Deborah Kilgore
Biographic Data
| ID | 97329 |
|---|---|
| NAME | Deborah Kilgore |
| GIVEN NAMES | Deborah |
| FAMILY NAME | Kilgore |
| SIGNATURE | KILGORE D |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 41 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 2 |
From fragmentation to continuity
Experience is commonly held to be essential for learning, especially in a professional discipline like engineering. However experiences, if unexamined, are not necessarily educative. This article explores the potential to fully claim prior experience as educative through the development of a professional portfolio. Eleven students developed portfolios and participated in qualitative interviews. The findings revealed that these students added educ…
Sentences
The Volunteer Citizen After Welfare Reform in the United States
In the United States, neoliberal strategies for social, economic, and state organization have been accompanied by frequent calls for volunteers to solve serious social problems. A case study of a community mobilization of middle-class volunteers to provide one-on-one support to families in poverty shows both possibilities and limitations. Volunteers provide social support to families in poverty, thus alleviating social isolation. Volunteers learn…
Understanding learning in social movements
This article introduces a theory of collective learning, which I argue is more appropriate than individualized theories for the study of individuals and groups engaged in collective action to defend or promote a shared social vision. This theory is unique among the relatively few theories of group learning, because it more specifically describes the relationship between individual and group development and because it significantlyaddresses social…
Understanding learning in social movements
This article introduces a theory of collective learning, which I argue is more appropriate than individualized theories for the study of individuals and groups engaged in collective action to defend or promote a shared social vision. This theory is unique among the relatively few theories of group learning, because it more specifically describes the relationship between individual and group development and because it significantlyaddresses social…
The Volunteer Citizen After Welfare Reform in the United States
In the United States, neoliberal strategies for social, economic, and state organization have been accompanied by frequent calls for volunteers to solve serious social problems. A case study of a community mobilization of middle-class volunteers to provide one-on-one support to families in poverty shows both possibilities and limitations. Volunteers provide social support to families in poverty, thus alleviating social isolation. Volunteers learn…
Understanding learning in social movements
This article introduces a theory of collective learning, which I argue is more appropriate than individualized theories for the study of individuals and groups engaged in collective action to defend or promote a shared social vision. This theory is unique among the relatively few theories of group learning, because it more specifically describes the relationship between individual and group development and because it significantlyaddresses social…
The Volunteer Citizen After Welfare Reform in the United States
In the United States, neoliberal strategies for social, economic, and state organization have been accompanied by frequent calls for volunteers to solve serious social problems. A case study of a community mobilization of middle-class volunteers to provide one-on-one support to families in poverty shows both possibilities and limitations. Volunteers provide social support to families in poverty, thus alleviating social isolation. Volunteers learn…
Sentences
From fragmentation to continuity
Experience is commonly held to be essential for learning, especially in a professional discipline like engineering. However experiences, if unexamined, are not necessarily educative. This article explores the potential to fully claim prior experience as educative through the development of a professional portfolio. Eleven students developed portfolios and participated in qualitative interviews. The findings revealed that these students added educ…
Psychology (4 works) · Sociology (3 works) · Collective action (2 works) · Pedagogy (2 works) · Political science (2 works) · Adult and Continuing Education Topics (1 work) · Agency (philosophy (1 work) · Amateur (1 work) · Anthropology (1 work) · Autoethnography (1 work)