Annotated Bibliography on

Adult Learning and Teaching

Compiled/Offered by Dr. Bonnie B. Mullinix 

The following is a selected (non exhaustive) annotated bibliography listing references on

Adult Learning and Teaching that may prove a helpful starting point for further exploration.

Bransford, J.D, A.L. Brown and R.R. Cocking (eds.). (1999). How people learn: Brain,
mind, experience, and school. National Academy of the Sciences. Accessed
3/20/08 at: http://www.nap.edu/html/howpeople1/

Abstract/Notes: Presenting principles of learning and a summary overview of the ‘new

science of learning’, this pulls from a review of 30 years of research and categorizes findings on
learning into five areas: Memory and structure of knowledge; Analysis of problem solving and
reasoning; Early foundations; Metacognitive processes and self-regulatory capabilities; Cultural
experience and community participation. It clearly underscores that the preponderance of
information about human learning, views of how to facilitate effective learning have shifted from
the benefits of drill and practice to focus on students' understanding and application of
knowledge.

Chickering, A. W. and Z. F. Gamson. (1987). Seven Principles of Effective

Undergraduate Education. The American Association for Higher Education Bulletin,
March 1987. Accessed 3/20/08 at:
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

Abstract/Notes: An oft-referenced and simple summary of research on good teaching

and learning in colleges and universities that culminates in seven principles of effective education
intended as guidelines to improve teaching and learning: encourages contact between students
and faculty; develops reciprocity and cooperation among students; encourages active learning;
gives prompt feedback; emphasizes time on task; communicates high expectations; respects
diverse talents and ways of learning.

Criticos, C. (1989). Experiential Learning in Formal and Non-Formal Education. Durban,

South Africa, Media Resource Centre, University of Natal.

Abstract/Notes: A "southern" articulation of experiential learning. This collection includes

the following contributions: Liberation pedagogy in the South African Context; Potato Crisp
Pedagogy; Working Together: and experiential program dealing with cross-cultural awareness;
Community in Media; Blankets and Development: a Critical Appraisal of the Valley Trust
Development Programmes; Learning the Action Research: Fact or Fantasy?; An Experiential
Exercise in the Education of School Counselors; Experiential Learning at a Distance; Using
Journals in Experiential Leaning: Uses and Pitfalls; Talking Newspapers: Audio Cassettes - an
Appropriate communications medium; Beyond Race: the class gap between educationists and
deprives students in South Africa; Using Games for learning about Values: In search of a theory;
In defense of an Experiential Approach to Music Education; Transforming Teaching and Learning:
10/09 Bonnie B. Mullinix bbmullinix@gmail.com page 1
Easier said than done; Post Apartheid Undergraduate Medical Education; Learner responsibility,
Sharing the Curriculum in a formal setting; Jeyes Fluid and Rubber Tyres: Scientists and Careers;
and Pre-requisites for Co-operative Learning.

Criticos, C. (1989). Making the Future: Experiential Learning and Responses to the
Future. Working Papers. Durban, South Africa, Media Resource Centre, University
of Natal,. No. 1: 8

Abstract/Notes: This pivotal paper provides insight into the discrepant views regarding
the definition and purpose of Experiential Learning in "Northern" and "Southern" contexts.
Criticos references conversations emerging from the "1st International Conference on
Experiential Learning: and the first South African conference on "Experiential Learning in Formal
and Nonformal Education". He traces the coalescence of these definitions within the specific
socio-political contexts and educational milieus from which they originate. The article continues
by acknowledging the views of the future as pivotal components of ideology that influence the
character and practice of pedagogy.

Comparative approaches to experiential education within formal institutional and nonformal,

community-based settings are discussed with reference to its perceived purpose and contribution.
Ideologies of the past, present and future are addressed through reference to utopian literature,
sociology and philosophy. The article concludes by constructing a matrix of pedagogical meaning
that incorporates world views, consciousness, views of the future, knowledge, error and methods
and is based on a broad, interdisciplinary analysis.

Eitington, J. E. (2001 (4th Edition)). The Winning Trainer: Winning Ways to Involve
People in Learning. Houston, TX, Gulf Publishing Company

Abstract/Notes: An updated and expanded version of the 1984 classic that takes the
trainer through considerations in designing instructional that actively involves learners. With over
600 pages of practical suggestions for facilitating learning, this reference text includes the
following process-oriented sections: starting off; small group instructional; role-playing, games,
simulations and puzzles; self-discovery learning; problem-oriented learning; team building; in-
basket exercise; key group-in-action tools; film and video; case methods; lecturing effectively;
participative evaluation of instructional; transference; and ancillary issues and techniques. It also
addresses issues related to cross-cultural instructional and diversity and contains over 100
handouts formatted for ready use.

Fleming, N. (2001). VARK: A Guide to Learning Styles. http://www.vark-

learn.com/english/index.asp. Accessed: 2 March 2008

Abstract/Notes: A website built around an online instrument that provides a profile of

individual learning preferences (the ways learners prefer to take-in and give-out information).
Analysis differentiates between Visual, Aural, Read/Write, Kinesthetic and Multimodal and offers
study strategies that take advantage of each preference.

10/09 Bonnie B. Mullinix bbmullinix@gmail.com page 2

Freire, P. (1984). Pedagogy of the Oppressed. New York, Continuum Publishing
Corporation

Abstract/Notes: A pivotal contribution to the field of education, this book represents one
of the first internationally recognized works from a "southern" (“third world”) educator. As a
practicing adult educator in Brazil, Freire brings his insights and experiences to bear on the
inherently political existence of human's and the importance of education as an oppressive or
liberating process.

Primarily a philosophical and theoretical treatise, the work is presented in four chapters. The first
reviews the justification for a pedagogy of the oppressed outlining the inherent contradictions
between and characteristics of the oppressed and oppressors, and identifies liberation as a
mutual process. Chapter 2 discusses the concept of "banking" education as an instrument of
oppression and presents problem-posing as an instrument of liberation. The inherent
contradictions and presuppositions of these concepts are discussed and the chapter concludes
by looking at education as a world-mediated, mutual process and positioning man's involvement
in education as an attempt to expand his(/her) inherent humanity - to become more complete.
Chapter 3 presents the concept of dialogue and posits dialogics as the essence of education in
the practice of freedom. Generative themes are introduced as well as the concept of critical
consciousness. Chapter 4 suggests that antidialogics and dialogics are matrices of opposing
theories of cultural action. The chapter identifies characteristics of each with antidialogics as an
instrument of oppression having characteristics such as conquest, divide and rule, manipulation
and cultural invasion, while dialogical action has as characteristics cooperation, unity,
organization and cultural synthesis.

Jones, B. F., A. S. Palincsar, et al., Eds. (1987). Strategic Teaching and Learning:
Cognitive Instruction in the Content Areas. Elmhurst, IL, North Central Regional
Education Laboratory (NCREL) and the Association for Supervision and
Curriculum Development (ASCD).

Abstract/Notes: This book is divided into two parts. In part one the editors provide a
framework for strategic teaching and learning and describe their working conclusions about
learning and instruction. It provides generic planning guides for identifying appropriate thinking
processes, organizational patterns and instructional strategies. Within the first part they focus
on learning and thinking, strategic thinking for cognitive focus and an example of planning for
strategic teaching. In part two, four authors provide specific examples of strategic teaching
across the content areas of science, social studies, mathematics, and literature. Each was
challenged to take the framework provided in the first part and apply it to their content area for
instruction and critique the framework's effectiveness.

Knowles, M. S. (1970). The Modern Practice of Adult Education: Andragogy verses

pedagogy. New York, Associated Press

Abstract/Notes: Originator of the term Andragogy, Malcolm Knowles is considered to be

one of the leading practitioner-philosophers in the field of adult education and this, his central
work, is a central and important contribution to the field.

Predicated on the concept that any adult reader of the text should also be a self-directed learner,
Knowles structures his book with an extended table of contents and fully accessible text. The
book is divided into three parts. The first part discusses the emerging role and technology of
adult education in three chapters by exploring the modern context of adult education practice, the
mission and role of the adult educator, and introduces the concept of andragogy as distinct from
10/09 Bonnie B. Mullinix bbmullinix@gmail.com page 3
pedagogy. The second part serves as the core of the book encompassing six chapters, which
focus on organizing and administering comprehensive programs of adult education. In great
detail, these chapters address: establishing and organizational climate and structure, assessing
needs and interests in program planning, defining purposes and objectives, designing and
operating a comprehensive program and evaluating comprehensive programs. Part 3 is
dedicated to helping adults learn and takes the reader through the process of designing and
managing learning activities for adults. The book contains an index and extensive appendices
aimed at clarifying or extending critical points of reflection raised throughout the book (including
the origin and spelling of the term "andragogy") and/or providing sample or supplemental exhibits.

Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and

Development. Englewood Cliffs, N.J., Prentice-Hall

Abstract/Notes: Presents and describes Kolb’s model of learning: The Experiential

Learning Cycle. Each stage of the learning cycle is explained (Concrete Experience, Reflective
Observation, Abstract Generalization and Active Experimentation) as well as the relationship
between the cycle and learning styles.

Kolb, D. A. (1971, 1976, 1981). The Learning Style Inventory

Abstract/Notes: A detailed instrument used to help learners identify their preferred

learning style. The interpretive analysis that accompanies this tool helps individuals to
understand the relationship between types of learners and modes of learning as emerge from the
Experiential Learning Cycle as a model of learning.

Kroehnert, G. (1991). 100 Instructional Games. New York, McGraw Hill

Abstract/Notes: A compendium of self contained games suitable for a variety of

instructional programs; differentiates between games, simulations, brain teasers, role plays and
case studies and uses a code grid to identify purposes for various activities (icebreaker, team-
building, communication, facilitator/presentation skills, mid-course energizer, learning, perception,
evaluation and self-management).

Magolda, M. B. B. (1992). Knowing and Reasoning in College: Gender-Related Patterns

in Students' Intellectual Development. San Fransisco, Jossey-Bass Publishers.

Abstract/Notes: This book offers individuals working at college level with a broad view of
college students' complex ways of knowing. The book is divided into two parts. Part One
introduces the different ways of knowing (absolute, transitional, independent, and contextual ).
The author begins by reviewing the literature on knowing and considers researcher's ways of
knowing. She then provides an in-depth study of two participants on the road to presenting the
epistemological reflection model proposed. The next four chapters are devoted to describing the
four ways of knowing and the patterns evident within each. The last chapter in part one
attempts to address whether the patterns that emerge from the study group are transferable to
other contexts and the limitations represented in the sample population with respect to the non-
dominant . The second part of the book turns to transforming educational practice by
acknowledging the relational nature of knowing. The chapters alternately summarize student's
advice to classroom educators and cocurricular educators, and , discuss how to promote
development of a distinctive student perspective, The principles associated with these
advice/perspective chapters are: validating the student as a knower, situating learning within the
10/09 Bonnie B. Mullinix bbmullinix@gmail.com page 4
student's own experience and defining learning as constructing meaning collaboratively with
others. The final chapter summarizes the major findings of the study and discusses them in the
context of the broader literature on the realities of student development and educational practice.
Following the final chapter are a set of three resources that provide background on the Miami
University, an explanation of the methods used, and the actual instruments (interview and
questionnaire) employed.

McKeachie, W and M. Svinicki. (2006). McKeachie's Teaching Tips: Strategies,

Research and Theory for College and University Teachers. Boston, MA: Houghton
Mifflin Co.

Abstract/Notes: A handbook that provides helpful strategies for dealing with everyday
problems of teaching at the university level while maximizing learning for every student.
Suggested strategies are supported by research and theory. Teachers are encouraged to
adapt the tools and ideas provided them to their own situations and to expand their
repertoire for dealing with the challenging dynamics of teaching/learning environments.

Merriam, S. B. C., Rosemary S. (1991). Learning in Adulthood. San Francisco, Jossey-

Bass.

Abstract/Notes: A comprehensive guide to adult learning that is divided into five parts: 1)
The Context and Environment of Adult Learning (covering social and cultural influences,
description of learning in formal settings, and learning as a self-directed activity); 2) The Adult
Learner (including characteristics and objectives of learners, motivation and adult development
and the learning experience); 3) The Learning Process (key learning theories, age and
intelligence, memory, cognition and learning styles, and cognitive development in adulthood); 4)
Building a Theoretical Base for Adult Learning (the nature of self-directed learning, participation,
towards comprehensive theories of adult learning); and 5) Challenges in Fostering Adult Learning
(social and political issues, ethical dilemmas in teaching and learning, integrating theory and
practice. The book includes a rich source of references on adult learning and both name and
subject indexes for easy reference.

Mullinix, B. B. (2002). Nurturing Participation: A Facilitator's Introduction to NonFormal

Education and Participatory Instructional. Amherst, MA: Center for International
Education, University of Massachusetts.

Abstract/Notes: This manual provides facilitators with a session-by-session guide for

introducing participants to nonformal education and participatory instructional, components
central to any community development or adult basic education or literacy effort. It covers a 33
contact hour Instructional of Trainers (ToT) Workshop designed to be delivered over four
intensive, residential days. The manual includes detailed session plans and all references,
handouts and materials needed to facilitate the instructional. Although originally designed for use
by NGO Trainers of Literacy Workers, it can easily be adapted for use in other contexts and
settings.

Nilson, L.B. (2007). Teaching at Its Best: A Research-Based Resource for College
Instructors, 2nd edition. San Francisco, CA: Jossey-Bass.

10/09 Bonnie B. Mullinix bbmullinix@gmail.com page 5

Abstract/Notes: This resource provides a compendium of practical teaching techniques,
formats, classroom activities, and exercises that offers classroom instructors a helpful guide for
teaching. It supports faculty who teach in traditional contexts and those who teach adult and
diverse student populations as well as those who use technology and multimedia and those who
rely on conventional classroom methods. The 31 chapters cover broad introductions and detailed
specifics ranging from learning theory and understanding student needs and learning contexts
through to assessment and evaluation.

Sigel, I. E., D. M. Brodzinsky, et al. (1981). New Directions in Piegetian Theory and
Practice. Hillsdale, NJ, Lawrence Erlbaum Associates, Inc. Publishers.

Abstract/Notes: This book explores and presents a large amount of clinical and applied
research regarding Piaget's theory of knowledge construction and intelligence. Acknowledging
the origins and paradigmatic base of his theories and relating these to sources of critiques, the
book identifies more "recent" (late '70's) critiques and supports of Piaget, pulling primarily from
those who function from a similar paradigmatic base and thus provide grounded critiques of his
work.

The book is divided into five sections: 1) Introduction; 2) Epistemology (Sensorimotor

Development, Social Learning Theory and Cognitive Constructivism, Constructivism, and
Structuralism); 3) Theory (Cognitive Development, Language and Thought, Development of
Communication, Conservation Paradigm, Cognitive Style Factors, Revised Interpretation, Social
Experience in the Development of Representational Thought, Functional and Structural Aspects
of Rationality); 4) Application (Preoperational Level, Stages in Development of Reading, David
Elkind, Formal Thought, Limits of Genetic Epistemology), and 5) Mechanisms of Learning
(Knowing How a Child Knows, Learning and Development - the Exceptional Child, the Power of
Negative Thinking - Preschool, Self-Directed Activity and Cognitive Development). Author and
Subject Indexes are also included.

Many chapters call for revisions or clarifications of his theory, others question, explore and
advance the concept of "activity" and its relation to cognitive development. Still other chapters
address the relationship between the cognitive and social domains (a limitation Piaget is often
critiqued for, and has been found to acknowledge but not discuss in detail). The text makes a
case for the change and development of Piagetian Theory over the decades since the1930s.
Threads of increased attention are identified such as the role of nonstructural factors in cognitive
development (task characteristics, individual difference factors - cognitive styles, social and
cultural experiences), the place of language in development of thought, and the problems of
direct application of the theory to educational settings. It also notes the influences of Piagetian
Theory on other theoretical constructs (social learning theories and constructivism) and proposes
the importance of increasing mutual influence among theoretical systems.

Silberman, M. and w. K. Lawson) (1995). 101 Ways to Make Instructional Active. San
Francisco, Jossy-Bass/Pfeiffer

Abstract/Notes: A quick reference tool that provides the educator/practitioner with ideas
for facilitating active instructional as it relates to adult learning. It provides the reader with 160
tips for setting up and facilitating active instructional and experiential activities; general facilitation
strategies( team building strategies, quick assessment strategies, immediate learning
involvement strategies); and information, skills and attitude building strategies (for full class
learning, stimulating discussion, prompting questions, team learning, peer teaching, independent
learning, affective learning, skills development) and techniques for making instructional

10/09 Bonnie B. Mullinix bbmullinix@gmail.com page 6

unforgettable ( review strategies, self-assessment, application planning, and final sentiments).
Formatted as handouts or session plans, these tips are designed for easy and immediate use and
are peppered with indexed case examples to help ground and clarify. It takes the reader through
the design (needs assessment, objective development, preparation and planning, and design and
sequencing) and implementation (beginning, leading, facilitating and concluding) issues
associated with effective active instructional in public and private sector instructional.

Silberman, M. (1998). Active Instructional: A Handbook of Techniques, Designs, Case

Examples and Tips. San Francisco, Jossy-Bass/Pfeiffer

Abstract/Notes: A comprehensive handbook that introduces the concept of active

instructional as it relates to adult learning. It guides the reader through the design (needs
assessment, objective development, preparation and planning, and design and sequencing) and
implementation (beginning, leading, facilitating and concluding) issues associated with effective
active instructional in public and private sector instructional.

Sims, R. R. and S. J. Sims (1995). The Importance of Learning Styles: Understanding

the Implications for Learning, Course Design, and Education. Westport, CT,
Greenwood Press.

Abstract/Notes: This book looks at the concept of learning styles and its implications for
enhancing individual learning, instructor effectiveness , and course design and education. It
brings together contributions from a range of authors who discuss the advantages and
disadvantages of different learning style models, instruments, and techniques for assessing
individual learning characteristics. Each contribution further proposes views on the future of
learning style research and its implications for enhancing learning in higher education institutions
and other organizations.

Topics covered include: Learning enhancement in higher education; A survey of adult learning
style inventory models; Increasing the effectiveness of university and college instruction -
integrating learning styles research into course design and delivery; A framework for matching
teaching and learning styles for diverse populations; Learning styles and changes in community
colleges, learning styles and Total Quality Management in HE courses; Adapting faculty and
student learning styles for accounting education; Experiential learning theory and styles in
diversity education (Kolb & Freire); Experiential learning for classroom to work; Adult learning
and effective instructional guidelines; Learning model for managers - a tool to facilitate learning.
The book closes with a review of learning and learning styles and suggests ways in which
knowledge of this concept can inform effective instructional practice.

Smith, R. M. (1982). Learning How to Learn: Applied Theory for Adults. Chicago, IL,
Follet Publishing Company.

Abstract/Notes: This books explores information relevant to helping adults "learn how to
learn". Broken into three parts, the book covers the following: 1) Theoretical Bases (concept,
adult education, characteristics and learner needs, learning style, instructional, implications and
applications); 2) Developing Learning Skills and Understandings (initial actions, self-directed
learning, collaborative learning, institution-based learning, alternative ways of learning); and 3)
Providing Instructional: Helping Others Learn How to Learn (guidelines for instructional,
instructional design and activities). Ten appendices provide learning and teaching style
inventories, exercises, tools and forms ready for field use.

10/09 Bonnie B. Mullinix bbmullinix@gmail.com page 7

Smith, M. C. P., Thomas, Ed. (1998). Adult Learning and Development: Perspectives
from Educational Psychology. The Educational Psychology Series. Mahwah, NJ:,
Lawrence Erlbaum Associates, Publishers.

Abstract/Notes: This book contains articles contributed from adult educators and
educational psychologist in an attempt to argue for and conceptualize a bridge between the two
fields. The book is organized around three primary themes (and sub foci): 1) Theoretical
Perspectives (learning and development, modes of learning in adulthood, socio-cultural theory
and adult learning, the development of metacognition; 2) Knowing, Learning and Problem
Solving in Adulthood (practical intelligences/tacit knowledge, role of adult beliefs, adult
intelligence - theory and applications, mnemonic strategies for adults); 3) Adult Educational
Psychology (age differences in memory and use of read text, educational psychology of adult
reading, forgiveness education, parent education and adult development.

Smith & Pourchot introduce these selections arguing for the need for bringing these two
fields/communities together in dialogue and practice and create an Adult Educational Psychology.
They conclude the book with a description of this new discipline and the challenges it will hold.

Williams, L. V. (1983). Teaching for the Two-Sided Mind: A Guide to Right Brain/Left
Brain Education. New York, Simon & Schuster, Inc.

Abstract/Notes: With advances in the field, this book is admittedly dated and readers
would be advised to supplement and check its early science-based descriptions against more
current literature. It does, however, focus nicely on implementation ideas that move learners
towards active and engaged learning. The book centers on the concept of learning as it relates to
brain function differentiated across the hemispheres. It provides background on relevant
research related to the functioning of the hemispheres (left - linear, analytical,-orientation; right -
spatial-relational-integrative-constructive). It then provides practical teaching techniques
designed to draw upon the capabilities associated with the right hemisphere (acknowledging this
as the less often addressed approach in education). Examples are drawn from elementary
through high school levels.

The book is divided into 10 chapters and covers the following: Learning with the Whole Brain ;
Scientific Theory and Educational Practice (differences between the hemispheres, a model of
specialization, implications for education, learning styles and the hemispheres, teaching
techniques for the right hemispheres); How Do You Think (strategies and modes of thinking,
teaching students process awareness, solutions to exercises); Metaphor (advantages of
metaphorical teaching, metaphor in the classroom); Visual Thinking (instructional perception,
graphic representation, visualization); Fantasy (experiencing, observing, identifying fantasy,
fantasy for self-expression, evaluating products of fantasy, fantasy in the classroom, further
applications); Multi-sensory Learning (sensory learning in the early primary grades, sensory-
motor integration, kinesthetic and tactile learning, academics, perception in physical learning,
smell, taste and nonverbal auditory learning - music); Direct Experience (lab experiments, field
trips, real objects, primary source material, simulation, role-playing; How to Start (planning for
change, starting now, intangibles, rediscovering your subject, personal growth, working together,
support groups), Conclusion. The book concludes with an index and a categorized bibliography
identifying selected references on: Brain Research, Fantasy, Kinesthetic and multi-sensory
learning, learning disabilities, metaphor, music-orff-schulwerk, music-suggestology, problem
solving, transpersonal-affective and confluent education, visual thinking, curriculum materials:
language arts, math, science.

10/09 Bonnie B. Mullinix bbmullinix@gmail.com page 8