Edward W Taylor
Biographic Data
| ID | 5986850 |
|---|---|
| NAME | Edward W Taylor |
| GIVEN NAMES | Edward W |
| FAMILY NAME | Taylor |
| SIGNATURE | TAYLOR E W |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0009-0004-1306-254X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
A conceptual validation of transformative learning theory
Objectives The aim of this study is to evaluate the integrated transformative learning theory and quantitative measurement model developed by Stuckey and colleagues in 2013. Methods The Transformative Leaning Survey (TLS) was administered as a cross‐sectional web survey to 467 respondents recruited from a variety of sources. The questionnaire includes four transformative learning outcome measures (acting differently, deeper self‐awareness, holdin…
Fostering transformative learning in non-formal settings
The purpose of this study was to explore the practice of Farmer-Field Schools (FFS) theoretically framed from the perspective of transformative learning theory and non-formal education (NFE). Farmer-Field Schools are community-led NFE programs that provide a platform where farmers meet regularly to study the ‘how and why’ of farming and engage in an instrumental and experiential learning process imbued with local knowledge expressed through song,…
Farmer Field Schools in Rural Kenya
As participatory agricultural education increases in use, knowledge is needed of its impact on the daily lives of the participants beyond benefits for farming. The purpose of this study was to explore the case of Farmer Field Schools (FFS) under the lens of transformative learning theory, in order to understand the impact that participatory and group–based learning can have on the lives of participants. The findings revealed significant impacts d…
Transformative learning theory
This chapter updates transformative learning theory through discussing emerging alternative theoretical conceptions, current research findings, and implications for practice.
An update of transformative learning theory
The last significant review of research about transformative learning was in 1998 and was mostly focused on unpublished dissertations. In response, this paper reviews an exhaustive body of research conducted since that time, involving 40 studies, published in peer‐review journals with a lens of analysis of new findings and insights on transformative learning theory. The review finds less research less about identifying transformative experiences …
Teaching beliefs of non‐formal environmental educators
The purpose of this study was to investigate the teaching beliefs of non‐formal environmental educators who work in state and local parks. Findings reveal that teaching beliefs are much more complex than purported in the literature. Three broad insights are offered: including roles and responsibilities of the non‐formal environmental educator, various approaches, and conceptions and characteristics of non‐formal environmental education. The impli…
The relationship between the prior school lives of adult educators and their beliefs about teaching adults
Research in the K-12 field about teaching beliefs reveals that past school experiences have a tremendous influence on educators' present beliefs about teaching. However, little research exists regarding the nature of teaching beliefs of adult educators, particularly how their prior school experiences relate to their present beliefs about teaching adults. It was the purpose of this qualitative study involving 16 practising adult educators to under…
Rising to the occasion
Publication of diversity-focused scholarship has increased over the last decade, yet marginalized groups are still inadequately represented in academic journals. In addition, research about diversity has become increasingly complex and its definition varies greatly. This poses obstacles for the emerging scholar interested in submitting diversity-focused scholarship to academic journals. A rarely investigated resource that offers insight into this…
Using still photography in making meaning of adult educators' teaching beliefs
Photography as a research tool has been under-appreciated and marginally used in the field of education and even less so in adult education. An area, where photography has potential is in the exploration of teaching beliefs. Teaching beliefs are important concepts when attempting to understand teacher thinking, thought processes and classroom practices. However, they are at times difficult for participants to articulate, particularly since they o…
Publishing qualitative adult education research
As interest in qualitative research has grown over the past decade in scholarly adult education publications, it has become increasingly varied in its application. However, there are no standards for reporting qualitative data. This poses a confusing dilemma for the emerging adult education scholar interested in submitting qualitative research to scholarly journals. One rarely investigated resource that offers insight into this challenge is peer …
Transformative learning theory
Transformative learning as explained by Mezirow in the field of adult education has been criticized as a process that is overly dependent on critical reflection, such that it minimizes the role of feelings and overlooks transformation through the unconscious development of thoughts and actions. This paper further substantiates these concerns by exploring the emotional nature of rationality and unconscious ways of knowing (implicit memory) from th…
Transformative learning theory
Intercultural Competency
Intercultural competency is an adaptive capacity based on an inclusive and integrative world view which allows participants to effectively accommodate the demands of living in a host culture. Resea cultural competency over the last 25 years has ted to focus on identifying characteristics of participants indicative of successful intercultural experiences. Little if any research has approached the concept of intercultural competency from a learning…
A learning model for becoming interculturally competent
Transformative learning theory
Transformative learning as explained by Mezirow in the field of adult education has been criticized as a process that is overly dependent on critical reflection, such that it minimizes the role of feelings and overlooks transformation through the unconscious development of thoughts and actions. This paper further substantiates these concerns by exploring the emotional nature of rationality and unconscious ways of knowing (implicit memory) from th…
A learning model for becoming interculturally competent
Fostering transformative learning in non-formal settings
The purpose of this study was to explore the practice of Farmer-Field Schools (FFS) theoretically framed from the perspective of transformative learning theory and non-formal education (NFE). Farmer-Field Schools are community-led NFE programs that provide a platform where farmers meet regularly to study the ‘how and why’ of farming and engage in an instrumental and experiential learning process imbued with local knowledge expressed through song,…
Using still photography in making meaning of adult educators' teaching beliefs
Photography as a research tool has been under-appreciated and marginally used in the field of education and even less so in adult education. An area, where photography has potential is in the exploration of teaching beliefs. Teaching beliefs are important concepts when attempting to understand teacher thinking, thought processes and classroom practices. However, they are at times difficult for participants to articulate, particularly since they o…
A conceptual validation of transformative learning theory
Objectives The aim of this study is to evaluate the integrated transformative learning theory and quantitative measurement model developed by Stuckey and colleagues in 2013. Methods The Transformative Leaning Survey (TLS) was administered as a cross‐sectional web survey to 467 respondents recruited from a variety of sources. The questionnaire includes four transformative learning outcome measures (acting differently, deeper self‐awareness, holdin…
The relationship between the prior school lives of adult educators and their beliefs about teaching adults
Research in the K-12 field about teaching beliefs reveals that past school experiences have a tremendous influence on educators' present beliefs about teaching. However, little research exists regarding the nature of teaching beliefs of adult educators, particularly how their prior school experiences relate to their present beliefs about teaching adults. It was the purpose of this qualitative study involving 16 practising adult educators to under…
Rising to the occasion
Publication of diversity-focused scholarship has increased over the last decade, yet marginalized groups are still inadequately represented in academic journals. In addition, research about diversity has become increasingly complex and its definition varies greatly. This poses obstacles for the emerging scholar interested in submitting diversity-focused scholarship to academic journals. A rarely investigated resource that offers insight into this…
Intercultural Competency
Intercultural competency is an adaptive capacity based on an inclusive and integrative world view which allows participants to effectively accommodate the demands of living in a host culture. Resea cultural competency over the last 25 years has ted to focus on identifying characteristics of participants indicative of successful intercultural experiences. Little if any research has approached the concept of intercultural competency from a learning…
A learning model for becoming interculturally competent
Publishing qualitative adult education research
As interest in qualitative research has grown over the past decade in scholarly adult education publications, it has become increasingly varied in its application. However, there are no standards for reporting qualitative data. This poses a confusing dilemma for the emerging adult education scholar interested in submitting qualitative research to scholarly journals. One rarely investigated resource that offers insight into this challenge is peer …
Transformative learning theory
Transformative learning as explained by Mezirow in the field of adult education has been criticized as a process that is overly dependent on critical reflection, such that it minimizes the role of feelings and overlooks transformation through the unconscious development of thoughts and actions. This paper further substantiates these concerns by exploring the emotional nature of rationality and unconscious ways of knowing (implicit memory) from th…
Transformative learning theory
Using still photography in making meaning of adult educators' teaching beliefs
Photography as a research tool has been under-appreciated and marginally used in the field of education and even less so in adult education. An area, where photography has potential is in the exploration of teaching beliefs. Teaching beliefs are important concepts when attempting to understand teacher thinking, thought processes and classroom practices. However, they are at times difficult for participants to articulate, particularly since they o…
The relationship between the prior school lives of adult educators and their beliefs about teaching adults
Research in the K-12 field about teaching beliefs reveals that past school experiences have a tremendous influence on educators' present beliefs about teaching. However, little research exists regarding the nature of teaching beliefs of adult educators, particularly how their prior school experiences relate to their present beliefs about teaching adults. It was the purpose of this qualitative study involving 16 practising adult educators to under…
Rising to the occasion
Publication of diversity-focused scholarship has increased over the last decade, yet marginalized groups are still inadequately represented in academic journals. In addition, research about diversity has become increasingly complex and its definition varies greatly. This poses obstacles for the emerging scholar interested in submitting diversity-focused scholarship to academic journals. A rarely investigated resource that offers insight into this…
Teaching beliefs of non‐formal environmental educators
The purpose of this study was to investigate the teaching beliefs of non‐formal environmental educators who work in state and local parks. Findings reveal that teaching beliefs are much more complex than purported in the literature. Three broad insights are offered: including roles and responsibilities of the non‐formal environmental educator, various approaches, and conceptions and characteristics of non‐formal environmental education. The impli…
An update of transformative learning theory
The last significant review of research about transformative learning was in 1998 and was mostly focused on unpublished dissertations. In response, this paper reviews an exhaustive body of research conducted since that time, involving 40 studies, published in peer‐review journals with a lens of analysis of new findings and insights on transformative learning theory. The review finds less research less about identifying transformative experiences …
Transformative learning theory
This chapter updates transformative learning theory through discussing emerging alternative theoretical conceptions, current research findings, and implications for practice.
Farmer Field Schools in Rural Kenya
As participatory agricultural education increases in use, knowledge is needed of its impact on the daily lives of the participants beyond benefits for farming. The purpose of this study was to explore the case of Farmer Field Schools (FFS) under the lens of transformative learning theory, in order to understand the impact that participatory and group–based learning can have on the lives of participants. The findings revealed significant impacts d…
Fostering transformative learning in non-formal settings
The purpose of this study was to explore the practice of Farmer-Field Schools (FFS) theoretically framed from the perspective of transformative learning theory and non-formal education (NFE). Farmer-Field Schools are community-led NFE programs that provide a platform where farmers meet regularly to study the ‘how and why’ of farming and engage in an instrumental and experiential learning process imbued with local knowledge expressed through song,…
A conceptual validation of transformative learning theory
Objectives The aim of this study is to evaluate the integrated transformative learning theory and quantitative measurement model developed by Stuckey and colleagues in 2013. Methods The Transformative Leaning Survey (TLS) was administered as a cross‐sectional web survey to 467 respondents recruited from a variety of sources. The questionnaire includes four transformative learning outcome measures (acting differently, deeper self‐awareness, holdin…
Sociology (11 works) · Pedagogy (10 works) · Psychology (10 works) · Adult and Continuing Education Topics (9 works) · Transformative learning (9 works) · Epistemology (6 works) · Computer Science (5 works) · Perspective (graphical (5 works) · Political science (5 works) · Global Educational Policies and Reforms (4 works)