Andragogical and Pedagogical Methods for Curriculum and Program Development

Scholars of education and instructors in other fields describe key terms and concepts related to curriculum and program development for educators, students, program designers, instructional program developers, trainers, and librarians. Among their topics are all roads lead to curriculum inclusive of social justice and democracy, creating effective adult learning by leveraging psychological capital and self-directness through the exercise of human agency, using creativity to facilitate an engaged classroom, designing online curricula for adult learners, dynamics of informal learning in two local markets in Ile-Ife in Southwest Nigeria, and expanding the discourse of identity in the English language arts curriculum.

Aims to help curriculum developers for adults (andragogy) and children (pedagogy) explore the implications of the latest research on the complex processes involved in deciding what to teach and how best to teach and assess student/adult learning. [...] Recommended for anyone in the field of higher education considering the important questions about how university curriculum should be transformed in the coming decades to make it more relevant and meaningful to university students. It is particularly important for deans and other university leaders to provide food for contemplation about how curriculum development processes should be modified and in some cases completely revamped.

In summary, this resource-filled book not only advocates the pedagogical and andragogical design of curricula and program, it implores practitioners, scholars, and professionals to extend their approach beyond pedagogy and andragogy in developing curricula and programs influenced by seminal theories in adult education and K-12 or higher education. This book is filled with relevant and insightful information and resources that will be a boon to practitioners, scholars, and professionals who design curricula and programs for their organizations.

The great strength of this book is that virtually all the ideas expressed show how the simplistic scheme of "here is a test, and here is a curriculum focused on how to pass that test", is seriously reductionist and deficient. This is a book about perspectives, not about the status quo. Just as the teaching profession should be considered from multiple viewpoints, so should also conception and implementation of curricula.

Embedded with unequivocal content, the text encompasses meaningful positions on how reconstructing the praxis of curricula and program development would reform education in the kaleidoscopic society.