Education for self-support: Evaluating outcomes using transformative learning theory

Suzanne Christopher; Tim Dunnagan; Stephen F. Duncan; Lynn Paul

doi:10.1111/j.1741-3729.2001.00134.x

Education for self-support: Evaluating outcomes using transformative learning theory

Suzanne Christopher, Tim Dunnagan, Stephen F. Duncan, Lynn Paul

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22 Scopus citations

Abstract

This paper describes the use of transformative learning theory to evaluate a family-empowerment project focusing on life skills. The project was designed in response to welfare reform in Montana. Open-ended inteviews were conducted with 34 participants. Results revealed evidence of transformative learning outcomes such as an empowered sense of self and new connectedness with others. Respondents also spoke of factors built into the program designed to foster transformative learning. Implications are presented.

Original language	English
Pages (from-to)	134-142
Number of pages	9
Journal	Family Relations
Volume	50
Issue number	2
DOIs	https://doi.org/10.1111/j.1741-3729.2001.00134.x
State	Published - Apr 2001

Keywords

Family empowerment
Program evaluation
Transformative learning
Welfare reform

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10.1111/j.1741-3729.2001.00134.x

Cite this

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abstract = "This paper describes the use of transformative learning theory to evaluate a family-empowerment project focusing on life skills. The project was designed in response to welfare reform in Montana. Open-ended inteviews were conducted with 34 participants. Results revealed evidence of transformative learning outcomes such as an empowered sense of self and new connectedness with others. Respondents also spoke of factors built into the program designed to foster transformative learning. Implications are presented.",

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Education for self-support: Evaluating outcomes using transformative learning theory

Abstract

Keywords

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