Annotated Bibliography Entries on Education Programs. Essay Example

Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide (3rd Ed.). San Francisco, CA: Jossey-Bass.

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This book is authored by Caffarella and Daffron. It explores the establishment of education programs set for adults by outlining the popular steps that facilitate adult learning. Understanding of the educational programs for adults is a core concept described by the book in which it suggests appropriate facilities for the technology suitable for adult education. Moreover, according to Caffarella and Daffron integrating relevant literature from the past as well as culture and technology to the education program for the adult is essential in achieving the desired outcomes. For instance, they opine that culture and modern technology have greater influence in the education practice for adults. The book focuses on essential administrative tasks by exploring the ethical considerations associated with the education program and planning. Besides, the book explains an interactive model program planning suitable for the adults' educators as well as the practitioners in the entire fields for effective educational programs for adults. This book is an appropriate and important source for the topic since it provides the adult's educators and practitioners with effective way for planning programs for full-time tasks targeted towards educating the adults. Similarly, the book is important for the volunteers in several organizations where adult education is valued and practiced. However, the book is a secondary source as it relies on other researches and data to describe the plan.

Dembo, R., & Gulledge, L. M. (2009). Truancy intervention programs: Challenges and innovations to implementation. Criminal Justice Policy Review, 20(4), 437-456.

The journal by Dembo and Gulledge is a primary source relevant to the topic under study. It is a primary source being that the findings are from the data collected by the authors themselves. The journal describes critical elements necessary for the effective programming and incorporation of parents in education programs. Moreover, the authors identify the importance of integrating the continuum of services such as incentives, repercussions, and support alongside collaboration with other community resources in the education program. Resources that can be obtained from community collaboration as identified by the authors may include mental health services, law enforcement procedures, social and mentoring services. Similarly, the journal recognizes the importance of administrative support and commitment towards keeping the youths in the educational programs with an appropriate evaluation. The journal focuses on the truancy intervention programs by focusing on various settings such as community-based programs, school-based programs, court-based programs, school, and community-based programs. The authors subsequently highlight the model truancy programs effective in various settings where also the challenges faced during the implementation programs are also identified. Most importantly, the key purpose of the journal is to provide a comprehensive truancy reduction programs by giving successful examples in a variety of settings.

Spaulding, D. T. (2014). Program evaluation in practice: Core concepts and examples for discussion and analysis (2nd Ed.). San Francisco, CA: Jossey-Bass.

The book by Spaulding is a revised and updated edition. The book covers critical concepts involved in program evaluation by using several case studies touching on real issues. The book provides secondary information regarding the topic derived from multiple research works. The book is an important source to the topic as it is filled with illustrations as examples to facilitate understanding of the topic. Furthermore, the book is appropriate since it has employed simple terms. It also provides diverse evaluation projects suitable for discussions, reflection, and analysis. The book also addresses the basic theories of evaluation and collection of data and the sharing of the results. At the end of each chapter, Spaulding has added discussion questions and class activities targeted at helping in the processing of the information thus facilitating the learning process. The book has emphasized on the need to integrate teaching cases in the program evaluation arguing that could be a solution in bridging the gap in the field. For instance, the book covers the basics of program evaluation by demonstrating how it can be used in education alongside diverse evaluation projects which can be analyzed, discussed and reflected.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San Fransico, CA: Jossey-Bass.

The book written by Merriam and Bierema is a secondary source related to adult education. The book is relevant and suitable for the topic as it provides an expansive and critical understanding of adult learning both practically and theoretically. The two authors present an understanding and interpretation of how life experiences and learning to play a critical role in the motivation and learning process. Moreover, through the authors, the book explores the cognitive functioning of the brain in memory processing such as cognitive development, intelligence, and wisdom. Furthermore, the authors tackle the pervasiveness of technology after which they illustrate how it influences the digital age in the learning process. At the end of the various chapters, the authors have presented linking theories and practices to adult learning, and this strategy offers activities for the readers to dig deep by initiating their learning. This book also addresses various forces which influence the current adult learners globally. Some of the forces that the authors have pointed out include society, dynamicity of the demographic factors and technology. A summary of the foundational learning theories as well as their examination has been outlined by the authors with a key focus on current breakthrough theories of adult learning including transformative and andragogy learning.

Garst, B.A., & McCawley. P. F. (2015). Solving problems, ensuring relevance and facilitating change: The evolution of needs assessment within cooperative extension. Journal of Human Sciences and Extension, 3(2), 26-47.

The article was written by Garst with a basic aim to help people solve the practitioner challenges encountered in everyday life. The author through the journal has maintained the need for contemporary relevance as per the requirement of cooperative extension. The article has explored the history and evolution describing the needs assessment. It has also examined the needs assessment opportunities by integrating the emerging trends, and their impacts on the modern extension need assessment. The article provides secondary information be using the data from other scholars and researchers. Garsts argues that incorporating stakeholders into the process of planning for procedures and programs may be challenging and expensive, however, the extension will always be relevant. The relevance of incorporating stakeholders into the planning for programs, for instance, is evidenced in the identification and development of programs, services, and products that are key to solving the problems and challenges faced by local communities. Garst through the article has described needs assessment as the methods, activities, and efforts involved in identifying the needs. As per the article, needs assessment is important as it enhances the extension program development model by facilitating the accessibility of programs and services appropriate for a diverse group of people.

Paul, R., & Elder, L. (2012). Critical thinking: Tools for taking charge of your learning and your life (3rd Ed.). Boston, MA: Pearsonz

The book is authored by Paul and Elder, and it identifies critical thinking as a process for taking control of responsibility for an individual's thoughts. According to Paul and Elder, thoughts determine whatever one is feeling, whatever one needs, and whatever one is doing at the present moment; thus an individual is what he or she thinks. For instance, if one is pessimistic, the result will always be disappointing. Pessimistic thoughts as argued by the authors will always deny one the opportunities to recognize various avenues to find success. The books are a secondary source of information to the topic as some of the findings are based on previous thoughts. Moreover, the book affirms that if one's quality of life is on the contrary to their wish, then it is most likely attributed to what they think about life. Similarly if one thinks about life positively, the level of optimism will rise, and consequently such individual will experience positive thoughts. The book is important to the topic since it instills a feeling of self-reflection and determination to adults when they are in the process of learning. The book further holds that most of the times only a few people tend to realize the powerful role of thought in their lives; hence only the few will achieve the significant command thoughts have in their lives. Nevertheless, Paul and Elder opine that most people are in several ways victims of their own thinking and therefore, are hurt instead of inspired by their thoughts.

Desulme, A. (2019). Policies and Procedures Perceived By School Leaders to Reduce Truancy in a Public Charter School.

The article is authored by Desulme. It is a primary source since the author took actual research by interviewing the students. The author through the article confirms that non-punitive measures are sources of motivation for the students to attend schools. The non-punitive measures as pointed out by Desulme could include rewards, and the measures can be initiated by school leaders, parents, teachers, and positional leaders. They can play important roles in encouraging the students to attend school by minimizing the impacts of truancy. Moreover, discipline tracking coupled with continuous monitoring and assessments of the students can lead to lower rates of truancy. The book is important in the dissertation project since it can provide a basic concept in the relationship between truancy and students learning.

Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult learning: Perspectives on theory, research, and practice. Routledge.

This book was written by Brocket and Hiemstra where the two authors opine that a self-directed learner is the kind of individual who commit to learning. The commitment is self-driven hence such individuals will always take sole responsibility for their own learning. The book is a second secondary source since the authors in their arguments have used the point of reference of other researchers and scholars on the same topic. According to the authors, self-reflection is a very critical concept for adult education since it represents a shift from traditional academic planning. Furthermore, from the book, the authors hold that self-direction and adult learning enable the learner to access comprehensive issues, developments, practices and issues in association with the learning process. In the book, self-direction is suggested as a way of life and thus, argued to present approaches for facilitating self-directed learning as a directional and instructional method for enhancing learning in adults. The book is relevant to this topic and should be recommended for students and practitioners of adult education and learning.