What Is The Future Of Educational Gerontology
Datos Bibliográficos
| ID | 11201510 |
|---|---|
| Autores | Frank Glendenning (Keele University, autor de correspondencia) |
| Año | 1991 |
| Volumen | 11 |
| Número | 2 |
| Páginas | 209-216 |
| Fecha de publicación | 1991-06-01 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Ageing and Society (JOURNAL) |
| Identificadores de la revista | ISSN: 0144-686X • E-ISSN: 1469-1779 |
| Editorial | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0144686x00004013 |
| OpenAlex | W2102211143 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 1 |
Educational gerontology is a comparatively new field of study. In British terminology, it concerns learning in the later years and the methodology relating to this. This special issue of the American journal Educational Gerontology provides an opportunity for reflection on the current state of the art on both sides of the Atlantic. Huey B. Long of the University of Oklahoma, as Guest Editor, invited contributors (eight American and one British) to speculate on likely developments in the field of educational gerontology during the period 1990 to 2010. Not all the authors accepted the challenge and four of the nine papers are considered here
Art · Field (mathematics) · Library science · Period (music) · Sociology · State (computer science) · Terminology · Aging and Gerontology Research · Computer Science · Health and Well-being Studies · Medicine · Resilience and Mental Health · Gerontology
| Citas por año | 0,4 |
|---|---|
| Intervalo de citas | 2021 - 2023 (3) |
| Altamente citado | No |