Resistance to Learning

Description

Resistance to Learning: How People Cope with Perceived Threats

Designed to flow logically from the initial recognition of an issue, through exploration of the experience, and its causes and effects, leading to a set of recommended actions to avoid the issue, or mitigate its effects. A scholarly work suitable for use as a supplemental text in an education curriculum.

Resistance to Learning provides critical knowledge helping educators and trainers address hostile resistant behavior in the learning environment. Hostile resistance is commonly experienced and potentially very harmful to the classroom learning environment and the instructor’s composure, credibility, and feelings of self-worth, yet few instructors are equipped to deal with the issue. New, and even veteran teachers, are often not prepared to address hostile resistance and are surprised when confronted with the issue.

Resistance to Learning draws the reader through the experience of hostile resistance, intertwining theory, research, and practice. It builds on quantitative and qualitative analyses of the real life experiences and frank descriptions by seasoned instructors as they encounter, and attempt unsuccessfully to deal with hostile resistant behavior. As their stories unfold, the book moves between research in adult learning and allied fields—such as neurobiology, psychology, anthropology, and sociology—and the issues the practitioners describe in their stories. The book identifies specific strategies and actions instructors and administrators can take to resolve these issues.

Book is also available through Amazon and BN or ask for it wherever books are sold. The ebook version of this book can be ordered through Amazon.

About the Author

Patricia Dowling Froggett, Ph.D. is an Education Program Director and faculty member of the University of Virginia, School of Continuing and Professional Studies, at the UVA Northern Virginia Center. She holds a Ph.D. in Adult Education and Human Development from Virginia Polytechnic Institute and State University, as well as Master’s degrees in Curriculum & Instruction and Education Administration, also from Virginia Tech.

Dr. Froggett has direct hands-on classroom teaching experience at the graduate, undergraduate, and secondary school levels for the University of Virginia, George Mason University, and secondary schools in New Jersey, Virginia, California, and Japan.

Dr. Froggett’s exploration of hostile resistant behavior in the learning environment was recognized by the International Society for Educational Planning (ISEP) in 2008. This research became the foundation of Resistance to Learning.