International
Self-Directed Learning Symposia:
Annual
Publications from Symposia Presentations
Authors
and Chapter or Article Titles
[To
obtain book order information go to http://sdlglobal.com/product_info.html]
NOTE: Many thanks to Travis Plowman, The College of Saint Rose, for sharing
inclusive page numbering information for the annual Symposia publications.
These data are needed in creating accurate citational information according to
the American Psychological Association's manual (5th Edition, 2001). Travis
provided this material during a presentation at the 2005 International
Self-Directed Learning Symposium, February 2-5, Cocoa Beach, FL, entitled International
Self-Directed Learning Symposia Publications: Index. Travis also discovered
some errors that existed in my initial work and that help is appreciated, too.
Therefore, this information is incorporated
below for all Symposia through
Long, H. B., & Associates. (1988). Self-directed
learning: Application & theory. Athens, GA: Adult Education Department,
University of Georgia.
1. Long, H. B. Self-directed learning reconsidered,
pp. 1-9. (Huey B. Long)
2. Brookfield, S. M. Conceptual, methodological and
practical ambiguities, pp. 11-37. (Stephen M. Brookfield)
3. Caffarella, R. S. & O'Donnell, J. M. Research
in self-directed learning: Past, present and future trends, pp. 39-61.
(Rosemary Caffarella and Judith M. O'Donnell)
4. Kasworm, C. E. Self-directed learning in
institutional contexts: An exploratory study of adult self-directed learners,
pp. 65-97. (Carol Kasworm)
5. Hiemstra, R. Self-directed learning:
Individualizing instruction, pp. 99-124. (Roger Hiemstra)
6. Guglielmino, L. M. & Guglielmino, P. J. Self-directed
learning in business and industry: An information age imperative, pp.
125-148. (Lucy Guglielmino and Paul Guglielmino)
7. Smith, R. M. Improving dissemination of knowledge
about self-directedness in education, pp. 149-167. (Robert M. Smith)
8. Danis, C & Tremblay, N. A. Autodidactic
learning experiences: Questioning established adult learning principles,
pp. 171-197. (Claudia Danis and Nicole A. Tremblay)
9. Spear, G.. Beyond the organizing circumstances: A
search for methodology for the study of self-directed learning, pp.
199-221. (George Spear)
10.
Penland, P. Self-directed
learning and natural language processing, pp. 223-251. (Patrick Penland)
11.
Long, H. B. &
Agyekum, S. K. Self-directed learning: Assessment and validation, pp.
253-266. (Huey B. Long and Stephen K. Agyekum)
Long, H. B., & Associates. (1989). Self-directed
learning: Emerging theory & practice. Norman, OK: Oklahoma Research
Center for Continuing Professional and Higher Education, University of
Oklahoma.
1. Long, H. B. Self-directed learning: Emerging theory
and practice, pp. 1-11. (Huey B. Long)
2. Bonham. L. A. Self-directed orientation toward
learning: A learning style, pp. 13-42. (L. Adrianne Bonham)
3. Peters, J. M. Self-direction and problem solving:
Theory and method, pp. 43-52. (John M. Peters)
4. Garrison, D. R. Facilitating self-directed
learning: Not a contradiction in terms, pp. 53-62. (D. Randy Garrison)
5. Guglielmino, L. M. Development of an adult basic
education form of the Self-Directed Learning Readiness Scale, pp. 63-75.
(Lucy M. Guglielmino)
6. McCoy, C. & Langenbach, M. Self-directed
learning among clinical laboratory scientists: A closer look at the OCLI,
pp. 76-85. (Carol McCoy and Michael Langenbach)
7. McCune, S. K. & Garcia, G., Jr. A meta-analytic
study of the relationship between adult self-direction in learning and
psychological well-being: A review of the research from 1977 to 1987, pp.
87-97. (Sandra K. McCune and Gonzalo Garcia, Jr.)
8. DeJoy, J. K. & Mills, H. Bridging theory and
practice: Applications in the development of services for self-directed
learners, pp. 99-111. (Judith K. DeJoy and Helen Mills)
9. Sexton, C. The contribution of W. H. Kilpartick's work
(1918) to adult self-directed learning theory, pp. 113-123. (Charlene
Sexton)
10.
Long, H. B. Truth
unguessed and yet to be discovered: A professional's self-directed learning,
pp. 123-135. (Huey B. Long)
Long, H. B., & Associates. (1990). Advances
in research and practice in self-directed learning. Norman, OK: Oklahoma
Research Center for Continuing Professional and Higher Education, University of
Oklahoma.
1. Long, H. B. Changing concepts of self-direction in
learning, pp. 1-7. (Huey B. Long)
2. Candy, P. C. The transition from learner-control to
autodidaxy: More than meets the eye, pp. 9-46. (Philip C. Candy)
3. Jarvis, P. Self-directed learning and the theory of
adult education, pp. 47-65. (Peter Jarvis)
4. Gerstner, L. S. On the theme and variations of
self-directed learning, pp. 67-92. (Lorraine S. Gerstner)
5. Eisenman, G. Self-directed learning -- A growth
process?, pp. 93-122. (Gordon Eisenman)
6. Peters, J. M. Analysis of practical thinking in
self-directed learning, pp. 123-144. (John M. Peters)
7. McCune, S., Guglielmino, L. M., & Garcia, G., Jr. Adult
self-direction in learning: A meta-analytic study of research using the Self
Directed Learning Readiness Scale, pp. 145-156. (Sandra McCune, Lucy M.
Guglielmino, and Gonzalo Garcia, Jr.)
8. West, R. F & Bentley, E. L., Jr. Structural
analysis of the Self-Directed Learning Readiness Scale: A confirmatory factor
analysis using LISREL modeling, pp. 157-180. (Russell F. West and Ernest L.
Bentley, Jr)
9. Adekanmbi, G. The concept of distance in
self-directed learning, pp. 181-201. (Gbolagade Adekanmbi)
10.
Dorsey, M.,
Manning, R., & Shindell, T. Action science as a paradigm for a critical
theory of self-directed learning, pp. 203-219. (Mark Dorsey, Roger Manning,
and Tom Shindell)
11.
Cavaliere, L. A. The
Wright brothers as self-directed learners. The role and relation of goal
setting, feedback and motivation during the process of their self-directed
learning project, pp. 221-234. (Lorraine A. Cavaliere)
12.
Lambert, J. &
Rountree-Wyly, J. Self-directed learners: Women climbing the corporate
ladder, pp. 235-248. (Joanne Lambert and Jeannie Rountree-Wyly)
13.
Sgroi, A. The
drive to learn: Self-directed learning in a formal institutional setting,
pp. 249-264. (Angela Sgroi)
14.
Nolan, R. E. Self-direction
in adult second language learning, pp. 265-278. (Robert E. Nolan)
15.
Long, H. B. &
Agykum, S. K. Toward a theory of self-directed learning: An appraisal of
Gibbons' principles and strategies, pp. 279-293. (Huey B. Long and Stephen
K. Agykum)
Long, H. B., & Associates. (1991). Self-directed
learning: Consensus & conflict. Norman, OK: Oklahoma Research Center
for Continuing Professional and Higher Education, University of Oklahoma.
1. Long, H. B. Self-directed learning: Consensus and
conflict, pp. 1-9. (Huey B. Long)
2. Long, H. B. Challenges in the study and practice of
self-directed learning, pp. 11-28. (Huey B. Long)
3. Tremblay , N. A. & Theil, J. P. A conceptual
model of autodidactism, pp. 29-51. (N. A. Tremblay and J. P. Theil)
4. Bonham, L. A. Functional and dysfunctional uses of
self-directedness in adult learning, pp. 53-70. (L. Adrianne Bonham)
5. West, R. F. & Bentley, E. L., Jr. Relationship
between scores on the Self-Directed Learning Readiness Scale, Oddi Continuing
Learning Inventory and participation in continuing professional education,
pp. 71-92. (Russell F.West and Ernest L. Bentley, Jr.)
6. Adenuga, T. Demographic and personal factors in
predicting self-directedness in learning, pp. 93-106. (Tunde Adenuga)
7. Long, H. B. College students' self-directed
learning readiness and educational achievement, pp. 107-122. (Huey B. Long)
8. Confessore, G. J. Human behavior as a construct for
assessing Guglielmino's Self-Directed Learning Readiness Scale: Pragmatism
revisited, pp. 123-146. (Gary J. Confessore)
9. McCune, S. L & Guglielmino, L. M. The validity
generalization of Guglielmino's Self-Directed Learning Readiness Scale, pp.
147-154. (Sandra Luna McCune and Lucy M. Guglielmino)
10.
Redding, T. R. Spark-gap
to space: A study of self-directed learning, pp. 155-175. (Terrence R.
Redding)
11.
Steele, S. M. Reflection
on a personal self-directed independent learning activity, pp. 177-198.
(Sara M. Steele)
12.
Grow, G. The
staged self-directed learning model, pp. 199-226. (Gerald Grow)
13.
Hill, L. H. Facilitating
the self-directed learning of professionals: An exploration, pp. 227-243.
(Lilian H. Hill)
14.
Baskett, H. K. Processes
involved with developing autonomous learning competencies, pp. 245-272.
("Morris" H. K. Baskett)
15.
Rountree, J.,
Lambert, J., Rice, M., & Korhonen, L. J. The future of self-directed
learning as related to continuing professional education, pp. 273-280.
(Jeanie Rountree, Joanne Lambert, Misty Rice, and Lloyd J. Korhonen)
16.
Kazeem, K. Adapting
the concept of self-directed learning to Islamic educational practice, pp.
281-296. (Kola Kazeem)
Long, H. B., & Associates. (1992). Self-directed
learning: Application and research. Norman, OK: Oklahoma Research Center
for Continuing Professional and Higher Education, University of Oklahoma.
1. Long, H. B. Learning about self-directed learning,
pp. 1-8. (Huey B. Long)
2. Long, H. B. Philosophical, psychological and
practical justifications for studying self-direction in learning, pp. 9-24.
(Huey B. Long)
3. Confessore, G. J. & Confessore, S. J. In search
of consensus in the study of self-directed learning, pp. 25-46. (Gary J.
Confessore and Sharon J. Confessore)
4. Danis, C. A unifying framework for data-based
research into adult self-directed learning, pp. 47-72. (Claudia Danis)
5. Gerstner, L. S. What's in a name? The language of
self-directed learning, pp. 73-96. (Lorraine S. Gerstner)
6. Jarvis, P. Free-will, freedom and self-directed
learning, pp. 97-117. (Peter Jarvis)
7. Caffarella, R. S. Research in self-directed
learning: Some critical observations, pp. 119-130. (Rosemary S. Caffarella)
8. Jones, J. E. Validation study of the Self-Directed
Learning Readiness Scale with university and community art students, pp.
131-145. (Jean Ellen Jones)
9. Redding, T. R. & Aagaard, L. A descriptive
investigation of the construct of self-direction, pp. 147-161. (Terrence R.
Redding and Lola Aagaard)
10.
Price, M. A.,
Kudrna, J., & Flegal, J. An exploratory study of self-directed learning
readiness and field independence/dependence among students in architectural
design studios, pp. 163-180. (Michael A. Price, James Kudrna, and Julie
Flegal)
11.
Guglielmino, L.
M. Familiar relationships in readiness for self-directed learning, pp.
181-188. (Lucy M. Guglielmino)
12.
Long, H. B. &
Walsh, S. M. An analysis of a modified form of Guglielmino's Self-Directed
Learning Readiness Scale, pp. 189-207. (Huey B. Long and Stephen M. Walsh)
13.
Straka, G. A.
& Will, J. Self-directed learning in the Federal Republic of Germany,
pp. 209-222. (Gerald A. Straka and Joerg Will)
14.
Kasworm, C. E. Adult
learners in academic settings: Self-directed learning within the formal
learning context, pp. 223-244. (Carol E. Kasworm)
15.
Titsworth, R. R.,
Hess, J. D., & Hawkins, L. A comparative study of selected student data
to determine relative success of students enrolled in telecourses versus those
enrolled in live classes at Rogers State College, pp. 245-264. (Tobie R.
Titsworth, James D. Hess, and Lois Hawkins)
16.
Loving, G. L. Educational
context, motivational orientation and cognitive flexibility in undergraduate
nursing education, pp. 265-286. (Gary L. Loving)
17.
Steele, S. M. Evaluation
and self-directed learning, pp. 287-307. (Sara M. Steele)
18.
Piskurich, G. M. Preparing
the learner for self-directed learning, pp. 309-321. (George M. Piskurich)
19.
Hiemstra, R. Individualizing
the instructional process: What we have learned from two decades of research on
self-direction in learning, pp. 323-344. (Roger Hiemstra)
20.
DeJoy, J. K.
& Mills, H. H. Evaluation of a self-directed learning program for adult
learners, pp. 345-354. (Judith K. DeJoy and Helen H. Mills)
21.
Courtney, S.
& Rahe, S. Dimensions of self-directed learning in personal change: The
case of weight loss, pp. 355-380. (Sean Courtney and Sandra Rahe)
22.
Moran, M. &
Weatherby, F. Adult self-directed learning in a professional program,
pp. 381-392. (Maribeth Moran and Francene Weatherby)
23.
Baker, C. M.
& Nishikawa, H. A. The continuum of self-directed learning within a
graduate professional course, pp. 393-400. (Constance M. Baker and Herbert
A. Nishikawa)
Long, H. B., & Associates. (1993). Emerging
perspectives of self-directed learning. Norman, OK: Oklahoma Research
Center for Continuing Professional and Higher Education, University of
Oklahoma.
1. Long, H. B. Self-directed learning knowledge: Some
issues, pp. 1-8. (Huey B. Long)
2. Long, H. B., Redding, T. R., & Eisenman, G. Development
of self-directed learning readiness: A longitudinal study, pp. 9-25. (Huey
B. Long, Terrence R. Redding, and Gordon Eisenman)
3. Garrison, D. R. An analysis of the control
construct in self-directed learning, pp. 27-43. (D. R. Garrison)
4. Confessore, G. J., Long, H. B., & Redding, T. R. The
status of self-directed learning literature, 1966-1991, pp. 45-56. (Gary J.
Confessore, Huey B. Long, and Terrence R. Redding)
5. Baldonado, A. A. Non-paradigm self-directed
learning, pp. 57-73. (Ardelina A. Baldonado)
6. Bonham, L. A. The wandering education of a man:
Louis L'Amour's lifelong self-directed learning, pp. 75-97. (L. Adrianne
Bonham)
7. Olgren, C. H. Cognitive strategies and
self-directedness: Research into adults' learning processes, pp. 99-115.
(Christine H. Olgren)
8. Confessore, S. J. & Confessore, G. J. The
limits of consensus in the study of self-directed learning, pp. 117-139.
(Sharon J. Confessore and Gary J. Confessore)
9. Nelms, K. R. Information technologies and
self-directed learning: Structures for evaluation and application, pp.
141-160. (Keith R. Nelms)
10.
DeJoy, J. K.
& Herrmann, R. Counseling adults for academic and technological
self-directed learning: Emotional dimensions, pp. 161-174. (Judith K. DeJoy
and Richard Herrmann)
11.
Coughlan, R.
& Scriber, C. Enhancing self-direction: An analysis and assessment of
motivation and ability, pp. 175-186. (Reed Coughlan and Crystal Scriber)
12.
Donlon, T. F. Self-directed
learning in the context of the nontraditional degree, pp. 187-200. (Thomas
F. Donlon)
13.
Tanner, J. E. Perspectives
of foreign language learning: Psychological implications for self-directed
learning theory, pp. 201-213. (J. E. Tanner)
14.
Hill, L. &
Taylor, W. H. Practicing what we preach: Self-directed learning for adult
educators, pp. 215-228. (Lilian Hill and William H. Taylor)
15.
Foucher, R. &
Tremblay, N. Self-directed learning in the workplace: A framework for
analysis, pp. 229-245. (Roland Foucher and Nicole Tremblay)
16.
Kops, W. J. Self-planned
learning of managers in an organizational context, pp. 247-261. (William J.
Kops)
17.
Piskurich, G. M. Evaluating
self-directed learning in a business environment, pp. 263-281. (George M.
Piskurich)
Long, H. B., & Associates. (1994). New
ideas about self-directed learning. Norman, OK: Oklahoma Research Center
for Continuing Professional and Higher Education, University of Oklahoma.
1. Long, H. B. Challenging some myths about
self-directed learning research, pp. 1-14. (Huey B. Long)
2. Long, H. B. & Stubblefield, C. H. Childhood
experiences as origins of self-directed learning readiness, pp. 15-22.
(Huey B. Long and Claire Harkins Stubblefield)
3. Jones, J. E. Self-confidence and self-directed
learning: An overview from social-cognitive psychology, pp. 23-38. (Jean
Ellen Jones)
4. Long, H. B., Redding, T. R., & Eisenman, G. A
longitudinal study: Social behavior and SDLRS scores, pp. 39-57. (Huey B.
Long, Terrence R. Redding, and Gordon Eisenman)
5. Hiemstra, R. & Brockett, R. G. From behaviorism
to humanism: Incorporating self-direction in learning concepts into the
instructional design process, pp. 59-80. (Roger Hiemstra and Ralph G.
Brockett)
6. Eberling, E. R. Self-undirected learning, pp.
81-92. (Eric R. Eberling)
7. Padberg, L. F. The organizing circumstance revised:
Environmentally structured learning projects among adults with low formal
education, pp. 93-110. (Lawrence F. Padberg)
8. Piskurich, G. M. The current state of SDL in
business and industry, pp. 111-119. (George M. Piskurich)
9. Bouchard, P. Self-directed professionals and
autodidactic choice, pp. 121-137. (Paul Bouchard)
10.
Carre, P. Self-directed
learning in French professional education, pp. 139-148. (Philippe Carre)
11.
Straka, G. A.,
Kleinmann. M., & Stokl, M. Self-organized job related learning: An
empirical study, pp. 149-160. (Gerald A. Straka, Markus Kleinmann, and
Markus Stokl)
12.
Guglielmino, P.
J. & Klatt, L. A. Self-directed learning readiness as a characteristic
of the entrepreneur, pp. 161-173. (Paul J. Guglielmino and Lawrence A.
Klatt)
13.
Durr, R.,
Guglielmino, L. M., & Guglielmino, P. J. Self-directed learning
readiness and job performance at Motorola, pp. 175-185. (Richard Durr, Lucy
M. Guglielmino, and Paul J. Guglielmino)
14.
Weldon, K. C.
& Denny, M. E. Continuous workplace learning: An assessment of learner
perceptions, pp. 187-200. (Katherine C. Weldon and Mindy E. Denny)
15.
Confessore, S. J.
& Confessore, G. J. Learner profiles: A cross-sectional study of
selected factors associated with self-directed learning, pp. 201-227.
(Sharon J. Confessore and Gary J. Confessore)
16.
Steele, S. M. Seeing
information sources from the learner's perspective, pp. 229-246. (Sara M.
Steele)
Long, H. B., & Associates. (1995). New
dimensions in self-directed learning. Norman, OK: Public Managers Center,
Educational Leadership and Policy Studies Department, College of Education,
University of Oklahoma.
1. Long, H. B., Agyekum, S. K., & Stubblefield, C. Origins
of self-directed learning readiness, pp. 1-21. (Huey B. Long, Stephen K.
Agyekum, and Claire Stubblefield)
2. Long, H. B., Redding, T. R., & Eisenman, G.. Longitudinal
study of self-directed learning: SDLRS scores at the 5th, 85th and 11th grades,
pp. 23-37. (Huey B. Long, Terrence R. Redding, and Gordon Eisenman)
3. Kitson, D. L., Lekan, D. F., & Guglielmino, P. J. Self-directed
learning readiness personality correlates, pp. 39-48. (Donald L. Kitson,
Dennis F. Lekan, and Paul J. Guglielmino)
4. Pilling-Cormick, J. Existing measures in the
self-directed learning literature, pp. 49-60. (Jane Pilling-Cormick)
5. Jones, J. E. Using private speech to promote
self-directed learning systems, pp. 61-72. (Jean Ellen Jones)
6. Kreszock, M. H. Snapshots: The autodidact &
motivational orientations, pp. 73-85. (Martha H. Kreszock)
7. Hrimech, M. Some self-regulated learning strategies
utilized by advanced adult learners, pp. 87-97. (Mohamad Hrimech)
8. Confessore, S. J. What student journals reveal
about the learning process, pp. 99-112. (Sharon J. Confessore)
9. Bonham, L. A. A self-directed study of
self-directed learning, pp. 113-126. (L. Adrianne Bonham)
10.
Bedard, R. A
new reality to be fostered by self-directed learning: The adult spiritual
experience, pp. 127-134. (Rene Bedard)
11.
Bryan, V. &
Schulz, S. F. Self-directed learning in distance education: The relationship
between self-directed learning readiness scores & success in completing
distance education programs through home-study training, pp. 135-157.
(Valerie Bryan and Susan F. Schulz)
12.
Bonham, L. A. Self-directed
learning versus constructivist learning: Candy revisited, pp. 159-163. (L.
Adrianne Bonham)
13.
Redding, T. R. Recording
Maslow's needs hierarchy based on self-directed learning considerations,
pp. 165-179. (Terrence R. Redding)