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Enrollment at Adult High Schools in Riyadh, Saudi Arabia: An Exploration of Motivation, Age, and Gender Using Boshier's EPS A-Form Adult Educ. Q. (IF 1.804) Pub Date : 2024-03-20 Mousa Alfaifi
Motivation plays a crucial role in adult learners’ decisions to enroll in educational programs. This study aimed to evaluate the motivations for adult learners who enrolled at adult high schools in Riyadh as well as the potential gender and age differences for their motivations. The Education Participation Scale (EPS) A-Form was administered to adult learners, and 221 valid responses were analyzed
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Book Review: Community as Rebellion by Peña, Lorgia García Adult Educ. Q. (IF 1.804) Pub Date : 2024-03-08 Erik Jacobson
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Learning About Resilience from Rural Interprofessional Healthcare Teams: Insights from the “First Wave” of COVID-19 Adult Educ. Q. (IF 1.804) Pub Date : 2024-02-23 Maureen Coady
Building resilience is a key concern for adult educators today as we face unprecedented global challenges such as the coronavirus disease-19 (COVID-19). Nowhere is this more apparent than in educational initiatives with health professionals who experience many stressors in their work, now amplified by the pandemic. This paper reports the results of focus groups with three interprofessional primary
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Book Review: Civility, Free Speech, and Academic Freedom in Higher Education: Faculty on the Margins by R. Dutt-Ballerstadt & K. Bhattacharya Adult Educ. Q. (IF 1.804) Pub Date : 2024-02-20 Nisha Thapliyal
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Adult Refugees and Asylum Seekers in University Preparation Programs: Competing Identities and Multiple Transitions Manifested in Stigma Consciousness and Student Self-Identification Adult Educ. Q. (IF 1.804) Pub Date : 2024-02-13 Michael Grüttner, Stefanie Schröder, Jana Berg
Preparation for university studies is key to enabling adult refugees and asylum seekers to reestablish their educational and professional careers in the host country. While refugees’ transition to higher education (HE) is embedded in multiple transitions regarding social position, educational career, and migration, related identities may compete. We investigate how this is manifested in stigma consciousness
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The Transformation of Teachers’ Subjectivities in Swedish Municipal Adult Education: An Autoethnographic Perspective Adult Educ. Q. (IF 1.804) Pub Date : 2024-02-13 Nina Emilsson
Within the specific cultural and historical context of Swedish adult education, this article employs autoethnography to explore teachers’ complex experiences during the era of neoliberalism. Its aim is to illuminate teachers’ multifaceted realities within this dynamic and shed light on the diverse challenges and struggles they encounter. Drawing on personal experiences and Stephen Ball's conceptual
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An Evaluation of the Effectiveness of Vietnam's Vocational Training Project for Rural Laborers Adult Educ. Q. (IF 1.804) Pub Date : 2023-05-02 Chia Wei Tang, Hoai Than Nguyen
This study focused on evaluating the project on vocational training for rural laborers in Vietnam with respect to its effectiveness in employment creation and poverty reduction among rural laborers...
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We Had a Good Thing Going: The Rise, Fall, and Future of Vocational ESL in the United States Adult Educ. Q. (IF 1.804) Pub Date : 2023-04-26 Katherine Hardin
Vocational English as a Second Language (VESL) is a form of adult language education that teaches communicative skills in the context of preparing learners for a particular vocation. Despite their ...
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Attitudes Matter: Examining How Teaching Strategies for Attitudinal Change Help Adults Value Reflection and Calibrate Their Reflective Thinking Adult Educ. Q. (IF 1.804) Pub Date : 2023-03-22 Kevin M. Roessger
Developing adults’ reflective thinking habits is an aim of adult education, but the best way to do it has been overlooked. Common strategies communicate the skills and knowledge needed to reflect w...
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More than a Confessional Mo(ve)ment? #MeToo's Pedagogical Tensions Adult Educ. Q. (IF 1.804) Pub Date : 2022-10-27 Kaela Jubas
In this article, I explore the pedagogical function of #MeToo, highlighting what it might teach about gender-based mistreatment and mainstreamed feminism. I begin by reviewing linkages between adul...
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Governance of Publicly Financed Adult Education in England and Spain – A Comparison Adult Educ. Q. (IF 1.804) Pub Date : 2022-10-19 Anna Caroline Bernhardt, Katrin Kaufmann-Kuchta
International research on adult education systems reaches certain limitations when explaining differences between and within countries. Often, research within the multilevel system of adult educati...
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Adult Iranian English Language Learners’ Identity Work: An Exploration of Language Practices and Learner Identities Adult Educ. Q. (IF 1.804) Pub Date : 2022-09-27 Mehdi Moharami, Anne Keary, Alex Kostogriz
Iranian authorities view English language learning as a disturbing influence on national identity. They are concerned about its impact on learners’ identities. Despite the political concern, there ...
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A Cultural-Historical Analysis of Marsick and Watkins’ Informal and Incidental Learning Model Adult Educ. Q. (IF 1.804) Pub Date : 2022-09-15 Trisha Barefield, Aliki Nicolaides
This paper uses Vygotsky's cultural-historical development theory to examine the theoretical lineages that influenced Marsick and Watkins’ (1990) model of informal and incidental learning. After di...
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Adult Training as a Quality Factor in Work Trajectory: Positive Effects of Adult Training on Seniority and Ageing at Work Adult Educ. Q. (IF 1.804) Pub Date : 2022-08-24 Francesco Marcaletti, Tatiana Íñiguez-Berrozpe, Carmen Elboj-Saso, Emma Garavaglia
Adult training is a fundamental strategy for the improvement of workers’ skills and employability. However, as workers age and remain in the same company, the risk of losing motivation for learning...
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Adult Basic Education Under WIOA Title II Implementation: An Integrative Literature Review Adult Educ. Q. (IF 1.804) Pub Date : 2022-07-24 Alexis Cherewka, Esther Prins
Adult basic education (ABE) scholars, practitioners, and policymakers have long debated the purpose and outcomes of federal ABE policy. Although the current policy, the Workforce Innovation and Opp...
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Problem Solving and Formal, Nonformal, and Informal Learning of Russian Employees (Based on PIAAC Data)1 Adult Educ. Q. (IF 1.804) Pub Date : 2022-07-14 Ilya Korshunov, Sergei Lubnikov, Maxim Miroshnikov, Arkadii Tyunin
Using the PIAAC data, we show how exposure to various dimensions of nonformal and informal learning relates to the problem-solving capacity in a technology-rich environment for working adults. The ...
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Andragogy in Prison: Higher Education in Prison and the Tenets of Adult Education Adult Educ. Q. (IF 1.804) Pub Date : 2022-05-09 Patrick Filipe Conway
This article synthesizes literatures relating to the fields of andragogy and prison education. It is a key moment to reflect on teaching practices inside carceral settings. As Pell Grant availabili...
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Book Review: Professors in the gig economy: unionizing adjunct faculty in America by K. Tolley Adult Educ. Q. (IF 1.804) Pub Date : 2022-04-28 Mark Oromaner
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Book Review: Learning never ends… spaces of adult education: Central and eastern european perspectives by Szarota, Z., & Wojciechowska, Z. Adult Educ. Q. (IF 1.804) Pub Date : 2022-04-25 Susan M. Yelich Biniecki
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Book Review: Teaching and Learning about Family Literacy and Family Literacy Programs by Lynch, J. & Prins, E. Adult Educ. Q. (IF 1.804) Pub Date : 2022-04-25 Lyn Tett
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Book Review: Private world(s): gender and informal learning of adults, Vol. 3 by J. Ostrouch-Kamińska & C. Vieira Adult Educ. Q. (IF 1.804) Pub Date : 2022-04-25 Leona M. English
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Book Review: Infusing critical thinking into your course: A concrete practical approach by L. B. Nilson Adult Educ. Q. (IF 1.804) Pub Date : 2022-04-21 Thiri Soe
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Book Review: Re-visioning Education in Africa: Ubuntu-inspired Education for Humanity Takyi-Amoako, E. J., & Asie-Lumumba, N. T. Adult Educ. Q. (IF 1.804) Pub Date : 2022-04-21 Daphne W. Ntiri
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Book Review: A Leader’s Guide to Competency-based Education: From Inception to Implementation by Dodge, L., Long, C. S., & Bushway, D. J. Adult Educ. Q. (IF 1.804) Pub Date : 2022-04-18 Tyechia Veronica Paul
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Situated Learning and Transnational Labor Migration: The Case of Canada’s Seasonal Agricultural Worker Program Adult Educ. Q. (IF 1.804) Pub Date : 2022-04-18 J. Adam Perry
Grounded in an analysis of interviews with migrant farm workers in Canada, this article explores how learning in the everyday contexts of temporary transnational labor migration is implicated in both migrant identity formation and the social reproduction of an established and growing labor migration regime. The article focuses on thinking through how workers negotiate the intergenerational workplace
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Book Review: The Struggle for Citizenship Education in Egypt: (Re)Imagining Subjects and Citizens by Dorio, J. N., Abdou, E. D., & Moheyeldine, N. Adult Educ. Q. (IF 1.804) Pub Date : 2022-04-11 Nadim Mirshak
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Book Review: Women Workers’ Education, Life Narratives and Politics: Geographies, Histories, Pedagogies by Tamboukou, M. Adult Educ. Q. (IF 1.804) Pub Date : 2022-04-07 Pushpa Kumbhat
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Book Review: Judith Butler, Race and Education by Chadderton, C. Adult Educ. Q. (IF 1.804) Pub Date : 2022-03-08 Lorenzo Bowman
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Right Competence at the Right Time—but for Whom? Social Recruitment of Participants in an Expanding Higher Vocational Education Segment in Sweden (2005–2019) Adult Educ. Q. (IF 1.804) Pub Date : 2022-03-07 Rebecca Ye, Margarita Chudnovskaya, Erik Nylander
It is well established that participation in formal adult education varies by individual background characteristics. However, less attention has been paid to examining inequality in participation as a consequence of policy changes, such as educational expansion. This paper examines the process of tremendous expansion in Swedish Higher Vocational Education (HVE), a vocationally oriented postsecondary
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Learning and the Experience of Social, Civic, and Political Participation in Old Age Adult Educ. Q. (IF 1.804) Pub Date : 2022-02-15 Teresa Alves Martins, João Arriscado Nunes, Isabel Dias, Isabel Menezes
Despite the increase in life expectancy and the intensification of research with older populations, little is known about the relation between adult learning and engagement in social, civic, and political participation experiences. In this study, we interviewed 18 older adults involved in a diversity of contexts, from senior universities to civic associations or political organizations to explore whether
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Book Review: Preparing Adult English Learners to Write for College and the Workplace by K. Schaetzel, J. K. Peyton, & R. Ferncández Adult Educ. Q. (IF 1.804) Pub Date : 2022-02-14 Judy Danley
Preparing Adult English Learners to Write for College and the Workplace edited by Schaetzel, Peyton, and Fernández is written for teachers in adult education, college preparatory programs for English language learners at all levels, and for university instructors who are preparing practitioners to work with adult English learners. This book aims to guide teachers to prepare adult learners for effective
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Post-Truth as an Epistemic Crisis: The Need for Rationality, Autonomy, and Pluralism Adult Educ. Q. (IF 1.804) Pub Date : 2022-02-14 Tetyana Hoggan-Kloubert, Chad Hoggan
Contemporary society is experiencing an epistemic crisis, evidenced by such “post-truth” phenomena as “alternative facts.” Traditional notions related to knowledge and Truth have been under continual, partly justifiable, attack under the eclectic banner of postmodernism, and alternative epistemic foundations (essential for democracy to function) have not been provided. Drawing on the European and North
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Book Review: Prison Vocational Education and Policy in the United States: A Critical Perspective on Evidence-based Reform by A. J. Dick, W. Rich, & T. Waters Adult Educ. Q. (IF 1.804) Pub Date : 2022-02-10 Ajima Olaghere
Prison Vocational Education and Policy in the United States combines storytelling vignettes with the linearity of technical reporting. The authors share their lived experience evaluating vocational education programs in the California Department of Corrections and Rehabilitation (CDCR). Dick, Rich, and Waters present their thesis upfront in the first chapter. This is helpful as the reader can be witness
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Book Review: The Death of Human Capital: Its Failed Promise and How To Renew it in an Age of Disruption by Brown, P., Lauder, H., & Cheung, S. Y. Adult Educ. Q. (IF 1.804) Pub Date : 2022-02-10 Sara Carpenter
The discourse of “skills” has dominated educational policy for the last thirty years; soft skills, hard skills, transferable skills, marketable skills. I have found myself, many times, in the midst of bizarre moments where a university administrator or a funding agency has asked me to reframe a syllabus, a graduate degree, a community program, and even an extra curricular offering, in the language
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Book review: Every Person is a Philosopher: Lessons in Educational Emancipation from the Radical Teaching Life of Hal Adams by W. Ayers, C. Heller & J. Hurtig Adult Educ. Q. (IF 1.804) Pub Date : 2022-02-09 Joni Schwartz-Chaney
A disclosure—prior to reviewing this book, I did not know who Hal Adams (1939–2011) was. Now I do. I know his pedagogy, his vision, and his spirit (henceforth, he will be Hal as his work and life seem familiar). He calls me back to adult education before neoliberalism, and education as a commodity driven by market-based mechanisms.
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Book Review: Lean Semesters: How Higher Education Reproduces Inequity by S. M. Nzinga Adult Educ. Q. (IF 1.804) Pub Date : 2022-02-03 Avery M. D. Davis
It is easy to champion the corporatized university's long-celebrated banner as a beacon of progress and opportunity. In many ways, higher education has succeeded through social mobility and the public good. The United States has seen an uptick in adult learners at the graduate level and significant increases in terminal degrees earned for Blacks. Unfortunately, this has not translated into prestigious
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Scaling up and Crowding out: How German Adult Education Centers Adapted Course Offers to Refugee Integration Adult Educ. Q. (IF 1.804) Pub Date : 2021-12-29 Stephan L. Thomsen, Insa Weilage
Language skills are central to refugee integration and the availability of language courses could thus be a limiting factor. We explore how the most important provider of language courses in Germany, adult education centers (VHS), adapted their course supply to the refugee wave of 2015/2016. Our results highlight two channels through which the local environment can affect opportunities for participation
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Substance Use and Trauma Among Adult Education Students in the United States Adult Educ. Q. (IF 1.804) Pub Date : 2021-12-29 Brittany Miller-Roenigk, Michael Awad, Maria C. Crouch, Derrick M. Gordon
Adult basic education (ABE) programs in the United States serve millions of students annually to help them achieve high school equivalency, English proficiency, and other skills. These skills are necessary for upward mobility and competitiveness in the labor market, which is important for ABE students who are disproportionately affected by racial/ethnic disparities and poverty. Among learners who are
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Book Reviews: A Chance for Change: Head Start and Mississippi’s Black Freedom Struggle by C. R. Sanders Adult Educ. Q. (IF 1.804) Pub Date : 2021-12-21 Jo Hawkins-Jones
Crystal Sanders’ book, A Chance for Change, traces the experiences of the Child Development Group of Mississippi (CDGM) and their enduring struggle for educational freedom through the Head Start Program as a part of the War on Poverty. They started revolutionary Head Start programs throughout the state of Mississippi with the hope of “building a generation of self-supporting, self-confident people
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Book Reviews: Business Doing Good: Engaging Women and Elevating Communities by S. Deer & C. Miller Adult Educ. Q. (IF 1.804) Pub Date : 2021-12-10 Jill Zarestky
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Corruption-Driven Inequalities in Access to Adult Education Adult Educ. Q. (IF 1.804) Pub Date : 2021-11-19 Alexander Gerganov, Petya Ilieva-Trichkova, Pepka Boyadjieva
The article aims to show that taking into account diverse characteristics of the wider social environment is indispensable for a better understanding of participation in adult education (PAE). It explores the association of corruption as a macro factor with PAE, arguing for an integrated approach to PAE. By using two indexes for corruption at country level Corruption Perception Index and the Index
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Learning Through Academic Collaborations In/With the East: North American Adult Education Scholars’ Insights Adult Educ. Q. (IF 1.804) Pub Date : 2021-11-05 Qi Sun, Haijun Kang
Applying Culture and Appreciative Education lenses, this qualitative study, eliciting detailed descriptions, examines six North American adult and higher education scholars’ lived learning experiences and insights gained from their academic collaborations in and with the East. Our findings indicate that participants hold unique international collaboration experiences with commonalities. Most participants
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Transformative Authorship Through Critical Dialogue: Concepts, Theory, and Practice Adult Educ. Q. (IF 1.804) Pub Date : 2021-11-05 Anneli Sarja, Maarit Arvaja
This conceptual article deals with components and concepts of transformative learning, emphasizing the organization-level perspective on critical reflection. The discussion leans on the concept of transformative authorship and it is argued that it enables authoring processes through which professionals can recognize and recreate their routinized work practices. The aim of the research is to explore
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Interconnectedness of Adult Basic Education, Community-Based Participatory Research, and Transformative Learning Adult Educ. Q. (IF 1.804) Pub Date : 2021-10-19 Monika Kastner, Ricarda Motschilnig
This article argues for the beneficial interconnectedness of adult basic education as an educational practice, community-based participatory research as a methodological approach, and the framework of transformative learning, for exploring and theorizing about adult learning and education. It is elaborated that these three approaches are connected by shared core values that counter the dominant economistic
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Sociodemographic and Socioeconomic Characteristics, and Basic Skills of the Nonformal Distance Education Participants Among Adults in the US Adult Educ. Q. (IF 1.804) Pub Date : 2021-10-16 Takashi Yamashita, Jing Zhang, Na Sun, Phyllis A. Cummins
Despite increasing demand in distance education, relatively little is known about the demographic and socioeconomic characteristics as well as basic skill levels of adult distance education participants at the national level in the US. This study analyzed the US data from the 2012/2014 and 2017 Program for International Assessment of Adult Competencies (PIAAC) to identify baseline determinants of nonformal
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Age and Social Background as Predictors of Dropout in Second Chance Education in Germany Adult Educ. Q. (IF 1.804) Pub Date : 2021-10-14 Claudia Schuchart, Benjamin Schimke
Second chance education (SCE) has been established to offer adults the opportunity to catch up on higher qualifications, for instance the eligibility to study. SCE often suffers from high dropout rates, but little is known about the reasons. This article investigates whether dropout rates depend on family background and age, and if so, why. Data from 3278 students at an institution of SCE in Germany
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Accessibility of General Adult Education An Analysis of the Restructuring of Adult Education Governance in Denmark Adult Educ. Q. (IF 1.804) Pub Date : 2021-10-06 Annette Rasmussen, Elisabeth Lauridsen Lolle
The purpose of this paper is to examine how adult education institutions have developed in close connection with the Danish welfare state and how structural reforms since the 1990s have changed the institutional structure and impacted accessibility. This involves analyses of the main functions linked to the different types of adult education institutions (VUCs) in Denmark and their development in relation
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Book Reviews: Beyond Economic Interests: Critical Perspectives on Adult Literacy and Numeracy in a Globalized World by Yasukawa, K., & Black, S. Adult Educ. Q. (IF 1.804) Pub Date : 2021-10-05 Alisa Belzer
more mindful of their practitioner audience. The two new chapters likely represent critical additions to this edition. As key concepts in adult education practice, diversity and inclusion ought to be discussed in any book which aspires to be a primer in the field, because, as stated in the book, “the field of adult education can play a major role in promoting human freedoms” and should appreciate,
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Book Review: Transformational Learning in Community Colleges: Charting a Course for Academic and Personal Success by Hoggan, C. D., & Browning, B. Adult Educ. Q. (IF 1.804) Pub Date : 2021-10-05 Sarah M. Ray
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Adult Education at Biological Field Stations: Building Capacity for Science Learning Adult Educ. Q. (IF 1.804) Pub Date : 2021-10-04 Jill Zarestky, Lauren Vilen, Rachel A. Short, Rhonda Struminger, A. Michelle Lawing
An understanding of science concepts is important for living in modern society. Supporting adults’ science learning can be particularly challenging because most adults no longer attend formal educational institutions where access and opportunities are facilitated by teachers and school-sponsored programs. Biological field stations (BFSs) are a newly recognized educational venue that hold considerable
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Book Review: The adult learner: The definitive classic in adult education and human resource development by M. S. Knowles, E. F. Holton III, R. A. Swanson, & P. A. Robinson Adult Educ. Q. (IF 1.804) Pub Date : 2021-09-20 Maja Stojanovic´
The 2020 publication of The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development by Knowles, Holton, Swanson, and Robinson is the ninth edition of a 1973 book by Malcolm S. Knowles, The Adult Learner: A Neglected Species. Although the foundational idea and concepts have remained, expectedly, much has changed since the first edition of the book. This review will address
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Teacher Effectiveness in Adult Education: The Relationship Between Teacher Characteristics and Student Test Gains and Transitions Into Postsecondary Education Adult Educ. Q. (IF 1.804) Pub Date : 2021-09-17 Michelle Yin, Stephanie Cronen, Larry Condelli, Burhan Ogut
The federal adult education program serves over 2 million eligible adults who seek basic literacy and English language skills. Using administrative student-level panel data, this study provides the very first assessment of the relationships between adult education teacher characteristics and student achievement using hierarchical linear modeling design. Results show that students in classes with teachers
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“We Can’t Wait Anymore”: Young Professionals Engaging in Education for Sustainability Adult Educ. Q. (IF 1.804) Pub Date : 2021-09-15 Wendy Griswold
Sustainability-minded young professionals are needed to facilitate movement toward a sustainable planet. Their development has largely been left to Higher Education Institutions charged with equipping future generations of professionals to address current and future intractable problems, with limited research on how they perform in these important roles upon entering professional careers. This study
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Training Pathways for Adult Learning Professionals in Higher Education: Case of Hungary and Serbia Adult Educ. Q. (IF 1.804) Pub Date : 2021-08-05 Viktória Beszédes
The topic of the professionalization of adult education is receiving a great deal of attention worldwide. This is justified because the competencies among adult learning professionals have a significant impact on the effectiveness of adult learning. The professional preparedness of adult learning practitioners is therefore a basic condition for the high-quality realization of the adult learning process
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Too Much Grit to Quit? An Examination of Grit in Two Separate Within-Institution Contexts Adult Educ. Q. (IF 1.804) Pub Date : 2021-08-03 William Hamilton
Although the grit narrative—the idea that individual success is as much a product of passion and perseverance as it is a result of intelligence and talent—has captured the public’s imagination, much of the empirical literature has focused almost exclusively on traditional-age college students attending more selective residential universities. The current investigation leveraged two distinct samples
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Alley or Autobahn? Assessing 50 Years of the Andragogical Project Adult Educ. Q. (IF 1.804) Pub Date : 2021-07-07 Ralf St. Clair, Bernd Käpplinger
Fifty years after the publication of “The Modern Practice of Adult Education,” andragogy has significant presence in English-language adult education and related fields. This article takes stock of the development of this mid-century intellectual project. The context of mid-century adult education in North America is described, and the rhizomatic relationship with previous instances of the idea is
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Risk of Job Automation and Participation in Adult Education and Training: Do Welfare Regimes Matter? Adult Educ. Q. (IF 1.804) Pub Date : 2021-07-01 Alexandra Ioannidou, Andrea Parma
This study explores the relation between risk of job automation and participation in adult education and training (AET) and examines variation in that relation across welfare regimes distinguishing between situational and institutional barriers. Using microdata of PIAAC, we analyze participation in formal or nonformal AET for job-related reasons in relation to the risk of automation of the respondents’
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Assessing the Effects of the COVID-19 Pandemic on Nontraditional Students’ Mental Health and Well-Being Adult Educ. Q. (IF 1.804) Pub Date : 2021-06-24 Stephanie J. Babb, Katrina A. Rufino, Ruth M. Johnson
The current study sought to measure how the COVID-19 pandemic affected the mental health and well-being of college students, particularly nontraditional students. Participants (n = 321) completed a series of surveys assessing their level of depression, anxiety, sleep disturbances, insomnia, and well-being. Participants also indicated their nontraditional student characteristics, level of resilience
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University Lifelong Learning Programs and Perceived Employability: The Case of Aristotle University of Thessaloniki Adult Educ. Q. (IF 1.804) Pub Date : 2021-06-10 Sofia Saridaki, Ioanna Papavassiliou-Alexiou
This qualitative research explores the impact of university lifelong learning programs on the participants’ perceived employability by examining six training programs implemented by the Lifelong Learning Center of Aristotle University of Thessaloniki. The grounded theory approach was used throughout the research. After a set of data were gathered through face-to-face interviews with the programs’ directors
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How Do the Timing and Duration of Courses Affect Participation in Adult Learning and Education? A Panel Analysis Adult Educ. Q. (IF 1.804) Pub Date : 2021-06-09 Fabian Rüter, Andreas Martin
Participation in adult learning and education requires the availability of, and accessibility to, learning opportunities provided by educational institutions. One fundamental element is time. Adult learning and education participation can only be realized by successfully matching individual time-availabilities with the temporal organization of provided courses. To address this required matching process