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Action Learning

Argyris, C. (1976). Increasing Leadership Effectiveness. New York: Wiley & Sons.

Marsick, V.J., & O’Neil, J. (1999). The many faces of action learning. Management Learning, 30(2), 159-176.

Reasearch/Action Research

Merriam, S., & Simpson, E. (1995).  A guide to research for educators and trainers of adults (2nd ed.) Malabar, FL: Krieger Publishing.

Peters, J.M. (1998) Reflections on action research. In A. Quigley & G. Kuhne (Eds.). Creating practical knowledge: Posing problems, solving problems and improving daily practice. (pp. 63-72). New Directions for Adult and Continuing Education, no. 73. San Francisco:Jossey-Bass.

Quigley, A., & Kuhne, G. (Eds.). (1998). Creating practical knowledge: Posing problems, solving problems and improving daily practice. New Directions for Adult and Continuing Education, no. 73. San Francisco:Jossey-Bass.

Adult Learning and Teaching

Boud, D. & Miller, N. (Eds.). 1996. Working with experience: Animating learning. New York: Routledge.

Cafferella, R.S. & Merriam, S.B. (1999). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.

Jarvis, P. (1990). An international dictionary of adult and continuing education. London: Routledge.

MacKeracher, D. (1996). Making Sense of Adult Learning. Toronto: Culture Concepts.

Career Practice

Pulley, M.L. (1997). Losing your job—reclaiming your soul. San Francisco:Jossey-Bass.

Critical Adult Education

Grace, A.P. (1997). Taking it to practice: Building a critical postmodern theory of adult learning community. Proceedings of the 38th Annual Adult Education Research Conference. Stillwater, OK: Oklahoma State University. [On-line]. Available: http://www.edst.educ.ubc.ca/aerc/1997/97grace.htm

Brookfield, S. (1993). Self-directed learning, political clarity and the critical practice of adult education. Adult Education Quarterly, 43(4). 227-242.

Critical Pedagogy/Critical Theory

Hinchey, P. (1998). Finding freedom in the classroom: A practical introduction to critical theory. New York: Peter Lang.

Leistyna, P., Woodrum, A., & Sherblom, S. A. (Eds.). (1996). Breaking free: the transformative power of critical pedagogy. Cambridge, MA: Harvard Educational Review.

Habermas, J. (1972). Knowledge and human interests. London: Heinemann.

Critical Reflection

Brookfield, S. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.

Brookfield, S. (1988). Developing critically reflective practitioners: a rationale for training educators of adults. In S. Brookfield (Ed.), Training educators of adults: the theory and practice of graduate adult education (pp. 317-338). London: Routledge.

Brookfield, S. (1990). Using critical incidents to explore learners’ assumptions. In Mezirow, J. & Associates, Fostering critical reflection in adulthood:  A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass (pp. 177-193).

Brookfield, S. (1991). On Ideology, Pillage, Language and Risk: Critical Thinking and Tensions of Critical Practice. Studies in Continuing Education, 13(1), 1-14.

Brookfield, S. (1991). The development of critical reflection in adulthood: Foundations of a theory of adult learning. New Education, 13(1). 39-48.

Brookfield, S. (1994). Tales from the dark side: A phenomenography of adult critical reflection. International Journal of Lifelong Education, 13(3), 203-216.

Brookfield, S. (1995a). Adult learning: An overview. In A. Tuinjman (Ed.), International encyclopaedia of education and training (pp. 375-380). Oxford: Pergamon Press.

Brookfield, S. (1995b). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Brookfield, S. (1995c). Postscript: An agenda for research and policy. In A. Tuinjman (Ed.), International encyclopaedia of education and training (pp. 889-895). Oxford: Pergamon Press.

Brookfield, S. (1996). Helping people learn what they do: Breaking dependence on experts. In D. Boud & N. Miller (Eds.). Working with experience: Animating learning. New York: Routledge.

Brookfield, S. (1997a). Assessing Critical Thinking. In New Directions for Adult and Continuing Education, No. 75. Fall.17-29.

Brookfield, S. (1998b). Critically reflective practice. Journal of Continuing Education in the Health Professions, (18)4. 197-203.

Brookfield, S. (2000a). The concept of critically reflective practice. In A. L. Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education (New ed.) (pp. 33-50). San Francisco: Jossey-Bass.

Brookfield, S. (2000b). Contesting criticality: Epistemological and practical considerations in critical reflection. Proceedings of the Adult Education Research Conference, no. 41. Vancouver, BC. University of British Columbia. 51-55.

Cranton, P. (1998). Transformative learning: Individual growth and development through critical reflection. In S.M. Scott, B. Spencer, & A.M. Thomas, (Eds.), Learning for life: Canadian readings in adult education (pp.188-199). Toronto: Thomson Educational.

Ecclestone, K. (1996). The reflective practitioner: mantra or model for emancipation? Studies in the Education of Adults, 28(2), 146-161.

Marsick, V. (1988). Learning in the workplace: The case for reflectivity and critical reflectivity. Adult Education Quarterly, 38(4), 187-198.

Mezirow, J. & Associates (1990). Fostering critical reflection in adulthood:  A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.

Morrison, K. (1996) Developing reflective practice in higher degree students through a learning journal. Studies in Higher Education, (21)3, 317-332.

Newman, J. (1987). Learning to teach by uncovering our assumptions. Language Arts, 64(7), 727-737.

Potter, G. (1998). Collaborative critical reflection and interpretation in qualitative research. Paper presented at the national conference of the Australian Association for Research in Education. Accessed online at:

Reynolds, M. (1998). Reflection and critical reflection in management learning. Management Learning, 29(2), 183-200.

Reynolds, M. (1999). Critical reflection and management education: Rehabilitating less hierarchical approaches. Journal of Management Education, 23(5), 537-553.

Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228.

Miscellaneous

Covey, S. (1989). The 7 habits of highly effective people. New York: Fireside.

Progoff, I. (1975). At a journal workshop: The basic text and guide for using the Intensive Journal® process. New York: Dialogue House Library.

Reflection/Reflective Practice

Boud, D. & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191-207.

Boud, D., Keogh, R. & Walker, D. (1985). Reflection: Turning experience into learning. London: Kogan Page.

Kottkamp, R.B. (1990). Means for facilitating reflection. Education & Urban Society, (22)2, 182-194.

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

Apps, J.W. (1991). Teaching critical thinking. In Mastering the Teaching of Adults. (pp. 95-106). Malabar, FL: Krieger Publishing.

Brookfield, S. (1990). The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco: Jossey-Bass.

Transformative Learning

Cranton, P. & Sokol, A.V. (1998). Transforming, not training. Adult Learning, 9(3), 14-16.

Cranton, P. (1994). Understanding and promoting transformative learning. San Francisco: Jossey-Bass.

Cranton, P. (1996). Professional development as transformative learning: New perspectives for teachers of adults. San Francisco: Jossey-Bass.

Cranton, P. (Ed.). (1997). Transformative Learning in Action. New Directions for Adult and Continuing Education, no. 74. San Francisco: Jossey-Bass.

Marsick, V.J. (1998). Transformative learning from experience in the knowledge era. Daedalus, 127(4), 119-136.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

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Adult Education Research Website (Don Privett)
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