Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

Technology, Multimedia, and Qualitative Research in Education, References, Madian–Merriam

Kansas State University

Publications

Jon Madian

Author(s): Madian, Jon
Title: Using Our Gifts--I Search, Poetry, and Technology.
Journal: Writing Notebook: Visions for Learning; v10 n3 p38 9 Jan Feb 1993
Year: 1993
Abstract:

Maintains that inquiry-based approaches to instruction may lead all students toward their gifts. Discusses I-Search papers in this light, including their use with poetry and with technology. (SR)

Author(s): Madian, Jon
Title: A Day in the Life of a Teacher Consultant.
Journal: Writing Notebook: Creative Word Processing in the Classroom; v8 n4 p30 1, 33 Apr May 1991
Year: 1991
Abstract:

Explains how one teacher consultant helped students and teachers in an inner-city elementary school learn to use computers in their literature-based, word-processing supported writing program. (MG)

Author(s): Madian, Jon
Title: "Tricks" to Teaching Writing Well: Are There Any?
Journal: Writing Notebook: Creative Word Processing in the Classroom; v9 n2 p15 7 Nov Dec 1991
Year: 1991
Abstract:

Focuses on how educators can teach writing well, with a particular emphasis upon revision. Discusses the prewriting stage, prewriting conferences, drafting, revision, directed revision practice, and evaluation. (MG)

Author(s): Madian, Jon
Title: Language Arts, Word Processing, and the Curriculum Renewal Movement.
Journal: Microsoft Works in Education; p3, 5 6 Mar 1990
Year: 1990
Abstract:

The curriculum renewal movement has two interconnected goals--to empower both teachers and students and to move from a skills-based curriculum to a process-based one. With so much educational effort focusing on reading and writing, and with new information supporting holistic approaches coming from psycholinguistic and language arts studies, it should not be surprising that what promises to be a far-reaching curriculum reform is beginning in the language arts. At the center of expressive writing are two ideas: that the writing be meaningful to the writer and that it generally follow the steps in the writing process. As teachers earnestly seek to reform the schools, they sense the increasing need for and the benefits derived from opportunities to network on a whole range of issues. The computer can improve the ability of teachers to design, deliver, and disseminate curricula and to use networking to help share information about curriculum design. Too often in the past, staff development has been a "training" process in which teachers were conditioned to "use" or "deliver" a prescribed curriculum in prescribed ways. Staff development in schools devoted to restructuring education will provide teachers with time and expert support that will enable them to reflect upon and refine their curriculum while working in cooperative curriculum design groups. Combining networking, the writing process, and word processing with curriculum design holds promise that the curriculum renewal movement will achieve its two interconnected goals. (RS)

Author(s): Madian, Jon
Title: The New Writing Environments: What Do They Have to Offer?
Journal: Writing Notebook; v7 n1 p9 10 Sep Oct 1989
Year: 1989
Abstract:

Examines several new writing environments, including prompted writing, text-based writing environments, graphics-enhanced environments, and hypertext environments. Evaluates each from an instructional perspective. (MM)

Author(s): Madian, Jon
Title: New Flexibility in Curriculum Development through Word Processing.
Journal: Educational Leadership; v43 n6 p22 3 Mar 1986
Year: 1986
Abstract:

Outlines how word processing programs can be used to create flexible programs for teaching reading and writing skills. Describes two curriculum development projects in the U.S. Department of Education Basic Skills Program that used word processing to develop an integrated language arts program. (MD)

Author(s): Franklin, Sharon, Ed.; Madian, Jon, Ed.
Title: The Writing Notebook: Creative Word Processing in the Classroom--November/December 1986, January/February 1987, and April/May 1987.
Journal: Writing Notebook: Creative Word Processing in the Classroom; Nov Dec 1986, Jan Feb, Mar Apr 1987
Year: 1986
Abstract:

Produced using a Macintosh Plus and LaserWriter Printer, these journals present articles relating to word processing in the classroom. Articles and their authors for the November/December 1986 issue include: "Computer Assisted Instruction: Western Europe" (Owen and Irene Thomas); "FrEd Writing" (B. Fleury); "Writing Up a Storm: An Activity for 'The Writing Workshop'"; "Writing with the Turtle" (J. Bachman); "Keyboarding--An Interview with Keith Wetzel"; "Keyboarding Issues and Concerns" (K. Jostad and J. Madian); "Show Business" (S. Marcus); "The Computer, Cooperative Learning & the California Writing Project" (A. C. Allen); "Writing Skills with 'Write On!'" (J. Madian); "A Scope and Sequence for Story Writing, Part 1" (J. Madian); "Poetry and Cooperative Learning, Part 2"; "CWP on the College Campus" (A. Auten); "Hazelwood West Writing Lab" (A. Wright); "Cooperative Learning: Using the Jigsaw Technique To Learn 'AppleWorks'"; "Encouraging Writing in Grades 4-8"; "Group Role Evaluation Sheet"; and "A Review of 'Show Time'--MECC's New Play-Writing Tool" (S. Keran). Articles and their authors for the January/February 1987 issue include: "FrEd Writing: Computer Organized Writing" (B. Fleury); "Multischool Electronic Newspaper" (C. Peck); "Five Language Acquisition Strategies for Limited English and Language Disabled Students" (J. Madian); "Save a File" (J. Piper); "A Survey of Elementary Students' Attitudes toward Word Processing" (K. Wetzel); "A Scope and Sequence for Story Writing, Part 2" (S. Franklin and J. Madian); "Writing on the College Campus" (A. Auten); "Rewriting--Using the Best of Both Worlds" (L. Lewin); and "Style Checkers: Good News and Bad News" (S. Marcus). Articles and their authors for the April/May issue, focusing on writing across the curriculum, include: "The AustraAlaskan Project" (J. Erwin); "Computers, Education, and the UK--Reflections on a Visit with Daniel Chandler" (I. D. Thomas); "Five Helpful Tips for Teachers Who Create Their Own C

Author(s): Madian, Jon; Andrews, Monica
Title: Dream Index.
Journal: Teachers and Writers Magazine; v11 n1 p38 43 Fall 1979
Year: 1979
Abstract:

Suggests that creating from and sharing dreams is an effective way to develop language skills, individuality, understanding, and rapport in elementary classrooms. Provides an index of dream topics that a group of elementary students reported. (RL)

Sharan Merriam

Author(s): Merriam, Sharan B., Ed.
Title: Selected Writings on Philosophy and Adult Education. Second Edition.
Year: 1995
Abstract:

This book contains 27 essays on the philosophical foundations of adult education: "Cultural Studies in Adult Education" (Sir Richard Livingstone); "The Conflict in Education" (Robert M. Hutchins); "The Student and the University" (Allan Bloom); "Experience and Education" (John Dewey); "For Those Who Need to Be Learners" (Eduard C. Lindeman); "The Adult, His Society, and Adult Education: An Overview" (Paul Bergevin); "The Design of Education" (Cyril O. Houle); "The Steep and Thorny Way to a Science of Behaviour" (B. F. Skinner); "Employee Training" (Leonard and Zeace Nadler); "The Interpersonal Relationship in the Facilitation of Learning" (Carl R. Rogers); "Adult Education and Worldview Construction" (Leon McKenzie); "Learning and Change" (Peter Jarvis); "Conclusion: Toward Transformative Learning and Emancipatory Education" (Jack Mezirow); "Pedagogy of the Oppressed" (Paulo Freire); "The Common Concern: Controlling the Professionalization of Adult Education" (Arthur L. Wilson); "The Contribution of Critical Theory to Our Understanding of Adult Learning" (Michael R. Welton); "The Political Economy of Literacy in the Third World" (Frank Youngman); "toward a revolutionary feminist pedagogy" (bell hooks); "Feminism and Adult Learning: Power Pedagogy, and Praxis" (Elizabeth J. Tisdell); "Gender and the Curriculum of Adult Education" (Sue Blundell); "Subsistence Knowing" (Mechthild U. Hart); "Putting Ourselves into the Place of Others: Toward a Phenomenology of Imaginary Self-Transposal" (Herbert Spiegelberg); "Phenomenological Perspectives: Some Implications for Adult Education" (Michael Collins); "Lifelong Learning: A Phenomenology of Meaning and Value Transformation in Postmodern Adult Education" (Sherman M. Stanage); "Adulthood and Education" (R. W. K. Paterson); "The Concept of Educational Need: An Analysis of Selected Literature" (Maurice L. Monette); and "Equal Rights, Equal Opportunity, and Equal Chance" (Kenneth Lawson). Each selection is prefaced by a bri
Document Number: ED386566

Author(s): Merriam, Sharan B.; Simpson, Edwin L.
Title: A Guide to Research for Educators and Trainers of Adults. Second Edition.
Year: 1995
Abstract:

This book was developed to provide guidance in the process of systematic inquiry in the field of adult education and training. The book contains 11 chapters. It begins with an introduction and overview of the research process, followed by two chapters on how to shape a research problem and conduct a review of the literature that will help to inform and structure the investigation. Chapter 3 explains the purposes and functions of a literature review and how to go about doing one. The middle four chapters are on various methodologies: experimental and descriptive designs; historical and philosophical inquiry; qualitative methods; and action, participatory, critical, and feminist research designs. The last four chapters cover these topics: data collection procedures, writing up the findings of a study, ethical dilemmas in doing research, and graduate research. The chapters include examples of research studies from adult education and training to illustrate important points. Each chapter includes reference lists. The book includes a glossary of 61 terms and an index. (KC)
Document Number: ED381678

Author(s): Elias, John L.; Merriam, Sharan B.
Title: Philosophical Foundations of Adult Education. Second Edition.
Year: 1995
Abstract:

This book examines the philosophical foundations of adult education (AE). The following topics are discussed: philosophy of AE (philosophy and action in theory and practice and philosophy for adult educators); liberal AE (historical development, liberal education and the educated person, broad scope, process, liberal education of adults, Great Books program, evaluation of adult liberal education); progressive AE (historical perspective, progressive education and the AE movement, basic principles, contemporary programs inspired by progressive AE, assessment of progressive AE); behaviorist AE (antecedents of 20th-century behaviorism, behaviorism's founder John B. Watson, B. F. Skinner and modern behaviorism, behavioral objectives, competency-based education and AE, program planning in AE, instructional methods); humanistic AE (humanism in historical context, basic assumptions of humanistic philosophy, general and adult humanistic education, assessment); radical AE (historical roots; Paulo Freire's life, works, and philosophical and educational principles; theory and practice in radical AE, the deschooling movement and AE); analytical philosophy of AE (historical background, philosophy as conceptual or linguistic analysis, conceptual analysis in AE, assessment); and philosophy of AE in the past and future. The final chapter is a bibliographic essay on the philosophy of AE from 1980 through 1994, which includes 92 references. Most of the other chapters include substantial bibliographies. (MN)
Document Number: ED380552

Author(s): Merriam, Sharan B.
Title: What Can You Tell from an N of 1?: Issues of Validity and Reliability in Qualitative Research.
Journal: PAACE Journal of Lifelong Learning; v4 p51 60 1995
Year: 1995
Abstract:

Deals with issues of validity and reliability in qualitative research in education. Discusses philosophical assumptions underlying the concepts of internal validity, reliability, and external validity or generalizability. Presents strategies congruent with a qualitative research perspective for ensuring the rigor and trustworthiness of findings. (Author)
Document Number: EJ497233

Author(s): Merriam, Sharan B.; Clark, M. Carolyn
Title: Work and Love: Their Relationship in Adulthood.
Journal: International Journal of Behavioral Development; v16 n4 p609 27 Dec 1993
Year: 1993
Abstract:

Surveyed 405 adults who listed yearly life events related to work and love and rated the events as good, OK, or bad. Graphs for subjects' work and love lives were created and compared. Graphs revealed three patterns in which love and work timelines were parallel or divergent or in which one was steady and the other fluctuating. (BC)
Document Number: EJ493706

Author(s): Merriam, Sharan B.
Title: Butler's Life Review: How Universal Is It?
Journal: International Journal of Aging and Human Development; v37 n3 p163 76 1993
Year: 1993
Abstract:

Examined assumptions about universality of life review and reviewed findings from previous studies. Conducted study in which 43.8% of centenarians (n=105), 44.7% of 80-year olds (n=94), and 51.1% of 60-year olds (n=90) had not reviewed their lives. Findings call into question some aspects of the life review. (Author/NB)
Document Number: EJ470258

Author(s): Merriam, Sharan B.
Title: The Uses of Reminiscence in Older Adulthood.
Journal: Educational Gerontology; v19 n5 p441 50 Jul Aug 1993
Year: 1993
Abstract:

Results of the Uses of Reminiscence Scale completed by 89 60-year olds, 95 80-year olds, and 104 centenarians identified 17 reasons for thinking or talking about the past. Three factors were most important: therapeutic, informative, and enjoyment. (SK)
Document Number: EJ466444

Author(s): Merriam, Sharan B.; Clark, M. Carolyn
Title: Learning from Life Experience: What Makes It Significant?
Journal: International Journal of Lifelong Education; v12 n2 p129 38 Apr Jun 1993
Year: 1993
Abstract:

A survey of 405 adults and interviews with 19 showed the majority of learning experiences were informal. For learning to be significant, it must personally affect the learner by expanding skills or causing a transformation, and it must be subjectively valued by the learner. (SK)
Document Number: EJ462053

Author(s): Merriam, Sharan B.
Title: Taking Stock.
Journal: New Directions for Adult and Continuing Education; n57 p105 10 Spr 1993
Year: 1993
Abstract:

A complete theory of adult learning must take into consideration the learner, learning process, and context. Andragogy, self-directed learning, consciousness, critical theory, feminism, transformational learning, and situated cognition contribute to understanding of this complex phenomenon. (SK)
Document Number: EJ458851

Author(s): Merriam, Sharan B.
Title: Adult Learning: Where Have We Come From? Where Are We Headed?
Journal: New Directions for Adult and Continuing Education; n57 p5 14 Spr 1993
Year: 1993
Abstract:

Early efforts to understand adult learning were by psychologists studying learning in general. Adult educators added such theories as andragogy, self-directed learning, and perspective transformation. New perspectives (sociocultural, critical theory, and feminist) are adding to understanding. (SK)
Document Number: EJ458842

Author(s): Ross Gordon, Jovita M.; Merriam, Sharan B.
Title: Forum on Multiculturalism in Adult Education.
Journal: PAACE Journal of Lifelong Learning; v2 p49 60 1993
Year: 1993
Abstract:

Includes "Multicultural Issues in Adult Education: Where We've Come from, Where We Are Now, Where We're Going" (Ross-Gordon) and "Multiculturalism and Adult Education: Questions to Guide Our Research" (Merriam). (SK)
Document Number: EJ458696

Author(s): Merriam, Sharan B.; Clark, M. Carolyn
Title: Work, Love, and Learning in Adult Life.
Year: 1992
Abstract:

To understand how work, love, and learning are interrelated in adults' lives, data were collected in two ways: through a life-history type instrument and through in-depth interviews with 19 men and women. A life event framework was chosen to illustrate the broad constructs of work and love. Respondents identified in two columns major life events from year to year in the areas of work and love; they rated each year for each domain as having been a "good," "okay," or "bad" year. These data were graphed with time as the horizontal axis and the rating as the vertical axis. The result was a dual-vector visual representation of each respondent's pattern of love and work. Respondents also identified significant learning events and the year of their occurrence. The life/learning event form was distributed to over 400 adults in graduate or continuing education courses in North America; 19 respondents who had completed the form were interviewed. Three broad patterns of interaction between the work and love domains were detected in the data: (1) a parallel pattern in which work and love vectors moved together; (2) a second pattern in which one domain remained steady while the other fluctuated; and (3) a pattern of divergence--if one was high, the other was low, the vectors seeming to flow independent of or in opposition to each other. The greatest number of learning events occurred when both work and love were rated "good." (YLB)
Document Number: ED345034

Author(s): Merriam, Sharan B.; Caffarella, Rosemary S.
Title: Learning in Adulthood. A Comprehensive Guide.
Year: 1991
Abstract:

This book presents an overview of the body of knowledge about adult learning, including the context in which it takes place, who the participants are, what they learn and why, the nature of the learning process, the development of theory in adult learning, and other issues relevant to the practice of adult learning. The book takes into account recent work in sociology and philosophy as well as in psychology. The book is divided into five sections. Part 1 contains three chapters about the context of adult learning (social and cultural influences, formal settings, and self-directed activity). Part 2 focuses on adult learners--who they are, why they participate, and their developmental characteristics. The four chapters in part 3 explore various components of the learning process: key learning theories; age and intelligence; memory, cognition, and learning style; and adult cognitive development. Part 4 reviews theory-building efforts in adult learning, and Part 5 deals with issues that affect the provision of learning opportunities for adults, including social/political issues, ethical dilemmas, and theory-practice integration. The book lists 590 references. (KC)
Document Number: ED353468

Author(s): Merriam, Sharan B.; Clark, M. Carolyn
Title: Lifelines: Patterns of Work, Love, and Learning in Adulthood.
Year: 1991
Abstract:

This book contains 11 theory-based chapters reporting the findings of a study on patterns of work, love, and learning in adulthood. (The study gathered data about events related to work, relationships, and learning from 405 adults and graphed them to identify life patterns.) The following topics are covered: (1) the origins and development of the concepts of work and love and how people learn to love and to work; (2) work and love in adulthood; (3) how work and love-related life events motivate adults to engage in learning; (4) how the study originated, and how the "work, love, and learning in adulthood" questionnaire used to gather the book's data was constructed; (5) the parallel pattern between love and work; (6) the steady/fluctuating pattern of love and work; (7) the divergent pattern of love and work; (8) the insights about work and love gained from comparing the three patterns; (9) learning and its relationship to work and love patterns; (10) how learning is related to the development of the capacity to work and to love; and (11) the major contributions of the study (the discovery of three patterns of interaction, the uncovering of a stabilizing factor in each pattern, the lack of gender differences in the findings, and the role that learning plays in the development of the capacity to work and to love). The book includes notes on methodology, instructions for graphing life patterns, and 142 references. (KC)
Document Number: ED353466

Author(s): Merriam, Sharan B., Ed.; Cunningham, Phyllis M., Ed.
Title: Handbook of Adult and Continuing Education. The Jossey-Bass Higher Education Series.
Year: 1989
Abstract:

This handbook contains 48 articles on adult and continuing education. Part 1, which deals with adult education as a field of professional practice, includes articles on such topics as the social and historical contexts of adult and continuing education, adult education and international development, the voluntary sector and adult education, and public policy and finance. Covered in Part 2 are topics related to adult learners and the educational process, such as: adult development and learning, nontraditional education, distance education, program planning and evaluation, and facilitating adult learning. The following are among the major providers of educational programs for adults that are examined in Part 3: public schools, four-year colleges and universities, community colleges, cooperative extension, the armed forces, correctional facilities, public libraries and museums, adult education agencies in the United States and Canada, religious institutions, proprietary schools, and business and industry. Part 4 deals with various adult education program areas and special clienteles, including speakers of nonnative speakers of English, women, older adults, rural adults, racial and ethnic minorities, and developmentally disabled adults. Part 5 presents three perspectives on adult education in the future. The contents of 14 past handbooks (published between 1934 and 1981) are listed, and name and subject indexes are included. (MN)
Document Number: ED359411

Author(s): Merriam, Sharan B.
Title: The Structure of Simple Reminiscence.
Journal: Gerontologist; v29 n6 p761 7 Dec 1989
Year: 1989
Abstract:

Attempted to better delineate nature of simple reminiscence (recall of past experiences). Used constant comparative method to analyze transcripts of older adults' reminiscences and found that the process consists of four elements: selection, immersion, withdrawal, and closure. (Author/NB)
Document Number: EJ408200

Author(s): Merriam, Sharan B.
Title: Contributions of Qualitative Research to Adult Education.
Journal: Adult Education Quarterly; v39 n3 p161 8 Spr 1989
Year: 1989
Abstract:

The use of qualitative research methodology in adult education has (1) led to the concepts of marginality, enrollment economy, and perspective transformation; (2) stimulated research in participation, motivation, and self-directed learning; and (3) increased understanding of adult illiterates. Qualitative inquiry has potential for extending the knowledge base of adult education in the future. (Author/CH)
Document Number: EJ388156

Author(s): Merriam, Sharan B.
Title: Case Study Research in Education. A Qualitative Approach.
Year: 1988
Abstract:

A practical guide for designing and carrying out qualitative case study in education is provided. How-to advice for managing all phases of case study research is included. The focus is on case studies that draw from what is commonly known as the qualitative research paradigm rather than a quantitative, positivistic, experimental orientation. Three sections discuss the following: (1) foundations of qualitative case study research (the case study approach to research problems, types and uses of case study research in education, defining a research problem and selecting a case, and handling theory and literature reviews in case study research); (2) mastering qualitative data collection methods (conducting effective interviews, being a careful observer, and mining data from documents); and (3) analyzing and reporting case study data (the components of data analysis, using special techniques and computers to analyze qualitative data, dealing with validity, reliability, and ethics in case study, and writing the case study report). Contains 160 references. (SM)
Document Number: ED299914

Author(s): Merriam, Sharan B.
Title: Finding Your Way through the Maze: A Guide to the Literature on Adult Learning.
Journal: Lifelong Learning; v11 n6 p4 7 Apr 1988
Year: 1988
Abstract:

Discusses a framework for approaching the literature on adult learning that enables people to identify a focus and the supporting literature for their activity. Proposes a matrix that can be used to categorize this literature. (JOW)
Document Number: EJ368397

Author(s): Merriam, Sharan B.; And Others
Title: Mentoring in Higher Education: What We Know Now.
Journal: Review of Higher Education; v11 n2 p199 210 Win 1987
Year: 1987
Abstract:

Research on mentoring in higher education is reviewed from three perspectives: mentoring students by faculty, mentoring junior faculty by senior faculty, and mentoring in the career development of administrators. (Author/MLW)
Document Number: EJ370567

Author(s): Merriam, Sharan B.
Title: The Experience of Job Loss as Perceived by Young and Middle-Aged Adults and Those Near Retirement.
Journal: Journal of Employment Counseling; v24 n3 p107 14 Sep 1987
Year: 1987
Abstract:

Surveyed unemployed people to determine whether the interpretation of a life event such as job loss, is a function of life stage. No significant differences were found for sources of informal support, blame and worry, and physical and mental health. Age and gender proved significant in consideration of factors affecting success in finding a job. (Author/KS)
Document Number: EJ363218

Author(s): Merriam, Sharan B.
Title: Young, Middle, and Preretirement Adults' Experiences with Retraining after Job Loss.
Journal: Educational Gerontology; v13 n3 p249 62 1987
Year: 1987
Abstract:

Reports findings from a study of dislocated workers' (N=233) experiences with retraining after job loss including whether the experience differed as a function of life stage. Findings offered some support for the notion that interpreting a life experience, such as returning to school, is at least partially a function of life stage. (Author/ABL)
Document Number: EJ359014

Author(s): Merriam, Sharan B.
Title: Adult Learning and Theory Building: A Review.
Journal: Adult Education Quarterly; v37 n4 p187 98 Sum 1987
Year: 1987
Abstract:

Assesses the state of the art of theory building efforts in adult learning. Theories are divided into three categories: (1) those based on adult learner characteristics, (2) those emphasizing the adult's life situation, and (3) those focusing upon consciousness changes. Common components are identified. (Author/CH)
Document Number: EJ353466

Author(s): Merriam, Sharan B.
Title: The Research-to-Practice Dilemma. Occasional Paper No. 123.
Year: 1986
Abstract:

The relative newness of the field of adult education and the newness of its research has been one of the problems in the research-to-practice dilemma. Edcuators have a sense of uncertainty and hence uneasiness in their role as social scientists. Others feel that adult education research is too flawed or impoverished for adoption. Dissemination problems are another area of concern. One constraint to effective interaction between research and practice is that each activity is conducted under different reward systems. The language of research problems is another problem area. Mechanisms for research dissemination are already in place. Included among these are state, regional, and national conferences; information clearinghouses; professional association activities and resources; publications; and computer networking and teleconferencing. Assuming that these mechanisms are able to improve the dialogue between researchers and practitioners and that research findings get into the hands of those most able to use them, there is still the problem of new ideas or practices actually being adopted. The process of adopting research findings is largely informal, and the key to utilizing the informal system is finding a link among people and organizations. Such "gatekeepers" are characterized as readers of journals, persons acting as translators of what they read for their colleagues, networkers who maintain contacts outside their own organizations, and persons who function as advisers to their colleagues. Interaction between researchers and practitioners can be enriched by having researchers engage in practice and practitioners engage in reflective discussion for an alloted time each week. (MN)
Document Number: ED278801

Author(s): Merriam, Sharan B.; Thomas, Thomas K.
Title: The Role of Mentoring in the Career Development of Community College Presidents.
Journal: Community Junior College Quarterly of Research and Practice; v10 n3 p177 91 1986
Year: 1986
Abstract:

Draws from in-depth interviews with 20 randomly selected Illinois community college presidents to investigate whether the presidents had had or had been mentors, the characteristics of their mentoring relationships, and the perceived impact of mentoring on their rise to the presidency. Includes the interview schedule. (AYC)
Document Number: EJ340367

Author(s): Merriam, Sharan B.
Title: The Case Study in Educational Research: A Review of Selected Literature.
Journal: Journal of Educational Thought; v19 n3 p204 17 Dec 1985
Year: 1985
Abstract:

Reviews selected materials on the use of the case study approach in educational research. Examines the characteristics of, and philosophical assumptions underlying, the case study; the mechanics of conducting a case study; and concerns about reliability, validity, and generalizability in using the method. (AYC)
Document Number: EJ330243

Author(s): Merriam, Sharan B.
Title: On Being a Woman Professor of Adult Education.
Journal: Lifelong Learning; v8 n8 p4 6, 28 Jun 1985
Year: 1985
Abstract:

This article, drawn largely from personal experience, examines the realities of being a woman professor in terms of preparing for the position, being in the role, and finally, the interrelationship of the role with one's personal life. (CT)
Document Number: EJ317812

Author(s): Merriam, Sharan B.; Hyer, Patricia
Title: Changing Attitudes of Women towards Family-Related Tasks in Young Adulthood.
Journal: Sex Roles; v10 n9 10 p825 35 May 1984
Year: 1984
Abstract:

Two-hundred seventy women, divided into three age groups and three income levels, were asked to evaluate the importance of five family-related developmental tasks, as defined by Robert Havighurst. Results affirm that younger women facing decisions about marriage, family, and home consider these tasks significantly less important than do older women. (Author/KH)
Document Number: EJ300908

Author(s): Merriam, Sharan B.
Title: Developmental Issues and Tasks of Young Adulthood.
Journal: New Directions for Continuing Education; (Meeting Educational Needs of Young Adults) n21 p3 13 Mar 1984
Year: 1984
Abstract:

Research on young adult development provides important insights into the issues and tasks that distinguish this stage from other stages of the life span and that have significant implications for continuing education. (JOW)
Document Number: EJ296407

Author(s): Merriam, Sharan B.
Title: Adult Development: Implications for Adult Education.
Year: 1984
Abstract:

The purpose of this paper is to review and synthesize the literature on adult development and to suggest how this information can be applied to the practice of adult education. The first section discusses the nature of adult development, its definition, and key concepts. Sequential patterns of change in adulthood are examined in section 2, focusing on models formulated by Jung, Buhler, Erikson, Havighurst, Levinson, Gould, Sheehy, Loevinger, Perry, Kohlberg, and Fowler. Questions about the existence and nature of sequential models and the universality and generalizability of stage theories are aired. The next section provides a sampling of other approaches to development: the issue of personality change, the themes of work and love in adulthood, and the concept of life events and transitions. The second half of the paper explores the interrelationship between adult development and adult education, suggesting that an adult's motivation and need for education are most likely propelled by life-stage concerns and tasks. The paper concludes with practical applications of adult developmental research to adult education in the areas of program development, instruction, and counseling. (SK)
Document Number: ED246309

Author(s): Merriam, Sharan; Kissinger, Pat
Title: Efficient Location of Research Materials in Adult Basic Education.
Journal: Adult Literacy and Basic Education; v8 n3 p121 32 1984
Year: 1984
Abstract:

At the same time that knowledge has been expanding, efficient ways of locating information have been developed and additional sources of integrative reviews of research have appeared. This article reviews over 30 accessible sources by which adult educators can readily locate a variety of research materials. (Author)
Document Number: EJ324850

Author(s): Mullins, Larry C.; Merriam, Sharan
Title: An Experimental Study of the Impact of a Short-Term Training Program in Death on Nursing Home Nurses.
Journal: Gerontology & Geriatrics Education; v3 n3 p213 21 Spr 1983
Year: 1983
Abstract:

The purpose of the study was to determine the effectiveness of workshops for nursing home nurses that promote cognitive gains and increased positive attitudes toward the elderly and the dying. (Available from University of Texas Press, Box 7819, Austin, TX 78712.) (JOW)
Document Number: EJ285019

Author(s): Merriam, Sharan
Title: Mentors and Proteges: A Critical Review of the Literature.
Journal: Adult Education Quarterly; v33 n3 p161 73 Spr 1983
Year: 1983
Abstract:

This review divides the literature on mentoring into three sections: mentoring in adult growth and development, in the business world, and in academic settings. Although the literature is biased in favor of the phenomenon, the concept needs clarification and more rigorous research and evaluation. (SK)
Document Number: EJ279023

Author(s): Merriam, Sharan B.; Jones, Edward V.
Title: The Use of Documentary Sources in Adult Learning and Development Research.
Journal: Adult Education Quarterly; v34 n1 p54 9 Fall 1983
Year: 1983
Abstract:

In the areas of adult development and adult learning, research is seldom confined to observable behavior. Therefore, documentary records of human experience should be used. (JOW)
Document Number: EJ285012

Author(s): Hughston, George A.; Merriam, Sharan B.
Title: Reminiscence: A Nonformal Technique for Improving Cognitive Functioning in the Aged.
Journal: International Journal of Aging and Human Development; v15 n2 p139 49 1982
Year: 1982
Abstract:

Investigated effects of structured reminiscent intervention upon elderly cognitive functioning. Volunteers were given learning tasks using material from their past lives, asked to perform operations on new material, or given no treatment. Findings suggested stimulating cognitive functioning in older people is worthwhile, and memories can provide the materials. (Author)
Document Number: EJ267965

Author(s): Merriam, Sharan B.; Cross, Lawrence H.
Title: Adulthood and Reminiscence: A Descriptive Study.
Journal: Educational Gerontology; v8 n3 p275 90 May Jun 1982
Year: 1982
Abstract:

Adults (N=309) aged 18 to 90 completed a survey exploring various aspects of reminiscence. Used analysis of variance and chi-square to assess differences in reminiscent behavior across age, sex, education, and social class. On several dimensions sex emerged as a more important variable than age. (Author)
Document Number: EJ266865

Author(s): Merriam, Sharan B.
Title: Some Thoughts on the Relationship Between Theory and Practice.
Journal: New Directions for Continuing Education; (Linking Philosophy and Practice) n15 p87 91 Sep 1982
Year: 1982
Abstract:

In addition to strengthening the bond between philosophy and practice, attention to assumptions and underlying values can be of practical help in continuing education. Philosophy can enrich decisions, professionalism, curriculum and instruction, and communication. (SK)
Document Number: EJ266712

Author(s): Merriam, Sharan; And Others
Title: Short-Term Programs on Death and Dying and Aging: A Review of Selected Literature.
Journal: Educational Gerontology; v8 n6 p565 73 Nov Dec 1982
Year: 1982
Abstract:

Reviews the literature on short-term educational programs on death and dying and aging to offer practitioners some guidance for efficiently structuring programs to bring about desired changes. From 15 selected studies, the length and type of treatment and the nature of the target group involved are reviewed. (Author/JAC)
Document Number: EJ280767

Author(s): Merriam, Sharan; Mullins, Larry
Title: Havighurst's Adult Developmental Tasks: A Study of Their Importance Relative to Income, Age and Sex.
Journal: Adult Education; v31 n3 p123 41 Spr 1981
Year: 1981
Abstract:

Discusses Robert Havighurst's study of developmental tasks for stages of life from infancy to older adulthood. Discusses the relevance of the findings in relation to adult education. (JOW)
Document Number: EJ246675

Author(s): Merriam, Sharan
Title: The Popularization of Middle Age.
Journal: New Directions for Continuing Education; n2 p31 5 1979
Year: 1979
Abstract:

Books, magazines, and newspapers for the general public have discovered middle age and, in spite of an exaggeration of mid-life crisis, provide adults with a broader perspective on mid-life adjustments. (SK)
Document Number: EJ235998

Author(s): Merriam, Sharan
Title: Male Middle Age in Modern Fiction.
Journal: New Directions for Continuing Education; n2 p23 9 1979
Year: 1979
Abstract:

In dealing with middle-aged male protagonists, fiction writers have produced dramatic portrayals of mid-life changes that provide useful insights into adult development. (SK)
Document Number: EJ235997

Author(s): Merriam, Sharan
Title: Professional Literature on Middle Age.
Journal: New Directions for Continuing Education; n2 p17 21 1979
Year: 1979
Abstract:

Reviews an extensive list of books and articles on middle-aged adults to assist practitioners in the helping professions (including educators and career and psychological counselors). (SK)
Document Number: EJ235996

Author(s): Merriam, Sharan
Title: Middle Age: A Review of the Research.
Journal: New Directions for Continuing Education; n2 p7 15 1979
Year: 1979
Abstract:

Reviewing the literature on mid-life, the author concludes that many changes occur during middle age, but a mid-life crisis is not universal or age specific. (SK)
Document Number: EJ235995

Author(s): Merriam, Sharan
Title: Ben Franklin's Junto Revisited.
Journal: Lifelong Learning: The Adult Years; v2 n10 p18 9 Jun 1979
Year: 1979
Abstract:

Describes the Colonial Junto organized by Benjamin Franklin in 1727 as a discussion club to debate politics, morals, and natural philosophy, and the later American Philosophical Society which extended (and continues) the subject knowledge. The present-day Junto Center for Continuing Education in Philadelphia is an adult education information clearinghouse. (MF)
Document Number: EJ219282

Author(s): Merriam, Sharan
Title: Middle Age: A Review of the Literature and Its Implications for Educational Intervention.
Journal: Adult Education; v29 n1 p39 54 Fall 1978
Year: 1978
Abstract:

Reviews the research and theory related to middle age. The literature survey is divided into three parts: (1) When is middle aged?; (2) What are its psychosocial dynamics?; and (3) Is there a mid-life crisis? Suggests implications for educational practice. (Author/CSS)
Document Number: EJ197424

Author(s): Merriam, Sharan
Title: Coping with Male Mid-Life: A Systematic Analysis Using Literature as a Data Source.
Year: 1978
Abstract:

This paper uses twentieth century American fictional literature to examine middle-age male development. Two historical periods, post World War I and post World War II, were chosen to provide a wide data base which could be analyzed over time. With seven American literature professors' aid, works of literary merit with a middle-aged male protagonist were selected. The sample included eight novels and four plays, half from each period. (For example, among those included were: "The Professor's House," "They Knew What They Wanted," "Herzog," and "Death of a Salesman.") Grounded theory, a research methodology which emphasizes theory discovery rather than theory verification, was used to study male mid-life and to uncover new insights. Emerging from the literature review were five major developmental categories and their characteristic properties. Major categories included aging awareness, meaning search, generation squeeze, career malaise, and ego rejuvenation. Comparative data analysis revealed that mid-life coping can be an uncomfortable, sometimes painful, endeavor. New insights discovered were related to what it means to be the middle of three generations, the importance of peer/spouse confirmation of one's aging, and the rejuvenation function of the mentor relationship. (CSS)
Document Number: ED159318

Author(s): Merriam, Sharan
Title: The Shah, Oil, and Adult Education in Iran
Journal: Lifelong Learning: The Adult Years; v1 n1 p8 10 1977
Year: 1977
Abstract:

The Shah of Iran's Fifth Development Plan (1973-1978) which has specific educational objectives almost exclusively in adult education, is discussed in terms of business and industry, agriculture, a functional literacy experiment, culture, and future success of educational programs in Iran. (TA)
Document Number: EJ167160

Author(s): Merriam, Sharan
Title: Philosophical Perspectives on Adult Education: A Critical Review of the Literature
Journal: Adult Education; v27 n4 p195 208 1977
Year: 1977
Abstract:

Surveys the literature on the philosophy of adult education. Positions of major writers are analyzed in terms of (1) aims and objectives of adult education, (2) the teacher, the learner, and the instructional process, and (3) the content of adult education. (Editor/TA)
Document Number: EJ165442

Author(s): Merriam, Sharan
Title: Interviewing the Aged: Some Considerations for the Adult Educator
Journal: Adult Leadership; v25 n7 p215 6 1977
Year: 1977
Abstract:

Discussion of the characteristics of older adults (65 years of age and older) and the adjustments they must make are included in these guidelines for adult educators interested in interviewing older adults. (SH)
Document Number: EJ161789

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