WorldCat Identities

Caffarella, Rosemary S. (Rosemary Shelly) 1946-

Overview
Works: 31 works in 143 publications in 4 languages and 7,598 library holdings
Genres: Handbooks and manuals  Case studies  Interviews  Abstracts  Biography  Academic theses 
Roles: Author, Editor, Interviewee, Other
Classifications: LC5225.L42, 374
Publication Timeline
.
Most widely held works by Rosemary S Caffarella
Learning in adulthood : a comprehensive guide by Sharan B Merriam( Book )

52 editions published between 1991 and 2012 in 3 languages and held by 2,525 WorldCat member libraries worldwide

Bringing together the seminal works of Malcolm Knowles, K. Patricia Cross, J. Roby Kidd, and others--as well as the most recent adult learning theories and research--this book provides a comprehensive overview of all that is known about adult learning
Planning programs for adult learners : a practical guide for educators, trainers, and staff developers by Rosemary S Caffarella( Book )

38 editions published between 1994 and 2013 in 3 languages and held by 1,529 WorldCat member libraries worldwide

Guide to planning educational programmes for adults, training and staff development programmes. Partial contents : preparing for the transfer of learning determining formats, schedules, and staff needs designing instructional plans coordinating facilities and on-site events
An update on adult development theory : new ways of thinking about the life course by M. Carolyn Clark( Book )

11 editions published between 1999 and 2011 in English and held by 364 WorldCat member libraries worldwide

Our approach to adult learners and the learning process is shaped by our knowledge of how adults change and develop across the life span. This issue of New Directions for Adult and Continuing Education reviews the latest work in adult developmental theory in the biological, psychological, sociocultural, and integrated domains, and explores the implications of this work for adult education. Chapters examine how gAnder, race, and sexual orientation affect our sense of self; explore spiritual development and theories of aging; and offer a way of understanding development in terms of how people u
Experiential learning : a new approach( Book )

4 editions published between 1990 and 1994 in English and held by 359 WorldCat member libraries worldwide

Program development and evaluation resource book for trainers by Rosemary S Caffarella( Book )

1 edition published in 1988 in English and held by 152 WorldCat member libraries worldwide

Self-directed learning by Rosemary S Caffarella( Book )

3 editions published in 1989 in English and Undetermined and held by 18 WorldCat member libraries worldwide

Psychosocial development of women : linkages to teaching and leadership in adult education by Rosemary S Caffarella( Book )

4 editions published in 1992 in English and held by 12 WorldCat member libraries worldwide

Theories and models of adult development over the life span provide one of the foundational pieces for gaining a clearer understandings of learning in adulthood. Only recently have adult educators spoken more forcefully about the lack of integrated research on adult women. The purpose of this monograph is to describe those missing female voices as portrayed in the literature of the psychosocial development of women and to suggest links to the practice of teaching and leadership in adult education. Three kinds of studies are reviewed: analysis or conceptualization of the psychological development of women; investigations of developmental issues with all-female samples; and materials on the teaching/learning process with women as well as women and leadership. The first section discusses the literature from two frameworks: more traditional models and entirely new ways of thinking about women's development. Three major themes emerge: the importance of relationships, women's diverse and nonlinear patterns of development, and intimacy and identity. In the second section, suggestions are given for alternative theoretical perspectives, such as critical theory and feminist theory, alternative research designs and data collection techniques, and differing subject pools. The final two sections explore how the literature on women's development could be linked to the practice of teaching adults and on women and leadership within the framework of the three major themes of development, offering practical suggestions for instructors and leaders in adult education. Contains 145 references. (Sk)
Looking to the future : excerpts of conversations with leaders in the field of adult and continuing education( Visual )

1 edition published in 2009 in English and held by 6 WorldCat member libraries worldwide

"This anniversary program celebrates the first 50 years of the Adult Education Research Conference. Excerpts are taken from the Conversations on Lifelong Learning series. Future comments from historical scholars in the field of adult education give insight and vision to guide us for the next 50 years"--Container
Opinions of health care professionals concerning patient education for the inpatient hospital population : with implications for program planning and staff development by Rosemary S Caffarella( )

4 editions published in 1978 in English and held by 5 WorldCat member libraries worldwide

Conversations on lifelong learning by University of Alaska Anchorage. College of Community and Continuing Education( Visual )

in English and held by 5 WorldCat member libraries worldwide

A series of in-depth conversations with leaders in the field of adult learning. In each program a different educator shares thoughts about his/her early professional life, philosophies and theories, life's work, and views of the future
Zhong shen xue xi quan shu : Cheng ren jiao yu zong lun by Sharan B Merriam( Book )

1 edition published in 2004 in Chinese and held by 4 WorldCat member libraries worldwide

Quan shu gong fen wu da bu fen shi qi zhang.Bao kuo cheng ren xue xi de mai luo yu gong ying;Cheng ren fa zhan yu xue xi;Xue xi guo cheng;Cheng ren de xue xi zhuan huan;Dui shi wu de fan si
Rosemary Caffarella( Visual )

1 edition published in 2006 in English and held by 4 WorldCat member libraries worldwide

Conversation with Rosemary Caffarella, professor at Cornell University. She discusses her experiences with lifelong learning, adult education, and continuing education. Through these in-depth conversations, renowned adult educators share thoughts about their early professional lives, philosophies and theories, life work, and views of the future
The Use of Cohorts : a Powerful Way for Addressing Issues of Diversity in Preparation Programs by Bruce G Barnett( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

Educational administration preparation programs increasingly are using cohorts, particularly as a way to teach diversity issues. Cohorts are groups of students who go through a 1- to 2-year study program together. The special characteristics of adult learning, the need for acknowledgement and use of experience, the different learning techniques, the active involvement in learning, and the need for affiliation can all be integrated in cohorts. Gender, ethnicity, and social class are important considerations in creating cohorts. The four most common components of cohort programs are initial development activities, reflective seminars, individual learning opportunities, and long-term involvement. Initial development activities help form bonds and teamwork. Reflective seminars integrate theory and practice and allow students to share insights from their work and other experiences. Personal learning plans can be developed during individual learning opportunities. Finally, many cohorts continue contact with each other long after they have left the program. Cohorts are also a good method for teaching diversity issues. Members of cohorts can learn about each other's different backgrounds and experiences. They can also engage in formal study together on diversity issues. Three diversity subcategories (gender, ethnicity, and social class) should be considered in organizing cohorts and diversity instruction. (Contains 40 references.) (JPT)
Teaching doctoral students writing : negotiating the borders between the world of practice and doctoral study by Rosemary S Caffarella( Book )

2 editions published in 1997 in English and held by 2 WorldCat member libraries worldwide

Part of the transition process for students in educational leadership programs is mastery of the scholarly writing process. To address this need, the faculty of a southwestern university designed a scholarly writing project for incoming doctoral students. This paper presents the results of a study of student responses to the critiquing process used in the project. The subjects, all professional educators, included all students who were currently enrolled or had graduated in the last 4 years. Data collected from the student cohort (n=10) during the first semester of graduate study (when they were first introduced to the scholarly writing process), included students' written and verbal reactions and journal entries documenting their reactions. Additional data was derived from focus interviews with all students (n=37) over the four-year period. Analysis of the data showed that the critiquing process was perceived as the most influential element in understanding the scholarly writing process and producing an adequate scholarly product. Although most students expressed doubts before beginning the course about their ability to critique others, by the end of the course, most felt the process allowed them to view their own writing more objectively (although some still expressed uncertainty about the critiquing process). (Contains 21 references.) (Ch)
Developing effective learning programs for adults by Rosemary S Caffarella( Book )

1 edition published in 2001 in English and held by 2 WorldCat member libraries worldwide

Needs Assessment. Diffusion of Innovations Handbook Series by Rosemary S Caffarella( Book )

1 edition published in 1978 in English and held by 1 WorldCat member library worldwide

This handbook reviews several methods for conducting a needs assessment, including surveys, observation, testing, public hearings, spatial analysis, and conferences. A detailed section on the development of questionnaires is provided, and the appendices include samples of questionnaire information handouts, a nominal group process technique, written materials useful in needs assessment, a needs assessment summary, and several bibliographies. (Author/CMV)
The doctoral student's advisor and mentor : sage advice from the experts by Raymond L Calabrese( Book )

1 edition published in 2010 in English and held by 1 WorldCat member library worldwide

This book focuses on using faculty mentoring to empower doctoral students to successfully complete their doctoral studies. The book is a collection of mentoring chapters showcasing professors and dissertation advisors from the most prestigious universities in the United States. They provide an extraordinary range of mentoring advice that speaks directly to the doctoral student. Each chapter addresses a professional or personal component of the doctoral process that represents how these exceptional facultybest mentor their doctoral students. Faculty contributions exemplify diverse perspectives
An update on adult development theory : new ways of thinking about the life course( )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers, and Staff Developers. the Jossey-Bass Higher and Adult Education Series. First Edition by Rosemary S Caffarella( Book )

2 editions published in 1994 in English and held by 1 WorldCat member library worldwide

This guide for developing programs for adult learners is called "interactive" because it involves cooperation among planners, organizational sponsors, and program participants. The following are among the topics covered in the guide's 14 chapters: understanding the program planning enterprise (who plans programs and how); using the interactive program planning model (identifying personal beliefs, developing upfront assumptions, deciding which planning model components to use, making ethical decisions in program planning); establishing a basis for the planning process; identifying program ideas (knowing goals, generating new program ideas, using program ideas); sorting and prioritizing program ideas (determining priorities and considering alternative interventions); developing program objectives (defining and constructing program objectives and using them as checkpoints); preparing for the transfer of learning; formulating evaluation plans (systemic program evaluation, informal and unplanned evaluation opportunities, collecting/analyzing data, examining program failures, formulating recommendations); determining formats, schedules, and staff needs; preparing budgets and marketing plans; designing instructional plans (developing learning objectives, selecting/sequencing content, selecting instructional techniques, assembling instructional materials, preparing for instructional evaluation, and making instructional plans work); coordinating facilities and on-site events; and communicating a program's value. The book contains 8 figures, 6 tables, 51 exhibits, and 192 references. All chapters except the second contain applications exercises. (Mn)
Planning Programs for Adult Learners: A Practical Guide for Educators,Trainers, and Staff Developers. Second Edition. the Jossey-Bass Higherand Adult Education Series by Rosemary S Caffarella( Book )

1 edition published in 2002 in English and held by 1 WorldCat member library worldwide

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)
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.28 (from 0.21 for Learning i ... to 0.98 for Planning P ...)

Learning in adulthood : a comprehensive guide
Alternative Names
Caffarella, Rosemary S.

Caffarella, Rosemary Shelly 1946-

카페렐라, 로즈메리 S

カファレラ, ローズマリー・S

Languages
Covers
Planning programs for adult learners : a practical guide for educators, trainers, and staff developersAn update on adult development theory : new ways of thinking about the life courseExperiential learning : a new approachAn update on adult development theory : new ways of thinking about the life course