Planning Programs for Adult Learners, Third Edition covers the development of adult education programs in clear, specific detail. This popular step-by-step guide contains information on every area of program planning for adult learners, from understanding the purpose of educational programs to obtaining suitable facilities to incorporating technology appropriately. For educators and practitioners for whom planning programs is a full-time responsibility or only a part of their jobs, as well as volunteers in a variety of organizations, will find this book to be an essential tool. Grounded in a variety of program planning models, the new edition includes:.
The book is filled with examples and scenarios that illustrate the precepts and advice from Caffarella's proven Interactive Model of Program Planning and the handy chapter checklists remind practitioners what to focus on in their practice. COMPARE AND CONTRAST PROGRAM 5 Caffarella’s Model is circular in nature where it “has no real beginnings or endings” (Caffarella, 2002, p. This model consists of 12 steps presented in no particular order. Each step points to the center circle, the Interactive Model of Program Planning (Caffarella, 2001).
new refinements to the 11-component interactive model. updated exercises and examples from new settings. new material on the practical application of technology. discussion of instructional and program evaluation. a focus on critical managerial tasks. a new chapter on exploring the foundational knowledge of program planning. a new section on the ethical issues related to program planning 'synopsis' may belong to another edition of this title.
From the Back Cover: PLANNING PROGRAMS FOR ADULT LEARNERS The third edition of Planning Programs for Adult Learners explores the development of adult education programs in clear and specific detail. The book offers a popular step-by-step guide that contains information on every area of program planning for adult learners, from understanding the purpose of educational programs to obtaining suitable facilities to incorporating technology appropriately. This important resource is written for educators and practitioners for whom planning programs is a full-time responsibility or only a part of their jobs, as well as volunteers in a variety of organizations. This new edition integrates the relevant literature from the past decade on globalization, culture, and technology that has influenced the world in which adult educators now practice. The book is filled with examples and scenarios that illustrate the precepts and advice from Caffarella's proven Interactive Model of Program Planning and the handy chapter checklists remind practitioners what to focus on in their practice.
In addition, the third edition puts the focus on critical administrative tasks and explores the ethical issues related to program planning. With the Interactive Model of Program Planning, the authors provide adult educators and practitioners in all fields a set of intellectual and practical tools to plan effective educational programs for adults. About the Author: Rosemary S.
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Caffarella is an emerita professor of education in the College of Agriculture and Life Science at Cornell University. Her research and writing activities have focused on adult development and learning, and program planning and evaluation. She has authored or coauthored a number of books, including the award-winning Learning in Adulthood. Sandra Ratcliff Daffron, president and CEO of the Institute for Professional Training & Education, is an international authority on adult and continuing professional education and professor of adult education at Western Washington University.
'About this title' may belong to another edition of this title.
This how-to guide and resource book is designed to help in planning educational and training programs for adults in settings from the corporate sector to educational organizations. Chapters 1-3 lay the groundwork for the rest of the guide by introducing the 12-component Interactive Model of Program Planning. Chapter 1 describes adult programs and discusses planners, sponsors, purposes, outcomes, and program planning models.
Chapter 2 presents an overview of the model, basic assumptions on which it rests, its sources, and users. Chapter 3 addresses using the model: identifying personal beliefs about program planning, developing upfront parameters, determining which model components and tasks to use, and using technology in program planning. Chapters 4 through 15 each explain one model component and give practical tips and ideas related to concrete tasks within the component. These are the model components: discern the context; build a solid base of support; identify program ideas; sort and prioritize program ideas; develop program objectives; design instructional plans; devise transfer-of-learning plans; formulate evaluation plans; make recommendations and communicate results; select formats, schedules, and staff needs; prepare budgets and marketing plans; and coordinate facilities and on-site events.
Each chapter concludes with highlights and application exercises. Chapter 16 revisits the model.
Appendixes include 301 references and an index. Contains 9 figures, 40 exercises, and 73 exhibits.) (YLB).
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