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POE Bibliography

A Bibliography of Practice-Oriented
Education by its Multiple Traditions

— by Joe Raelin

{Note: This bibliography highlights many of the traditions represented in POE and also features the work of the speakers who presented at the POE II conference. As it is an evolving document, your comments and contributions are most sincerely requested.}

Action Learning:
[the tradition of learning based on the idea that people learn best when they reflect together with their likeminded colleagues on real problems occurring real-time in their work environments.]

Boshyk, Y., ed. (2000). Business Driven Action Learning: Global Best Practices. New York: St. Martin's Press.

Marquardt, M. J. (1999). Action Learning in Action: Transforming Problems and People for World-Class Organizational Learning. Palo Alto, CA: Consulting Psychologists Press.

McGill, I. and Beaty, L. (1992). Action Learning: A Practitioner's Guide. London: Kogan Page.

Mumford, A., ed. (1987). "Action Learning Special Issue," Journal of Management Development, 6 (2).

Pedler, M., ed. (1991). Action Learning in Practice, Second Edition. Aldershot: Gower.

Raelin, J.A. (2000). Work-Based Learning: The New Frontier of Management Development. Upper Saddle River, NY: Prentice-Hall.


Action Science:
[an action research approach designed to help learners increase their effectiveness in social situations through the surfacing and testing of their mental models and actions resulting from those models.]

Argyris, C. (2002). "Double-Loop Learning, Teaching, and Research." Academy of Management Learning and Education, 1 (2): 206-218.

Argyris, C. (1993). Knowledge for Action. San Francisco, CA: Jossey-Bass.

Argyris, C. & Schon, D. (1996). Organizational Learning II: Theory, Method, and Practice. Reading, MA: Addison-Wesley-Longman.

Argyris, C. (1982). Reasoning, Learning and Action. San Francisco: Jossey-Bass.


Adult Learning:
[the field that considers the special conditions that predispose adults to learn and participate in their own continuing education, such as their inclination to learn while doing.]

Belenky, M., Clincy, B., Goldberger, N., & Tarule, J. (1986). Women's Ways of Knowing: The Development of Self and Voice and Mind. New York: Basic Books.

Brookfield, S. D. (1986). Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices. San Francisco: Jossey-Bass.

Cranton, P. (1994). " Self-directed and Transformative Instructional Development." Journal of Higher Education, 6: 726-744

Cross, K. P. (1992) Adults as Learners: Increasing Participation and Facilitating Learning, Second Edition. San Francisco: Jossey-Bass.

Flint, T. A., Zakos, P., & Frey, R. (1999). Best Practices in Adult Learning: A Self-Evaluation Workbook for Colleges and Universities. Chicago: Council for Adult and Experiential Learning.

Knowles, M.S., Holton, E.F., & Swanson, R.A. (1998). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (5th Edition). Houston: Gulf Publishing Company.

Merriam, S. B., & Caffarella, R. S. (1999). Learning in Adulthood. A Comprehensive Guide. Second Edition. San Francisco: Jossey-Bass.

Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.


Applied Cognitive Science:
[the branch of cognitive science that investigates the organic interaction between the mind and the world.]

Bransford, J. (1999). How People Learn: Brain, Mind, Experience and School. Washington, DC: National Academy Press.

Bruner, J.S. (1983). In Search of Mind. New York. Harper and Row.

Chaiklin, S. & Lave, J., eds. (1993). Understanding Practice: Perspectives on Activity and Context. New York: Cambridge University Press.

D'Andrade, R. G. (1981). "The Cultural Part of Cognition," Cognitive Science 5: 179-195.

Kirschner, D. & Whitson, J. A., eds. (1997). Situated Cognition: Social, Semiotic, and Psychological Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.

Lave, J. (1988). Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life. Cambridge: Cambridge University Press.

Light, P. & Butterworth, G. (1992). Context and Cognition: Ways of Learning and Knowing. Hillsdale, NJ: Lawrence Erlbaum Associates.

Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. New York: Oxford University Press.

Sternberg, R. J. & Wagner, R. K., eds. (1986). Practical Intelligence: Nature and Origins of Competence in Everyday World. New York: Cambridge University Press.

Varela, F.J., Thompson, E. & Rosch, E. (1991). The Embodied Mind: Cognitive Science and Human Experience. Cambridge, MA: The MIT Press.

Wertsch, J. (1998). Mind as Action. Oxford: Oxford University Press.


The Classic — John Dewey:
[arguably the most influential thinker in Twentieth Century education, Dewey is the father of those philosophers who attempt to link experience, interaction, and reflection with learning.]

Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process, Revised Edition, Boston: D. C. Heath.

Dewey, J. (1938). Experience and Education. New York: Collier Books.


Communities of Practice:
[a practice that recognizes that learning is most likely to occur automatically as members of a joint enterprise mutually engage to perform work that has intrinsic meaning to them.]

Bourdieu, P. (1977). Outline of a Theory of Practice. Cambridge: Cambridge University Press.

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.

Cooperative Education:
[a method of instruction that seeks to link classroom instruction to actual application in work situations. Students gain hands-on work experience with an employer, are typically paid for performing their job functions, and earn college credit.]

Apostolides, V. & Looye, J. W. (1997). "Developing Co-op Syllabi Sensitive for Both Academic Curricula and Employer Needs," Journal of Cooperative Education 32 (3): 56-69.

Givelber, D. J., Baker, B. K., McDevitt, J., & Miliano, R. (1995). "Learning through Work: An Empirical Study of Legal Internship." Journal of Legal Education, 45: 1-48.

Hirsch, D. (1992). Schools and Business: a New Partnership. Paris: Organization for Economic Co-operation and Development.

Linn, P. L. & Jako, K. L. (1992). "Alternating Currents: Integrating Study and Work in the Undergraduate Curriculum. Journal on Excellence in College Teaching, 3: 93-100.

Lynton, E. & Elman, S. (1987). New Priorities for the University: Meeting Society's Needs for Applied Knowledge and Competent Individuals. San Francisco: Jossey-Bass.

Ryder, K.G. & Wilson, J. W., eds. (1987). Cooperative Education in a New Era: Understanding and Strengthening the Links between College and the Workplace. San Francisco: Jossey-Bass.


Critical Pedagogies:
[the study concerned with how we consciously or unconsciously use power, privilege, and voice in our pedagogical methods to exert influence and suppress dissent.]

Fals-Borda, O. & Rahman, M.A. (1991). Action and Knowledge: Breaking the Monopoly with Participatory Action Research. New York: The Apex Press.

Fraser, J. W. (1997). Reading, Writing, and Justice: School Reform As If Democracy Matters. Albany, NY: State University of New York Press.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury Press.

Freire, P. & Macedo, D. (1995). "A dialogue: Culture, Language and Race." Harvard Educational Review, 65 (3): 377-402.

Giroux, H.A. (1981). Ideology, Culture and the Process of Schooling. London: Falmer Press.

Shor, I. (1992). Empowering Education: Critical Teaching for Social Change. Chicago: The University of Chicago Press.

Simon, R. I., Dippo. D., & Schenke, A. (1991). Learning Work: A Critical Pedagogy of Work Education. New York: Bergin and Garvey.


Experiential Learning:
[a model that shows how theory, active experimentation, concrete experience, and reflection can be brought together to produce richer learning than any of these elements can on its own.]

Cantor, J. A. (1995). Experiential Learning in Higher Education: Linking Classroom and Community. Washington, D.C.: George Washington University.

Hutchings, P. & Wutzdorff, A., eds. (1988). Knowing and Doing: Learning through Experience. San Francisco: Jossey-Bass.

Keeton, M. (1976). Experiential Learning. San Francisco: Jossey-Bass.

Kolb, D. A. (1984). Experiential Learning as the Source of Learning and Development. Englewood Cliffs, N.J.: Prentice-Hall.

Kraft, R. & Sakofs, M., ed. (1982). The Theory of Experiential Education. Boulder, CO: Association for Experiential Education.

Moore, D. T. (1981). "Discovering the Pedagogy of Experience." Harvard Educational Review, 51 (2): 286-300.

Sheckley, B. & Allen, G. (1989). Experiential Learning: A Key to Adult Development. In Illamdin, L., ed. A Festcrift in Honor of Morris T. Keeton (pp. 145-161). Columbia, MD: Council for Adult and Experiential Learning.


Expert/Novice Theory:
[the study that seeks to understand the learning processes and performance of experts and novices and the nature of their interactions.]

Daley, B. J. (1999). "Novice to Expert: An Exploration of How Professionals Learn," Adult Education Quarterly, 49 (4): 133-147.

Hoffman, R. R., ed. (1992). The Psychology of Expertise: Cognitive Research and Empirical AI. Mahwah, NJ: Erlbaum, Lawrence Associates.


Intuitive Learning:
[an approach that suggests that 'learning how' is as important as 'learning what,' and that though learning may be embedded in unconscious performance, it may be preferable that it be made accessible to the learner.]

Brown, J.S. & Duguid, P. The Social Life of Information. Cambridge, MA: Harvard Business School Press, 2000.

Polanyi, M. (1966). The Tacit Dimension. Garden City, NY: Doubleday.

Sternberg, R. J. & Horvath, J. A. (1999) Tacit Knowledge in Professional Practice: Researcher and Practitioner Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.


Reflective Practice and Dialogic Pedagogy:
[a learning approach that suggests that learning is most likely to lead to useful action if people critically reflect on and publicly share their experience.]

Brookfield, S. D. (1987). Developing Critical Thinkers. San Francisco: Jossey-Bass.

Bruffee, K. A. (1993). Collaborative Learning. Baltimore: Johns Hopkins University Press.

Clift, R. T. (1990). Encouraging Reflective Practice. New York: Teachers College Press.

Marsick, V. J. (1988). "Learning in the Workplace: The Case for Reflectivity and Critical Reflectivity." Adult Education Quarterly 38 (4), 187-198.

Norris, S. P., ed. (1992). The Generalizability of Critical Thinking: Multiple Perspectives of an Educational Ideal. New York: Teacher College Press.

Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Wells, G. (1999). Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge: Cambridge University Press.


Service Learning:
[a pedagogical approach that demonstrates how classroom instruction can lead to more enriched personal learning and civic participation through participation in and reflection on community service activities.]

Arches, J. et al. (1997). "New Voices in University-Community Transformation." Change 29 (1): 36- 41.

Bringle, R. G. & Duffy, D. K., eds. (1998). With Service in Mind: Concepts and Models for Service-Learning in Psychology. Washington, D.C.: AAHE.

Coles, R. (1993). The Call of Service: A Witness to Idealism. Boston: Houghton Mifflin.

Eyler, J. & Giles, D. E., Jr. (2000), Where's the Learning in Service-Learning? San Francisco: Jossey-Bass.

Jacoby, B., ed. (1996). Service-Learning in Higher Education: Concepts and Practices. San Francisco: Jossey-Bass.

Kesson, K. & Oyler, C. (1999), "Integrating Curriculum and Service Learning: Linking School-Based Knowledge and Social Action," English Education, 31 (2), 135-149.

Munter, J. (2002). "Linking Community and Classroom in Higher Education: Service-Learning and Student Empowerment," Journal of Nonprofit & Public Sector Marketing 10 (2): 151-165.

Stanton, T. K., Giles, D. E., Jr., & Cruz, N. I. (2002). Service-Learning: A Movement's Pioneers Reflect on its Origins, Practice, and Future. San Francisco: Jossey-Bass.


Situated Learning:
[a learning theory, also known as 'contextualized,' that stipulates that learning does not arise from a priori conceptual models but from the materials of the local situation in which learners are attempting to solve their own problems.]

Baker, B. K. (1999). "Learning to Fish, Fishing to Learn: Guided Participation in the Interpersonal Ecology of Practice," Clinical Law Review, 6: 1-84.

Brown, J. S., Collins, A., & Duguid, P. (1989). "Situated Cognition and the Culture of Learning." Educational Researcher 18: 32-42.

Engestrom, Y., Miettinen, R., & Punamaki, R. (1999). Perspectives on Activity Theory. New York: Cambridge University Press.

Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.

Wertsch, J. (1985). Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.

Vygotsky, L. (1988). Thought and Language, trans. A. Koulzin. Cambridge, MA: MIT Press.


Social Constructionism:
[a perspective of knowing that stipulates that our everyday knowledge of reality and even the manner in which we construct knowledge are socially conditioned and that language is the most apt vehicle to understand human behavior and experience.]

Berger, P. & Luckmann, T. (1967). The Social Construction of Reality. Garden City, NY: Anchor Books.

Czarniawska, B. (2001). "Is it Possible to be a Constructionist Consultant? On the Complex Relation between the Logic of Theory, the Logic of Practice and the Logic of Presentation," Management Learning, 32 (2): 253-267.

Hannafin, M. J., Hannafin, K. M., Land, S. M., & Oliver, K. (1997). "Grounded Practice and the Design of Constructivist Learning Environments." Educational Technology Research & Development, 45 (3): 101-117

Gergen, K. (1999). An Invitation to Social Construction. London: Sage.

Gergen, K. (1994). Realities and Relationships. Cambridge: Harvard University Press.


Social Learning Theory:
[the theory of learning that suggests that people like to observe, process, and model their behavior from others.]

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, N.J.: Prentice-Hall.


Workforce Development:
[an expanded view of training that recognizes that not only can individuals and organizations benefit from knowledge and skills enhancement but so can the surrounding economy.]

Bailey, T. R., Hughes, K., & Moore, D. T. (2003). Working Knowledge: Educational Reform and Work-Based Learning. New York: RoutledgeFalmer.

Billett, S. R. (2001). Learning in the Workplace: Strategies for Effective Practice. Sydney: Allen and Unwin.

Boud, D. & Barrick, J., eds. (1999). Understanding Learning at Work. New York: Routledge.

Torraco, R. J. (1999). "Integrating Learning with Working: A Reconception of the Role of Workplace Learning," Human Resource Development Quarterly, 10 (3): 249-271.

Marsick, V. & Watkins, K. F. (1990) Informal and Incidental Learning in the Workplace. London: Routledge and Kegan Paul.

 


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