Enhancing adult motivation to learn: a comprehensvie guide for teaching all adults. R. J. Wlodkowski. Jossey-Bass, San Francisco, 2008, 508 pages.
Bibliographic record
Abstract
This is the only book you should ever have to read about how to teach adults effectively and successfully.The strength of the book is twofold: it addresses the practice of adult education in a thoughtful and practical way, and it draws on the author's extensive and varied experience as an adult educator.Be forewarned, however, that the words "feminism," "radical," or "paradigm" (as in shift) do not appear at all in the index, although attention is carefully paid to the diversity and dignity of all learners.Artfully revised to follow its two previous editions, Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults continues to fulfill the promise of its author's first foray into adult motivation and learning in 1985.In this 2008 rendition of exploring how adults learn, Raymond Wlodkowski delves more deeply into the science of motivation with the addition of new material on brain function and its relationship to learning.Complementing a hefty 444 pages of text, 36 pages of references culled from Wlodkowski's rich history of psychological practice, consulting, research, and teaching adults around the world provide a classic overview of the field of adult education: Mezirow, Brookfield, Merriam, Marsick, Tinto, Bloom, Vygotsky, Caffarrella, Knowles, and Freire.Wlodkowski also continues to draw on Csikzentimihalyi's concept of flow, which he has used both in his writing and in his teaching to capture the "deeply satisfying experience of an intrinsically motivating activity" (p.266).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.023 | 0.014 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".