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Adult Education Quarterly
Journal Prestige (SJR): 0.566
Citation Impact (citeScore): 2
Number of Followers: 228  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0741-7136 - ISSN (Online) 1552-3047
Published by Sage Publications Homepage  [1086 journals]
  • Welcome From the New Editors
    • Authors: Ellen Boeren, Kevin Roessger, Elizabeth Roumell
      Pages: 3 - 5
      Abstract: Adult Education Quarterly, Volume 70, Issue 1, Page 3-5, February 2020.

      Citation: Adult Education Quarterly
      PubDate: 2020-02-01T08:00:00Z
      DOI: 10.1177/0741713619887132
      Issue No: Vol. 70, No. 1 (2020)
       
  • Book Review: Mapping Out the Research Field of Adult Education and
           Learning, by Fejes, A., & Nylander, E. (Eds.)
    • Authors: Catherine A. Cherrstrom
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2020-02-20T07:02:48Z
      DOI: 10.1177/0741713620907078
       
  • Book Review: Lower Ed: The Troubling Rise of For-Profit Colleges in the
           New Economy, by McMillan Cottom, T.
    • Authors: Amanda B. Monteleone
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2020-02-14T06:39:38Z
      DOI: 10.1177/0741713620906818
       
  • Book Review: Transforming Perspectives in Lifelong Learning and Adult
           Education: A Dialogue, by Formenti, L., & West, L.
    • Authors: Hyunok Ryu, Doo Hun Lim
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2020-02-14T06:39:18Z
      DOI: 10.1177/0741713620906813
       
  • Assessing the Relationship Between Nontraditional Factors and Academic
           Entitlement
    • Authors: Travis S. Crone, Stephanie Babb, Francisca Torres
      Abstract: Adult Education Quarterly, Ahead of Print.
      The current study explores the intersection of two trends of interest in higher education: reported increases in academic entitlement (AE) and increases in the proportion of students considered nontraditional. AE has shown to have negative effects in the classroom and for students. Based on reports from educators, levels of AE may be lower for nontraditional students. The current study sought to understand the level of AE in nontraditional students, compare AE levels with traditional students, and investigate if specific nontraditional factors have larger impacts on AE. Four hundred and twenty-nine participants were assessed for nontraditional factors and their current level of AE. Nontraditional students were found to have lower levels of AE than traditional students, having more nontraditional factors predicted lower AE, and AE was found to vary within nontraditional grouping levels. Additionally, age and hours worked were found to be individual factors that best predicted AE levels.
      Citation: Adult Education Quarterly
      PubDate: 2020-02-13T11:48:09Z
      DOI: 10.1177/0741713620905270
       
  • Book Review: Human Rights and Community-Led Development: Lessons From
           Tostan, by Cislaghi, B.
    • Authors: Kara Sheppard
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2020-02-10T06:51:00Z
      DOI: 10.1177/0741713620905568
       
  • Health Literacy Among Bhutanese Adult Refugees in the United States: The
           Sociocultural Approach
    • Authors: Xia Chao, Boping Kang
      Abstract: Adult Education Quarterly, Ahead of Print.
      Drawing on the accounts of literacy as socioculturally situated, this 2-year ethnography explores Bhutanese adult refugees’ health literacy at the intersection of their culture and experiences. This study illustrates the multifaceted relations between health literacy, culture, integration, and empowerment. This study indicates health literacy as sociocultural practice. Health literacy is mediated by Bhutanese adults’ oral tradition, language, education, and experiences over time. This study highlights health literacy as sociocultural participation—it resides in individuals’ community engagement. Rather than simply describing their limited functional health literacy as “a big problem,” this study recognizes Bhutanese adults’ ability to take action to improve personal and community health. This study challenges the deficit view rooted in adult literacy. It advocates integrating health literacy into adult literacy education to raise public awareness that health literacy promotes social justice, human rights, and world citizenship. Implications for a bottom-up approach to health literacy education are provided.
      Citation: Adult Education Quarterly
      PubDate: 2020-02-06T07:07:30Z
      DOI: 10.1177/0741713620904047
       
  • Book Review: Reflections on Knowledge, Learning and Social Movements:
           History’s Schools, by Choudry, A., & Vally, S. (Eds.)
    • Authors: Bob Boughton
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2020-02-06T07:06:51Z
      DOI: 10.1177/0741713620903285
       
  • Book Review: How Qualitative Analysis Happens: Moving Beyond “Themes
           Emerged.”, by Humble, Á. M., & Radina, M. E.
    • Authors: Sunny L. Munn, Craig M. McGill
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2020-01-29T10:27:54Z
      DOI: 10.1177/0741713620902731
       
  • Book Review: Living a Motivated Life: A Memoir and Activities, by
           Wlodkowski, R. J.
    • Authors: Joslyn S. Johnson
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2020-01-29T10:26:35Z
      DOI: 10.1177/0741713620903286
       
  • Book Review: Hegel for Social Movements, by Blunden, A.
    • Authors: Mahdi Ganjavi
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2020-01-28T04:26:43Z
      DOI: 10.1177/0741713620902734
       
  • Active Aging and Learning Outcomes: What Can Older People Learn From
           Participation'
    • Authors: Feliciano Villar, Rodrigo Serrat, Montserrat Celdrán, Sacramento Pinazo
      Abstract: Adult Education Quarterly, Ahead of Print.
      Although the concept of “active aging” has been widely used as a framework to underpin an optimistic view of aging, few studies have focused on the activities it encompasses and what participants learn. The aim of this study was to explore and compare the learning outcomes acquired from different active aging activities. A sample of 448 people aged 60 years and older participated in the study. The vast majority of participants stated that they had learned something valuable from their involvement in the active aging activity. Content analysis showed two main types of learning: self-focused learning and other-focused learning, whose frequency differed depending on the activity in which participants were engaged. The results of this study show the complexity of the concept of active aging and the need to diversify actions to promote each of the activities included in this framework, based on the type of learning acquired.
      Citation: Adult Education Quarterly
      PubDate: 2019-12-25T05:30:15Z
      DOI: 10.1177/0741713619897589
       
  • Time, Time, Time: Perceptions of the Causes of Mathematics Anxiety in
           Highly Maths Anxious Female Adult Learners
    • Authors: Molly M. Jameson
      Abstract: Adult Education Quarterly, Ahead of Print.
      Adult learners and female students report higher levels of mathematics anxiety than their peers, suggesting that female adult learners may be particularly vulnerable. This study used Bandura’s triarchic reciprocal causality model as a foundation and interviewed five highly mathematics anxious female adult learners to understand their perceptions of the causes of their mathematics anxiety. Thematic interpretation revealed five themes from the interviews; time since last educational experience emerged as the strongest theme, with other personal and environmental factors also emerging. The findings support a social cognitive perspective of mathematics anxiety. Suggestions for pedagogical techniques with adult learners are included.
      Citation: Adult Education Quarterly
      PubDate: 2019-12-20T09:22:11Z
      DOI: 10.1177/0741713619896324
       
  • Book Review: Seeking Wisdom in Adult Teaching and Learning: An
           Autoethnographic Inquiry, by Fraser, W.
    • Authors: Elizabeth Tingle, Janet Groen
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-11-20T05:50:25Z
      DOI: 10.1177/0741713619889579
       
  • Book Review: Red International and Black Caribbean: Communists in New York
           City, Mexico and the West Indies, 1919-1939, by Stevens, M.
    • Authors: Christopher Harris
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-11-15T06:17:18Z
      DOI: 10.1177/0741713619889045
       
  • “Living More Through Knowing More”: College Education in
           Prison Classrooms
    • Authors: Meghan Elizabeth Kallman
      Abstract: Adult Education Quarterly, Ahead of Print.
      A growing national focus on prison reform has led to a resurgence of interest in carceral education. However, and although college education prison is different from college education in the community, relatively little scholarship has explored why or how these variations exist, what they mean, or how they have changed over time. The present paper aims to help fill this gap, exploring the significance of this context for adult learning. I ask: how does the context of a prison shape classroom dynamics and student learning' In answering the question, I employ qualitative and ethnographic methods that focus on giving voice to the perspective of the student-inmates themselves. I find that the isolated and oppressive characteristics of the prison can, paradoxically, offer unique opportunities for learning and scholarly achievement among incarcerated students. The paper’s findings invite reflection about the types of educational strategies often employed in prisons, and provide baseline data on some important social dynamics within prison classrooms.
      Citation: Adult Education Quarterly
      PubDate: 2019-11-15T06:16:58Z
      DOI: 10.1177/0741713619889589
       
  • “This Is a Head, Hearts, and Hands Enterprise”: Adult Learning
           in Interfaith Dialogue
    • Authors: Elizabeth M. Pope
      Abstract: Adult Education Quarterly, Ahead of Print.
      The purpose of this study was to examine an interfaith dialogue group to understand how adults learn through such an environment. In this qualitative case study, I worked with a group of Jewish, Christian, and Muslim adults located in the southeastern United States. In investigating adult learning through interfaith dialogue, I found that members experience communicative, instrumental, relational, personal, and transformative learning. The findings from this study may help practitioners in both participating in and facilitating interfaith dialogue groups with the intent of learning about other religious traditions. It may also benefit scholars in providing an understanding of how these groups can be intentional learning environments.
      Citation: Adult Education Quarterly
      PubDate: 2019-11-13T05:26:37Z
      DOI: 10.1177/0741713619888632
       
  • The Effects of Social Characteristics of Jobs on the Cognitive Skills of
           Adults in the United States: A PIAAC Analysis
    • Authors: Tobin Lopes, Ellen Scully-Russ, Jill Zarestky, Joshua C. Collins
      Abstract: Adult Education Quarterly, Ahead of Print.
      There is contrary research around whether collaboration at work fosters individual learning and skill development. This study’s purpose was to examine the relationship between social characteristics of jobs on adults’ cognitive skills as measured by the Program for the International Assessment of Adult Competencies (PIAAC). For select industry sectors, we used a linear regression model to predict scores for PIAAC scales—literacy, numeracy, and problem solving in technology-rich environments—based on the independent variables gender, education level, frequency of workplace collaboration, and frequency of sharing work-related information. Results showed level of collaboration at work is negatively associated with PIAAC scores, contradicting current thinking on the role of social interactions in the workplace. We conclude there may be an overemphasis on the social characteristics in job design in some industries and workplaces, leaving little support and time for other activities known to support workplace learning, like management support and time for reflection.
      Citation: Adult Education Quarterly
      PubDate: 2019-11-04T05:09:07Z
      DOI: 10.1177/0741713619884567
       
  • Toward a Theory of Race, Change, and Antiracist Education
    • Authors: John D. Holst
      Abstract: Adult Education Quarterly, Ahead of Print.
      This article is an effort to build on academic theories of race and antiracist education. Using a Gramscian theoretical framework that emphasizes perspectives from organic intellectuals, this article puts the academic literature on race and adult education in conversation with the theory generated on race from select U.S. working-class organic intellectuals and scholar activists. The principal argument of the article, drawn from the dialectical and materialist work of select organic intellectuals and scholar activists, is that race seen as a social construct captures the subjective aspect of race but does not capture the internal relationship of the subjective aspect with the objective aspect of race. All social constructs must be seen objectively and subjectively to consider the prospects for change and antiracist adult education in specific historical and geographical contexts.
      Citation: Adult Education Quarterly
      PubDate: 2019-10-29T05:29:42Z
      DOI: 10.1177/0741713619884580
       
  • “Like, Share, Comment,” and Learn: Transformative Learning in Online
           Anti-Trump Resistance Communities
    • Authors: Stephanie Schroeder, Elizabeth Currin, Elizabeth Washington, Rachelle Curcio, Lisa Lundgren
      Abstract: Adult Education Quarterly, Ahead of Print.
      This article explores adult participation in online social media resistance groups that formed after the 2016 U.S. presidential election (e.g., Indivisible), why individuals participate, and how their views of citizenship are transformed as a result of their participation. Reporting on demographic and open-ended qualitative survey data, this study describes the demographics of participants and employs inductive and deductive coding as analytic methods. Making use of transformative learning as a metatheory and coding with transformative learning typologies in mind, this article illustrates the range of learning outcomes experienced by participants. Our findings indicate the educative potential of online resistance groups, as participants deepened their understandings of democracy, grew more discerning about information shared online, developed confidence to take action, and saw themselves as newly positioned in democracy, connected and capable of making change.
      Citation: Adult Education Quarterly
      PubDate: 2019-10-25T07:16:54Z
      DOI: 10.1177/0741713619884270
       
  • Book Review: Continuing Professional Education in Australia: A Tale of
           Missed Opportunities, by Brennan, B.
    • Authors: Steven Hodge
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-10-05T05:59:23Z
      DOI: 10.1177/0741713619881110
       
  • Determinants of Participation in Nonformal Education in the Czech Republic
    • Authors: Jan Kalenda, Ilona Kočvarová, Jitka Vaculíková
      Abstract: Adult Education Quarterly, Ahead of Print.
      This study deals with key determinants of participation in the nonformal education (NFE) of adults in the Czech Republic (CZE). Our results are based on a secondary analysis of two Adult Education Surveys carried out in the CZE in 2011 (n = 10,190) and 2016 (n = 12,272). Determinants of participation are modelled through logistic regression and decision tree algorithm. The results show that the recent trend of participation in NFE has significantly increased to nearly 40% of adults. In this regard, we argue that this increase is an outcome of the higher investments of employers into NFE in the past 5 years, which has led to a higher proportion of low-skilled workers included in job-related training. Nevertheless, this does not mean that inequality in Czech NFE is decreasing, as the main predictors of participation in NFE remain the same: (a) current employment status, (b) active attitude to learning opportunities, and (c) educational attainment.
      Citation: Adult Education Quarterly
      PubDate: 2019-09-30T12:10:37Z
      DOI: 10.1177/0741713619878391
       
  • Book Review: The Story of Lillian Burke, by Langille, E. M.
    • Authors: Leona M. English
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-07-26T09:22:55Z
      DOI: 10.1177/0741713619866177
       
  • Book Review: Adult Education and Lifelong Learning in Southeastern Europe:
           A Critical View of Policy and Practice, by Koulaouzides, G. A., &
           Popović, K. (Eds.).
    • Authors: Eleni Prokou
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-07-13T12:45:16Z
      DOI: 10.1177/0741713619863660
       
  • Book Review: Youth as/in Crisis: Young People, Public Policy and the
           Politics of Learning, by Carpenter, S., & Mojab, S. (Eds.)
    • Authors: Bronwyn E. Wood
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-06-10T08:42:34Z
      DOI: 10.1177/0741713619855726
       
  • Book Review: Looking Back and Looking Forward: Indigenous Research Rising
           Up, by Markides, J., & Forsythe, L. (Eds.).
    • Authors: Marlene Atleo
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-05-03T07:59:55Z
      DOI: 10.1177/0741713619847631
       
  • Book Review: Lifelong Leaning Participation in a Changing Policy Context:
           An Interdisciplinary Theory by Boeren, E
    • Authors: Scott MacPhail
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-02-21T04:49:54Z
      DOI: 10.1177/0741713619830962
       
  • A Quasi-Experimental Analysis of the Adult Learning Effect on
           Problem-Solving Skills
    • Authors: Suehye Kim
      First page: 6
      Abstract: Adult Education Quarterly, Ahead of Print.
      This study builds an empirical research model that explores societal and individual antecedents of adult learning and examines the adult learning effect on problem-solving skills in the Organization for Economic Cooperation and Development (OECD) countries. Considering national differences, it uses multilevel data sources available from the Programme for the International Assessment of Adult Competencies (PIAAC) 2008-2013 and the OECD data lab. The results from this study suggest that young adults (25- to 34-year-olds) with more favorable backgrounds benefit from their social origin and occupational environment in terms of nonformal learning participation. It was also found that the participants outperform nonparticipants in the PIAAC problem-solving skill assessment. The key findings of this study advocate for the importance of policy interventions to combat the cumulative effects of multiple disadvantages in the educational trajectory from initial education to adult learning as well as to reduce the problem-solving skill gaps of young disadvantaged adults.
      Citation: Adult Education Quarterly
      PubDate: 2019-07-12T04:55:17Z
      DOI: 10.1177/0741713619861073
       
  • Toward Transnational Communities of Practice: An Inquiry Into the
           Experiences of Transnational Academic Mobility
    • Authors: Shibao Guo, Ling Lei
      First page: 26
      Abstract: Adult Education Quarterly, Ahead of Print.
      Transnational mobility characterized by multiple and circular movement of people and their simultaneous interconnections across transnational borders pose challenges to the conception of a closed boundary of community of practice (CoP). This study aims to explore the changing dynamics of CoP in transnational space by examining experiences of transnational academic mobility and connectivity. Through a qualitative case study of internationally educated Chinese transnational academics, who maintained academic and professional connections with their host countries of doctoral studies, this article demonstrates the building of transnational CoPs through their sociocultural learning in transnational space. It underscores tensions, negotiation of power relations, identity trans/formation, and potentials for change in transnational social space. It overshadows the significance of physical boundaries in organizing work, learning, and identities. The study highlights conceptualization of transnational communities of practice for understanding the experiences and identities of transnational academics.
      Citation: Adult Education Quarterly
      PubDate: 2019-08-07T06:06:44Z
      DOI: 10.1177/0741713619867636
       
  • Women’s Midlife Career Transition to Tenured/Tenure-Track Faculty in
           Adult Education
    • Authors: Catherine A. Cherrstrom, Mary V. Alfred
      First page: 44
      Abstract: Adult Education Quarterly, Ahead of Print.
      Faculty characteristics are changing, and traditional theories may not account for the intersection of increasing numbers of women faculty and career changers to higher education in examining faculty development. Using a conceptual framework composed of adult transition and career development models, this phenomenological study investigated the career transition and strategies of women midlife career changers to the professoriate. Findings included a midlife career transition process and related challenges, supports, and strategies to navigate the process with implications for theory and practice.
      Citation: Adult Education Quarterly
      PubDate: 2019-07-31T10:17:59Z
      DOI: 10.1177/0741713619867077
       
  • Benefits of Adult Education Participation for Low-Educated Women
    • Authors: Tatiana Iñiguez-Berrozpe, Carmen Elboj-Saso, Ainhoa Flecha, Francesco Marcaletti
      First page: 64
      Abstract: Adult Education Quarterly, Ahead of Print.
      Given the double risk of exclusion caused for women with a low educational level, adult education can be a fundamental element that allows them to actively participate in their social, political, and cultural environments. Moreover, because educational level has been reported by the scientific literature to be a factor that directly favors personal benefits, such as having better health or greater employability, adult education may be an opportunity to obtain the aforementioned benefits for women with a low educational level. In this study, using the data from the Programme for the International Assessment of Adult Competencies survey, a model was developed to perform a structural equation analysis on a sample of 5,838 European women with an educational level of ISCED 0-2 and to investigate the benefits of participating in nonformal education activities. The results show that this participation provides these women with greater social and political confidence, more intense cultural participation and even better health and employability.
      Citation: Adult Education Quarterly
      PubDate: 2019-08-20T04:53:33Z
      DOI: 10.1177/0741713619870793
       
  • Book Review: Adult Education in Neoliberal Times: Policies, Philosophies
           and Professionalism by Bowl, M
    • Authors: Khalaf Mohamed Abdellatif
      First page: 89
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-03-29T10:24:20Z
      DOI: 10.1177/0741713619841209
       
  • Book Review: Pedagogy, Politics, and Philosophy: Interrogating Peace and
           Peacemaking and Pedagogies for Building Cultures of Peace: Challenging
           
    • Authors: Michelle Glowacki-Dudka, Amy Baize-Ward
      First page: 90
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-02-09T07:11:11Z
      DOI: 10.1177/0741713619830963
       
 
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