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The ongoing education and training of adults has become a necessity in many professional areas. Yet the staff who set up and administer these programs often lack skills for the very task that is so critical to the success of their efforts--the planning of the programs themselves.

Drawing on the tremendous success of the first edition, Planning Programs for Adult Learners, Second Edition covers the development of adult education programs in clear, specific detail. This popular guide contains information on every area of program planning for adult learners, from understanding the purpose of educational programs to obtaining suitable facilities.

Thoroughly expanded and revised, the book contains a wealth of new material and examples, and features new information on incorporating technology into the development and practice of adult education programs. Educators and practitioners alike will find this guide to be an essential tool.

Tabla de contenidos provista por Syndetics

• Figures, Exhibits, and Exercises(p. xi)
• Foreword(p. xvii)
• Preface(p. xix)
• The Author(p. xxv)
• Acknowledgments(p. xxvii)
• 1 Planning Programs for Adults: What's It All About?(p. 1)
• What Programs for Adults Look Like(p. 2)
• Planners of Education and Training Programs(p. 3)
• Sponsors of Education and Training Programs(p. 8)
• Purposes of Education and Training Programs(p. 10)
• Change as a Primary Outcome of Education and Training Programs(p. 11)
• How Education and Training Programs Are Planned(p. 13)
• Program Planning Models(p. 15)
• Chapter Highlights(p. 16)
• Application Exercises(p. 17)
• 2 The Interactive Model of Program Planning(p. 20)
• Description of the Interactive Model of Program Planning(p. 21)
• Tasks Within Each Component of the Model(p. 25)
• Assumptions on Which the Model Is Grounded(p. 25)
• Sources for the Model(p. 28)
• Who Finds the Interactive Model Useful?(p. 31)
• Chapter Highlights(p. 34)
• Application Exercises(p. 35)
• 3 Using the Interactive Model of Program Planning(p. 37)
• Identifying Personal Beliefs Related to Program Planning(p. 38)
• Setting Upfront Parameters(p. 41)
• Determining Which Components of the Model to Use and When(p. 44)
• Increased Use of Technology in the Planning Process(p. 48)
• Making Ethical Decisions in Program Planning(p. 49)
• Chapter Highlights(p. 53)
• Application Exercises(p. 54)
• 4 Discerning the Context(p. 58)
• Facets of the Planning Context(p. 59)
• Common Issues When Using Contextual Knowledge(p. 66)
• Obtaining Information About the Planning Context(p. 77)
• Chapter Highlights(p. 79)
• Application Exercises(p. 80)
• 5 Building a Solid Base of Support(p. 83)
• Ensuring People Support(p. 84)
• Building Organizational Support(p. 92)
• Obtaining and Maintaining Support of the Wider Community(p. 98)
• Chapter Highlights(p. 107)
• Application Exercises(p. 108)
• 6 Identifying Program Ideas(p. 112)
• Knowing What You Want to Accomplish(p. 113)
• Sources of Ideas for Education and Training Programs(p. 116)
• Generating New Program Ideas(p. 118)
• Conducting a Highly Structured Needs Assessment(p. 123)
• Contextual Issues in Identifying Program Ideas(p. 127)
• What to Do with Identified Program Ideas(p. 129)
• Chapter Highlights(p. 130)
• Application Exercises(p. 131)
• 7 Sorting and Prioritizing Program Ideas(p. 133)
• Priority Ideas and Alternative Interventions(p. 134)
• Analyzing and Sorting Program Ideas(p. 137)
• Selecting People for the Prioritizing Process(p. 139)
• Systematic Processes for Determining Priorities(p. 141)
• Alternative Interventions(p. 148)
• Chapter Highlights(p. 152)
• Application Exercises(p. 152)
• 8 Developing Program Objectives(p. 155)
• Defining Program Objectives(p. 156)
• Constructing Program Objectives(p. 159)
• Using Objectives as Checkpoints(p. 162)
• Chapter Highlights(p. 163)
• Application Exercise(p. 164)
• 9 Designing Instructional Plans(p. 166)
• Developing Learning Objectives(p. 167)
• Selecting and Organizing Content(p. 172)
• Selecting Instructional Techniques(p. 174)
• Selecting Instructional Resources(p. 182)
• Preparing for Instructional Assessment(p. 186)
• Sample Instructional Plan(p. 193)
• Making the Instructional Plan Work(p. 195)
• Chapter Highlights(p. 197)
• Application Exercises(p. 198)
• 10 Devising Transfer-of-Learning Plans(p. 203)
• What Is the Transfer of Learning?(p. 204)
• What Learning-Transfer Plans Are Based Upon(p. 207)
• The Importance of Planning for Learning Transfer(p. 209)
• Factors Influencing the Transfer of Learning(p. 210)
• A Framework for Planning Learning Transfer(p. 213)
• Transfer-of-Learning Techniques(p. 216)
• Challenges Program Planners Face in the Process(p. 218)
• Chapter Highlights(p. 220)
• Application Exercises(p. 221)
• 11 Formulating Evaluation Plans(p. 224)
• Program Evaluation Defined(p. 225)
• The Heart of Program Evaluation(p. 227)
• Connecting Evaluation to Other Components of the Interactive Model(p. 227)
• Planning for Systematic Program Evaluation(p. 230)
• Informal and Unplanned Evaluation Opportunities(p. 236)
• Approaches to Program Evaluation(p. 238)
• Collecting Evaluation Data(p. 249)
• Data Analysis(p. 254)
• Making Judgments About the Program(p. 256)
• Chapter Highlights(p. 261)
• Application Exercises(p. 262)
• 12 Making Recommendations and Communicating Results(p. 266)
• Examining Program Successes and Failures(p. 267)
• Formulating Recommendations(p. 270)
• Preparing Reports on Results of Education and Training Programs(p. 271)
• Communicating the Report to Key Individuals and Groups(p. 274)
• Following Up(p. 278)
• Chapter Highlights(p. 281)
• Application Exercises(p. 282)
• 13 Selecting Formats, Schedules, and Staff Needs(p. 286)
• Determining Program Formats(p. 287)
• Building Learning Communities(p. 292)
• Scheduling the Program(p. 293)
• Identifying Program Staff(p. 296)
• Chapter Highlights(p. 301)
• Application Exercises(p. 301)
• 14 Preparing Budgets and Marketing Plans(p. 304)
• Preparing Program Budgets(p. 305)
• Marketing the Program(p. 316)
• The Product, Price, Place, and Promotion(p. 321)
• Chapter Highlights(p. 328)
• Application Exercises(p. 330)
• 15 Coordinating Facilities and On-Site Events(p. 338)
• Obtaining Suitable Facilities(p. 339)
• On-Site Coordination(p. 351)
• Chapter Highlights(p. 359)
• Application Exercises(p. 360)
• 16 Revisiting the Interactive Model of Program Planning(p. 366)
• Reviewing the Model(p. 367)
• Tasks Within Each Component of the Interactive Model(p. 368)
• Closing Reflections(p. 374)
• References(p. 376)

Notas de autor provistas por Syndetics

Rosemary S. Caffarella is a professor in the Division of Educational Leadership and Policy Studies at the University of Northern Colorado