Table of Contents

Contents: Introduction; Transfer of learning: Concepts, theories and approaches; The role of learning in transfer; Transfer of learning from the classroom to the workplace: A longitudinal case study with case managers; Transfer of training in a cultural context: A Cook Islands teachers' professional development case study; Transfer of learning: A case study of preparing for future learning; Facilitating transfer; Modelling transfer: Reflection on action; References; Appendix: Further research; Index.

About the Author

Sarah Leberman is a Senior Lecturer in the Department of Management at Massey University, New Zealand. She is also Programme Manager for the Sport Management and Coaching group. Lex McDonald is a Senior Lecturer in Educational Studies at Victoria University of Wellington, New Zealand, and Director of Psychlex Consultancy which specialises in workforce training programmes. Stephanie Doyle is a Senior Lecturer in Educational Studies at Victoria University of Wellington, New Zealand.

Reviews

'The three authors have modelled the processes and the conclusions of their book by bringing experiences and theories together, synthesising and transforming them. They provide solid, well-referenced details for educators and researchers to reflect and build on. ' Dr Alan Barker, Education Consultant 'I find that I have been drawn into all aspects of the book - the theoretical developments, the case studies and the analysis and interpretation and have read right through. Talk about transfer of learning - as I read I kept saying to myself "Oh yes, I recognize that" or "Oh now I understand why...". The whole text is a wonderful exposition of the ideas and leaves the reader with an enthusiasm for exploring many of the numerous references provided. The authors suggest it is a "dip into" book and I agree and is therefore really useful for practitioners, but it also provides a coherent introduction to the ideas of "transfer of learning" and it has a strength in the analysis of the theories, real examples of exploration of the theories through the case studies and their subsequent analysis which would allow a practitioner/trainer to review his or her training activities in a comprehensive way.' Alison Holmes, Director, University Centre for Teaching and Learning, University of Canterbury, Christchurch, New Zealand