TLKE 2013 - Handbook of Research on Teaching and Learning in K-20 Education

Proposal Submission Deadline: June 30, 2012
Handbook of Research on Teaching and Learning in K-20 Education
A Handbook edited by Victor C. X. Wang, Associate Professor, Florida
Atlantic University, USA
To be published by IGI Global: http://bit.ly/K9FQYG
Introduction
In the 1970s, and even 1980s, scholars and practitioners in the United
States debated on the divide between pedagogy (k-12 education) and
andragogy (beyond k-12 education). Few would disagree with the
distinction that Malcolm Knowles made between the education of
children and the education of adults. However, after years of research
and practice, scholars and researchers began to advocate the idea that
it is acceptable to practice pedagogy in adult education and to
practice andragogy in children’s education. After all, learners young
or old acquire knowledge almost the same way via the same senses.
Pedagogy was defined by Knowles as the art and science of teaching
children, whereas he defined andragogy as the art and science of
helping adults learn. After intensive and extensive analysis and
critiques of the theory of pedagogy and the theory of andragogy,
Knowles, hailed as the father of adult education, did make the
concession by saying “I don’t see andragogy as an ideology at all but
as a system of assumptions about adult learners that needs to be
tested out for different learners in different situations”.
“Different learners” in Knowles’ terms should include pre-adults, or
children. The general agreement in education is that the more senses
we involve in learning, the better we learn. The question remains why
we need the distinction between the education of children and the
education of adults. The distinction is significant in the sense
that, although children and adults learn the same way, the context in
which adults learn should be substantially different from the context
in which children learn due to the varied characteristics that adult
learners possess. To a certain extent, pedagogy and andragogy
represent two different ways of learning. In addition, pedagogy and
andragogy offer two distinctively different teaching methodologies
just as Knowles emphasized; that is, the helping role of teachers in
andragogy and the teaching role of instructors in pedagogy.
It is adult educators who argue that self-directed learning is one of
the core characteristics of adult learning. Specifically, they posit
that adults have a self-concept of being responsible for their own
lives and their own learning. However, Knowles also noted that many
adults expect to be taught using teacher-centered methods and it is
incumbent upon the adult educator to help adults transition from
dependent to self-directed learners. It is human nature to start out
as dependent learners when newly introduced to a subject and move to
being interested, involved, and finally self-directed learners. Then,
it does not make any sense to separate K-12 education from adult
education or vice versa. Around the globe we still have departments of
K-12 education and departments of lifelong learning, but many
universities have merged these two departments and have made one big
department that includes programs in K-12 education, higher education,
and adult education. The rationale behind this merger is the idea that
students in these programs will receive a “well rounded” education in
what we call K-20 education. The education of children and adults is a
continuum of lifelong education. One stops receiving education when
one stops breathing. No wonder we see “lifelong education” or lifelong
learning” in the mission statements of many grade schools or high
schools. Teaching and learning are inseparable processes in K-20
education. To achieve effective teaching, teachers must be engaged in
learning first. On the job training, workplace learning, and
professional development provide learning opportunities for
professional teachers in K-20 education. Likewise, it is K-20
education that molds our learners to become productive citizens of the
world. After one successfully completes K-20 education by exploring a
variety of diplomas or degrees or teaching credentials, one’s learning
journey has just begun. The joy of learning and the challenges of
learning lie just ahead of every learner.
The availability of information via the Internet and Web 2.0
technologies that connect users across thousands of miles is changing
education at all levels. At the local, national, and international
levels, more K-20 programs are being delivered electronically,
providing needed convenience and flexibility for learners while saving
money for schools at all levels. To accommodate the learning needs of
children and non-traditional age students, universities must deliver
these programs via cutting edge technologies. K-12 schools do not want
to lag behind universities. Some are delivering their courses
electronically.
While we have many books on adult education and books on the education
of children, most of these books address the differences between
pedagogy and andragogy. To date, there has never been a book on
teaching and learning in K-20 education. Technology is discussed in
books on andragogy or books on pedagogy. Few books deal with the
integration of technology in K-20 education. Since the merger of these
educational programs is the new trend in colleges of education in
universities, both scholars and administrators at all levels need a
comprehensive book on teaching and learning in K-20 education. Such a
reference source will serve as a premier resource for teacher and
learning in this field (although separated in the past, it should
never be separated in the new century). Such a book will provide ample
opportunities for scholars and practitioners in K-12 education, higher
education, and adult education to contribute their pertinent and
significant research to K-20 education as the newly evolved field in
education in the new century. No longer should educators depend on
K-12 education theories to educate children or andragogy to educate
adults. We are searching for teaching and learning theories that can
be applied to both adults and children while acknowledging the
distinctive differences. Such a book will provide a well-rounded
education to students of all ages. This publication will serve as an
exhaustive compendium of this community's expertise, research, skills,
and experiences. Authors with a background K-12 education, higher
education, and adult education are welcome to send your chapter
proposals to the editor.
Objective of the Handbook
The Handbook of Research on Teaching and Learning in K-20 Education
will feature full length chapters (7,000-11,000) authored by leading
experts offering an in-depth description of key terms and concepts
related to different areas, issues and trends in K-20 education
worldwide. Additionally, this volume will provide a compendium of
terms, definitions and explanations of concepts, processes and
acronyms.