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Articles 91 - 120 of 2024
Full-Text Articles in Education
Moving From Warrior To Guardian: Informal Learning In Police And Community Relations, Kyle Znamenak, Catherine A. Hansman
Moving From Warrior To Guardian: Informal Learning In Police And Community Relations, Kyle Znamenak, Catherine A. Hansman
Adult Education Research Conference
This qualitative research explores the informal learning experiences of police officers that contributes to patrol officers' learning, knowledge, and skills in developing and sustaining community relations within urban contexts.
Foucauldian Discourse Analysis Of Bullying Power Dynamics In Higher Education, Essie-Elizabeth Pippins, Esther Pippins
Foucauldian Discourse Analysis Of Bullying Power Dynamics In Higher Education, Essie-Elizabeth Pippins, Esther Pippins
Adult Education Research Conference
This study utilizes Foucauldian discourse analysis to examine how tenured faculty members and adjunct instructors experience bullying through language and micro-aggressive behaviors, a particular focus on gender bullying.
Workplace Injustice: Catalyzing Organizational Change For African American Women In Academia, Abbie Salcedo, Jeremy Bohonos
Workplace Injustice: Catalyzing Organizational Change For African American Women In Academia, Abbie Salcedo, Jeremy Bohonos
Adult Education Research Conference
Following George Floyd's death, few studies have examined the effectiveness of Diversity and Inclusion programs. This article will examine the impact of racial workplace injustice among African American women faculty.
Science Café As A Gateway For Adult Learning: A Brief Systematic Literature Review, Chynar Amanova
Science Café As A Gateway For Adult Learning: A Brief Systematic Literature Review, Chynar Amanova
Adult Education Research Conference
This paper provided a review of the studies on science cafés with the purpose of drawing attention of higher education practitioners to the importance of cafés in educating adult population.
Ethical Challenges Of Artificial Intelligence Text Generators, Robin Yap, Edward Perry
Ethical Challenges Of Artificial Intelligence Text Generators, Robin Yap, Edward Perry
Adult Education Research Conference
AI-text generators thrust academia into an evaluation of the standards of student performance. New technology created new barriers but also potential opportunities to re-evaluate academic excellence. Greater alignment is needed to address our new classroom reality.
Where In The World? Adult Educator Learning And Professional Development Leading Study Abroad Programs, Joellen E. Coryell, Cheri Hatcher
Where In The World? Adult Educator Learning And Professional Development Leading Study Abroad Programs, Joellen E. Coryell, Cheri Hatcher
Adult Education Research Conference
In this summary of on-going research, we discuss our investigation about adult educator motivations and professional development to lead study abroad programs for adults.
Youth And Adult Education In The Context Of Student Movements: The Cases Of Egypt, Puerto Rico, And Chile, Maria A. Vetter, Mai Atta, Kamil M. Gerónimo-López, Javier M. Campos-Martínez, John D. Holst
Youth And Adult Education In The Context Of Student Movements: The Cases Of Egypt, Puerto Rico, And Chile, Maria A. Vetter, Mai Atta, Kamil M. Gerónimo-López, Javier M. Campos-Martínez, John D. Holst
Adult Education Research Conference
Participants of the student movements in Egypt, Puerto Rico, and Chile present on their experiential learning in the context of the social movements that took place between 2005 and 2019.
Human Flourishing And Adult Education, Davin J. Carr-Chellman, Michael Kroth, Carol Rogers-Shaw
Human Flourishing And Adult Education, Davin J. Carr-Chellman, Michael Kroth, Carol Rogers-Shaw
Adult Education Research Conference
Human flourishing, a goal of adult education, is grounded in a capabilities approach and focuses on community and justice based endeavors that generate meaning and contribute to well-being.
Recommendations For A Successful Implementation Of Guided Pathways Model In North Carolina Community Colleges, Somanita Kheang, Sarah Deal, Keith Street Robinson
Recommendations For A Successful Implementation Of Guided Pathways Model In North Carolina Community Colleges, Somanita Kheang, Sarah Deal, Keith Street Robinson
Adult Education Research Conference
This research aims to study challenges of implementing Guided Pathways model in 17 North Carolina community colleges. The findings indicated that most colleges struggled with implementing programs for student success.
End-Of-Life Caregivers And Profound Learning: A Grounded Theory Study, Davin J. Carr-Chellman, Michael Kroth, Donna Daniels, Corinne Brion, Lori Manzanares
End-Of-Life Caregivers And Profound Learning: A Grounded Theory Study, Davin J. Carr-Chellman, Michael Kroth, Donna Daniels, Corinne Brion, Lori Manzanares
Adult Education Research Conference
This study developed a deeper understanding of profound learning as experienced by volunteer end-of-life caregivers. This paper shares preliminary results of the study, including the following findings: Kinds of Knowledges; Tools; Engages the Human Condition; Relational.
Reconsidering Culture In Research: Attracting And Retaining Culturally Diverse Research Participants, Cheri L. Hatcher
Reconsidering Culture In Research: Attracting And Retaining Culturally Diverse Research Participants, Cheri L. Hatcher
Adult Education Research Conference
The U.S. Census projects that by 2060, minorities will comprise 60 percent of the population, presenting challenges to researchers using human subjects with widening cultural, gender, identity, and disability characteristics.
The Determinants Of Adult Education And Training Participation In The Us: A Machine Learning Approach, Chang Sung Jang, Junghwa Choi, Romit Maulik, Doo Hun Lim
The Determinants Of Adult Education And Training Participation In The Us: A Machine Learning Approach, Chang Sung Jang, Junghwa Choi, Romit Maulik, Doo Hun Lim
Adult Education Research Conference
This study aims to explore the determinants of adult education and training (AET) participation of working adults. Through random forest analysis, we discovered important factors contributing to AET participation.
China’S International Aid To Adult Education, Jiang Xiaoying
China’S International Aid To Adult Education, Jiang Xiaoying
Adult Education Research Conference
International aid or foreign aid has contributed significantly to world development since the end of World War II. Education is regarded as an indispensable component of international aid strategies. China was once a recipient of international aid. China has also been committed to assisting other countries consistently in decades. The unique role of China as both the donor and the recipient country attract worldwide interest in understanding China’s international aid strategy and how it differs from that of Western countries. This study employs document analysis based on the existing literature, government reports, and state leaders’ speeches from a historical perspective. …
Practicing Ethical Research To Empower Sexual Assault Survivors In Higher Education: An International Perspective, Amber L. Giffin, Mitsunori Misawa
Practicing Ethical Research To Empower Sexual Assault Survivors In Higher Education: An International Perspective, Amber L. Giffin, Mitsunori Misawa
Adult Education Research Conference
Sexual violence is a major global health concern and sociocultural issue (World Health Organization, 2021), with around one-third of sexual assault survivors developing mental health issues (Carey et al., 2018). However, there is a dearth in research about sexual assault survivors in higher education. Therefore, this paper will explore how researchers can ethically empower sexual assault survivors through research processes in higher education. The questions guiding this study are: 1) What are the current strategies used by researchers to ethically empower sexual assault survivors in higher education? 2) How do researchers employ these strategies in practice?
Towards A Political Economy Of Adult Education And Globalization: Theoretical Insights For Confronting Wicked Problems In Global Times, John D. Holst
Towards A Political Economy Of Adult Education And Globalization: Theoretical Insights For Confronting Wicked Problems In Global Times, John D. Holst
Adult Education Research Conference
Our global times are defined and profoundly shaped by globalization. As adult educators, we need theory to help explain the nature of and paths forward from the devastating social, political, and cultural impacts of globalization. Moreover, when we consider the field beyond academia and include social movement-based adult educators, it is important to understand that not only do we need theory, but some of the best theory we need is developed by social movement-based adult educators. This cross-disciplinary theoretical inquiry presents a political economic framework for understanding adult education and globalization that draws on academic and social movement-based theory.
Learning About Covid-19: Sources, Trustworthiness, And Beliefs, Lisa M. Baumgartner, Joanna Ellis, Kris Hollingsworth, Courtney Peebles
Learning About Covid-19: Sources, Trustworthiness, And Beliefs, Lisa M. Baumgartner, Joanna Ellis, Kris Hollingsworth, Courtney Peebles
Adult Education Research Conference
The purpose of this session will be to briefly review our study results concerning participants’ self-directed learning and beliefs about COVID-19. Second, we discuss challenges in educating individuals about COVID-19.
Transformative Learning Theory, A Theory In Progress? Thoughts From A Habermasian Perspective, Saskia Eschenbacher
Transformative Learning Theory, A Theory In Progress? Thoughts From A Habermasian Perspective, Saskia Eschenbacher
Adult Education Research Conference
Mezirow borrows heavily from Habermas utilizing core concepts of his theory. However, this activity has serious shortcomings. This paper explores these shortcomings and contributes to the further development of the theory of transformative learning (TL). This paper focuses on three philosophical aspects of transformation theory. I (1) underline inaccuracies and misunderstandings of Habermas' ideas utilized by Mezirow. It will (2) identify theoretical shortcomings and problems in the work of Habermas transposed onto Mezirow's theory of transformative learning. And (3) finally I argue for a way forward for the theory of transformative learning to become a theory in progress.
Implementing Theory Of Planned Behavior In Health Profession Education In Ghana, Linda D. Caples
Implementing Theory Of Planned Behavior In Health Profession Education In Ghana, Linda D. Caples
Adult Education Research Conference
The process of clinical knowledge translation contributes to clinical decision-making along with interactions with other healthcare professionals, their patients, and the communities they serve. Clinical practice guidelines, patient care experience, and continuing medical education are some of the components that contribute to clinical knowledge translation. The knowledge and interactions help inform a physician’s salient beliefs. Thus, the use of the Theory of Planned Behavior (TPB) facilitates research into how background factors which include knowledge and interactions influence behavioral, normative, and control beliefs and in turn, how those beliefs influence intention and ultimately, physician clinical practice behavior.
Theorizing Embodied, Collective And Societal Learning Through Prefigurative Social Movements, Margaret L. Cain, Jennifer Kushner, Cassidy Thomas
Theorizing Embodied, Collective And Societal Learning Through Prefigurative Social Movements, Margaret L. Cain, Jennifer Kushner, Cassidy Thomas
Adult Education Research Conference
This paper theorizes adult learning as a multi-leveled, emergent process of interactions between individuals, groups, and societal systems. We theorize from the context of prefigurative social movements that are enacting values of direct democracy, solidarity economics, and equity. We analyze Occupy encampments as sites in which individuals, movement groups, and society learn as complex adaptive systems. The theorizing of these learning processes has implications for adult education theory, research, and practice.
Continuing And Community Education As Engaged Learning, Wendy M. Green, Catherine Hansman, Nancy M. Prattt, Marius Boboc
Continuing And Community Education As Engaged Learning, Wendy M. Green, Catherine Hansman, Nancy M. Prattt, Marius Boboc
Adult Education Research Conference
CPE providers focus on understanding learning needs, designing and providing educational offerings, and evaluating programs. Cervero and Daly believe these decisions are made within the contested spaces of the social, professional, institutional, and educational systems; however, CPE continues to focus on the needs of the workplace and economic demands. We argue for a re-framing of how CPE is conceptualized and situated within the realm of adult learning and development specific to higher education institutions which engage in the endeavor, proposing the Community Transformation Model for Continuing and Extended Education to address neo-liberalism bias.
The Power Of The Mindbody: Collective Somatic Learning In Community Organizing Groups, Jessica Roadman
The Power Of The Mindbody: Collective Somatic Learning In Community Organizing Groups, Jessica Roadman
Adult Education Research Conference
Embodiment theory posits that learning is not limited to the cognitive functions of the brain, but is the adaptation resulting from multi-system responses to inputs. Somatics offers techniques for increased awareness of response mechanisms, which allows for more controlled self-regulation. This paper explores the benefits of engaging in somatic practicing as a tool for individual grounding catalysed for change in the context of the organizing group the Powerful Moms Who Care. It focuses on the emergence of connected activism through trauma processing, gaining body autonomy, and unconstrained visioning of the future as a result of integrating somatic practices.
A Qualitative Meta-Synthesis For A Theory Of Interfaith/Interreligious Learning Through Dialogue, Elizabeth M. Pope, Nadira K. Charaniya, Jane West Walsh
A Qualitative Meta-Synthesis For A Theory Of Interfaith/Interreligious Learning Through Dialogue, Elizabeth M. Pope, Nadira K. Charaniya, Jane West Walsh
Adult Education Research Conference
Interfaith/interreligious (IF/IR) dialogue offers a context through which individuals within various religious communities can learn from and with each other. There are unique aspects to this learning environment. First, learning through conversation. Second, learning through conversation about a difficult topic. And third, learning from and with a religious other. To best understand what learning through IF/IR dialogue is, researchers would benefit from a nuanced understanding of the complexities of the learning environment and the participants within it. In this qualitative meta-synthesis, we examine current research on IF/IR dialogue to outline a theory of dialogical IF/IR learning.
Exploring Issues Of Power In Formal Mentoring Programs, Jeremy W. Bohonos, Sunny L. Munn, Tonette S. Rocco, Schane D. Coker, Myrian Herlle, Mikki L. Johnson
Exploring Issues Of Power In Formal Mentoring Programs, Jeremy W. Bohonos, Sunny L. Munn, Tonette S. Rocco, Schane D. Coker, Myrian Herlle, Mikki L. Johnson
Adult Education Research Conference
The purpose of this project is to explore how power manifests within mentoring relationships that purport to reduce power distances and move away from traditional hierarchical models of mentoring towards reciprocal methods of mentorship. The roundtable will be a discussion of how power presents and can be proactively addressed in mentoring relationships.
Strengthening Adult Literacy Through Creative Writing, Elizabeth Santiago
Strengthening Adult Literacy Through Creative Writing, Elizabeth Santiago
Adult Education Research Conference
This Roundtable will discuss a qualitative study that investigated how creative writing strengthens and deepens the literacy skills of adults. Specifically, the study explores two sub-questions: How can creative writing processes support students’ achievement of personal and/or academic goals? How does a curricular focus on individual storytelling build literacy confidence and/or student agency? Data include: pre- and post-surveys, pre- and post-interviews, curriculum design based on best practices in writing instruction and adult learning, and student writing. The study suggests that creative writing is a viable and effective tool to promote literacy acquisition, build student voice, and support student-centred learning.
The Unintended Consequences Of Good Intentions, Debra Tavaras
The Unintended Consequences Of Good Intentions, Debra Tavaras
Adult Education Research Conference
Adult education programs encourage adults to attend college after they receive their GED, yet the programs do not prepare them for the transition or on how to be successful. Colleges and adult education programs do not give enough attention to the challenges and barriers the adult learner faces. Programs assume that adult learners know how to balance the rigour of college and their other responsibilities. After all they are adults. Yet, studies have shown that 77% of GED graduates who attend community and technical colleges withdrew at the end of the first semester.
Writing And Publishing For Early Career Academics, Sunny L. Munn, Jill Zarestky, Jeremy Bohonos, Joshua Collins, Tonette Rocco
Writing And Publishing For Early Career Academics, Sunny L. Munn, Jill Zarestky, Jeremy Bohonos, Joshua Collins, Tonette Rocco
Adult Education Research Conference
This panel will describe strategies to help early career academics prepare a first publication and develop a research agenda. This interactive session provides graduate students and early career scholars with an overview of the types of papers frequently found in academic journals, and shares approaches to writing for both peer-reviewed and non-peer-reviewed sections. The panel includes engaging participants in discussion around current research topics, drafting a manuscript, and building and executing a research agenda. The strategies and insights we share will be particularly useful to those wanting to understand the academic publishing process more thoroughly.
Was It A Dream Or Nightmare? A Narrative Exploration Of Adult Refugee Learners’ Experiences In A Community College, Patricia J. Higgins, Mitsunori Misawa
Was It A Dream Or Nightmare? A Narrative Exploration Of Adult Refugee Learners’ Experiences In A Community College, Patricia J. Higgins, Mitsunori Misawa
Adult Education Research Conference
Refugees enter the United States seeking a safe place to rebuild their lives after surviving life-threatening situations. In this journey, education is seen as a bridge from instability to self-sufficiency. The purpose of this narrative inquiry was to better understand the experiences of adult refugee learners as they navigate higher education in the United States. The research questions were: How do adult refugee learners’ prior life experiences influence the transition to higher education? How does the intersection of ethnicity and immigration status influence the higher education experience? and What strategies do adult refugee learners employ to navigate higher education?
Prior Learning Assessment: Systematic Review Of Academic Literature, Catherine A. Cherrstrom,, Carrie J. Boden, Todd Sherron, Lindsey Wilson
Prior Learning Assessment: Systematic Review Of Academic Literature, Catherine A. Cherrstrom,, Carrie J. Boden, Todd Sherron, Lindsey Wilson
Adult Education Research Conference
Many argue a college degree is more important than ever and required for many occupations. However, pursuing one requires time and money. Prior learning assessment (PLA) offers one solution to overcome such barriers by documenting outside learning through competency portfolios or assessment testing to receive academic credit. The purpose of this systematic literature review was to examine the academic literature related to PLA within the United States. The review searched 669 databases, across 72 disciplines/fields, and yielded 47 peer-reviewed journal articles, published in 14 journals, during the last decade. Findings included six major themes with implications for adult education theory …
Transformative Listening Across Global Contexts: Fostering Authentic Connection To Self, Other And Community, Laurie Anderson Sathe, Tes Cotter Zakrzewski, Alessandra Romano, Anne-Liisa Longmore, Deborah J. Kramlich
Transformative Listening Across Global Contexts: Fostering Authentic Connection To Self, Other And Community, Laurie Anderson Sathe, Tes Cotter Zakrzewski, Alessandra Romano, Anne-Liisa Longmore, Deborah J. Kramlich
Adult Education Research Conference
As a group of global scholars, we see authentic listening, with its focus on attention and presence, as crucial to the formation of trust, connection, and the facilitation of learning. We co-created the Transformative Listening Collaborative and a Transformative Listening Protocol (the Protocol) as a means to increase awareness of the importance of authentic listening as a transformative component of learning through story. The Protocol is intended to improve listening skills, foster deep sense-making, and generate contextually situated spaces in which participants may connect with another, understand another, and/or learn more deeply about oneself.
Disability Matters: Ideia, Section 504, And Ada: What Do These Acts Mean For African American Learners Who Experience Intellectual Disabilities? A Critical Literature Review, Marketa President, Elice E. Rogers, Jonathan E. Messemer
Disability Matters: Ideia, Section 504, And Ada: What Do These Acts Mean For African American Learners Who Experience Intellectual Disabilities? A Critical Literature Review, Marketa President, Elice E. Rogers, Jonathan E. Messemer
Adult Education Research Conference
Adult learners with an intellectual disability have legal protections to access post-secondary learning and vocational opportunities. As individuals strive to maximize potential in the disability space, do cultural barriers of racism disrupt the potential for African American adult learners with intellectual disabilities? One implicit assumption is that race and social status affect advocacy efforts for learners during K-12 experiences, and the adult learners’ ability to self-advocate.