| |
| |
| Foreword | |
| |
| |
| |
| Acknowledgments | |
| |
| |
| |
| Introduction: Aims, Purposes, and Intentions of This Book | |
| |
| |
| The Field of Adult Basic Skills Development | |
| |
| |
| The Adult Development Team Study | |
| |
| |
| The Content of this Book | |
| |
| |
| Contributions of this Research to the ABE/ESOL Field | |
| |
| |
| |
| Understanding Constructive-Developmental Theory | |
| |
| |
| The Nature of Transformational Learning: Development of Self | |
| |
| |
| Kegan's Constructive-Developmental Perspective on Adulthood | |
| |
| |
| Kegan's "Ways of Knowing" | |
| |
| |
| Why Ways of Knowing Matter in the Classroom | |
| |
| |
| The Holding Environment: A Dynamic Context for Growth | |
| |
| |
| Summary | |
| |
| |
| |
| Research Method | |
| |
| |
| Site and Participant Selection | |
| |
| |
| Research Questions: What Did We Want to Learn? | |
| |
| |
| Data Collection | |
| |
| |
| Data Analysis | |
| |
| |
| Summary | |
| |
| |
| |
| The Polaroid Learning Site | |
| |
| |
| About Polaroid | |
| |
| |
| About CEI's Adult Diploma Program | |
| |
| |
| The 1998-1999 CEI Program at Polaroid | |
| |
| |
| Cohorts and Collaborative Learning Defined | |
| |
| |
| Summary | |
| |
| |
| |
| "Not I Alone": The Power of the Cohort and Collaborative Learning | |
| |
| |
| "Everybody Thinks Differently": The Cohort as a Holding Environment for Learning and Teaching | |
| |
| |
| "Like a Family": The Cohort as a Holding Environment for Emotional Support | |
| |
| |
| "I Have a Better Appreciation for People": The Cohort as a Holding Environment for Perspective Broadening | |
| |
| |
| Conclusion | |
| |
| |
| |
| "Good Teachers Understand Their Students": A Developmental View of Learners' Expectations of Their Teachers | |
| |
| |
| How Learners Conceptualized Teacher-Learner Relationships | |
| |
| |
| Summary and Conclusions | |
| |
| |
| |
| "We're Trying to Get Ahead": Changes in Learners' Conceptions of Themselves, Their Skills, and Their Relationship to Work | |
| |
| |
| How Program Learning Influenced Learners' Work Lives | |
| |
| |
| Conclusion | |
| |
| |
| |
| Implications of a New Pluralism for Program Design, Curriculum Development, Practice, Policy, and Research | |
| |
| |
| Designing Programs that Center on the Cohort and Collaborative Learning | |
| |
| |
| Creating a Developmental Curriculum | |
| |
| |
| Contextualizing the Curriculum: Goal Setting | |
| |
| |
| Conceptualizing Competency as a Developmental Continuum | |
| |
| |
| Creating Opportunities for Development in the Classroom: Teaching Practice | |
| |
| |
| Policymaking in Support of Developmental Learning | |
| |
| |
| Promising Avenues for Developmental Research | |
| |
| |
| An Appetite for Learning | |
| |
| |
| Epilogue. Graduation: A Red-Letter Day | |
| |
| |
| Notes | |
| |
| |
| References | |
| |
| |
| Index | |
| |
| |
| About the Author | |