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riam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult
learning theory. New Directions for Adult and Continuing Education, 89,
3–14.
Mezirow, J. (1997). Transformative learning. New Directions for Adult and
Continuing Education, 74, 5–12.
Riley, D. A., & Roach, M. A. (2006). Helping teachers grow: Toward theory and
practice of an ‘emergent curriculum’ model of staff development. Early
Childhood Education Journal, 33(5), 363–370.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facil-
itation of intrinsic motivation, social development, and well-being.
American Psychologist, 55(1), 68–78.
Schargel, F. P., & Smink, J. (2004). Helping students graduate: A strategic ap-
proach to dropout prevention. Larchmont, NY: Eye on Education.
Sharan, B. M. (2001). Andragogy and self-directed learning: Pillars of adult
learning theory. New Directions for Adult and Continuing Education, 89,
3–12.
Steckol, K. F. (2007). Learner-centered teaching in higher education: Formative
assessment
study turns classroom into research laboratory. The ASHA Leader, 12(5), 14–15.
Taylor, B., & Kroth, M. (2009). Andragogy’s transition into the future: Meta-
analysis of andragogy and its search for a measurable instrument. Journal
of Adult Education, 38(1), 1–11.
Vacareþu, A. S., Steiner, F., Kovacs, M. (Eds.). (2011). Innovative ways for moti-
vating adults for learning. Cluj-Napoca: Consorþiul Internaþional Lectura
þi Scrierea pentru Dezvoltarea Gândirii Critice.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San
Francisco, CA: Jossey- Bass.
Wells, M. A., & Jones, B. D. (2005). Conference paper: Commonsense ISD –
An empirical approach to teaching systems analysis and design. Sydney:
Australian Computer Society.
Wheatley, M. J. (1999). Leadership and the new science: Discovering order in a
chaotic world (2nd Ed.) San Francisco: Berrett-Koehler Publishers.
Wohlfarth, D., Sheras, D., Bennett, J. L., Simon, B., Pimentel, J. H., & Gabel,
L. E. (2008). Student perceptions of learner-centered teaching. Insight: A
Journal of Scholarly Teaching, 3, 67–74.
Zmeyov, S. I. (1998). Andragogy: Origins, developments and trends,
International Review of Education. 4, 103–108.
198
learning theory. New Directions for Adult and Continuing Education, 89,
3–14.
Mezirow, J. (1997). Transformative learning. New Directions for Adult and
Continuing Education, 74, 5–12.
Riley, D. A., & Roach, M. A. (2006). Helping teachers grow: Toward theory and
practice of an ‘emergent curriculum’ model of staff development. Early
Childhood Education Journal, 33(5), 363–370.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facil-
itation of intrinsic motivation, social development, and well-being.
American Psychologist, 55(1), 68–78.
Schargel, F. P., & Smink, J. (2004). Helping students graduate: A strategic ap-
proach to dropout prevention. Larchmont, NY: Eye on Education.
Sharan, B. M. (2001). Andragogy and self-directed learning: Pillars of adult
learning theory. New Directions for Adult and Continuing Education, 89,
3–12.
Steckol, K. F. (2007). Learner-centered teaching in higher education: Formative
assessment
study turns classroom into research laboratory. The ASHA Leader, 12(5), 14–15.
Taylor, B., & Kroth, M. (2009). Andragogy’s transition into the future: Meta-
analysis of andragogy and its search for a measurable instrument. Journal
of Adult Education, 38(1), 1–11.
Vacareþu, A. S., Steiner, F., Kovacs, M. (Eds.). (2011). Innovative ways for moti-
vating adults for learning. Cluj-Napoca: Consorþiul Internaþional Lectura
þi Scrierea pentru Dezvoltarea Gândirii Critice.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San
Francisco, CA: Jossey- Bass.
Wells, M. A., & Jones, B. D. (2005). Conference paper: Commonsense ISD –
An empirical approach to teaching systems analysis and design. Sydney:
Australian Computer Society.
Wheatley, M. J. (1999). Leadership and the new science: Discovering order in a
chaotic world (2nd Ed.) San Francisco: Berrett-Koehler Publishers.
Wohlfarth, D., Sheras, D., Bennett, J. L., Simon, B., Pimentel, J. H., & Gabel,
L. E. (2008). Student perceptions of learner-centered teaching. Insight: A
Journal of Scholarly Teaching, 3, 67–74.
Zmeyov, S. I. (1998). Andragogy: Origins, developments and trends,
International Review of Education. 4, 103–108.
198
