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  Subjects -> EDUCATION (Total: 1763 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1475 journals)
    - HIGHER EDUCATION (118 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1475 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 1)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 59)
Academic Psychiatry     Full-text available via subscription   (Followers: 23)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 58)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 52)
Accounting & Finance     Hybrid Journal   (Followers: 47)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 17)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 5)
Across the Disciplines     Open Access   (Followers: 8)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 59)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 40)
Action Research     Hybrid Journal   (Followers: 44)
Active Learning in Higher Education     Hybrid Journal   (Followers: 300)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 12)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 157)
Adult Education Quarterly     Hybrid Journal   (Followers: 149)
Advanced Education     Open Access   (Followers: 7)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 6)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 20)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 13)
American Educational Research Journal     Hybrid Journal   (Followers: 156)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 29)
American Journal of Education     Full-text available via subscription   (Followers: 174)
American Journal of Educational Research     Open Access   (Followers: 60)
American Journal of Health Education     Hybrid Journal   (Followers: 30)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 2)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 14)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 34)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 15)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 19)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 133)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 39)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 18)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 7)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 22)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 13)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 33)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 406)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 3)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 3)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 203)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 6)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 4)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 41)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 175)
British Journal of Educational Studies     Hybrid Journal   (Followers: 145)
British Journal of Educational Technology     Hybrid Journal   (Followers: 128)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 50)
British Journal of Special Education     Hybrid Journal   (Followers: 45)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 96)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 9)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 8)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 24)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 15)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 20)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 15)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 29)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 17)
Children's Literature in Education     Hybrid Journal   (Followers: 9)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 2)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 13)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 20)
Communication Methods and Measures     Hybrid Journal   (Followers: 12)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 9)
Community College Review     Hybrid Journal   (Followers: 8)
Community Development     Hybrid Journal   (Followers: 19)
Community Literacy Journal     Partially Free   (Followers: 3)
Comparative Education     Hybrid Journal   (Followers: 31)
Comparative Education Review     Full-text available via subscription   (Followers: 34)
Comparative Professional Pedagogy     Open Access   (Followers: 3)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 20)

        1 2 3 4 5 6 7 8 | Last

Journal Cover Australian Journal of Adult Learning
  [SJR: 0.159]   [H-I: 7]   [13 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1443-1394
   Published by RMIT Publishing Homepage  [402 journals]
  • Volume 56 Issue 3 - The meanings of learning as described by polish
           migrant bloggers
    • Abstract: Popow, Monika
      This paper addresses the meanings given to learning by Polish migrant bloggers. It presents the result of an analysis of ten blogs, written by Poles living abroad. The blogs under analysis were chosen on the basis of random sample. The analysed material was categorised by recurring themes, which included: learning in Poland, language acquisition, formal education, learning about the new culture, discovering the social norms of the host society and seeing immigration as an all-round learning experience. Four types of meanings given by authors were distinguished: migration as learning experience, learning as effort which deserves a reward, learning as a change, and learning as adapting to multiculturalism. The meanings were analysed according to the principles of critical discourse analysis. The paper discusses how the meanings given by authors are linked to a broad socio-cultural context. It analyses also the impact of learning into identity creation processes.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - A farmer becomes a social pedagogue: A psycho-societal
           approach
    • Abstract: Mellon, Karsten
      In Denmark various non-traditional students are mature-age students who already have some kind of a vocational background. When applying to do a professional degree, most of them fall outside the traditional admission requirements, which is why individual assessment of applicants is necessary for bachelor programmes. This article examines the case of a woman named Amy, a mature, non-traditional university college student who becomes a social pedagogue. Because of severe allergies, Amy had to quit her job as a farmer and began to study to become a social pedagogue. Becoming a social pedagogue is a tremendously complex process that involves taking on a new professional identity and acquiring new skills. In order to ascertain the extent of this complexity, this article uses a psycho-societal approach derived from a Danish/German life history research approach. This article offers a brief presentation of the theoretical and methodological framework applied before analysing the process Amy undergoes to become a social pedagogue. The analysis demonstrates that this type of significant career change is demanding and, for Amy, filled with feelings of ambivalence and defensiveness.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Call for papers for AJAL special issue (November 2017)
           getting of Wisdom - learning in later life
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - AJAL reviewers in 2016
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Group work oral participation: Examining Korean
           students' adjustment process in a US university
    • Abstract: Kim, Jung Yin
      This study examines, from a sociocultural perspective, the factors that explain why a group of seven Korean students attending an undergraduate business program in a US university are initially labelled as silent participants when first engaging in group work, and how these factors impacted the students' overall adjustment process. Data came from in-depth interviews and group work observations. 'Discourse system' is used to categorise how they adapt over the course of a semester, with changes in expressing ideas, holding ground, and self-autonomy. The study showed that while various factors, including the students' English language proficiency, differences in sociocultural values and educational practices, and group work environment were intertwined and informed their group work adjustment process, differences in sociocultural values and educational practices played the most important role in their adjustment process. Regardless of their length of stay in the US, gender, and individual differences, all of the students felt challenged in the initial stages of participation in group work. The findings suggest pedagogical implications for promoting oral participation of Asian international students, especially Korean students, when they first commence in group work.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Contemporary constructivist practices in higher
           education settings and academic motivational factors
    • Abstract: Alt, Dorit
      This study was aimed at assessing the relationships between college students' pre-entry factors, self-efficacy and motivation for learning, and the perceived constructivist learning in traditional lecture-based courses and seminars (SM). The study included 411 undergraduate third-year college students. Several scales were administered to the participants: The Constructivist Learning in Higher Education Settings scale (CLHES) aimed at measuring students' perceptions of occurrences of contemporary constructivist practices in learning environments, along three dimensions: constructive activity, teacher-student interaction and social activity; the Academic Motivation Scale - College (CEGEP); and the Motivated Strategies for Learning Questionnaire (MSLQ). Regression analysis main results showed that the constructive activity and teacher- student interaction factors were positively correlated. The teacher- student interaction variable was highly effective in enhancing intrinsic motivation for learning which in turn, contributed primarily to academic self-efficacy. The motivational factors were not solely affected by the learning environment perception but were also informed, to some extent, by several pre-entry factors.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Emotional highs in adult experiential learning
    • Abstract: Zeivots, Sandris
      Despite knowing that positive emotional experiences tend to be beneficial for adult learning, our incomplete understanding of the emotional system rarely allows us to incorporate emotion adequately in real learning situations. The experience of emotional highs, as observed in adult experiential learning courses, has been selected as the phenomenon of the study. This paper is concerned with developing a more sophisticated understanding of the phenomenon by studying the lived experience of emotional highs. Hermeneutic phenomenology has been selected as a suitable approach. This approach examines the lived state of emotional highs as well as recognises how adult learners make sense of these experiences. The lived experiences of 15 Australian adult learners were examined. Learners participated in one of three 4-8 day adult experiential learning courses, including two Outward Bound courses. The courses were held half indoors and half outdoors. Learners reflected and made sense of their lived experience through surveys and semi-structured interviews. As a result, a sophisticated definition of emotional highs is proposed.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Notes for intending contributors
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Beyond economic interests: Critical perspectives on
           adult literacy and numeracy in a globalised world [Book Review]
    • Abstract: Castleton, Geraldine
      Review(s) of: Beyond economic interests: Critical perspectives on adult literacy and numeracy in a globalised world, by Keiko Yasukawa and Stephen Black (eds.), Sense Publishers, The Netherlands, 2016, 237 pages.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Is society capable of learning': Beyond a
           metaphysical foundation
    • Abstract: Su, Ya-hui
      There is an assumption that any contemporary society should become a learning society to maintain stability in the face of change. Although proponents and policymakers take for granted that a society has the ability to learn, can this idea be defended' There is a problem in determining exactly what is meant by a learning society that learns. One response concerning whether a society has the ability to learn is negative, arguing that society lacks agency. In this article, I argue that society has the ability to learn by demonstrating how the negative position is untenable; I also show how the positive position is possible when the idea that a society has the ability to learn assumes a new meaning based on the view that a society is composed of individuals. I present Habermas' view that society can be a learning mechanism on its own, yet I argue that social agency has a distinctive character on its own but not a distinctive character on its own behalf. We need not build a metaphysical foundation, which claims that society can be a learning mechanism on its own in a way that extends beyond the efforts of individuals to construct a self-image.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Reasons for the slow completion of Masters and
           Doctoral degrees by adult learners in a South African township
    • Abstract: Motseke, Masilonyana
      The aim of the study was to investigate the reasons why adult learners took longer than required to complete their Master's and Doctoral degrees. A questionnaire and focus group interviews were used to collect data. Twenty adult learners who registered for the Master's and Doctoral degrees at one township campus of a university were targeted, and 16 responded. All 16 participants lived in the townships, and obtained their primary, secondary and tertiary education from the township schools. It was found that the lack of computer skills, poor research skills, inadequate access to the internet, stress, supervision problems, as well as employer's workload contributed enormously to the adult learners' inability to complete their studies within the prescribed period. The study also highlighted the impact of apartheid education on adult learners at postgraduate level. The apartheid education system, which was characterised by poor education provision, played a major role in the slow completion of Masters and Doctoral degrees by the African adult learners. It is recommended that African adult learners who enroll for Masters or Doctoral degrees should do training in research approaches, computer skills, information search and stress management prior to their study. The study duration for both the Masters and Doctoral degrees also need to be reviewed, especially for adult learners or students who obtained their education from the township schools.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - Call for papers for AJAL special issue (November 2017)
           getting of Wisdom - learning in later life
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - From the Editor's Desk
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - University Transition Challenges for first year
           domestic CALD students from refugee backgrounds: A case study from an
           Australian Regional University
    • Abstract: Kong, Eric; Harmsworth, Sarah; Rajaeian, Mohammad Mehdi; Parkes, Geoffrey; Bishop, Sue; AlMansouri, Bassim; Lawrence, Jill
      Culturally and linguistically diverse (CALD) is used broadly and inclusively to describe communities with diverse language, ethnic background, nationality, dress, traditions, food, societal structures, art and religion characteristics. Domestic CALD people are either refugees or voluntary migrants and have obtained permanent residency or citizenship. This paper identifies the key issues, challenges and needs of first year domestic CALD students from refugee backgrounds at a multi-campus regional university in Queensland, Australia. The term refugee background is used in the paper as the students are no longer refugees having successfully transitioned from refugee status to being permanent residents. Qualitative data was collected through one-on-one semi-structured interviews and focus groups with domestic CALD students from refugee backgrounds, and from key informants including teaching, administrative, and senior management staff members. Other than language and differences in education styles, this cohort of students faced other challenges, particularly in a regional setting, including socio-cultural issues, technology issues, family and health challenges and limited staff awareness of refugee needs. The findings provide insights into how Australian regional university policy makers could develop effective strategies, practices, procedures and policies to support CALD students from refugee backgrounds and to improve their retention and progression.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - Opportunity through online learning: Experiences of
           first-in-family students in online open-entry higher education Cathy
           Stone, Sarah O'Shea, Josephine May, Janine Delahunty and Zoe Partington
    • Abstract: Stone, Cathy; O'Shea, Sarah; May, Josephine; Delahunty, Janine; Partington, Zoe
      Online learning has an important place in widening access and participation in higher education for diverse student cohorts. One cohort taking up online study in increasing numbers is that of mature-age, first-in-family students. First-in-family is defined as those who are the first in their immediate family, including parents, siblings, partners and children, to undertake university studies. This paper looks at the experience of 87 first-in-family students, for whom the opportunity to study open-entry, online undergraduate units through Open Universities Australia made it possible for them to embark on a university education. Using a qualitative methodology, in-depth interviews and surveys were conducted with these students as part of a wider study into first-in-family students (O'Shea, May and Stone, 2015). Findings include the important role that opportunity plays in providing the impetus for study, as well as the importance of support and encouragement from family, friends, colleagues and institutions in being able to continue the journey.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - Staying power: The effect of pathway into university
           on student achievement and attrition
    • Abstract: Chesters, Jenny; Watson, Louise
      The expansion of the higher education sector in Australia opened up new pathways into university increasing the diversity of the student population. For non-traditional students, those who did not successfully complete secondary school, barriers to gaining entry into university have been dismantled, however, previous research suggests that non-traditional students are more likely than traditional students to drop out of higher education. This paper analyses administrative data for a cohort of first year undergraduate students attending an Australian university to examine the association between pathway to university and student retention and academic progression. Our findings show that after controlling for grade point average, students who completed an enabling course on campus prior to commencing their undergraduate program were less likely than students admitted on the basis of completing secondary school to discontinue their university studies. This suggests that enabling programs provided on campus may assist students who do not meet the minimum requirements for university entrance to complete a university degree.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - 'OnTrack' to university: Understanding mechanisms of
           student retention in an Australian pre-university enabling program
    • Abstract: Lisciandro, Joanne G; Gibbs, Gael
      University-based enabling programs have become an important pathway to university for non-traditional students. There is increasing interest in understanding the mechanisms that facilitate retention and success of enabling pathway students, with the aim of developing effective strategies for maximising opportunities for university access and participation. The current study focuses on an Australian enabling program that has achieved and sustained high retention rates, with three-quarters of its 2115 students that enrolled during the last seven years (2008 - 2014) retained until the end of the program. Further, 90 per cent of retained students were successful in receiving an offer to university; and 94 per cent of students that received an offer subsequently enrolled in an undergraduate course. Multivariate regression analysis revealed that demographic and prior educational factors explained little about student retention in the program. The main reasons cited for withdrawal were medical or emotional issues, and family problems or responsibilities. Overall, this data suggests that-both pre-program conduct and in-program practices may enhance student retention outcomes. Specifically, practices that support the development of strong peer and tutor-student relationships, and that foster community connections, are thought to provide a significant and positive influence on student retention in enabling programs.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - Popular Culture as Pedagogy: Research in the field of
           adult education
    • Abstract: Speldewinde, Chris
      Popular Culture as Pedagogy: Research in the field of adult education, by Kaela Jubas, Nancy Taber and Tony Brown (Eds.) (2015) Rotterdam: Sense Publishers, ISBN978-94-6300-272-1 paperback, ($32.00), vii+160 pages, index.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - Transformative learning challenges in a context of
           trauma and fear: An educator's story
    • Abstract: John, Vaughn M
      After more than three decades of development, transformative learning theory is currently a major theory of adult learning. It has also attracted substantial critique, leading to further development, application and differentiation. Recent contributions to this vast scholarship show a quest for a more unified theory.

      This article examines transformative learning theory via a case study of an adult education project in rural KwaZulu-Natal, South Africa. Drawing on life and pedagogical experiences of an educator, it focusses on aspects of the theory subjected to critique and raises questions about attempts to foster transformative learning in oppressive contexts involving trauma and fear. The article calls for greater attention to the life and experiences of the educator in the learning process while responding to calls for theoretical examination in more diverse contexts. It thus illustrates how more varied, situated accounts of transformative learning attempts may challenge and improve our understandings of adult learning encounters.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - The juxtaposition of STEPS to the undergraduate arena:
           The lived experience of transitioning into undergraduate study
    • Abstract: James, Trixie
      Australia wide, universities are offering tertiary education to the broader socio-economic cohort; however, alongside this educational reform, there is a concern that students who have been away from the formal education context for many years may not cope with the rigors of university. Consequently, prior to and conditional to admission to undergraduate studies, many universities have placed a greater emphasis on pre-skilling such students through pre-university programs known interchangeably as Enabling, Preparatory, Transition or Access programs. The research findings reported on in this article explore the lived experiences of eight first year undergraduate students, who upon the completion of an Enabling program, successfully articulated into and completed the first year of their university degree. Using a theoretical framework of social-efficacy (Bandura, 1997) and the application of existential phenomenology, commonalities in these experiences of the participants emerged. Four key themes were: (i) a sense of preparedness, (ii) fear of the unknown, (iii) university as an anchor, and (iv) a sense of certainty and rightness. In combination, the degree of self-efficacy demonstrated by each of the eight students can be said to have contributed to the successful completion of their first year of undergraduate studies.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - Opening the learning process: The potential role of
           feature film in teaching employment relations
    • Abstract: Lafferty, George
      This paper explores the potential of feature film to encourage more inclusive, participatory and open learning in the area of employment relations. Evaluations of student responses in a single postgraduate course over a five-year period revealed how feature film could encourage participatory learning processes in which students re-examined their initial perspectives on a series of employment relations topics and debates. Over time, the course became increasingly characterised by a pluralism in which all participants became more open to a range of different views, including those of students from diverse political, cultural and religious backgrounds. Of particular note was how the fictional situations depicted in feature films could expand the opportunities for participation and more complex, multidimensional approaches to learning. Following on from a discussion of how more open learning processes require a reconfigured conceptual framework, the paper concludes with some open-ended questions on the use of film in learning processes.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - University-based enabling program outcomes: Comparing
           distance education and internal study
    • Abstract: Bookallil, Cheryl; Rolfe, John
      Enrolment in university enabling programs has expanded dramatically in the last decade as universities strive to increase enrolments, particularly of students from low socioeconomic backgrounds. Offering enabling study by distance education has been part of this expansion with the benefit of providing access to a wider enrolment base. The purpose of this study was to compare enabling program completions and articulations to undergraduate study as well as student academic performance between those students who undertook enabling by internal mode and those who opted for distance education. Archival data from the host university student records system was extracted covering the time period from 2001 to 2011. Statistical analysis found significant differences existed in both course completion and articulation for students enrolled in online learning versus face-to-face teaching. Analysis also revealed academic achievement in the enabling programs, as measured by Grade point Average (GPA), to be higher among internal students compared to distance students.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - Unlocking the potential within: A preliminary study of
           individual and community outcomes from a university enabling program in
           rural Australia
    • Abstract: Johns, Susan; Crawford, Nicole; Hawkins, Cherie; Jarvis, Lynn; Harris, Mike; McCormack, David
      Many rural communities have a pool of mature-aged local people seeking a career change or better lifestyle, which inevitably involves reskilling or upskilling. These people have strong local ties and are committed to their community. University enabling programs provide a bridge to higher education. This longitudinal study explores the impact on rural mature-aged people of participation in a university enabling program, in terms of further study and employment outcomes. The benefits of enabling programs extend beyond individuals, to family and friends, and beyond. These broader benefits include an enhanced local skills base in key industry areas, and an increased awareness of the value of higher education within the community. Enabling programs are a powerful but under-valued tool in helping to unlock and harness the potential within rural communities, both in the medium and longer term.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - Learning to swim using video modelling and video
           feedback within a self-management program
    • Abstract: Lao, So-An; Furlonger, Brett E; Moore, Dennis W; Busacca, Margherita
      Although many adults who cannot swim are primarily interested in learning by direct coaching there are options that have a focus on self-directed learning. As an alternative a self-management program combined with video modelling, video feedback and high quality and affordable video technology was used to assess its effectiveness to assisting an adult to develop and practice swimming skills. The participant was a 36 year-old non-swimmer who had previously attempted unsuccessfully to learn to swim on previous occasions. A single subject design with baseline, intervention and 12-month post-intervention phase were conducted. Dependent variables included a continuous 25-metre swimming distance goal using the freestyle stroke. After a 13-week intervention phase the continuous swimming distance had increased to 25 metres. For this adult participant, self-managed learning proved to be an effective way to learn to swim and greatly improved her confidence around deep water.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - A survey on the influence of titles on the visitor's
           interpretation and learning in art galleries: An Iranian context
    • Abstract: Samanian, Kouros
      As previous studies suggest, titles of works of art have generally proven to be influential elements in reading and interpretation of the artworks. In the exhibition context, titles can be considered as a physical component of the museum or art gallery's space. According to the relatively new approaches, learning, being a subcategory of interpretation, occurs as a result of the dialogue between the personal background of the visitor and the context of museums. The present study takes shape on the ground of general studies on titles to account for titling role in the interpretation, hence the learning process of visitors. It also attempts to show whether the artistic background of visitors would influence the role they assign to titles in the process of interpretation. The results of this study can inform art galleries of how visitors regard titles and how titling can be a potential learning element. It may also suggest designing titling manuals to inform the artists of how titles can act as a medium between the artwork and audience. By following a survey method, 243 questionnaires were obtained from visitors of five painting exhibitions in the art galleries of Tehran. The data was analysed using SSPS software. The results suggested that interaction of visitors with titles can be categorised by two indicators of importance and functionality, both of which received high value by visitors to art galleries in Tehran. The most significant function of title for visitors was communicative function. Also, there was a significant, inverted relationship between the amount of artistic background and considering function and importance for titles.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - Formative reflections of university recreation science
           students in South Africa as catalyst for an adapted service-learning
           program
    • Abstract: Goslin, Anneliese; van der Klashorst, Engela; Kluka, Darlene A; van Wyk, Johannes GU
      Community-university partnerships through service-learning have progressively developed as part of institutions of higher education's mission statements. This paper explores the qualitative reflections of 410 undergraduate students enrolled in an academic recreation science course on a first time service-learning experience in South Africa. The study asks the question: 'how can pre-service and formative reflections used in a social constructive approach impact on collaborative, in-depth learning'' Students were tasked to keep reflective journals to express concerns as pre-service-learning and formative reflections over a four week, twenty hour service-learning experience. The service-learning program aligned with the social constructivism principles of collaborative learning, which occurred under the guidance and supervision of a lecturer, was embedded in a realistic problem, required collaborative problem solving and collaboration with the community partner and involved self-direction and self-management of students. Both pre-service and formative reflection themes changed over the three year study period. Results suggested that the initial service-learning experience did not contribute to a positive attitude towards community engagement and did not contribute to skill development. Results of the study confirmed the value of reflection as a tool in service-learning and commensurate with the overall aim and purpose of service-learning in institutions of higher education.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - Notes for intending contributors
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - Teaching in the VET sector in Australia [Book Review]
    • Abstract: Stehlik, Tom
      Review(s) of: Teaching in the VET sector in Australia, by Ros Brennan Kemmis and Liz Atkins (eds.), David Barlow Publishing, Australia, 2014, 159 pages.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - From the guest editors' desk
    • Abstract: Charman, Karen; Ryan, Maureen
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - People who have reviewed for AJAL in 2015
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - A space for memory
    • Abstract: Charman, Karen
      In this article I examine the possibilities of reparation in an era of privatisation and de-industrialisation. I examine the effect of a recent project Sunshine Memory Space, a space, designed to evoke memories of a de-industrialised urban Melbourne suburb Sunshine. This project offered the opportunity for the effects of industrial change to be publically represented, remembered and valued. I offer an analysis of the significance of relational localised curatorial work.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Reaching for the arts in unexpected places: Public
           pedagogy in the gardens
    • Abstract: Pelosi, Ligia
      What constitutes public pedagogy' The term is broad and can be applied in so many situations and settings to the learning that occurs outside of formal schooling. In this article, the author explores how a community event - a painting competition held in a Melbourne suburb's botanic gardens - constitutes public pedagogy. The event centres on appreciation of the gardens, and on fostering the arts in the community. Local schools and residents have shown their appreciation of the competition through increased participation over the past five years. However, there is much learning that is unexpected and far less tangible, which flourishes beneath the surface of the event. Capturing a collective memory of the suburb is one aspect of such learning that is historically significant. The author argues that the event can also be seen as activist in a political sense, through the way it has restored the arts to the community in a way that education in a neo-liberal climate is currently unable to do.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Visual communication design as a form of public
           pedagogy
    • Abstract: Kelly, Meghan
      This paper identifies visual communication design as a form of public pedagogy. Communication design practices aim to achieve the successful transmission of a message to a recipient in a visual mode. Understanding the theories and practices of visual communication design can assist in enhancing the reception of the communication, as these practices become a tool to increase the effectiveness of learning in a public space. To demonstrate this, I will use the example of museums as an informal place of public learning, and argue design, and in particular visual communication design strategies, are extremely important in the creation of successful learning. If participants are not engaged or entertained, their capacity for learning will diminish. Engagement depends on the representation of the information and the successful interpretation of that information by the visitor. Further, this paper will emphasise the vital role communication design plays in all forms of public pedagogy, not just within the museum context. However, non-designers create many public learning environments and although this paper argues the benefits of communication design to increasing the effectiveness of learning, it recognises the narrow opportunities of applying this knowledge.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Memories in motion: Learning, process, history and art
           in public space
    • Abstract: Qadri, Debbie
      This essay presents an art project as an example of two aspects of public pedagogy. The first, is that the project critically examined how history is made, and through art-making and installation it performed an alternative publishing of history. Secondly, the art project was utilised as both a process and outcome within public space, and through this contributed to raising awareness for both participants and audience about the politics of public space. Through both aspects the project shed light on acts of public pedagogy as a process of questioning our normal relationships with history and public space. Memories in Motion was a project where learning took place within a particular public space by moving through, documenting and researching it. This learning was generated into artworks, which were then taken and placed back into that space. These actions disrupt the normal conventions of learning about history and of public space, and shift the agency of telling history and using public space to the students.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - "Come in and look around." Professional development of
           student teachers through public pedagogy in a library exhibition
    • Abstract: Hickling-Hudson, Anne; Hepple, Erika
      This paper describes a public pedagogy project embedded into The Global Teacher, a subject within the Bachelor of Education program for student teachers at an Australian university. The subject provides a global perspective on socio-political issues that shape education. In 2013, The Global Teacher introduced an approach that asked student teachers to create a museum-style exhibition depicting six global education themes. This exhibition was displayed in the State Library and the public were invited to engage with the installations and the student teachers who created them.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Protest music as adult education and learning for
           social change: A theorisation of a public pedagogy of protest music
    • Abstract: Haycock, John
      Since the 1960's, the transformative power of protest music has been shrouded in mythology. Sown by musical activists like Pete Seeger, who declared that protest music could "help to save the planet", the seeds of this myth have since taken deep root in the popular imagination. While the mythology surrounding the relationship between protest music and social change has become pervasive and persistent, it has mostly evaded critical interrogation and significant theorisation. By both using the notion as a theoretical lens and adding to scholarship in the field, this article uncovers understandings of the public pedagogical dimensions of protest music, as it takes place as a radical practice and critical form of contemporary mass culture. In doing this, this article provides a theorisation of public pedagogy as it encapsulates protest music, and those who are conceptualised as the critical and radical public pedagogues who produce this mass cultural form.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Notes for intending contributors
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Problematizing public pedagogy [Book Review]
    • Abstract: Charman, Karen
      Review(s) of: Problematizing public pedagogy, by Jake Burdick, Jennifer A. Sandlin and Michael P. O'Malley (Eds.), Routledge, New York, 2014, 212 pages.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Remaking education from below: The Chilean student
           movement as public pedagogy
    • Abstract: Williams, Jo
      This article considers the Chilean student movement and its ten-year struggle for public education as an example of public pedagogy. Secondary and university students, along with the parents, teachers, workers and community members who have supported them, have engaged in the most sustained political activism seen in Chile since the democratic movement against the Pinochet military dictatorship between 1983 and 1989. The students have successfully forced a nationwide discussion on education, resulting not only in significant educational reform, but also a community rethinking of the relationship between education and social and economic inequality in a neoliberal context. Framed through Giroux's conceptual definition of public pedagogies and drawing on field research conducted throughout 2014 as well as existing literature and media sources, this article considers the role of the student movement in Chile in redefining the concept of 'public' and the implications for radical perspectives on learning and teaching.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Literacy mediation in neighbourhood houses
    • Abstract: Thompson, Sally
      Interactions between staff in Neighbourhood Houses, and the socially and educationally disadvantaged community members who visit Neighbourhood Houses, have been viewed through many lenses, including community development, social support, caring and compassion. This paper looks at Neighbourhood Houses as sites of pedagogical practice. More specifically, it explores the role of Neighbourhood House administrative staff as literacy mediators - as people who assist others with reading and writing.

      Literacy mediation has gained attention as part of a focus amongst New Literacy Studies researchers on the social uses of literacy. In this case study of four staff members working across two neighbourhood houses, I identify that literacy mediation in the neighbourhood houses is common, complex and growing in demand.

      A further area of focus of the paper is the invisibility of the literacy mediation in Neighbourhood Houses - to funding bodies, committees of management and even to other staff. It also identifies the role of emotional labour in both facilitating mediation but also as a contributing factor to the lack of recognition of informal literacy work in Neighbourhood Houses.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Older adult education: New public pedagogy in 21st
           century Taiwan
    • Abstract: Lee, Ya-Hui
      The lifelong learning concept of "never too late to learn" advocated by Confucius has gradually become rooted in the lives of Taiwanese adults and seniors. In response to the impact of population ageing and low fertility rates, numerous elementary schools, junior high schools, and universities have allocated resources and space to establish learning centers and learning camps for senior citizens, providing them with the opportunity to learn. Older adult education extends beyond the classroom and into society, forming a new public pedagogy in Taiwan. Its important elements include: (1) the changes in population structure and the rising number of older adults, (2) the government's formulation of older adult education policies based on learning enhancement, (3) the joint promotion of older adult education activities by numerous academic institutions, and (4) the theoretical bases of program design to help senior citizens achieve active ageing and popularise older adult education in communities. Future challenges to older adult learning becoming the new public pedagogy include (1) the public's skepticism concerning the necessity of older adult education and its efficiency, (2) the need to establish diverse sources of funding to ensure the sustainable development of older adult education, (3) the necessity to develop various program designs to satisfy senior citizens' needs due to the heterogeneity of senior citizens, and (4) the urgent necessity for research to confirm the effectiveness of older adult education.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Developing and using green skills for the transition
           to a low carbon economy
    • Abstract: Brown, Mike
      One of the strategies being advocated in response to climate change is the need to transition to a low carbon economy. Current projections show that within this transition, new jobs will be created, some eliminated and most others subjected to change. This article reports findings from interviews with a selection of twenty participants who are involved in the formation and/or deployment of green skills. The participants were asked about their perceptions of (1) how jobs are changing in the transition to a green economy (2) how are adult learners developing and using green skills, and (3) what are some of the main drivers and blockers to the development and use of green skills. The data are presented as vignettes from various positions of supply and demand within the emerging green economy. The findings of this study report that the organisations and the training providers are motivated to develop and/or deploy green jobs and green skills for a range of different reasons. These include the making of a favourable business case, environmental beliefs about conserving the finite resources of the planet and, for health and wellbeing reasons. Some blockers that have been identified are the initial capital outlay for any changes, and the need to address some inconsistencies that arise over time in the financial arrangements when trying to work out the business case. This has led the designers and contractors working in renewable energy to call for a level playing field with those who provide and utilise finite resources and non-renewable energy. Overall transition to a low carbon and green economy is shown to be supported and occurring with some limited success. However there is a need for further larger scale research into this area of skill formation and deployment.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Adult education and radical habitus in an
           environmental campaign: Learning in the coal seam gas protests in
           Australia
    • Abstract: Ollis, Tracey; Hamel-Green, Michael
      This paper examines the adult learning dimensions of protestors as they participate in a campaign to stop coal seam gas exploration in Gippsland in Central Victoria, Australia. On a global level, the imposition of coal seam gas exploration by governments and mining companies has been the trigger for movements of resistance from environmental groups. They are concerned about the impact of mining on their land, food and water supplies. In central Gippsland a group of 'circumstantial activists' comprised of farmers, tree changers and other local residents are campaigning against coal seam gas exploration. This unlikely coalition of environmental action groups has made effective use of a variety of community education strategies. This paper commences by outlining some of the key literature on learning and activism drawing on the education tradition of adult learning. We then draw on key concepts from Bourdieu's writing on 'habitus' and 'field' to analyse the data from this research. We outline some of the learning practices of activists; through their involvement in this campaign, and the knowledge and skills they gain as they develop a feel for the game of protest. We argue circumstantial activists learn both formally and informally in the social environment of campaigning. Of particular interest is the role of more experienced activists from Friends of the Earth (FOE), a non-government organisation (NGO), as they pass on knowledge, experience, tactics and strategies to the novice and less experienced activists in this community campaign. We explore some of the contradictions of the protestors' identification as activists using Bourdieu's concepts of 'doxa' and 'Ilusio'. The paper concludes by arguing learning in activism is a rich tradition of adult education and practice. However, Bourdieu's writing on field and habitus makes an added contribution to interpreting the learning that occurs in the social space of a campaign or social movement.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Men learning through life [Book Review]
    • Abstract: Wallace, Heather
      Review(s) of: Men learning through life, by Barry Golding, Rob Mark and Annette Foley (Eds.), NIACE, Leicester, England 2014.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - The meaning of learning on the Camino de Santiago
           pilgrimage
    • Abstract: Im, Kyung-Mi; Jun, JuSung
      The purpose of this study was to explore the lived experience of travellers on the Camino de Santiago in order to find out the pattern of their travel lived experience and the meaning of learning experience. For this purpose, eight Korean travellers were selected for the study; the study was performed using the hermeneutic phenomenological method. The findings are as follows: First, the pattern of lived experience -'the four Existentials, lived time, space, body and human relation'- on the Camino de Santiago was summarized into 'slow and composure', 'meditation and spirituality', 'companionship', and 'the dance of self-mortification through physical pain' in the four existential aspects of time, space, relationship, and body. Second, the lived experience of participants had profound meaning as a learning experience in terms of biographical learning, the theory of autopoiesis, and spiritual learning.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Motivating and enabling adult learners to develop
           research skills
    • Abstract: McCarthy, Grace
      Adult learners undertaking a coursework masters are understandably nervous about undertaking research projects. However if done well, such projects represent a way to encourage the quantity and quality of practitioner research, which is important in all management disciplines, not only the emerging discipline of coaching. This paper offers an alternative to the individual master-apprentice model to which many research students are still exposed. Addressing the motivational needs identified in self-determination theory (autonomy, competence and relatedness) as well as self-efficacy and incorporating good practices in feedback, it outlines a way to make the process of learning how to do research more engaging than sitting listening to lectures. The paper reports the findings of a survey of the participants in the 2012 cohort who were asked if their competence and confidence in undertaking a research project had changed before and after undertaking the class, and if so, to list what they, their peers or staff had done to contribute to this change. The paper concludes that the approach offers a useful way to help adult learners develop research skills.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Work-based researchers and communities of practice:
           Conceptual and gestational dilemmas
    • Abstract: Sense, Andrew
      Drawing on a presumption that a Community of Practice (COP) can add significant value to the situated learning development of adults in any context, this paper exposes and analyses the challenges faced in facilitating the development of a COP involving part-time work-based researchers. Using an empirical case example involving a collaborative research network of five industry organisations and a university, the specific purpose (and outcomes) of this paper are to (a) conceptualise a researcher COP involving part-time work-based PhD and Masters of Philosophy candidates (b) examine the pragmatic dilemmas these part-time researchers face in seeking to develop such a supportive social learning construct in respect to their research activities (c) tentatively indicate some challenges that higher education institutions and industry organisations confront in facilitating and nurturing such learning structures which span industry and academia contexts. Through its analysis, this paper draws attention towards the complex issues involved in developing a functioning rather than the often idealised COP in the part-time work-based researcher space.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Listening to hear: Critical allies in indigenous
           studies
    • Abstract: McGloin, Colleen
      This paper reflects on a particular class in an undergraduate seminar in Australian Indigenous Studies where anecdote played a crucial role and where both the teacher and learners were challenged to consider their implication as racialised subjects in the teaching and learning process. The paper argues that student anecdote can be a vital bridge between theory and practice in adult learning. It suggests that all learners in Indigenous Studies, and also in studies of race and difference more generally, need to undertake effective listening and hearing practices in order to consider, imagine and engage with experiences and worldviews other than their own. Drawing from work dealing with critical alliances, discomfort in pedagogical contexts, and effective listening practices, this paper provides a conceptual analysis of the seminar in question extrapolating from this to engage critically with broader issues concerning Indigenous Studies and non-Indigenous critical allies.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - What are the key ingredients for an effective and
           successful tertiary enabling program for Aboriginal and Torres Strait
           Islander students': An evaluation of the evolution of one program
    • Abstract: Hall, Lisa
      Tertiary enabling programs have become an increasingly important part of the post-secondary schooling landscape. In recognition of the need for increased access for certain under-represented groups within the university population, enabling, bridging or foundational programs are offered by a large number of universities in Australia as alternative entry pathways. This paper explores the outcomes of an enabling program being offered to Aboriginal and Torres Strait Islander adults who are arguably one of the most under-represented groups within the university system in Australia. It explores, in two parts, the combination of factors that are resulting in these positive outcomes. Part one explores the 'data story' of the course and the factors that support retention and completion. Part two explores the 'stories of transformation' as told by the students themselves, providing insider accounts of richness and depth about the things that truly enable success in a tertiary learning environment for Aboriginal and Torres Strait Islander students. While not ignoring the limitations of evaluating a course that is still in its infancy, the students undertaking this course are completing and moving on into higher education courses at an impressive rate, empowered by the skills, strategies and confidence they have developed through the course.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Assessing the Kha Ri Gude Mass Literacy Campaign: A
           developmental evaluation
    • Abstract: Romm, Norma RA; Dichaba, Mpho M
      In this article we explicate our way of assessing the South African Kha Ri Gude Mass Literacy Campaign, and in particular its impact in the Eastern Cape. We provide an account primarily of focus group sessions conducted in 2013 and again in 2014 with volunteer educators and past learners in the campaign. We concentrate on the way in which relationships with these participants and with coordinators in the province were established towards the creation of findings. We outline how our evaluative purpose could be seen as incorporating a social justice agenda (as in developmental evaluation) in that it was aimed at strengthening literacy initiatives as a human right. We conclude with some considerations around catalytic validity as a criterion for judging research practices. We reflect upon how this notion of validity can justify our research as being directed towards potentially activating further options for literacy initiatives to contribute to personal and community development.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Notes for intending contributors
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Self-advocacy and its impacts for adults with
           developmental disabilities
    • Abstract: Ryan, Thomas G; Griffiths, Sarah
      The following review of literature illuminates self-advocacy from a North American transformational learning perspective via meaningful impacts, which arise for adults with developmental disabilities, as well as various communities and their members. For adults with developmental disabilities, increased leadership capabilities and the evolution of new self-concepts continue to be powerful examples of the impact of self-advocacy. For communities, a more prominent voice and personable research within the academic community, increased awareness for some boards and committee members, and the acknowledgement and support of local or online community members are broad examples of the impacts self-advocacy has on us.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Putting transformative learning theory into practice
    • Abstract: Christie, Michael; Carey, Michael; Robertson, Ann; Grainger, Peter
      This paper elaborates on a number of key criticisms of Mezirow's transformative learning theory as well as providing arguments that validate it. Our paper exemplifies how Mezirow's theory can help adult educators and prospective school teachers understand that social structures and belief systems can influence student learning, that learners make meaning of their experiences in various ways which influence the sort of value systems they develop and that disorienting dilemmas often challenge the validity of one's values and the assumptions that underpin them. It exemplifies how Mezirow's theory can be put into practice in Adult and Higher Education via three case studies undertaken by the authors in different places, at different times and with different sets of learners. These include mature aged women returning to study, PhDs at a Swedish Engineering University, and domestic and international students studying at an Australian regional university. The case studies make use of a values survey, interviews and subsequent focus groups. Data from the survey and interviews are analysed and used to argue that transformative learning (Mezirow, 1991) can be practiced, to good effect, in university staff development

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Connecting in rhizomic spaces: Peer-assisted learning
           (PAL) and e-learning in teacher education
    • Abstract: Bone, Jane; Edwards, Susan
      A PAL (Peer-Assisted Learning) project supported research that focused on e-learning and Web 2.0 technologies as part of a pedagogical approach in the context of a tertiary institution. This project responded to a call for a rejuvenation of conventional approaches to pedagogy while teaching an early childhood unit in a large Australian university. In the project a variety of methods, qualitative (interviews and focus groups) and quantitative (on-line survey), were used in order to explore the possibilities involved in learning together in innovative ways. The PAL project is connected here to a 'rhizome' (Deleuze & Guattari, 1987). A rhizome is a form of network; it is multiple; and, it is capable of producing surprises. This is reflected in the findings that support the use of technology to create an effective collaborative space and also show that there are advantages to destabilising conventional student/lecturer positions. Finally, this narrative account contributes to a growing literature that connects Deleuze and Guattari's (1987) philosophical ideas to education.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Targeting assessment for developing adult lifelong
           learners: Assessing the ability to commit
    • Abstract: Su, Ya-hui
      In this article, I propose that neither traditional assessment nor alternative, competence-based assessment is adequate to meet the challenges of uncertain change. Existentialist assessment that focuses on developing learners' commitment, rather than their competence, may be more decisive in empowering learners who are facing adversity. Existentialist assessment shifts the focus from impersonality, achievement, and universalism to the inclusion of the adult learner's commitment to making meaningful connections between learning and his or her existence (being). These committed meanings are willed and produced by the learner, not only to bring to an end a disturbing situation and uncertainty but also to develop a sense of significance and sustainability when facing uncertainty and processes of change. To ascertain a learner's ability to commit, self-assessment, with its first-person perspective, must be taken into account. Implications include the alignment of assessment with pedagogy that facilitates the adult learner's commitment to connecting his or her existence with the world.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Notes for intending contributors
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Teaching international students in vocational
           education: New pedagogical approaches [Book Review]
    • Abstract: Tyner, Jonathan
      Review(s) of: Teaching international students in vocational education: New pedagogical approaches, by Ly Thi Tran, ACER Press, Camberwell, Victoria, Australia, 2013.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Learning cities on the move
    • Abstract: Kearns, Peter
      The modern Learning City concept emerged from the work of OECD on lifelong learning with streams of Learning Cities and Educating Cities having much in common but having little contact with each other. While the early development of Learning Cities in the West has not been sustained, the present situation is marked by the dynamic development of Learning Cities in East Asia - especially in China, the Republic of Korea, and Taiwan. In this context, the paper discusses the evolution of three generations of Learning Cities since 1992 and speculates on the future. The experience of the first generation is discussed in terms of development in the UK, Germany, Canada, and Australia where initiatives, with some exceptions, have not been sustained. Beijing and Shanghai are discussed as examples of the innovative second generation in East Asia, which is seen as a community relations model in response to the socio-economic transformation of these countries. International interest in Learning Cities has now been enhanced following a major UNESCO International Conference on Learning Cities in Beijing in October 2013, which is to be followed by a Second International Conference in Mexico City. The Beijing Conference adopted the Beijing Declaration on Learning Cities supported by a Key Features document. The paper speculates on possible future development post Mexico City, including the situation in Australia, which is seen as opening opportunities for innovative initiatives.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - 1974-1976: The seeds of longevity in a pathway to
           tertiary participation at University of Newcastle, NSW
    • Abstract: May, Josephine; Bunn, Rosalie J
      By the 1960s equality of opportunity was a dominant theme in social science research, and in keeping with this trend, the Whitlam Labor Government abolished university fees in 1974 to open university access, especially to talented women and men who otherwise would not contemplate a university career. In the same year also the University of Newcastle instituted a radical new plan to open up its doors to the wider community of 'non traditional students'. This paper explores the history of the enabling program that resulted, the Open Foundation Program, focusing on the 1974 pilot program and its first two years of full operation. Thought at the time likely to 'drain its market' within five years, the Open Foundation has flourished and grown for forty years. The analysis focuses on hitherto unexplored aspects of the program and canvasses three key themes: curriculum and pedagogy, access and success, and support and retention, in order to understand the seeds of this longevity.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Epistemological development and critical thinking in
           post-secondary
    • Abstract: Ouellette-Schramm, Jennifer
      Using Kegan's constructive-developmental theory, this study explores to what extent epistemological development is a factor in critical thinking performance and learning in reading and writing among a diverse group of six adult learners. Analysis of a developmental interview, a summative assessment and participant surveys indicated that learners constructing meaning from earlier developmental perspectives demonstrated lower critical thinking in reading and writing, and expressed successes and challenges in accordance with their developmental perspectives. Implications are discussed for supporting critical thinking growth for developmentally diverse adult learners.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - The quest for authenticity: A study of an online
           discussion forum and the needs of adult learners
    • Abstract: McDougall, Jenny
      The objective of achieving a sense of 'authenticity' in an educational context is one that might have immediate appeal, though how this is defined, let alone achieved, remains contested. The concept of 'authentic discussion' has traditionally been used in the context of classroom English teaching in schools, but this paper explores its possible application to an online discussion forum at university. Participants in this forum were students in a program designed to prepare adult learners for higher education. Though communication in an online environment differs from face-to-face dialogue, it was found not to be a barrier to 'authenticity' in some respects. Multiple perspectives were evident with students building on the ideas of each other, but also being prepared to disagree. The level of support and respect was such that they were willing to tackle sensitive issues, and share in an honest and sometimes revealing way. The role of the lecturer emerged as a critical component in achieving such outcomes. Though claims of 'authenticity' are always difficult to substantiate, this study concludes that elements of an 'authentic discussion' can be achieved in an online environment and this objective has a particular salience in the context of adult learning.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 3 - Continuous learning and its social organisation for
           engineers: An exploratory study in China
    • Abstract: Shan, Hongxia
      Continuous learning for professionals such as engineers has undergone sea changes around the world in the past few decades. This paper explores some of these changes in China. It starts by examining the learning experiences of five engineers and the training policies in three companies with different types of ownership. It shows three major learning pathways for engineers: shadowing, title and licenserelated learning, and further education. Associated with these learning pathways are issues such as differential training support from companies, tensions between the pursuit for professional standardization and experiential knowing, and gendered streaming. The paper further traces the changing institutional relations that work in concert to shape companies' investments in training and engineers' motivations for learning. Specifically, it maps the traditional vocational title system, the newly adopted practice licensure systems, as well as governmental sectoral regulations. The study pinpoints not only the pervasive power of state regulation, but also the profession's desire for internationalization or to 'connect rails' with the engineering educational and professional regulation systems in the West. Within this context, continuous development has increasingly become a professional mandate for engineers in China. It has also given rise to issues such as commodification of professional licences.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 3 - People who have reviewed for AJAL in 2014
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 3 - Call for papers for a special issue on: Public
           Pedagogies
    • Abstract: Ryan, Maureen; Charman, Karen
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 3 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 3 - What did you learn at work today': The forbidden
           lessons of labor education [Book Review]
    • Abstract: Brown, Michael
      Review(s) of: What did you learn at work today': The forbidden lessons of labor education, by Helena Worthen, Hardball Press, 2014, 276 pages.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 3 - How can the expansion of the apprenticeship system in
           India create conditions for greater equity and social justice'
    • Abstract: Smith, Erica; Kemmis, Ros Brennan; Comyn, Paul
      This paper reports on aspects of a recent project carried out for the International Labour Organization (ILO) and the World Bank, which was designed to feed into the process of updating and expanding India's apprenticeship system. The apprenticeship system in India is extremely small for the country's population, even taking into account the high proportion of jobs that are in the informal economy, and is subject to very rigid regulation. Expansion of the system has been seen as vital in order to improve the supply of skills to the rapidly expanding economy, and also to address issues of disparity in labour market participation and equity for certain groups in Indian society. The paper firstly explains how findings about apprenticeship systems from ten other countries, together with analysis of the Indian situation, were used to present options for consideration by the Indian government. It then analyses these options for their social justice and equity implications.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 3 - Developing a qualifications structure for the finance
           services industry in Malaysia and beyond
    • Abstract: Manshor, Amat Taap; Chong, Siong Choy; Cameron, Roslyn
      The development of qualifications systems and frameworks assists in promoting lifelong learning and work-based recognition systems. Several nations in the Asian Pacific region have established national qualifications frameworks across their respective educational sectors (e.g., Australia, New Zealand, Hong Kong, Malaysia and the Philippines), whilst others have frameworks for specific educational sectors (e.g., Singapore and Thailand). Work is also underway to develop an ASEAN Qualifications Reference Framework which "will enhance each country's national qualification framework or qualification system while providing a mechanism to facilitate comparison and transparency" (ASEAN 2013: p. 2). However, academic- and vocational-based qualifications remain the primary emphasis of these frameworks. This paper focuses on the development of a Finance Qualifications Structure (FQS) and the crucial role this will play in the development of human capital in the financial services industry (FSI) not only in Malaysia, but across Asia and beyond into the Middle East, African and European regions. The FQS aims to integrate and harmonise all the professional qualifications in the FSI into a single structure on the basis of FAA Learning Standards and FAA Recognition of Learning (RPL). Talent management and mobility in the FSI is a key concern as is the need to recognise the competencies of those who have been working in the sector for many years but may possess only professional but not academic qualifications. The paper is centred on the role played by the Finance Accreditation Agency (FAA) in developing the FQS through high levels of stakeholder engagement and consultation, both nationally and internationally and the important role played by the recognition of prior learning. The level of industry and stakeholder engagement in the development of the FQS and the importance of the FAA Recognition of Learning (FRL) have been outstanding features of FAA's activities and have been identified as key enablers by the International Labour Organization (ILO) for fostering effective lifelong policy and practice (Singh and Duvekot 2013).

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 3 - Policy and barriers related to implementing adult
           e-learning in Taiwan
    • Abstract: Chung, Hsiu-Ying; Lee, Gwo-Guang; Liu, Shih-Hwa
      The work quality of public servants direct affects a country's administrative performance, and the Taiwan government has recently invested a considerable amount of funds in constructing e-government learning platforms and developing digital courses to provide all public servants with sufficient on-the-job training and enhance the quality of human resources. Therefore, the circumstances under which public servants use e-government learning platforms warrant investigation. In this study, questionnaires were used to collect data for quantitative research, and a theoretical model was created to clarify the impact of 'Barrier Factors' and 'Policy Factors' on e-government learning. These factors have been examined inadequately in previous research on the theory of e-learning behaviour. The results presented here show that Barrier Factors and Policy Factors strongly influence the willingness of public servants to use e-learning systems, and these factors explain more than 80% of the variance in users' behavioural intention. These results revealed the characteristics of the research participants, and the findings can be used as a reference in future studies and by management agencies responsible for providing e-government learning. Furthermore, these results might facilitate further research on and the practice of adult e-learning.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 3 - Adult education in changing times: Policies,
           philosophies and professionalism [Book Review]
    • Abstract: Chitty, Gary R
      Review(s) of: Adult education in changing times: Policies, philosophies and professionalism, by Marion Bowl, NIACE, Leicester, UK, 2014, 190 pages.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 3 - Staying in a certain state of mind: Becoming and being
           a freelance adult educator in Singapore
    • Abstract: Rushbrook, Peter; Karmel, Annie; Bound, Helen
      Over recent years Singapore has developed a strong adult and vocational education system based on those of Great Britain, Australia and New Zealand. Its Continuing Education and Training (CET) sector makes use of competency-based training in the form of Workforce Skills Qualifications (WSQs) which are delivered in mainly small private providers by learning facilitators qualified through a range of WSQ-based training programs. Most facilitators are mature-age and second-career people drawn from diverse career backgrounds and employed on a casual and part-time rather than ongoing basis. They identify themselves as 'freelancers' in the training market place and compete vigorously for the work opportunities available. In the paper we argue that continued workplace success is premised on a strong sense of professional identity and its management through a process of 'shapeshifting' according to the diverse requirements of the adult education industry. We explore this idea through revisiting three of our projects examining Singaporean CET educators and ask of our data a new question: 'How do individuals "become" and "be" Singaporean adult education freelancers'' We draw our insights from interviews with freelancers, Singapore's political and economic context and a range of literature drawn principally from a socio-cultural theoretical perspective.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 3 - Notes for intending contributors
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 2 - Diversity and achievement: Is success in higher
           education a transformative experience'
    • Abstract: Benson, Robyn; Heagney, Margaret; Hewitt, Lesley; Crosling, Glenda; Devos, Anita
      This paper reports on a longitudinal project examining how a group of students from diverse backgrounds succeeded in higher education. The project explored participants' pathways into higher education, how they managed their studies, and their reflections at course completion. In this paper, the concept of perspective transformation is used to consider the extent to which their success in higher education was a transformative experience. Data from the project's first stage identified the role of perspective transformation in influencing participants' pathways to higher education, while here we focus on the impact of their university study on perspective transformation, comparing evidence of transformative experiences during study with those that led to enrolment. Analysis of participants' reflections at course completion indicated that higher education success was a transformative experience for most of them and that perspective transformation affected more participants during study than before it. Participants identified several aspects of the course that contributed to the changes experienced in their perspectives. We consider some implications for university staff, which may help others involved with students from diverse backgrounds.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 2 - Continuity and change
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 54 Issue 2 - Teacher professional learning communities: Going
           beyond contrived collegiality toward challenging debate and collegial
           learning and professional growth
    • Abstract: Owen, Susanne
      Professional learning community (PLC) is a current 'buzz' term in business and educational contexts, seemingly referring to anything from decision making committees to regular meeting groups or collegial learning teams. This paper explores the concept of a PLC within three significantly innovative schools, based on an examination of the relevant literature and also focusing on surveys and interviews. Findings indicate that, while there is broad consistency across the literature and within the innovative school cases in terms of core PLC elements of shared vision and values, collegiality, joint practical activities and student learning data, teacher inquiry and leadership support and opportunities, there are some pivotal PLC characteristics which heighten the professional learning impact. In this paper, using vignettes from the case study schools, these pivotal characteristics are related to developmental phases of PLC establishment. This offers valuable insights about nurturing more learning-focused PLCs, with significant benefits for teacher professional growth and ultimately for student learning.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 2 - A reflection on continuing professional education
           research
    • Abstract: Brennan, Barrie
      This paper has arisen from my research on the first study of the story of Continuing Professional Education in Australia and the publication of my UNE PhD thesis by Springer, 'Continuing Professional Education in Australia. A Tale of Missed Opportunities'. I will continue to work with the professional associations on their profession's CPE and the development of CPD. However, this paper is focused on issues that have arisen from the introduction of Australia's national registration regime for select health-related professions.

      PubDate: Fri, 21 Jul 2017 15:59:19 GMT
       
  • Volume 57 Issue 2 - From formal to non-formal education, learning and
           knowledge [Book Review]
    • Abstract: Jenkins, Gayle
      Review(s) of: From formal to non-formal education, learning and knowledge, by Igor Z. Zagar and Polona Kelava (Editors) (2014).

      PubDate: Fri, 21 Jul 2017 15:59:19 GMT
       
  • Volume 57 Issue 2 - Notes for intending contributors
    • PubDate: Fri, 21 Jul 2017 15:59:19 GMT
       
  • Volume 57 Issue 2 - 'The trails to get there': Experiences of attaining
           higher education for Igorot Indigenous peoples in the Philippines
    • Abstract: Adonis, Digna; Couch, Jen
      The title of this paper alludes to the hours of walking on mountain paths, which one of the authors, growing up in an Igorot Indigenous community in post-colonial Philippines undertook to go to school. This is an apt symbol of the sheer effort it can take to overcome physical, social, cultural and psychological barriers to access, persevere with and complete, higher education. This article explores the hardships of attaining higher education and the effects of education on the Igorot community. The article shares the experiences of Igorot leaders and how they have used their higher education learning to work for the promotion of maintenance of their Igorot culture.

      PubDate: Fri, 21 Jul 2017 15:59:19 GMT
       
  • Volume 57 Issue 2 - Experiences of bridging program students at a regional
           satellite campus
    • Abstract: Elsom, Sandra; Greenaway, Ruth; Marshman, Margaret
      The benefits of higher education to individuals and to society are acknowledged both in Australia and internationally. Increased access to higher education means that greatly diverse students are beginning their tertiary learning journey. We investigate the experiences of a group of non-traditional students undertaking a tertiary preparation program at a regional university, based at a satellite campus in a low socio-economic area. Bourdieu's conceptual tools are used to frame the significance that symbolic capital has on the experience of students. Using phenomenography, the experiences of nine students were recorded and interpreted. Interviews were used to identify which aspects of the university experience they considered were the most important. Students' motivation, social networks, staff-student interactions and the various challenges were among the most important experiences mentioned. These combined to create three analogous categories, stairway, doorway and hallway (SDH). The students' experiences in the program may be likened to a stairway that must be climbed; a doorway that must be passed through; or a hallway that offers opportunities for exploration along the journey. The SDH model is a useful way to categorise students, to identify their experiences and develop strategies to support them.

      PubDate: Fri, 21 Jul 2017 15:59:19 GMT
       
  • Volume 57 Issue 2 - Adult offenders' perceptions of rehabilitation
           programs in Africa
    • Abstract: Ngozwana, Nomazulu
      This article reflects on adult offenders' perceptions of rehabilitation programs in Africa. It also evaluates whether offenders are consulted when planning rehabilitation programs. Adult education principles were used as a lens to understand offenders' perceptions of rehabilitation programs. Using an interpretive paradigm and qualitative approach, individual interviews, observations and focus group meetings were held with offenders and other participants who were chosen through purposive and snowball sampling. Qualitative data analysis was used to generate the themes from the data. The findings revealed that rehabilitation programs are ineffective and imposed on offenders. Furthermore the data revealed that offenders see themselves as hard-labour while participating in rehabilitation programs. This has an implication for offenders' rehabilitation and reintegration into their societies as transformed citizens.

      PubDate: Fri, 21 Jul 2017 15:59:19 GMT
       
  • Volume 57 Issue 2 - Gender differences in online participation: Examining
           a history and a mathematics open foundation online course
    • Abstract: Morante, Annette; Djenidi, Valerie; Clark, Helene; West, Susan
      With enrolment and completion rates in the University of Newcastle's online Open Foundation enabling program being considerably higher for women than for men, this case study investigates the engagement of male and female students in two different subject areas. History and Mathematics students' online behaviour is examined to identify whether they differ and if there is a correlation between time spent online and student results. Is low-level, or no online interaction a problem or does it differ for the two genders, and the two subjects' It is generally accepted that women engage more but does this lead to higher results for them' Students do not always appreciate how different the world of online learning is, and, in addition, some experience difficulties in understanding how to use Blackboard effectively. By examining students' online engagement we seek to identify the behaviours that lead to retention of students and ultimately to their successful completion of the program.

      PubDate: Fri, 21 Jul 2017 15:59:19 GMT
       
  • Volume 57 Issue 2 - Bringing together learning from two worlds: Lessons
           from a gender-inclusive community education approach with smallholder
           farmers in Papua New Guinea
    • Abstract: Pamphilon, Barbara; Mikhailovich, Katja
      Smallholder farmers are the backbone of food production in Papua New Guinea (PNG). Due to an increasing need to pay for schooling and health costs, many farming families are seeking ways to move from semi-subsistence farming to activities that generate more income. The long tradition of agricultural training in PNG to support the development of farmers has focused on technology transfer and on the production of cash crops. This form of farmer education has primarily benefited men, who typically control cash crop production. It has often excluded women, whose significant engagement in it is precluded by their low literacy, low education, family responsibilities and daily work on subsistence crops. This article examines the lessons learned from a project that facilitated village-level community education workshops that sought to bring male and female heads of families together in a culturally appropriate way in order to encourage more gender-equitable planning and farming practices. Through the development and capacity building of local training teams, the project developed a critical and place-based pedagogy underpinned by gender-inclusive and asset-based community development principles.

      PubDate: Fri, 21 Jul 2017 15:59:19 GMT
       
  • Volume 57 Issue 2 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Fri, 21 Jul 2017 15:59:19 GMT
       
  • Volume 57 Issue 1 - Integrated non-formal education and training programs
           and centre linkages for adult employment in South Africa
    • Abstract: Mayombe, Celestin
      This article outlines the results of a qualitative study, which investigated the adult non-formal education and training (NFET) centre linkages with external role-players in providing post-training support for the employment of graduates. The concern that informed this article is that adults who face long-term unemployment remain unemployed after completing the NFET programs in South Africa. The article reports on an empirical study conducted to investigate what constitutes NFET enabling environments for employment. The findings reveal that managers did not create adequate linkages that could enable graduates to access needed post-training support, community resources, public goods and services. The author concludes that without linking the NFET programs to external stakeholders, graduates will continue to find it difficult to be employed or to start small businesses which perpetuates unemployment and chronic poverty in South Africa.

      PubDate: Thu, 27 Apr 2017 19:50:01 GMT
       
  • Volume 57 Issue 1 - On the borders of Pedagogy: Implementing a critical
           pedagogy for students on the Thai Burma border
    • Abstract: Couch, Jen
      This article uses an auto-ethnographic approach to explore the reflections and insights that occurred during my teaching of a subject in adolescent development on the Thai Burma border. This paper adopts a relatively descriptive style to a personal reflection of teaching on the border and how it transformed the way I teach and made me look at the pedagogy that underpins my teaching practice. I found a lack of congruence between the pedagogical theories that are espoused and how I could apply these to a border setting. Therefore, the purpose of this article is to explore some of the ways I began to develop a Thai Burma classroom praxis that drew on the theoretical underpinnings of a humanising critical pedagogy.

      PubDate: Thu, 27 Apr 2017 19:50:01 GMT
       
  • Volume 57 Issue 1 - Analysis of an organisation: A University of the third
           age (U3A), Mornington, Victoria
    • Abstract: Small, Michael
      The purpose of this paper is two fold: to look at Mornington U3A in organisational terms and then look at U3AM as a loosely coupled system. One outcome of the study would be to undertake further analyses of U3As in Victoria to determine the levels of bureaucracy under which each operates. Questions to be asked: are U3As in Victoria operating as bureaucracies and so need to be loosened up? Or are they run as organisational anarchies and need to be tightened up?

      PubDate: Thu, 27 Apr 2017 19:50:01 GMT
       
  • Volume 57 Issue 1 - These walls speak volumes: A history of mechanics'
           institutes in Victoria [Book Review]
    • Abstract: Townsend, Rob
      Review(s) of: These walls speak volumes: A history of mechanics' institutes in Victoria, by Pam Baragwanath and Ken James, Self-published, Ringwood North, Vic. 2015.

      PubDate: Thu, 27 Apr 2017 19:50:01 GMT
       
  • Volume 57 Issue 1 - Notes for intending contributors
    • PubDate: Thu, 27 Apr 2017 19:50:01 GMT
       
  • Volume 57 Issue 1 - Just another student survey?: - Point-of-contact
           survey feedback enhances the student experience and lets researchers
           gather data
    • Abstract: Lake, Warren; Boyd, William; Boyd, Wendy; Hellmundt, Suzi
      When student surveys are conducted within university environments, one outcome of feedback to the researcher is that it provides insight into the potential ways that curriculum can be modified and how content can be better delivered. However, the benefit to the current students undertaking the survey is not always evident. By modifying Biggs' revised two-factor study process questionnaire (R-SPQ-2F), we have provided students with immediate point-of-contact feedback that encourages students to consider their own cognitive processes. The main purpose of the modified tool is to provide immediate benefit to the student, whilst retaining the functionality of the survey for the researcher. Two versions of the survey were presented to students, a feedback version and non-feedback version, with results indicating that the participants of the feedback version had a significantly higher opinion that the survey helped them to be a better learner. In general, the importance students place on feedback, regardless of the version of the survey completed, was evident in the study. The point-of-contact survey model implemented in this study has successfully allowed a tool that was once exclusively researcher focused to be oriented towards current students, introducing an additional layer of feedback, which directly benefits the current student, whilst retaining its usefulness as a diagnostic research tool.

      PubDate: Thu, 27 Apr 2017 19:50:01 GMT
       
  • Volume 57 Issue 1 - Second chance education: Barriers, supports and
           engagement strategies
    • Abstract: Savelsberg, Harry; Pignata, Silvia; Weckert, Pauline
      Second chance education programs are now a well-established presence in institutions seeking to provide access and equity pathways for socio-economically disadvantaged groups. This paper focusses on the strategies used to support positive engagement in second chance equity programs, drawing upon evaluation research data from four TAFE sponsored programs. Interviews were held with service providers involved in the programs' development and delivery, and focus groups were held to gather information from program participants. The findings highlight the complex and often multiple barriers facing participants and the importance of delivering programs with sustained and tailored approaches. While tangible educational and/or employment outcomes were delivered, it was the associated social and personal development that made these programs especially successful. Hence, there is a need for equity programs to be holistic, scaffolded, and tailored to practical and vocational pathways.

      PubDate: Thu, 27 Apr 2017 19:50:01 GMT
       
  • Volume 57 Issue 1 - Insights into attrition from university-based enabling
           programs
    • Abstract: Bookallil, Cheryl; Harreveld, Bobby
      High attrition rates from university-based enabling programs continue to be the subject of much research and administrative effort. Understanding the factors behind decisions to withdraw from such programs is difficult since those who do not successfully complete an enabling program may not readily agree to participate in research into their motivations for enrolling, and reasons for withdrawal, leaving them silent in the literature. Students who are relatively successful with enabling study have 'insider' perceptions to share concerning the motivations of their fellow students, and the barriers some face. They can provide unique insights into factors behind the intractable problem of high attrition from enabling programs and the low rates of articulation into university study.

      PubDate: Thu, 27 Apr 2017 19:50:01 GMT
       
  • Volume 57 Issue 1 - Call for expression of interest - editor of the
           Australian journal of adult earning
    • PubDate: Thu, 27 Apr 2017 19:50:01 GMT
       
  • Volume 57 Issue 1 - Australian Council for adult literacy - 2017 National
           conference
    • PubDate: Thu, 27 Apr 2017 19:50:01 GMT
       
  • Volume 57 Issue 1 - Second chance learning in neighbourhood houses
    • Abstract: Ollis, Tracey; Starr, Karen; Ryan, Cheryl; Angwin, Jennifer; Harrison, Ursula
      Neighbourhood Houses in Victoria are significant sites of formal and informal education for adult learners. Intrinsically connected to local communities they play an important role in decreasing social isolation and building social inclusion. The focus of this research is on adult learners and adult learning that engages with 'second chance' learners who participate in adult learning programs in the Barwon and South West regions of Victoria. The greater Geelong region is characterised by declining car automotive and textile manufacturing industries and emerging new industries such as hospitality and tourism. The data from the research participants in the study include career changers, long term and recently unemployed, newly arrived and migrant communities, young people and older adults. This paper focuses on the learning practices of second chance learners who frequently have negative perceptions of themselves as unsuccessful learners, but are transformed through their learning experiences in Neighbourhood Houses. We argue the unique social space of the Neighbourhood House, the support and guidance offered by staff and teachers, the unique pedagogy and small group learning experiences, allows adult learners to reconstruct a new identity of themselves as successful learners.

      PubDate: Thu, 27 Apr 2017 19:50:01 GMT
       
  • Volume 57 Issue 1 - From the Editor's desk
    • Abstract: Brown, Tony
      PubDate: Thu, 27 Apr 2017 19:50:01 GMT
       
 
 
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