, p. 477. |
[17] |
E. L. Thorndike and A. I. Gates, Elementary principles of education, New York: McMillan, 1929. |
[18] |
J. B. Watson, Behavior: An introduction to comparative psychology, PsychBooks ed., 2. f. H. H. a. C. ology (Publication no. 10.1037/10868-001). Retrieved August 10, Ed., London: Henry Holt and Co, 1914, p. 28. |
[19] |
B. Harris, “Whatever happened to little Albert?,” American Psychologist, vol. 34, no. 2, pp. 151-160, 1979. |
[20] |
B. F. Skinner, “A brief survey of operant behavior,” n.d.. [Online]. Available: http://www.bfskinner.org/Operant.asp. [Accessed 22 August 2008]. |
[21] |
E. Locke, “The myths of behavior mod in organizations,” Academy of Management Review, vol. 2, no. 4, pp. 543-553, October 1977. |
[22] |
A. Bandura, “Social cognitive theory: An agentic perspective,” Annual Review of Psychology, no. 52, pp. 1-26, 2001. |
[23] |
C. S. Hall and G. Lindzey, “Organismic theory,” Theories of personality, pp. 296-335, 1959. |
[24] |
S. M. Jex, Organizational psychology: A scientist-practitioner approach, New York: John Wiley & Sons, 2002. |
[25] |
J. Piaget and B. Inhelder, The psychology of the child, 2nd ed. ed., New York: Basic Books, 2000, p. 172. |
[26] |
J. Piaget, Six psychological studies, D. Elkind, Ed., New York: Vintage Books, 1968, p. 169. |
[27] |
L. E. Berk, Development through the lifespan, vol. 4th ed., New York: Pearson Education, Inc., 2007. |
[28] |
A. Bandura, “Social Learning Theory (Bandura),” 30 August 2007. [Online]. Available: http://www.learning-theories.com/social-learning-theory-bandura.html. [Accessed 30 August 2007]. |
[29] |
S. Freud, “The ego and the id.,” in A general selection from the works of Sigmund Freud, J. Rickman, Ed., New York: Doubleday Anchor Books, 1923, pp. 210-235. |
[30] |
C. R. Rogers, On becoming a person, New York: Houghton Mifflin Company, 1995. |
[31] |
AHP, “Humanistic psychology overview,” Association of Humanistic Psychology, 2001. [Online]. Available: http://www.ahpweb.org/aboutahp/whatis.html. [Accessed 22 September 2007]. |
[32] |
M. E. Koltko-Rivera, “Rediscovering the later version of Maslow’s hierarchy of needs: Self-transcendence and opportunities for theory, research, and unification.,” Review of American Psychology, vol. 10, no. 4, pp. 302-317, 2006. |
[33] |
M. S. Knowles, “Andragogy, not pedagogy,” Adult Leadership, vol. 16, no. 10, pp. 350-352, 380, 1968. |
[34] |
G. E. Hein, “Constructivist learning theory,” October 1991. [Online]. Available: http://www.exploratorium.edu/ifi/resources/constructivistlearning.html. [Accessed 04 September 2008]. |
[35] |
T. L. Simpson, “Dare I oppose constructivist theory?,” The Educational Forum, vol. 66, no. Summer 2002, pp. 347-354, 2002. |
[36] |
V. John-Steiner and H. Mahn, “Sociocultural approaches to learning and development: A Vygotskian framework,” Educational Psychologist, vol. 31, no. 3/4, pp. 191-205, 1996. |
[37] |
K. J. Gergen, “Social construction and the educational process,” in Constructivism in education, L. P. Steffe, E. Gale and J. G. Gale, Eds., Hillsdale, NJ: Lawrence Erlbaum Associates, 1995, pp. 17-39. |
[38] |
R. K. C. Forman, “Paramaartha and modern constructivists on mysticism: Epistemological monomorphism versus duomorphism,” National Taiwan University Library, April 1989. [Online]. Available: http://ccbs.ntu.edu.tw/FULLTEXT/JR-PHIL/forman.htm. [Accessed 13 September 2008]. |
[39] |
IMP, "A brief description of IMP," 2007. [Online]. Available: http://www.mathimp.org/general_info/intro.html. [Accessed 04 September 2008]. |
[40] |
S. Datta, “Interactive Mathematics Program: Manifesto on an experimental concept gone awry,” 1999. [Online]. Available: http://mathematicallycorrect.com/impsf.htm. [Accessed 3 September 2008]. |
[41] |
American Psychological Association, “Center for Psychology in Schools and Education,” American Psychological Association, November 1997. [Online]. Available: http://www.apa.org/ed/cpse/LCPP.pdf. [Accessed 18 December 2008]. |
[42] |
Center for Development & Learning, "Learner-centered psychological principles: A framework for school reform," n.d.. [Online]. Available: http://www.cdl.org/resource-library/articles/learner_centered.php. [Accessed 18 December 2008]. |
[43] |
G. O. Grow, “Teaching learners to be self-directed,” Adult Education Quarterly, pp. 125-149, 1996. |
[44] |
H. Gardner, Multiple intelligences: New horizons, 2nd ed., New York: Basic Books, 2006. |
[45] |
K. W. Fischer, “Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education,” in The educated brain, K. W. F. &. P. J. L. A. M. Battro, Ed., Cambridge, Cambridge University Press, 2008, pp. 137-145. |
[46] |
Z. Yan and K. Fischer, “Always under construction: Dynamic variations in adult cognitive microdevelopment,” Human Development, vol. 45, pp. 141-160, 2002. |
[47] |
C. Carter, J. Bishop and S. L. Kravits, Keys to college studying: Becoming an active thinker, 2 ed., New York: Pearson Prentice Hall, 2007. |
[48] |
S. B. Merriam, “Andragogy and self-directed learning: Pillars of adult learning theory,” New Directions for Adult and Continuing Education, no. 89, Spring 2001. |
[49] |
B. Duncan, “Accepting classroom leader role provides faculty with a powerful tool for developing students in a functionally diverse classroom,” University of Phoenix, Pleasanton, 2008. |
[50] |
University of Phoenix, “Learning team handbook,” University of Phoenix, 2004. [Online]. Available: http://www.apollolibrary.com/LTT/toolkit1.aspx?bc=1. [Accessed 7 October 2008]. |
[51] |
B. Duncan and V. Genin, “Exploring faculty connections to student persistence,” Ministry of Education and Science of the Russian Federation News from Higher Education Institutions, vol. 3, no. 18, pp. 80-83, July-September 2008. |
[52] |
K. Taylor, C. Marienau and F. Morris, Developing adult learners, John Wiley & Sons, 2000. |