The following is a bibliography for exploring learning in adulthood.

 

[1]

W. H. Maehl, Lifelong learning at its best: Innovative practices in adult credit programs, San Francisco: Jossey-Bass Inc., Publishers, 2000.

[2]

M. S. Knowles, E. F. Holton III and R. A. Swanson, The Adult Learner, Burlington: Elsevier, 2005, p. 378.

[3]

M. S. Knowles, “Andragogy, not pedagogy,” Adult Leadership, vol. 16, no. 10, pp. 350-352, 380, 1968.

[4]

E. C. Lindeman, The Meaning of adult education, New York: New Republic, 1926.

[5]

S. Brookfield, “Adult learning,” in International Encyclopedia of Education, Oxford, Pergamon Press, 1995.

[6]

S. B. Merriam, R. S. Caffarella and R. S. Baumgartner, Learning in adulthood: A comprehensive guide, San Francisco: John Wiley & Sons, Inc., 2007.

[7]

J. Elias and S. Merriam, Philosophical foundations of adult education, Malabar, FL: Krieger Publishing Company, 1980.

[8]

C. O. Houle, The design of education (2nd ed.), San Francisco: Jossey-Bass, 1996.

[9]

K. P. Cross, Adults as learners, San Francisco: John Wiley & Sons, 1981.

[10]

P. B. Vaill, Learning as a way of being: Strategies for survival in a world of permanent white water, San Francisco: Jossey-Bass, 1996.

[11]

G. A. Berg, Lessons from the edge: for-profit and nontraditional higher education in America, Westport, CT: The American Council on Higher Education/Praeger Publishers, 2005, p. 214.

[12]

J. Piaget and B. Inhelder, The psychology of the child, 2nd ed. ed., New York: Basic Books, 2000, p. 172.

[13]

E. A. Locke and G. P. Latham, “Building a practically useful theory of goal setting and task motivation,” American Psychologist, vol. 57, no. 9, p. 705–717, September 2002.

[14]

P. Carré, “Department of Educational Studies,” 2000. [Online]. Available: http://www.edst.educ.ubc.ca/aerc/2000/carrep1-final.PDF. [Accessed 6 December 2008].

[15]

S. M. Jex, Organizational psychology: A scientist-practitioner approach, New York: John Wiley & Sons, 2002.

[16]

J. Sandlin, “Andragogy and its discontents: an analyusis of anragogy from three critical perspectives,” PAACE Journal of Lifeling Learning, vol. 14, pp. 25-42, 2005.

[17]

E. C. Lindeman, The Meaning of adult education, New York: New Republic, 1926.

[18]

D. A. Kolb, “Experiential learning theory and the learning style inventory: A reply to Freeman and Stumpf,” Academy of Management Review, vol. 6, pp. 289-296, 1981.

[19]

A. Y. Kolb and D. A. Kolb, “Learning styles and learning,” Learning styles and learning spaces: Enhancing experiential learning in higher education, vol. 4, no. 2, p. 193–212, 2005.

[20]

G. Morse, “Crap Circles,” Harvard Business Review, pp. 20-21, November 2005.

[21]

L. H. Lewis, “The changing paradigm of adult and workplace learning,” 2003. [Online]. Available: http://www.fielding.edu/private/hod/cur/KA/hodka708.asp. [Accessed 13 December 2008].

[22]

C. Rogers and H. Freiberg, Freedom to Learn, 3, Ed., Columbus, OH: Merrill/Macmillan, 1994.

[23]

J. R. Schermerhorn, J. G. Hunt and R. N. Osborn, Organizational Behavior, 9th ed., New York: John Wiley & Sons, Inc., 2007.

[24]

S. L. McShane and M. A. Von Glinow, Organizational behavior: Emerging realities for the workplace revolution, 3rd ed., New York: McGraw Hill, 2005.

[25]

G. P. Huber, “Organizational learning: The contributing process and the literatures,” Organizational Science, vol. 2, no. 1, pp. 88-115, February 1991.

[26]

A. Miner, P. Bassoff and C. Moorman, “Organizational improvisation and learning: A field study,” Administrative Science Quarterly, vol. 46, no. 2, pp. 304-337, 2001.

[27]

T. Fenwick, “Reflection plus 4: Classifying alternate perspectives in experiential learning,” 1999. [Online]. Available: http://www.edst.educ.ubc.ca/aerc/1999/99fenwick.htm. [Accessed 15 January 2009].

[28]

J. Thompson, “Emancipatory learning,” National Institute of Adult Continuing Education, May 2000. [Online]. Available: http://www.niace.org.uk/information/briefing_sheets/Emancipatory_Learning.pdf. [Accessed 6 January 2009].

[29]

G. O. Grow, “Teaching learners to be self-directed,” Adult Education Quarterly, pp. 125-149, 1996.

[30]

D. H. Schunk, Learning theories: An educational perspective, vol. 4, Columbus: Merrill Prentice-Hall, 2004.

[31]

M. W. Watson, Theories of human development, vol. 1, Chantilly: The Teaching Company, 2002, p. 213.

[32]

J. Bean, “Nine themes of college student retention,” in College student retention, Westport, American Council on Education and Praegar Publishers, 2005.

[33]

B. Duncan, “Exploring faculty connections to student persistence,” University of Phoenix, Pleasanton, 2007.

[34]

J. Kagan, “Understanding our personalities requires a lesson in history,” Monitor on Psychology, vol. 39, no. 11, pp. 26-27, December 2008.

[35]

R. R. Hunt and H. C. Ellis, Fundamentals of cognitive pscychology, 7th ed. ed., New York: McGraw Hill Higher Education, 2004, p. 478.

[36]

G. Cohen, “The myth of the midlife crisis,” Newsweek, pp. 82, 84-86., 16 January 2006.

[37]

K. W. Fischer, “Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education,” in The educated brain, Cambridge, U.K., Cambridge University Press, 2007.

[38]

K. W. Fischer and S. P. Rose, “Growth cycles of brain and mind,” Educational Leadership, vol. 56, no. 3, pp. 56-60, November 1998.

[39]

H. Gardner, Multiple intelligences: New horizons, 2nd ed., New York: Basic Books, 2006.

[40]

J. Livet, T. A. Weissman, H. Kang, R. W. Draft, J. Lu, R. A. Bennis, J. R. Sanes and J. W. Lichtman1, “Transgenic strategies for combinatorial expression of fluorescent proteins in the nervous system,” nature, no. 450, pp. 56-62, 2007.

[41]

Johns Hopkins Medicine, “Adult brain cells are movers and shakers,” 8 November 2008. [Online]. Available: http://www.hopkinsmedicine.org/Press_releases/2007/11_08_07.html. [Accessed 22 January 2009].

[42]

M. J. Valenzuela, “Brain reserve: A three year longitudinal neuropsychological and brain imaging examination of the “use it or lost it” principle,” University of South Wales, South Wales, 2005.

[43]

Rush University Medical Center, “Participation in mentally stimulating activities is associated with a lower risk of alzheime’s disease,” 12 February 2002. [Online]. Available: http://www.rush.edu/webapps/MEDREL/servlet/NewsRelease?id=300. [Accessed 13 January 2009].

[44]

R. Stickgold and J. M. Ellenbogen, "Quit! Sleeping brain at work,” Scientific American Mind, pp. 23-29, Auguts/September 2008.

[45]

E. Anthes, “Six ways to boost brainpower,” Scientific American Mind, pp. 56-63, February/March 2009.

[46]

K. Lambert, “Depressingly easy,” Scientific American Mind, pp. 30 -36, August/September 2008.

[47]

K. W. Fischer and M. H. Immardino-Yang, “The fundamental importance of the brain and learning for education,” in Jossey-Bass reader on the brain and learning, J. Publishers, Ed., San Francisco, Jossey-Bass Publishers, 2008 [in press].

[48]

J. T. Bruer, “Education and the brain: A bridge too far,” Educational Researcher, vol. 4, no. 16, pp. 4-16, 1997.

[49]

J. Norden, Understanding the brain, Vols. 1-3, Chantilly, Virginia: The Teaching Company, 2007, p. 216.

[50]

Association of Collegiate Business Schools and Programs, “ACBSP Accreditation,” 2008. [Online]. Available: http://www.acbsp.org/p/cm/ld/fid=78. [Accessed 3 December 2008].

[51]

The Higher Learning Commission, “Affiliated Institutions,” 2008. [Online]. Available: http://www.ncahlc.org/index.php?option=com_directory&Itemid=192. [Accessed 3 December 2008].

[52]

B. Prevost, Interviewee, President and CEO, Westinghouse Security Electronics. [Interview]. July 1998.