Handbook of Research on Adult Learning and Development
Published November 7th 2008 by Routledge – 802 pages
The time is right for this comprehensive, state-of-the-art Handbook that analyzes, integrates, and summarizes theoretical advances and research findings on adult development and learning - a rapidly growing field reflecting demographic shifts toward an aging population in Western societies. Featuring contributions from prominent scholars across diverse disciplinary fields (education, developmental psychology, public policy, gerontology, neurology, public health, sociology, family studies, and adult education), the volume is organized around six themes:
The Handbook is an essential reference for researchers, faculty, graduate students and practitioners whose work pertains to adult and lifespan development and learning.
Part 1: Theoretical Perspectives on Adult Development and Learning. F. Blanchard-Fields, A. S. Kalinauskas Challenges for the Current Status of Adult Developmental Theories: A New Century of Progress. J. L. Tanner, J. Jensen Arnett, J. A. Leis Emerging Adulthood: Learning and Development During the First Stage of Adulthood. C. Hoare Models of Adult Development in Bronfenbrenner’s Bioecological Theory and Erikson’s Biopsychosocial Life Stage Theory: Moving to a More Complete Three-Model View. J. D. Sinnott Cognitive Development as the Dance of Adaptive Transformation: Neo-Piagetian Perspectives on Adult Cognitive Development. Part 2: Research Methods in Adult Development. J. K. Holt Analyzing Change in Adulthood with Multilevel Growth Models: Selected Measurement, Design, and Analysis Issues. J. C. Valentine, H. Cooper Research Synthesis and Meta-Analysis. Part 3: Research on Adult Development. M. B. Magolda, E. Abes, V. Torres Epistemological, Intrapersonal, and Interpersonal Development in the College Years and Young Adulthood. C. R. Bolkan, P. Meierdiercks, K. Hooker Addressing Stability and Change in the Six-Foci Model of Personality: Personality Development in Midlife and Beyond. U. M. Staudinger, E. Kessler Adjustment and Growth: Two Trajectories of Positive Personality Development Across Adulthood. G. Creasey, P. Jarvis Attachment and Marriage. N. F. Marks, E. A. Greenfield The Influence of Family Relationships on Adult Psychological Well-Being and Generativity. L. M. Diamond, M. Butterworth The Close Relationships of Sexual Minorities: Partners, Friends, and Family. P. Moen, E. Kelly, R. Magennis Gender Strategies: Socialization, Allocation, and Strategic Selection Processes Shaping the Gendered Adult Life Course. E. J. Porfeli, F. W. Vondracek Career Development, Work, and Occupational Success. P. Wink Religious and Spiritual Development in Adulthood. Part 4: Research on Adult Learning. D. Thompson A Brief History of Research and Theory on Adult Learning and Cognition. P. A. Alexander, P. K. Murphy, J. M. Kulikowich Expertise and the Adult Learner: A Historical, Psychological, and Methodological Exploration. C. A. Berg, M. Skinner, K. Ko An Integrative Model of Everyday Problem Solving Across the Adult Life Span. K. M. Sheldon Changes in Goal Striving Across the Life Span: Do People Learn to Select More Self-Concordant Goals as They Age? V. J. Marsick, K. E. Watkins, M. W. Callahan, M. Volpe Informal and Incidental Learning in the Workplace. M. C. Smith Literacy in Adulthood. S. R. Jones, A. Gasiorski Service Learning, Civic and Community Participation: Contributions to Adult Development. L. L. Weyandt Attention Deficit/Hyperactivity Disorder in Adults. Part 5: Aging and Gerontological Research. B. T. Mast, J. Zimmerman, S. V. Rowe What Do We Know About the Aging Brain?: Implications for Learning in Late Life. M. Ardelt, S. Jacobs Wisdom, Integrity, and Life Satisfaction in Very Old Age. Part 6: Policy Perspectives on Aging. J. Treas, T. Hill Social Trends and Public Policy in an Aging Society.
M Cecil Smith is Professor, Department of Leadership, Educational Psychology and Foundations, Northern Illinois University.
Nancy DeFrates-Densch is an Instructor in the Educational Psychology program, Department of Leadership, Educational Psychology and Foundations, Northern Illinois University.