Pub Date : 2023-12-28DOI: 10.1177/07417136231223162
Anne Townsend
{"title":"Book Review: Advancing the Global Agenda for Human Rights, Vulnerable Populations, and Environmental Sustainability: Adult Education as Strategic Partner by Alfred, M.V., Robinson, P.A., & Roumell, E.A.","authors":"Anne Townsend","doi":"10.1177/07417136231223162","DOIUrl":"https://doi.org/10.1177/07417136231223162","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"51 7","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-25DOI: 10.1177/07417136231222900
Heidi R. Bacon
{"title":"Book Review: Researching learning and teaching with adults: An introduction by St. Clair, R.","authors":"Heidi R. Bacon","doi":"10.1177/07417136231222900","DOIUrl":"https://doi.org/10.1177/07417136231222900","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"18 S1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-25DOI: 10.1177/07417136231222891
Malene N. Heyliger
{"title":"Book Review: Confronting Institutionalized Racism in Higher Education: Counternarratives for Racial Justice by Ramdeholl, D. & Jones, J.","authors":"Malene N. Heyliger","doi":"10.1177/07417136231222891","DOIUrl":"https://doi.org/10.1177/07417136231222891","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"6 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139159124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-17DOI: 10.1177/07417136231217485
Anthony M. Rodriguez, Susan B. Palmer, Frances R. Duff
As more adults with intellectual and developmental disabilities move into inclusive settings in the community, it is essential to address budgeting and finance issues to avoid real concerns of financial exploitation. Adults with intellectual and developmental disability often comprise the “working poor”, even if they are among the 20% who are fortunate enough to have access to community-based, paid employment at above minimum wage. Those fortunate enough to be placed on government assistance (1 in 4 are still waiting for funded services) soon realize that this benefit comes with restrictions on their income and savings. These restrictions impact work options, pay range, and benefits. Each person’s budget leaves little for saving and discretionary spending. Our present situation of rising inflation compounds these already significant concerns.
{"title":"Using Design Experiment Processes to Adjust Money Habits of Adults with Disabilities","authors":"Anthony M. Rodriguez, Susan B. Palmer, Frances R. Duff","doi":"10.1177/07417136231217485","DOIUrl":"https://doi.org/10.1177/07417136231217485","url":null,"abstract":"As more adults with intellectual and developmental disabilities move into inclusive settings in the community, it is essential to address budgeting and finance issues to avoid real concerns of financial exploitation. Adults with intellectual and developmental disability often comprise the “working poor”, even if they are among the 20% who are fortunate enough to have access to community-based, paid employment at above minimum wage. Those fortunate enough to be placed on government assistance (1 in 4 are still waiting for funded services) soon realize that this benefit comes with restrictions on their income and savings. These restrictions impact work options, pay range, and benefits. Each person’s budget leaves little for saving and discretionary spending. Our present situation of rising inflation compounds these already significant concerns.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"5 17","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-17DOI: 10.1177/07417136231217473
Tiffany M. Devol, Qi Sun
Adults with ADHD maintain some success in higher education but underperform their non-ADHD peers despite having normal intelligence. This study explored the essence of the lived experiences of female graduate students with ADHD navigating their academic journeys in graduate school. Using a phenomenological approach through the lens of Merleau-Ponty's concepts of world, body, others, and time, with open-ended questions via Zoom interviews, nine female graduate students with ADHD participated in the study. Three themes emerged: A little bit extra, I always felt I was going to fail, and they don’t understand. Findings revealed unknown struggles about what it's like to be a female graduate student with ADHD, including that graduate school overloads their ability to cope, causing emotional distress, educational impairment, poor life quality, and fears of seeking support and understanding for their holistic wellbeing. Implications illustrate for higher education how adult learners with ADHD can complete graduate education.
{"title":"Paying Attention: Female ADHD Students Learning in Graduate School","authors":"Tiffany M. Devol, Qi Sun","doi":"10.1177/07417136231217473","DOIUrl":"https://doi.org/10.1177/07417136231217473","url":null,"abstract":"Adults with ADHD maintain some success in higher education but underperform their non-ADHD peers despite having normal intelligence. This study explored the essence of the lived experiences of female graduate students with ADHD navigating their academic journeys in graduate school. Using a phenomenological approach through the lens of Merleau-Ponty's concepts of world, body, others, and time, with open-ended questions via Zoom interviews, nine female graduate students with ADHD participated in the study. Three themes emerged: A little bit extra, I always felt I was going to fail, and they don’t understand. Findings revealed unknown struggles about what it's like to be a female graduate student with ADHD, including that graduate school overloads their ability to cope, causing emotional distress, educational impairment, poor life quality, and fears of seeking support and understanding for their holistic wellbeing. Implications illustrate for higher education how adult learners with ADHD can complete graduate education.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"325 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-06DOI: 10.1177/07417136231217453
T. Morris
Self-directed learning is a core theoretical construct of adult learning. Importantly, self-directed learning represents a fundamental meta-competence for living and working in our increasingly complex and unpredictable world. Nonetheless, the construct of self-directed learning has become obfuscated. In order to redress this concern, this theoretical paper presents a model of Four Dimensions of Self-Directed Learning. The present paper highlights two original theoretical points (1) that there are four key dimensions of the self-directed learning construct, and (2) responsibility and self-regulation required for self-directed learning is not equivocal to that required for teacher-directed learning. Theoretically, the latter point may, in part, explain why practice of years of teacher-directed learning in formal schooling does not prepare persons for competent self-directed learning in adulthood. So, adult education represents a primary opportunity to foster self-directed learning competence in adult learners, but adult education practitioners must be ready to provide support to facilitate the process.
{"title":"Four Dimensions of Self-Directed Learning: A Fundamental Meta-Competence in a Changing World","authors":"T. Morris","doi":"10.1177/07417136231217453","DOIUrl":"https://doi.org/10.1177/07417136231217453","url":null,"abstract":"Self-directed learning is a core theoretical construct of adult learning. Importantly, self-directed learning represents a fundamental meta-competence for living and working in our increasingly complex and unpredictable world. Nonetheless, the construct of self-directed learning has become obfuscated. In order to redress this concern, this theoretical paper presents a model of Four Dimensions of Self-Directed Learning. The present paper highlights two original theoretical points (1) that there are four key dimensions of the self-directed learning construct, and (2) responsibility and self-regulation required for self-directed learning is not equivocal to that required for teacher-directed learning. Theoretically, the latter point may, in part, explain why practice of years of teacher-directed learning in formal schooling does not prepare persons for competent self-directed learning in adulthood. So, adult education represents a primary opportunity to foster self-directed learning competence in adult learners, but adult education practitioners must be ready to provide support to facilitate the process.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"13 4","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-19DOI: 10.1177/07417136231215279
Ke Ma
{"title":"Book Review: Understanding the Adult Learner: Perspectives and Practices by Belzer, A., & Dashew, B.","authors":"Ke Ma","doi":"10.1177/07417136231215279","DOIUrl":"https://doi.org/10.1177/07417136231215279","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"5 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139259851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1177/07417136231211579
Laurie A Chapin, Monique A Fabris, Humberto Oraison
Mature-age students who are the first in their family to attend university have navigated a challenging road to higher education. The aim of the present study was to understand the influence and interaction of familial and personal stories of this cohort and their choices about university study – why they initially did not go after high school, and what brought them to university years later. Six first-year students at an Australian university completed qualitative interviews which were thematically analysed. Findings indicated that early in life families discouraged higher education, but students were able to integrate these familial stories with new, life-affirming, personal stories. Students’ choice to attend university was related to psychological capital and agentic abilities via the stories of optimism, hope, efficacy and resilience. Familial stories acted as forerunners to resilience-building for envisioning life-affirming stories about future opportunities for university study and for stability a university degree represented.
{"title":"How Personal and Familial Narratives Affect the Decision Making of Mature-Aged First-in-Family Students Pursuing University","authors":"Laurie A Chapin, Monique A Fabris, Humberto Oraison","doi":"10.1177/07417136231211579","DOIUrl":"https://doi.org/10.1177/07417136231211579","url":null,"abstract":"Mature-age students who are the first in their family to attend university have navigated a challenging road to higher education. The aim of the present study was to understand the influence and interaction of familial and personal stories of this cohort and their choices about university study – why they initially did not go after high school, and what brought them to university years later. Six first-year students at an Australian university completed qualitative interviews which were thematically analysed. Findings indicated that early in life families discouraged higher education, but students were able to integrate these familial stories with new, life-affirming, personal stories. Students’ choice to attend university was related to psychological capital and agentic abilities via the stories of optimism, hope, efficacy and resilience. Familial stories acted as forerunners to resilience-building for envisioning life-affirming stories about future opportunities for university study and for stability a university degree represented.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"51 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135430778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-29DOI: 10.1177/07417136231208951
Melanie Viola Partsch, Monique Landberg
In today's world, lifelong learning (LLL) is a key element of individual and societal success. However, despite knowing potential determinants of LLL, we do not yet understand how they interact to facilitate LLL. Therefore, the present study aims to verify the usefulness of the Theory of Planned Behavior (TPB) in predicting LLL. We applied a survey data-based approach by building proxies of TPB components for LLL based on the German PIAAC dataset. Our TPB-based path models explained both participation in non-formal LLL and engagement in informal LLL in a large heterogeneous sample of the German working population, also when controlling for influential socio-demographic determinants of LLL. Thereby, our results provide first evidence that TPB lends itself as core of a LLL process model that can serve as a basis to integrate further well-studied determinants of LLL participation and then can be tested in longitudinal multi-level studies.
{"title":"Modeling Determinants of Lifelong Learning According to the Theory of Planned Behavior: A Proxy-Based Approach Using PIAAC Data","authors":"Melanie Viola Partsch, Monique Landberg","doi":"10.1177/07417136231208951","DOIUrl":"https://doi.org/10.1177/07417136231208951","url":null,"abstract":"In today's world, lifelong learning (LLL) is a key element of individual and societal success. However, despite knowing potential determinants of LLL, we do not yet understand how they interact to facilitate LLL. Therefore, the present study aims to verify the usefulness of the Theory of Planned Behavior (TPB) in predicting LLL. We applied a survey data-based approach by building proxies of TPB components for LLL based on the German PIAAC dataset. Our TPB-based path models explained both participation in non-formal LLL and engagement in informal LLL in a large heterogeneous sample of the German working population, also when controlling for influential socio-demographic determinants of LLL. Thereby, our results provide first evidence that TPB lends itself as core of a LLL process model that can serve as a basis to integrate further well-studied determinants of LLL participation and then can be tested in longitudinal multi-level studies.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"103 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136135703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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