ENGLISH LANGUAGE ADULT EDUCATION BOOKS:

THEIR VALUE TO ADULT EDUCATORS

Roger Hiemstra

Professor

Adult Education

Elmira College

Elmira, New York

Albert Mgulambwa (deceased)

Instructor

University of Dar es Salaam

Dar es Salaam, TANZANIA

Brent Snow

Doctoral Candidate

Adult Education

Syracuse University

Syracuse, New York

Syracuse University Kellogg Project

Technical Report Series

Series Editors

Roger Hiemstra

Mary Beth Hinton

Technical Report No. 4

January 1991

[Note: This web version of this technical report is in honor of Dr. Albert Mgulambwa, a respected and revered adult educator in Tanzania, who, tragically, was killed in an automobile accident in that country in 1999.] 

THE INTEREST IN ADULT EDUCATION LITERATURE

There have been available to practitioners, scholars, and interested others for literally hundreds of years various books in some way related to the field of adult education. "Adult education as a conscious movement began in Europe before it began in America, and several countries of pre-Hitlerite Europe produced a rich and varied literature" (Beals & Brody, 1941, p. xiv). Grattan (1955) highlights some of the literature related to adult education beginning back at the time of the Greek and Roman empires. Hudson (1969) and Pole's earlier work (1816 as included in Verner, 1967) reference some of the important adult education literature of nineteenth century England. Davies and Thomas (1988), Knowles (1977), and Stubblefield (1988) present information on more recent publications.

In addition, the growth in adult education worldwide has resulted in an ever increasing number of publications related to the field. In fact, the explosion of publications during the past 20 years has been phenomenal. Numerous journals, newsletters, occasional papers, conference proceedings, and books provide new information each year. In fact, the electronic journal for adult educators published by graduate students at Syracuse University (New Horizons, 1989) may be only the tip of a future large iceberg of new ways literature is produced.

There has long been an interest in understanding more about this growing literature base. For example, Beals and Brody (1941) developed an annotated bibliography covering a vast range of adult education materials. They grouped materials according to seven major ordering concepts, and included several smaller subdivisions. Draves (1985) did a survey of the readership of Adult and Continuing Education Today. Readers were asked to name the top books, in and out of adult education, that had influenced them the most. Ilsley (1983) developed a list of ten classic adult education books by polling professors of adult education at ten universities. Sork (1985) created a bibliography of all adult education research materials.

Syracuse University has been involved in many ways with collecting, processing, and disseminating adult education literature for several years. Consequently, a large grant was received by the Adult Education Program at Syracuse University from the Kellogg Foundation in the fall of 1986 to support various efforts to disseminate adult education information and materials worldwide. The resulting five-year Kellogg Project has spawned such features as electronic networks, an electronic journal, an information sharing network for adult education professionals in developing countries, an optical scanning system for storing adult education archival information, distance education courses, visiting scholar support, and considerable historical research related to the adult education field.

Because of the ferment stimulated by the Kellogg Project and some advice by Dr. Cyril O. Houle, the authors deemed it of value to provide the field with a better understanding of how some adult educators value the expanding literature base described in the opening section. Thus, the authors designed a survey to ascertain information about the views of various adult educators toward much of the field's literature, provide at least some benchmark information regarding the value of various books or monographs and, perhaps, even suggest some ideas for building a personal library.

The purposes of this technical report are to (a) describe the resulting survey research effort, (b) describe several corresponding research needs, and (c) display bibliographic information pertaining to the research.

THE SURVEY

A survey research tool was designed to obtain a rating on various adult education books. The instrument was divided into two parts. The first part contained an extensive list of books related to the adult education field. Various resources were used and activities undertaken in constructing the list:

1. The Syracuse University library, including the archival "collection" that serves as a foundation for much of the Kellogg Project's activities.

2. Consultation with Dr. Cyril O. Houle on books to be considered.

3. The Beals and Brody (1941) book on literature in the field.

4. The personal library of the senior author.

5. Three bibliographic essays or annotated resources (Houle, 1972; McMahon, 1970; Ohliger & McCarthy, 1971).

6. Examining the Jossey-Bass New Directions for Continuing Education series.

7. Perusing book reviews in back issues of Adult Education, Adult Education Quarterly, Adult Leadership, Lifelong Learning: The Adult Years, and Lifelong Learning: An Omnibus of Practice and Research.

8. Brainstorming with colleagues on books to be included.

Such sources, activities, and dialogue among the researchers regarding what constituted an important book or monograph in the adult education field netted a list of nearly 400 sources. The resources examined and procedures used to develop the list obviously resulted in an incomplete list. For example, only certain booklets from the New Directions series were included. Many books from the various resources shown above were not selected. Only English language books were used and most books published outside of North America were not included. The final list of 393 sources used for the survey is shown in Appendix A. An opportunity also was provided respondents to include additional sources they had found to be of high value. This resulted in 125 new books and monographs being mentioned; they are shown in Appendix B.

A shortened description of each book or monograph's title and the last name of all authors was created for the final list. The researchers attempted to be consistent in the type of information displayed and in including enough information to portray accurate information about each source. Figure 1 portrays an example of what the list looked like to participants.

___ Knowles, The Adult Learner, 1984

___ Knowles, Using Learning Contracts, 1986

___ Knowles and Associates, Andragogy in Action, 1984

___ Knowles and Knowles, Group Dynamics, 1972

___ Knox, Adult Development and Learning, 1977

___ Knox, Assessing the Impact of Continuing Education, 1979

Figure 1. Selected Sources from the Adult Education Books Survey

The following is a list of authors and short titles representing a selected number of adult education works. The list has been compiled by examining the Syracuse Adult Education collection, perusing published bibliographies, reading book reviews, and seeking advice from adult education consultants. We ask that you examine the list and indicate with a check mark in the space provided to the left of each source whether or not it, in your judgment, has been of high value. Note that there are books listed on both sides of each page.

The guidelines or boundaries for your choices are up to you. Your decision to include the book can be based on its creativeness, its impact, its literary distinction, or some personal summation of these and other values. Please focus on the books and their contents rather than on the authors. In other words, more than one source from one author can be chosen while choosing none from several others. Some people will select as few as 15 or 20 books that fit personal guidelines for outstanding sources, while others will select 30 or even 40 works. Space also is provided to add sources but remember to supply full citations. Following the list of sources you also will find self-explanatory demographic questions.

Figure 2. Instructions for Completing the Survey Form.

Participants were asked to check those sources that they judged to be of high value. Figure 2 presents the list of instructions. No limit was placed on the number that could be selected. The intent was to obtain an understanding of the "popularity" of various books based on how many respondents judged them to be of value, rather than to force some sort of rating or ranking. Rankings were obtained simply by tabulating the number of times each book was selected.

The final section of the instrument contained several questions designed to obtain some basic demographic information pertaining primarily to the role of respondents as adult educators. This included questions asking about their current position, highest degree earned, tenure status if a teacher, and past scholarship activity. A question on gender also was included.

The instrument's first draft was evaluated by a panel of adult educators, including two professors of adult education and an advanced doctoral student who also had college teaching experience. A second draft was pilot-tested with seven adult education professionals who were on the Syracuse University campus as visiting scholars. Both of these efforts provided information useful in finalizing a third (final) draft of the instrument.

The instrument was mailed to more than 400 individuals living primarily in North America. These names were obtained by using membership lists from the Adult Education Research Conference, AEDNET (the Adult Education Network developed by the Kellogg Project), the Coalition of Adult Education Organizations, and the Commission of Professors of Adult Education. Responses were returned from 135 people (29%).

Obviously this low rate of return, the instrument's long length which may have discouraged careful scrutiny of all sources among some respondents, the potential for respondents to select some titles because of an interest in the subject shown rather than first hand knowledge, and a high percentage of Adult Education professors among respondents (professors usually produce most of the field's books and monographs) suggest some important biases exist in interpreting the results. In addition, transferring computer files between the second and third draft inadvertently resulted in seven errors discovered after the instruments had been mailed (misspelled names, two duplications under different authors, and authors' names being left off). However, even given such limitations the researchers believe the resulting information provides a useful beginning in efforts to understand the literature's value.

THE RESULTS

Demographic Information

Table 1 provides a summary of some demographic information obtained from the 135 returned instruments. The respondents can be characterized as predominantly male, tenured associate or full professors currently teaching, with either Ph.D's or Ed.D's. The mean number of years in their current position was 11.

Respondents also were asked three questions pertaining to the highest degree they had obtained. They were asked to indicate their primary area of subject specialization. As this was an open-ended question, many different answers were provided. The two areas that seemed to stand out were "adult learning" and "adult literacy." Respondents identified, too, the year they obtained their highest degree. The modal year given was 1973. Finally, they were asked to indicate the institution from which they obtained the degree. Many colleges or universities were identified, most being named only a very few times. However, four were mentioned with more frequency: Wisconsin-Madison (15), Chicago (7), Florida State (7), and Syracuse (7).

They asked to provide the name of any person who had served as their primary mentor. Fifty-six percent responded and many names in and out of the adult education field were given. Three names mentioned most frequently were Cyril Houle (6), Bob Boyd (3), and Howard McClusky (3).

Respondents also answered questions pertaining to their own publishing or scholarship history. Table 2 provides the results.

No doubt many people may have provided estimations rather than counting actual publications. Generally it can be said that this group of respondents was quite prolific, suggesting the possibility of much positive bias toward writing, publishing, and literature. Thus, the rankings provided in the next section must be considered carefully.

Table 1. Selected Demographic Characteristics of Respondents
CHARACTERISTIC NO. PERCENT
GENDER:
Female   36     26.7
Male   97     71.9
No Response     2       1.5
CURRENT POSITION:
Professor of Adult Education 103     76.3
Continuing Education Administrator   13       9.6
Graduate Student     1         .7
Retired                                           13       9.6
Other     3       2.2
No Response     2       1.5
CURRENT RANK:
Full Professor   48     35.6
Associate Professor   47     34.8
Assistant Professor   25     18.5
Other   11       8.1
No Response     4       3.0
CURRENTLY IN TENURE TRACK POSITION:
Yes   99     73.3
No   45     33.3
No Response     7       5.2
HIGHEST DEGREE EARNED:
Ed.D   51     37.8
Ph.D   76     56.3
Masters     6       4.4
No Response     2       1.5

______________________________________________

N = 135; rounding errors account for any percentage summations not totalling 100.

 

Table 2. Scholarship Activity of Respondents
SCHOLARSHIP DURING THE PAST TEN YEARS MEAN
Books on Adult Education Authored or Co-Authored    1.44
Book Chapters Authored    3.81
Articles Authored  20.81
Dissertations Chaired  14.231

_____________________________________________________

1Obviously, not all respondents have had an opportunity to chair dissertations.

The Rankings

As no upper limit was placed on the number of books of value to a respondent, a fairly large number (mean = 39.13) was mentioned by most people. Table 3 displays information on the top twenty books. No comparisons by demographic characteristics were attempted because of the small sample. Appendix A contains information on the number of respondents selecting each source.

Eight of the top twenty were focused on adult learning or adults as learners (A, B, C, D, E, J, L, & S), including the top five books. Eight were general, historical, or introductory in nature, the type that might be used as text material for a beginning adult education graduate course (H, I, K, N, O, Q, R, & T). The other four covered the topics of continuing professional education (P), program planning (G), more radical approaches to adult education (F), and research (M--although some might argue with this label).

Twenty-two different authors were involved, including Houle (three times), and Darkenwald, Kidd, Knowles, and Merriam each two times. Included, too, were two Canadians (Kidd and Tough), one from England (Brookfield--now residing in the United States), and one Brazilian (Freire). Only two females were involved with the top twenty books, but similar research in another decade should find the number of women increasing. A wide range of time was represented, from Lindeman (1926) and Thorndike (1928) to Brookfield (1986). Finally, twelve of the authors were or currently are full-time professors of adult education.

Table 3. The Twenty Top Ranked Books
ID AUTHOR(S) TITLE YEAR NO.1 RANK
 A Cross Adults as learners 1981  114     1.0
 B Knowles The modern practice of adult education 1980  108     2.0
 C Kidd How adults learn 1973  107     3.0
 D Houle The inquiring mind 1961  103     4.0
 E Tought The adult's learning projects 1971  101     5.0
 F Freire Pedagogy of the oppressed 1970    99     6.0
 G Houle The design of education 1972    93     7.0
 H Lindeman The meaning of adult education 1926    88     8.0
 I Darkenwald & Merriam Adult education: Foundations of practice 1982    86     9.0
 J Knox Adult development and learning 1977    81   10.0
 K Smith, Aker, & Kidd (Eds.) Handbook of adult education 1970    76   11.0
 L Brookfield Understanding and facilitating adult learning 1986    75   12.5
 M Johnstone & Rivera Volunteers for learning 1965     75   12.5 
 N Elias & Merriam Philosophical foundations of adult education 1980    72   14.0 
 O Grattan In quest of knowledge 1955    67   15.0
 P Houle Continuing learning in the professions 1981    62   16.0
 Q Bergevin A philosophy for adult education 1967    60   18.0
 R Jensen, Liveright, & Hallenbeck (Eds.) Adult education: Outlines of an emerging

field of university study

 1964    60   18.0
 S Thorndike & Others Adult learning 1928    60   18.0
 T Knowles (Ed.) Handbook of adult education in the U.S. 1960    59   20.0 

__________________________________________________

1Number of respondents selecting the book.

RESEARCH NEEDS

The authors suggest that there are several research needs spawned by the findings reported above:

1. Repeating a facsimile of the survey used for the current study, obviously updated as new material is developed, every decade would provide useful information about changing views on the field's literature base.

2. A larger, more diverse audience, perhaps excluding adult education professors, should respond to the survey or something similar to provide new information.

3. A study conducted to understand more about the top twenty to forty sources would be invaluable in providing new adult educators with guidance in building a professional library.

4. Some effort to categorize books according to various subject areas and a subsequent assessment of their perceived importance would help publishers and potential authors in their selection of writing topics.

5. Some effort to study the value of various journal articles, conference papers, and even dissertations to the field would provide a useful supplement to the type of research attempted in this study.

6. Finally, a study is needed to actually evaluate various literature sources across several criteria. This would provide potential consumers and users of the field's scholarship with important information to guide their selection of text, resource, and professional library material.

This study has only provided a beginning in efforts to assess the field's literature base. However, the continuing increase each year in the rate of material being published makes it imperative that we understand more about the value of various publications. In addition, the more we learn about the perceived and actual value of such literature in guiding the work of adult educators.

REFERENCES

Beals, R. A., & Brody, L. (1941). The literature of adult education. New York: American Association for Adult Education.

Davies, J. H., & Thomas, J. E. (1988). A select bibliography of adult continuing education (5th edition revised and updated). Leicester, England: National Institute of Adult Continuing Education.

Draves, W. A. (1985). The books that influence us most. Adult and Continuing Education Today, 15(19), 148, 151.

Grattan, C. H. (1955). In quest of knowledge. New York: Association Press.

Houle, C. O. (1972). The design of education. San Francisco: Jossey-Bass.

Hudson, J. W. (1969). The history of adult education (originally published in London in 1851). New York: A. M. Kelley.

Ilsley, P. J. (1983). The relevance of the future in adult education: A phenomenological analysis of images of the future. Proceedings of the 24th Annual Adult Education Research Conference (pp. 124-129). Concordia University and the University of Montreal, Montreal, Quebec.

Knowles, M. S. (1962). The adult education movement in the United States. New York: Holt, Rinehart and Winston, Inc.

McMahon, E. E. (1970). Needs--of people and their communities--and the adult educator. Washington, DC: Adult Education Association of the U.S.A.

"New Horizons publishes fourth issue." (December, 1989). Kellogg Project Newsletter (Syracuse University), 4(1), 1.

Ohliger, J., & McCarthy, C. (1971). Lifelong learning or lifelong schooling? A tentative view of the ideas of Ivan Illich with a quotational bibliography. Syracuse, NY: Syracuse University Publications in Continuing Education.

Sork, T. J. (1985). Stalking the elusive BOK in adult education. Proceedings of the 26th Annual Adult Education Research Conference (pp. 275-280). Arizona State University, Higher and Adult Education, Tempe, AZ.

Stubblefield, H. W. (1988). Towards a history of adult education in America. London: Croom-Helm.

Verner, C. (1967). Pole's history of adult schools (a facsimile of Pole, T.'s 1816 edition with an introduction and bibliographic notes). Washington, DC: Adult Education Association of the U.S.A.

APPENDIX A

Project Bibliography

Academy for Educational Development, Inc. (1974). Never too old to learn. New York: Academy for Educational Development. (N=4)1

Adams, H. B. (1899). Summer Schools in England, Scotland, France, and Switzerland. Report of the Commissioner of Education for the year 1897-98. Washington, DC: Government Printing Office, 1, 83-131. (N=1)2

Adams, H. B. (1900). University extension in Great Britain. Report of the Commissioner of Education for the year 1898-99. Washington, DC: Government Printing Office, 1, 957-1055. (N=2)2

Adams, H. B. (1901). Educational extension in the United States. Report of the Commissioner of Education for the year 1899-1900. Washington, DC: Government Printing Office, 1, 275-379. (N=1)

Adams, J. T. (1944). Frontiers of American culture: A study of adult education in a democracy. New York: Charles Scribner's Sons. (N=7)

Advisory Council for Adult and Continuing Education. (1979a). Links to learning. Leicester, England: Advisory Council for Adult and Continuing Education. (N=4)

Advisory Council for Adult and Continuing Education. (1979b). A strategy for the basic education of adults. Leicester, England: ACACE. (N=3)

Agruso, V. M., Jr. (1978). Learning in the later years: Principles of educational gerontology. New York: Academic Press. (N=2)

Alford, H. J. (1968). Continuing education in action: Residential centers for lifelong learning. New York: John Wiley & Sons. (N=12)

Alford, H. J. (1980). Power and conflict in continuing education: Survival and Prosperity for All? Belmont, CA: Wadsworth Publishing Company. (N=15)

American Association of Museums. (1984). Museums for a new century (A report of the Commission on Museums for a New Century). Washington, DC: American Association of Museums. (N=2)

Anderson, D., & Niemi, J. A. (1970). Adult education and the disadvantaged adult (Occasional Paper Number 22). Syracuse, NY: Syracuse University Publications in Continuing Education. (N=16)

Anderson, R. E., & Kasl, E. S. (1982). The costs and financing of adult education and training. Lexington, MA: Lexington Books. (N=9)

Apps, J. W. (1979). Problems in continuing education. New York: McGraw-Hill Book Company. (N=30)

Apps, J. W. (1981). The adult learner on campus: A guide for instructors and administrators. Chicago: Follett Publishing Company. (N=29)

Apps, J. W. (1985). Improving practice in continuing education. San Francisco: Jossey-Bass. (N=37)

Arenberg, D., & Robertson-Tchabo, E. A. (1977). Learning and aging. From J. E. Birren & K. W. Schaie (Eds.), Handbook of the psychology of aging. New York: Van Nostrand Reinhold. (N=3)

Ashby, E. (1955). The pathology of adult education. Belfast: M. Boyd, M.A., printer to The Queen's University of Belfast. (N=2)

Aslanian, C. B., & Brickell, H. M. (1980). Americans in transition: Life changes as reasons for adult learning. New York: College Entrance Examination Board. (N=55)

Axford, R. W. (1969). Adult education: The open door. Scranton, PA: International Textbook. (N=13)

Bailey, J. C. (1945). Seaman A. Knapp: Schoolmaster of American agriculture. New York: Columbia University Press. (N=11)

Baker, G. (1939). The county agent. Chicago: University of Chicago Press. (N=3)

Bard, R., & Others. (1987). The trainer's professional development handbook. San Francisco: Jossey-Bass. (N=2)

Barton, G. E., Jr. (1964). Ordered Pluralism: A philosophic plan of action for teaching. Chicago: Center for the Study of Liberal Education for Adults. (N=0)2

Barton, P. (1982). Worklife transitions: The adult learning connection. New York: McGraw-Hill Book Company. (N=4)

Bataille, L. (Ed.). (1976). A turning point for literacy. Oxford: Pergamon Press. (N=1)

Beals, R. A., & Brody, L. (1941). The literature of adult education. New York: American Association for Adult Education. (N=10)

Belbin, E., & Belbin, R. M. (1972). Problems in adult retraining. London: Heinemann. (N=3)

Belenky, M. F., & Others. (1986). Women's ways of knowing. New York: Basic Books, Inc. (N=25)

Bennett, C., Kidd, J. R., & Kulich, J. (1975). Comparative studies in adult education: An anthology. Syracuse, NY: Syracuse University Publications in Continuing Education. (N=10)

Bennis, W., & Others. (1968). The planning of change. New York: Holt, Rinehart, and Winston. (N=53)

Berelson, B. (1949). The library's public. New York: Columbia University Press. (N=0)

Bergevin, P. (1967). A philosophy for adult education. New York: The Seabury Press. (N=60)

Bergevin, P., & McKinley, J. (1961). Design for adult education in the church. Greenwich, CT: The Seabury Press. (N=8)

Bergevin, P., & McKinley, J.(1965). Participation training for adult education. St. Louis, MO: Bethany Press. (N=18)

Bergevin, P., & Morris, D. (1954). Group processes for adult education. Bloomington, IN: Community Services in Adult Education, the University of Indiana. (N=13)

Bergevin, P., Morris, D., & Smith, R. M. (1963). Adult education procedures: A handbook of tested patterns for effective participation. Greenwich, CT: The Seabury Press. (N=29)

Bergsten, V. (1977). Adult education in relation to work and leisure. Stockholm: Almquist & Wiksell International. (N=1)

Bhola, H. S. (1984). Campaigning for literacy: Eight national experiences of the twentieth century with a memorandum to decision-makers. Paris: Vresco. (N=3)

Bille, D. A. (1981). Practical approaches to patient teaching. New York: Little, Brown and Company. (N=0)

Blakely, R. J. (1958). Adult education in a free society. Toronto: Guardian Bird. (N=22)

Blakely, R. J. (1979). To serve the public interest: Educational broadcasting in the United States. Syracuse, NY: Syracuse University Press. (N=3)

Boissoneav, R. (1980). Continuing education in the health professions. Rockville, MD: Aspen Systems Corporation. (N=2)

Boone, E. J. (1985). Developing programs in adult education. Englewood Cliffs, NJ: Prentice-Hall. (N=22)

Boone, E. J., Shearon, R. W., White, E. E., & Associates. (1980). Serving personal and community needs through adult education. San Francisco: Jossey-Bass. (N=8)

Botkin, J. W., Elmandjra, M., & Malitza, M. (1979). No limits to learning: Bridging the Human Gap. Oxford: Pergamon Press. (N=17)

Boyd, R. D. (Ed.). (1969). Beyond the four walls: Adult educators as urban change agents. Madison: University Extension, The University of Wisconsin. (N=1)

Boyd, R. D., Apps, J. W., & Associates. (1980). Redefining the discipline of adult education. San Francisco: Jossey-Bass. (N=26)

Boyle, P. G. (1981). Planning better programs. New York: McGraw-Hill. (N=36)

Bradford, L. P. (1974). National training laboratories: Its history 1947-1970. Bethel, ME: L. P. Bradford. (N=6)

Bradford, L. P. (1976). Making meetings work. LaJolla, CA: University Associates. (N=5)

Bradford, L., Gibb, J. R., & Benne, K. D. (Eds.). (1964). T-Group theory and laboratory method. New York: John Wiley & Sons. (N=11)

Brew, J. M. (1948). Informal education: Adventures and reflections. London: Faber and Faber. (N=0)

Brockett, R. (Ed.). (1988). Ethical issues in adult education. New York: Teachers College Press. (N=24)

Brookfield, S. (1984). Adult learners, adult education and the community. New York: Teachers college press. (N=33)

Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass. (N=75)

Brookfield, S. D. (1987a). Developing critical thinkers. San Francisco: Jossey-Bass. (N=36)

Brookfield, S. (1987b). Learning democracy: Eduard Lindeman on adult education and social change. London: Croom Helm. (N=10)

Broschart, J. R. (1977). Lifelong learning in the nation's third century (HEW Publication No. OE 76-09102). Washington, DC: Government Printing Office. (N=2)

Brown, M. A., & Copeland, H. G. (Eds.). (1979). Attracting able instructors of adults (New Directions for Continuing Education, Number 4). San Francisco: Jossey-Bass. (N=3)

Brownell, B. (1952). The college and the community. New York: Harper and Row. (N=1)

Brunner, E. deS. (1942). Community organization and adult education. Chapel Hill, NC: University of North Carolina Press. (N=9)

Brunner, E. deS., Wilder, D. S., Kitchner, C., & Newberry, J. S., Jr. (1959). An overview of adult education research. Chicago: Adult Education Association of the U.S.A. (N=52)

Brunner, E. deS., & Yang, E. (1949). Rural America and the extension service. New York: Teacher's College Press. (N=4)

Bryson, L. (1936). Adult education. New York: American Book Company. (N=34)

Burge, E. J. (Ed.). (1983). Adult learners, learning and public libraries. Library Trends, 31(4). (N=4)

Burns, N., & Houle, C. O. (Eds.). (1948). The community responsibilities of institutions of higher education. Chicago: University of Chicago Press. (N=3)

Burton, A. (Ed.). (1969). Encounter. San Francisco: Jossey-Bass. (N=0)

Caffarella, R. S. (1988). Program development and evaluation: Resource book for trainers. New York: John Wiley & Sons. (N=8)

Calvert, S. L. (1987). Alumni continuing education. New York: National University Continuing Education Association. (N=4)

Campbell, D. D. (1977). Adult education as a field of study and practice: Strategies for development. Vancouver: Centre for Continuing Education, University of British Columbia. (N=10)

Cantor, L. M., & Roberts, I. F. (1983). Further education today: A critical review (Second Edition). London: Routledge and Kegan Paul. (N=0)

Capes, M. (Ed.). (1960). Communication or conflict? New York: Association Press. (N=0)

Carlson, R. A. (1975). The quest for conformity. New York: John Wiley & Sons. (N=9)

Carnegie Commission on Higher Education. (1973). Toward a learning society. New York: McGraw-Hill. (N=18)

Carnovsky, L., & Martin, L. (Eds.). (1944). The Library in the community. Chicago: University of Chicago Press. (N=0)

Cartwright, D., & Zander, A. (1968). Group dynamics: Research and theory (Third Edition). New York: Harper and Row. (N=34)

Cartwright, M. A. (1935). Ten years of adult education. New York: MacMillan. (N=10)

Cass, A. (1956). Adult elementary education. New York: Noble and Noble. (N=5)

Cell, E. (1984). Learning to learn from experience. Albany, NY: State University of New York Press. (N=6)

Centre for Educational Research and Innovation. (1973). Recurrent education: A strategy for lifelong learning. Paris: Organization for Economic Cooperation and Development. (N=6)

Chadwick, A. F. (1980). The role of the museum and art gallery in community education. Nottingham: Department of Adult Education, University of Nottingham. (N=2)

Chalofsky, N., & Reinhart, C. (1988). Effective human resource development. San Francisco: Jossey-Bass. (N=10)

Chancellor. J. (Ed.). (1939). Helping adults to learn: The library in action. Chicago: American Library Association. (N=3)

Chang, T. M., & Others. (1983). Distance learning: On the design of an open university. Boston: Klumer-Nijhof Publishing. (N=2)

Charnley, A. H. (1974). Research in adult education in the British Isles. London: National Institute of Adult Education. (N=3)

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Nadler, L., & Nadler, Z. (1987). Comprehensive guide to successful conferences and meetings. San Francisco: Jossey-Bass. (N=6)

Newsom, B. Y., & Silver, A. Z. (Eds.). (1978). The art museum as educator: A collection of studies as guides to practice and policy. Berkeley: University of California Press. (N=1)

Nielsen, A. R. (1968). Lust for learning. Thy, Denmark: New Experimental College Press. (N=0)

Niemi, J. A. (Ed.). (1971). Mass media and adult education. Englewood Cliffs, NJ: Educational Technology Publications. (N=9)

Nowlen, P. M. (1988). A new approach to continuing education for business and the professions. New York: Macmillan Publishing Company. (N=7)

Ogden, J., & Ogden, J. (1946). Small communities in action. New York: Harper and Brothers. (N=3)

Ogden, J., & Ogden, J. (1947). These things we tried. Charlottesville, VA: University of Virginia Extension. (N=4)

Parkyn, G. W. (1973). Towards a conceptual model of lifelong education (Educational Studies and Documents, No. 12). Paris: UNESCO. (N=1)

Paterson, R. W. K. (1979). Values, education, and the adult. London: Routledge and Kegan Paul. (N=15)

Peers, R. (1972). Adult education: A comparative study (Third Edition). London: Routledge and Kegan Paul. (N=6)

Penland, P. (1977). Self-planned learning in America. Pittsburgh: University of Pittsburgh Book Center. (N=17)

Penland, P. R., & Mathai, A. (1978). The library as a learning service center. New York: Marcel Dekker Inc. (N=2)

Pennington, F. C. (Ed.). (1980). Assessing educational needs of adults (New Directions for Continuing Education, Number 7). San Francisco: Jossey-Bass. (N=7)

Perry, W. (1977). The open university. San Francisco: Jossey-Bass. (N=7)

Peters, J. M., & Associates. (1980). Building an effective adult education enterprise. San Francisco: Jossey-Bass. (N=20)

Peterson, D. A. (1983). Facilitating education for older learners. San Francisco: Jossey-Bass. (N=23)

Peterson, R. E., & Associates. (1979). Lifelong learning in America. San Francisco: Jossey-Bass. (N=33)

Peterson, R. E., & Others. (1982). Adult education and training in industrialized countries. New York: Praeger. (N=2)

Phinney, E. (1956). Library adult education in action. Chicago: American Library Association. (N=1)

Pole, T. (1968). A history of the origin and progress of adult schools. London: Woburn Press. (First published in 1814.) (N=20)

Poston, R. W. (1950). Small town renaissance. New York: Harper and Brothers. (N=6)

Powell, J. W. (1949). Education for maturity. New York: Hermitage House. (N=6)

Powell, J. W. (1956). Learning comes of age. New York: Association Press. (N=13)

Rauch, D. B. (Ed.). (1972). Priorities in adult education. New York: Macmillan. (N=11)

Raybould, S. G. (1951). The English universities and adult education. London: The Workers' Educational Association. (N=1)

Redfield, R. (1955). The educational experience. Pasadena, CA: The Fund for Adult Education. (N=5)

Reeves, F. W., Fansler, T., & Houle, C. O. (1938). Adult education. New York: McGraw-Hill. (N=9)

Reilly, J. A. (1981). The public librarian as adult learners' advisor: An innovation in human services. Westport, CT: Greenwood Press. (N=0)

Rice, A. K. (1965). Learning for leadership. London: Tavistock Publications. (N=0)

Richards, R. K. (1978). Continuing medical education: Perspectives, problems, prognosis. New Haven, CT: Yale University Press. (N=1)

Rivera, M. M. (Ed.). (1987). Planning adult learning. London: Croom Helm. (N=7)

Robinson, E. S. (1928). The behavior of the museum visitor. Washington, DC: American Association of Museums. (N=0)

Rogers, A. (Ed.). (1976). The spirit and the form: Lessons in adult education by and in honor of Professor Harold Wiltshire. Nottingham: Department of Adult Education, University of Nottingham. (N=2)

Rosten, L. (1976). O K*A*P*L*A*N! My K*A*P*L*A*N!. New York: Harper and Row. (N=1)

Rowden, D. (Ed.). (1934). Handbook of adult education in the United States. New York: American Association for Adult Education. (N=27)

Sanders, H. C. (Ed.). (1966). The cooperative extension service. Englewood Cliffs, NJ: Prentice-Hall. (N=12)

Schein, E., & Bennis, W. G. (1965). Personal and organizational change through group methods. New York: John Wiley & Sons. (N=12)

Scott, R. V. (1970). The reluctant farmer: The rise of agricultural extension to 1914. Urbana, IL: University of Illinois Press. (N=0)

Seay, M. F. (Ed.). (1938). Adult education: A part of a total educational program (Bulletin of the Bureau of School Service, College of Education, University of Kentucky, 10, Number 4). Lexington: University of Kentucky. (N=3)

Senior, B., & Naylor, J. (1987). Educational responses to adult unemployment. London: Croom Helm. (N=1)

Seybolt, R. F. (1925). The evening school in colonial America. Urbana, IL: University of Illinois Press. (N=2)

Seybolt, R. F. (1928). Source studies in American colonial education: The private school (University of Illinois Bulletin No. 28). Urbana, IL: University of Illinois Press. (N=1)

Shaw, N. C. (Ed.). (1969). Administration of continuing education. Washington, DC: National Association for Public School Adult Education. (N=7)

Sheats, P. H., Jayne, C. D., & Spence, R. B. (1953). Adult education: The community approach. New York: Dryden Press. (N=28)

Simerly, R. G., & Associates. (1987). Strategic planning and leadership in continuing education. San Francisco: Jossey-Bass. (N=14)

Skager, R. (1978). Lifelong education and evaluation practice. Oxford: Pergamon Press. (N=4)

Skager, R., & Dave, R. H. (1977). Curriculum evaluation for lifelong education. Oxford: Pergamon Press. (N=2)

Smith, R. M. (1982). Learning how to learn: Applied theory for adults. New York: Cambridge. (N=49)

Smith, R. M., Aker, G. F., & Kidd, J. R. (Ed.). (1970). Handbook of adult education. New York: Macmillan. (N=76)

Sorenson, H. (1938). Adult abilities: A study of university extension students. Minneapolis: The University of Minnesota Press. (N=2)

Stacy, W. H. (1935). Integration of adult education. New York: Bureau of Publications, Teachers College, Columbia University. (N=0)

Stanage, S. M. (1987). Adult education and phenomenological research. Malabar, FL: Robert E. Krieger Publishing Company. (N=7)

Stephens, M. D., & Roderick, G. W. (1972). British teaching techniques in adult education. New York: Drake Publishers. (N=0)

Stern, M. (Ed.). (1983). Power and conflict in continuing professional education. Belmont, CA: Wadsworth Publishing Company. (N=14)

Stewart, D. W. (1987). Adult learning in America: Eduard Lindeman and his agenda for lifelong education. Malabar, FL: Robert E. Krieger Publishing Company. (N=35)

Stocks, M. (1953). The workers' educational association: The first fifty years. London: George Allen & Unwin. (N=0)

Stoikov, V. (1975). The economics of recurrent education and training. Geneva: International Labor Office. (N=0)

Stone, E. W. (1971). Personnel development and continuing education in libraries, Library Trends, 20(1). (N=1)

Striner, H. E. (1971). Continuing education as a national capital investment. Kalamazoo, MI: W. E. Upjohn Institute for Employment Research. (N=0)

Strother, G. B., & Klus, J. P. (1982). Administration of continuing education. Belmont, CA: Wadsworth Publishing Company. (N=11)

Stubblefield, H. W. (1988). Towards a history of adult education in America. London: Croom-Helm. (N=39)

Studebaker, J. W. (1935). The American way. New York: McGraw-Hill. (N=2)

Styler, W. E. (1984). Adult education and political systems. Nottingham: Department of Adult Education, University of Nottingham. (N=5)

Taylor, R., Rockhill, K., & Fieldhouse, R. (1985). University adult education in England and the USA: A reappraisal of the liberal tradition. London: Croom Helm. (N=8)

Thatcher, J. H. (Ed.). (1963). Public school adult education: A guide for administrators (Revised Edition). Washington, DC: National Association of Public School Adult Educators. (N=0)

Thorndike, E. L., Bregman, E. O., Tilton, J. W., & Woodyard, E. (1928). Adult learning. New York: Macmillan. (N=60)

Thorndike, E. L., & Others. (1935). Adult interests. New York: Macmillan. (N=13)

Titmus, C. J. (1967). Adult education in France. Oxford: Pergamon Press. (N=1)

Tough, A. (1971). The adult's learning projects. Toronto: Ontario Institute for Studies in Education. (N=101)

Tough, A. (1982). Intentional changes: A fresh approach to helping people change. Chicago: Follett Publishing Company. (N=28)

Trenaman, J. M. (1967). Communication and comprehension. London: Longmans. (N=0)

Tunstall, J. (Ed.). (1974). The open university opens. Amherst, MA: University of Massachusetts Press. (N=1)

Ulich, M. E. (1965). Patterns of adult education: A comparative study. New York: Pageant Press. (N=4)

Ulmer, C. (1969). Teaching the disadvantaged adult. Washington, DC: National Association for Public School Adult Education. (N=15)

UNESCO. (1952). Universities in adult education. Paris: UNESCO. (N=3)

U.K. Ministry of Education. (1954). The organization and finance of adult education in England and Wales. London: Her Majesty's Stationery Office. (N=2)

U.K. Department of Education and Science. (1973). Adult education: A plan for development. London: Her Majesty's Stationery Office. (N=1)

Verner, C., & Booth, A. (1964). Adult education. Washington, DC: Center for Applied Research in Education. (N=31)

Wain, K. (1987). Philosophy of lifelong education. London: Croom Helm. (N=4)

Waller, R. D. (1946). Learning to live. London: Art and Educational Publishers, Ltd. (N=0)

Waples, D., Berelson, B., & Bradshaw, R.F. (1931). What reading does to people. Chicago: University of Chicago Press. (N=1)

Waples, D., & Tyler, R. W. (1931). What people want to read about. Chicago: University of Chicago Press. (N=2)

Wedemeyer, C. A. (1981a). Learning at the back door: Reflections on non-traditional learning in the lifespan. Madison, WI: The University of Wisconsin Press. (N=15)

Wedemeyer, C. A. (1981b). Never too old to learn. Madison, WI. (N=7)3

Weil, D. (1979). Continuing education. New York: Rawson & Wade. (N=0)

Weingand, D. E. (Ed.). (1986). Adult education, literacy, and libraries, Library Trends, 35(2). (N=2)

Weinstock, R. (1978). The graying of the campus. New York: Educational Facilities Laboratories. (N=5)

Welch, E. (1973). The peripatetic university: Cambridge local lectures, 1873-1973. Cambridge: At the University Press. (N=1)

Welford, A. T. (1958). Ageing and human skill. London: Oxford University Press. (N=1)

Williams, G. (1977). Towards lifelong education: A new role for higher education institutions. Paris: UNESCO. (N=0)

Williams, W. E., & Heath, A. E. (1936). Learn and Live: The consumer's view of adult education. London: Methuen. (N=0)

Wilson, M. C., & Gallup, G. (1955). Extension teaching methods and other factors that influence adoption of agricultural and home economics practices (Extension Service Circular 495). Washington, DC: Government Printing Office. (N=1)

Wlodkowski, R. J. (1985). Enhancing adult motivation to learn. San Francisco: Jossey-Bass. (N=42)

Wolfbein, S. L. (1967). Education and training for full employment. New York: Columbia University Press. (N=0)

Woytanowitz, G. M. (1974). University extension 1885-1915: The early years in the United States. Iowa City, IA: National University Extension Association. (N=3)

Yeaxlee, B. A. (1925). Spiritual values in adult education (Two volumes). London: Oxford University Press. (N=3)

Young, M., Perraton, H., Jenkins, J., & Dodds, T. (1980). Distance teaching for the third world: The lion and the clockwork mouse. London: Routledge and Kegan Paul. (N=5)

_____________________

1Numbers in parentheses refer to how many times a source was selected by respondents as being of personal value.

2No respondents selected 47 of the sources, 42 were selected only once, and 31 were selected only twice.

3Unable to verify publishing source or accuracy of the citation. Originally obtained from a list of adult education publications.

APPENDIX B

This appendix includes a list of those citations added by respondents as influential to their own thinking. All citations are included, so some are not necessarily "adult education" in nature. However, the reader of this technical report may find it valuable to assess the broad range of materials that are deemed as important.

Adams, F. (with Horton M.). (1975). Unearthing seeds of fire. Winston-Salem, NC: John F. Blair, Publisher.

Adams, H. (1918). The education of Henry Adams: An autobiography. Boston: Houghton Mifflin Company.

Alexander, T. M. (1987). John Dewey's theory of art, experience, and nature: The horizons of feeling. Albany, NY: State University of New York Press.

Alinsky, S. D. (1946). Reveille for radicals. Chicago, IL: University of Chicago Press.

Alinsky, S. D. (1971). Rules for radicals. New York: Random House.

Anderson, S. B., & Bill, S. (1978). The professional practice of program evaluation. San Francisco: Jossey-Bass.1

Apps, J. W. (1973). Toward a working philosophy of adult education. Syracuse, NY: Syracuse University, Publications in Continuing Education.

Argyris, C. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.

Argyris, C. (1976). Increasing leadership effectiveness. New York: Wiley.

Argyris, C. (1982). Reasoning, learning, and action: Individual and organizational. San Francisco: Jossey-Bass.

Argyris, C. (1985). Action Science. San Francisco: Jossey-Bass.

Association of University Evening Colleges, Research Committee. (1972). Policies and practices in evening colleges (1971). Metuchen, NJ: Scarecrow Press.

Bateson, G. (1972). Steps to an ecology of mind. New York: Ballantine Books.

Beal, G. M. (1962). Leadership and dynamic group action. Ames, IA: Iowa State University Press.

Becker, E. (1973). Denial of death. New York: Free Press.

Berry, W. (1977). The unsettling of America: Culture and agriculture. San Francisco: Sierra Club Books.

Bigge, M. L. (1964). Learning theories for teachers. New York: Harper & Row.

Bischoff, L. J. (1975). Adult psychology. New York: Harper & Row Publishers.1

Blank, W. E. (1982). Handbook for developing competency based training programs. Englewood Cliffs, NJ: Prentice-Hall.

Bolles, R. N. (1981). The three boxes of life. Berkeley, CA: Ten Speed Press.

Bolman, L. G. (1984). Modern approaches to understanding and managing organizations. San Francisco: Jossey-Bass.

Boud, D. (Ed.). (1985a). Problem-based learning in education for the professions. Sydney, Australia: Herdson.1

Boud, D. (1985b). Reflection, turning experience into learning. London, England: Kogan Page.

Boud, D., & Griffin, V. (1987). Appreciating adults learning: From the learner's perspective. London, England: Kogan Page.

Bower, G. H., & Hilgard, E. R. (1981). Theories of learning (Fifth Edition). Englewood Cliffs, NJ: Prentice-Hall.

Brockett, R. G., Easton, S. E., & Picton, J. O. (Eds.). (1988). Adult and continuing education. Bloomington, IN: Phi Delta Kappa.

Brundage, D. H., & MacKeracher, D. (1980). Adult learning principles and their application to program planning. Toronto: Ministry of Education.

Carlson, R. A. (1987). The Americanization syndrome: A quest for conformity. New York: St. Martin's Press.

Cervero, R. M., & Scanlan, C. L. (Eds.). (1985). Problems and prospects in continuing professional education (New Directions for Continuing Education, Number 27). San Francisco: Jossey-Bass.

Cervero, R. M. (1988). Effective continuing education for professionals. San Francisco: Jossey-Bass.

Chalofsky, N., & Lincoln. (1983). Up the HRD ladder. Reading, MA: Addison-Wesley.1

Chickering, A. W. (1981). The modern American college. San Francisco: Jossey-Bass.

Churchman, C. W. (1968). Systems approach. New York: Delcorte Press.

Cohen, A. M. (1982). The American community college. San Francisco: Jossey-Bass.

Coombs, P. H. (1985). The world crisis in education: The view from the eighties. New York: Oxford University Press.

Cotton, W. E. (1968). On behalf of adult education. Boston: Center for the Study of Liberal Education for Adults.

Cremin, L. A. (1976). Public education. New York: Basic Books.

Cross, K. P. (1984). Adult learning: State policies and institutional practices. Washington, DC: Association for the Study of Higher Education.

Curran, C. A. (1972). Counseling-learning: A whole-person model for education. New York: Grune & Stratton.

Descartes, R. (1969). A discourse on method, meditations on the first philosophy, principles of philosophy. London, England: Dent.

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: The Macmillan Co.

Dewey, J. (1929). The quest for certainty: A study of the relation of knowledge and action. New York: Minton Balch.

Dewey, J. (1938). Experience and education. New York: The Macmillan Co.

Dick, W. (1978). The systematic design of instruction. Glenview, IL: Scott Foresman.

Donaldson, L., & Scannel, E. E. (1986). Human resource development: The new trainer's guide (Second Edition). Reading, MA: Addison-Wesley.1

Draper, J. R., & Baker-Stain, T. (1985). The craft of teaching adults. Toronto: Culture Concepts, Inc.1

Draves, W. A. (1984). How to teach adults. Manhattan, KS: The Learning Resources Network.

Fisher, D. C. (1930). Learn or perish. New York: H. Liveright.

Franklin, B. (1915). Autobiography of Benjamin Franklin. New York: The Macmillan Co.

Frankl, V. E. (1962). Man's search for meaning: An introduction to logotherapy. Boston: Beacon Press.

Freire, P. (1987). Literacy: Reading the word & the world. South Hadley, MA: Bergin & Garvey Publishers.

Gatt-Fly. (1983). Ah-hah! A new approach to popular education. Toronto: Between the Lines.1

Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.

Green, T. F. (1980). Predicting the behavior of the educational system. Syracuse, NY: Syracuse University Press.

Guba, E. G. (1981). Effective evaluation: Improving the usefulness of evaluation results through responsive and naturalistic approaches. San Francisco: Jossey-Bass.

Hall, E. T. (1976). Beyond culture. Garden City, NY: Anchor Press.

Harman, D. (1987). Illiteracy: A national dilemma. New York: Cambridge.

Hart, J. K. (1926). Light from the north. New York: Henry Holt & Co.1

Havighurst, R. J. (1972). Developmental tasks and education (Third Edition). New York: D. McKay Co.

Hilgard, E. R. (1966). Theories of learning (Third Edition). New York: Appleton-Century-Crofts.

Hoffer, E. (1951). True believer. New York: Harper & Row.

Jarvis, P. (1987). Adult learning in the social context. London, England: Croom Helm.

Kallen, H. M. (1962). Philosophical issues in adult education. Springfield, IL: Thomas.

Katz, D. (1966). The social psychology of organizations. New York: Wiley.

Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.

Keller, G. (1983). Academic strategy: The management revolution in American higher education. Baltimore, MD: Johns Hopkins University Press.

Kerlinger, F. N. (1964). Foundations of behavioral research. New York: Holt, Rinehart and Winston.

Kidd, J. R. (1950). Adult education in Canada. Toronto: Canadian Association for Adult Education.

Klevins, C. (Ed.). (1982). Materials and methods in adult & continuing education. Los Angeles: Klevins Publications.

Koch, H. (1952). Grundtvig. Yellow Springs, OH: Antioch Press.

Kouzes, J. M. (1987). The leadership challenge: How to get extraordinary things done in organizations. San Francisco: Jossey-Bass.

Kowalski, T. J. (1988). The organization and planning of adult education. Albany, NY: State University of New York Press.

Kozol, J. (1985). Illiterate America. Garden City, NY: Anchor Press.

Kreitlow, B. W. (1965). Educating the adult educator: Part 1. Concepts for the curriculum (Bulletin 573). Madison, WI: University of Wisconsin, College of Agriculture.

Kreitlow, B. W. (1968). Educating the adult educator: Part 1. Taxonomy of needed research (Theoretical Paper No. 13). Madison, WI: University of Wisconsin, Research and Development Center.

Krupp, J. A. (1982). The adult learner: A unique entity. Manchester, CT: Adult Development and Learning.

Langerman, P. D., (Ed.). (1974). You can be a successful teacher of adults: NAPCAE'S authoritative sourcebook and information guide. Washington, DC: National Association for Public Continuing and Adult Education.

Lewicki, P. (1986). Nonconscious social information processing. Orlando, FL: Academic Press.

Lindquist, J. (1978). Strategies for change. Berkeley, CA: Pacific Soundings Press.

Lippitt, G. L. (1973). Visualizing change: Model building and the change process. Fairfax, VA: NTL Resources Learning Corporation.

Lovett, T. (1983). Adult education and community action: Adult education and popular social movements. London, England: Croom Helm.

Lumsden, D. B. (1985). The older adult as learner: Aspects of educational gerontology. Washington DC: Hemisphere Publishing Corporation.

Lynton, E. A. (1987). New priorities for the university: Meeting society's needs for applied knowledge and competent individuals. San Francisco: Jossey-Bass.

Martin, E. D. (1926). Meaning of a liberal education. New York: W. W. Norton Co.

Mead, G. H. (1934). Mind, self & society from the standpoint of a social behaviorist. Chicago, IL: The University of Chicago Press.

Miller, G. A. (1960). Plans and the structure of behavior. New York: Holt, Rinehart and Winston.1

Nadler, L. (1984). The handbook of human resource development. New York: Wiley.

Nadler, L. (1989). Developing human resources (Third Edition). San Francisco: Jossey-Bass.

National Opinion Research Center. (1960). A study of participants in the great books program. New York: Fund for Adult Education.

Niemi, J. A., & Gooler, D. D. (Eds.). (1987). Technologies for learning outside the classroom (New Directions for Continuing Education, Number 34). San Francisco: Jossey-Bass.

Novak, J. D. (1984). Learning how to learn. Cambridge, Cambridgeshire: Cambridge University Press.

Overstreet, H. A. (1949). The mature mind. New York: W. W. Norton.

Peterson, D. A., Thornton, J. E., & Birren, J. E. (Eds.). (1986). Education and aging. Englewood Cliffs, NJ: Prentice-Hall.1

Peterson, R., & Peterson, W. (1960). University adult education. New York: Harper and Brothers.1

Plato (1985). Meno. Chicago, IL: Bolchazy-Carducci.

Polanyi, M. (1966). The tacit dimension. Garden City, NY: Doubleday.

Powell, J. W. (1942). School for Americans. New York: American Association for Adult Education.1

Roberts, H. (1982). Culture and adult education. Edmonton, Alberta: University of Alberta Press.1

Rogers, A. (1986). Teaching adults. Milton Keynes, England: Open University Press.

Rogers, C. R. (1961). On becoming a person. Boston, MA: Houghton Mifflin.

Rogers, C. R. (1983). Freedom to learn for the 80's (Revised Edition). Columbus, OH: Charles E. Merrill.

Rosenstock-Huessey, E. (1938). Out of revolution: Autobiography of western man. New York: Argo Books.

Rosenstock-Huessey, E. (1969). Judaism despite christianity: The letters on christianity and judaism between Eugen Rosenstock-Huessey and Franz Rosenzweig. University, AL: University of Alabama Press.

Rossman, M. H. (1984). Teaching and learning basic skills: A guide for adult basic education and developmental education programs. New York: Columbia University, Teachers College Press.

Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Schon, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

Sherron, R. H., & Lumsden, D. B. (1978). Introduction to educational gerontology (Second Edition). Washington, DC: Hemisphere Publishing Corporation.

Shipp, T. (Ed.). (1982). Creative financing and budgeting (New Directions for Continuing Education, Number 16). San Francisco: Jossey-Bass.

Shor, I. (1980). Critical teaching and everyday life. Boston, MA: South End Press.

Shor, I. (1987). A pedagogy for liberation: Dialogues on transforming education. South Hadley, MA: Bergin & Garvey Publishers.

Sredl, H. J. (1987). The ASTD reference guide to professional training roles & competencies. Amherst, MA: HRD Press, Inc.

Stevens-Long, J. (1984). Adult life. Palo Alto, CA: Manfield Publishing Co.1

Thompson, J. (Ed.). (1980). Adult education for a change. London, England: Hutchinson.1

Thompson, J. L. (1983). Learning liberation: Women's response to men's education. London, England: Croom Helm.

Tight, M. (1983). Education for adults. London, England: Croom Helm.

Titmus, C. J. (1981). Strategies for adult education: Practices in western Europe. Chicago, IL: Follett.

Tyler, R. (1950). Basic principles of curriculum and instruction. Chicago, IL: The University of Chicago Press.

Verduin, J. R. (1977). Adults teaching adults: Principles and strategies. Austin, TX: Learning Concepts.

Verduin, J. R. (1980). Curriculum building for adult learning. Carbondale, IL: Southern Illinois University Press.

Vincent, J. H. (1886). The chautauqua movement. Boston.1

Votruba, J. C. (Ed.) (1981). Strengthening internal support for continuing education (New Directions for Continuing Education, Number 9). San Francisco: Jossey-Bass.

Waller, R. D. (1956). A design for democracy. New York: Association Press.

Whaples, G. C., & Rivera, W. M. (Eds.). (1982). Policy issues and processes. College Park, MD: University of Maryland, Department of Agricultural and Extension Education.

Whitbourne, S. K. (1986). The me I know: A study of adult identity. New York: Springer-Verlag.1

White, R. W. (1966). Lives in progress: A study of the natural growth of personality (Second Edition). New York: Holt, Rinehart and Winston.

1Reference given by a respondent but that could not be verified through the Syracuse University Library resources. They may therefore be incomplete or incorrect. A few references given by respondents were too incomplete to include.

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