Bringing Transformative Learning to Life. Katherine P. King. Krieger Publishing, Malabar, FL, 2005, 205 pages.
Bibliographic record
Abstract
The main purpose of Kathleen King's book is to provide "a compelling understanding of transformative learning in the lives of adult learners and its application in the classroom" (p.ix).Rather than focusing on in-depth theoretical dialogue, King emphasizes educator practices in the interdependent relationship between educator and learner within formal adult learning environments.With this in mind, she introduces her Transformative Learning Opportunities Model.The book is divided into six chapters and an appendix that includes a diagram of the Transformative Opportunities Learning Model for easy reference.Chapters 1 to 3 present an overview of transformative learning and a conceptual view of the model.The reader is talked through the model as applied in five different adult educational contexts, continuing higher education, English as a second language, adult basic education, workplace learning and faculty development.Composite sequences and short scenarios throughout the book provide concrete examples of relevant points and ideas and illuminate some of the vitality of the process in the social world of real people, bringing transformative learning to life.Discussed in Chapters 3 to 6 are the guiding principles for adult education programs.King contends that educators need to be continually mindful and generate praxis that is self-reflective in an ongoing assessment of teacher/learner engagement and needs within specific venues.The Transformative Learning Opportunities Model is examined in light of its implications for practice, research and development in adult learning, program planning and professional development.
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 distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 teacher head, 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".