The Internet has made it easier to access information, yet more complicated to apply critical judgment to what one finds. Many of us feel "in over our heads" as we strive to "balance" our life domains.

Student's citation: Fishback and Polson also found that a child's cognitive development was facilitated by an environment that was dialogic, challenging, and supportive (1998).

Original source: The cognitive development of adults is aided by dialogic, challenging, and supportive learning environments (Fishback and Polson, 1998).

Mary (1997) suggests that the discourse of work/life balance reflects bureaucratic values such as individualism, instrumentalism, goal focus, and achievement orientation.

As Nile et al. (2001) point out, the usefulness of these types of responses benefits different segments of society differently.

Reference:
Niles, S. G.; Herr, E. L.; and Hartung, P. J. Achieving Life Balance. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, the Ohio State University, 2001. http://ericacve.org/majorpubs.asp

As Caproni P.J. notes, research, policy, and practice focused on work/life balance have raised important issues and brought about changes that have benefitted some families ("Work/Life Balance: You Can't Get There from Here." Journal of Applied Behavioral Science 33, no. 1 (March 1997): 46-5 .)

These subjects comprise what Kegan (2000) call "the hidden curriculum of adult life" (p. 45); in this curriculum, adult roles--parenting, partnering, working, and living in an increasingly diverse society--are "courses" in which we are enrolled.

Kerka (2001) states, "Life in the 21st century seems more complex than ever, as adults cope with the demands of multiple roles, the stresses of a fluid workplace, and the pressures of child and elder care. Individuals feel compelled to update their work-related knowledge and skills and to keep up with the proliferation of information. Family resource management is increasingly complex, with expanded choices and decisions that must be made about utilities, banking, investments, retirement planning, etc. The Internet has simultaneously made it easier to access information, yet more complicated to apply critical judgment to what one finds" (p. 1).

As mentioned by Caproni (1997) suggests that the discourse of work/life balance reflects bureaucratic values such as individualism, instrumentalism, goal focus, and achievement orientation.

As Caproni (2009) noted, research, policy, and practice focused on work/life balance have raised important issues and brought about changes that have benefited some families.

Tinberg, H.B., and Weisberger, R. (1998) provide an example of how educators can gain a sense of learners' current level of cognition and then facilitate the transitions to more complex levels:...