Relevant bibliographies by topics / Stephen Brookfield

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Stephen Brookfield'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Stephen Brookfield"

1

Salo, Petri, and Juha Suoranta. "Maailman demokratisoiminen vaatii viisautta ja valppautta." Aikuiskasvatus 26, no. 3 (September 15, 2006): 221–26. http://dx.doi.org/10.33336/aik.93697.

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Stephen Brookfield tunnetaan Suomessa ehkä parhaiten 1980-luvulla julkaistuista kirjoistaan Adult Learners, Adult Education and the Community ja Understanding and Facilitating Adult Learning. Hänelle on myönnetty neljästi Pohjois-Amerikassa korkealle arvostettu Cyril O. Houle -palkinto korkeatasoisen aikuiskasvatuskirjallisuuden julkaisemisesta. Myös hänen viimeisin kirjansa The Power of Critical Theory: Liberating Adult Learning and Teaching (2005) voitti kyseisen palkinnon. Tapasimme Stephen Brookfieldin maaliskuussa 2006 Minneapolis-St. Paulin kaksoiskaupungissa, jossa hän toimii St. Thomasin yliopiston ansioituneena yliopistoprofessorina (Distinguished University Professor). Stephen Brookfieldin ajatuksia medialukutaidosta sisältyy edellä olevaan Juha Suorannan artikkeliin.
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Suoranta, Juha. "Aikuisten mediatajun jäljillä." Aikuiskasvatus 26, no. 3 (September 15, 2006): 211–20. http://dx.doi.org/10.33336/aik.93696.

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Aikuiskasvatuksessa on tiedostettava ja riitautettava vääristynyt käsitys, jonka mukaan elämän pitäisi vastata televisiota siisteine ja onnellisine loppuineen. – Stephen Brookfield (1996, 893) Lukutaito ei ole todellista ellei se liity itsen ja maailman ilmaisuun, luomiseen ja uudelleen luomiseen, sekä mahdollisuuteen päättää, valita ja osallistua yhteiskunnan toimintaan. – Paulo Freire (1998, 486)Aikuiskasvatuksessa on tiedostettava ja riitautettava vääristynyt käsitys, jonka mukaan elämän pitäisi vastata televisiota siisteine ja onnellisine loppuineen. – Stephen Brookfield (1996, 893) Lukutaito ei ole todellista ellei se liity itsen ja maailman ilmaisuun, luomiseen ja uudelleen luomiseen, sekä mahdollisuuteen päättää, valita ja osallistua yhteiskunnan toimintaan. – Paulo Freire (1998, 486)Aikuiskasvatuksessa on tiedostettava ja riitautettava vääristynyt käsitys, jonka mukaan elämän pitäisi vastata televisiota siisteine ja onnellisine loppuineen. – Stephen Brookfield (1996, 893) Lukutaito ei ole todellista ellei se liity itsen ja maailman ilmaisuun, luomiseen ja uudelleen luomiseen, sekä mahdollisuuteen päättää, valita ja osallistua yhteiskunnan toimintaan. – Paulo Freire (1998, 486)Aikuiskasvatuksessa on tiedostettava ja riitautettava vääristynyt käsitys, jonka mukaan elämän pitäisi vastata televisiota siisteine ja onnellisine loppuineen. – Stephen Brookfield (1996, 893) Lukutaito ei ole todellista ellei se liity itsen ja maailman ilmaisuun, luomiseen ja uudelleen luomiseen, sekä mahdollisuuteen päättää, valita ja osallistua yhteiskunnan toimintaan. – Paulo Freire (1998, 486)Aikuiskasvatuksessa on tiedostettava ja riitautettava vääristynyt käsitys, jonka mukaan elämän pitäisi vastata televisiota siisteine ja onnellisine loppuineen. – Stephen Brookfield (1996, 893) Lukutaito ei ole todellista ellei se liity itsen ja maailman ilmaisuun, luomiseen ja uudelleen luomiseen, sekä mahdollisuuteen päättää, valita ja osallistua yhteiskunnan toimintaan. – Paulo Freire (1998, 486)Aikuiskasvatuksessa on tiedostettava ja riitautettava vääristynyt käsitys, jonka mukaan elämän pitäisi vastata televisiota siisteine ja onnellisine loppuineen. – Stephen Brookfield (1996, 893) Lukutaito ei ole todellista ellei se liity itsen ja maailman ilmaisuun, luomiseen ja uudelleen luomiseen, sekä mahdollisuuteen päättää, valita ja osallistua yhteiskunnan toimintaan. – Paulo Freire (1998, 486)
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3

Rhem, James. "Stephen Brookfield: Learning Through ‘Impostership’." National Teaching & Learning Forum 28, no. 1 (December 2018): 10–11. http://dx.doi.org/10.1002/ntlf.30181.

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4

Wilms, Wellford W., and Deone M. Zell. "Training Educators of Adults. Stephen Brookfield." Comparative Education Review 34, no. 4 (November 1990): 596–98. http://dx.doi.org/10.1086/446992.

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5

BROOKFIELD, STEPHEN. "Racializing the Discourse of Adult Education." Harvard Educational Review 73, no. 4 (December 1, 2003): 497–523. http://dx.doi.org/10.17763/haer.73.4.a54508r0464863u2.

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In this article, Stephen Brookfield explores the "unproblematized Eurocentrism" that characterizes contemporary adult education in light of Herbert Marcuse's perspectives on repressive tolerance. Brookfield, a White English male, explores the implications of his own social location for his work in adult education by drawing on the works of Cornel West and Lucius T. Outlaw Jr., two prominent African American scholars who racialize the discourse of adult education. Brookfield further considers the broader implications for adult education practice and scholarship that emerge from West's and Outlaw's perspectives on critical thinking, which are paradigmatically different from the Euro-American traditions that tend to ignore issues of race and dominate the field. Finally, Brookfield offers recommendations to practitioners and scholars for actively exploring adult education's role in challenging the "the myth of neutral, non-impositional, adult educators."
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Brookfield, Stephen. "Media Power and the Development of Media Literacy: An Adult Educational Interpretation." Harvard Educational Review 56, no. 2 (July 1, 1986): 151–71. http://dx.doi.org/10.17763/haer.56.2.6601402174824253.

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Stephen Brookfield describes and illustrates television's presentation of bias in programming and production. He advocates educating adults to be critical in consuming television images of reality and presents six techniques which have been successful in teaching adults to read between the lines of television's portrayal of political issues, news events, and images of society.
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7

Steeper, Kevin. "Brookfield, Stephen D.,The Power of Critical Theory: Liberating Adult Learning and Teaching." Journal of Adult Theological Education 2, no. 2 (March 17, 2005): 179–80. http://dx.doi.org/10.1558/jate.2005.2.2.179.

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8

Regan, Jane. "Brookfield, Stephen D., and John D. Holst.Radicalizing Learning: Adult Education for a Just World." Journal of Adult Theological Education 8, no. 2 (January 2011): 201–2. http://dx.doi.org/10.1558/jate.v8i2.201.

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9

Fleischer, Barbara. "Hess, Mary E., and Stephen D. Brookfield (eds). 2008.Teaching Reflectively in Theological Contexts: Promises and Contradictions." Journal of Adult Theological Education 7, no. 1 (January 21, 2010): 102–3. http://dx.doi.org/10.1558/jate.v7i1.102.

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Ascough, Richard S. "Teaching Reflectively in Theological Contexts: Promises and Contradictions - Edited by Mary E. Hess and Stephen D. Brookfield." Teaching Theology & Religion 12, no. 4 (October 2009): 395–96. http://dx.doi.org/10.1111/j.1467-9647.2009.00567.x.

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Dissertations / Theses on the topic "Stephen Brookfield"

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Hewitt, Stephen, and n/a. "Critical thinking : an investigation of its perceived use in educational and organisational settings." University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060721.150358.

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The key purposes of this study were to determine the extent that people purport to utilise critical thinking in educational and organisational settings; second, to examine the forces that encouraged and discouraged critical thinking and third, to identify strategies and environments that encourage and foster critical thinking. The literature examined shows that the use and teaching of critical thinking has been well represented in educational settings. However, upon an initial review of literature within organisations it appeared that the term critical thinking was not commonly used. While critical thinking occurred within organisations it tended to be defined as problem solving and decision making approaches. The model of critical thinking which underpinned this research was that of Stephen Brookfield (1987). Brookfield's model was tested through the design of the methodology. A total of ninety three surveys were completed by students at the University of Canberra from the Faculty of Education and the Faculty of Management. Thirteen individual, semi-structured interviews were conducted with a selection of these students. The data suggested that critical thinking occurred both within educational and organisational environments. One of the main impediments to the use of critical thinking was the availability of ample time and the respondents claimed that they had more time to apply critical thinking during their studies rather than at work. The respondents identified strategies such as brainstorming, role playing and modelling behaviour as some of the approaches that would increase the likelihood of the use of critical thinking at work and study. An unanticipated finding was that individuals applied a different interpretation in the application of critical thinking within organisations compared to educational settings.
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Smith, Paul R. "A study of the uses of a blog-based Critical Incident Questionnaire in Further Education." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/623083.

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This study examines the use of a digital Critical Incident Questionnaire (CIQ), which was originally developed by Professor Stephen Brookfield, to extract perspectives of students on the lecture/lesson they had just conducted. Three FE colleges in the UK took part in the study and utilised a blog for students to post their comments. Students conducting media production courses at level three and four were the focus groups that submitted approaching two thousand CIQ responses over two academic years. The aim of utilising the CIQ was for a course tutor to receive additional perspectives on their practice and instant on-event feedback, resulting in identifying whether the learners mimicked the course tutor’s perspective. The findings indicate that the other perspectives gathered from the CIQ provided the course tutor with a greater understanding of their practice and assisted them in becoming more critically reflective. Additionally, some CIQ comments were different from the assumptions of the course tutor, which allowed them to adapt the delivery of the programme. Furthermore, utilising the data from the CIQ has identified that some of the comments students provide to the course tutor in-class do not mimic the comments of the CIQ. Moreover, comments received through the CIQ identify that there are also managerial implications, such as the usefulness and reliability of teaching observations, student induction and exit questionnaires. Utilising a blog format allowed students to submit their responses on a variety of digital devices, but some problems remained similar to Brookfield’s carbon paper-based system. There appears to be a definite place for using the CIQ in FE educational practice, and many best practice recommendations are constructed.
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Books on the topic "Stephen Brookfield"

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The skillful teacher: On technique, trust, and responsiveness in the classroom. Jossey-Bass: San Francisco, 2006.

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Brookfield, Stephen. The Skillful Teacher. New York: John Wiley & Sons, Ltd., 2009.

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Brookfield, Stephen. The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco: Jossey-Bass Publishers, 1990.

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D, Brookfield Stephen, ed. The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco, CA: Jossey-Bass, 1990.

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Book chapters on the topic "Stephen Brookfield"

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Morley, Christine. "Stephen Brookfield’s contribution to teaching and practising critical reflection in social work." In The Routledge Handbook of Critical Pedagogies for Social Work, 523–35. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351002042-43.

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Parker, Judith. "Adult Learning Principles as the Foundation for Innovative Technology Applications in Business and Higher Education Venues." In Integrating Adult Learning and Technologies for Effective Education, 136–52. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-694-0.ch008.

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As Web 2.0 surfaces as the latest trendy phrase in education and technology discussions, it is imperative that instructors not get caught up in the glamour of the latest technology and loose sight of the required andragogical underpinnings necessary for effective and efficient teaching and learning. This chapter will begin by exploring the major theories and theorists in the field of adult education and the meshing of these theories with technology applications in higher education and global business venues. While Malcolm Knowles is credited with popularizing adult learning theory in the 1970’s, Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward over the past decades. Along with this progression in theory, the use of technology has escalated in popularity creating a need to frame its application in the foundational principles of adult education; an “Andragogy 2.0” focus is required. This chapter will expand on this theoretical base by offering short case studies that are linked to the theories as examples of innovative strategic approaches in the use of technology in adult teaching and learning.
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