Pub Date : 2023-03-22DOI: 10.1177/07417136231165007
Kevin M. Roessger
Developing adults’ reflective thinking habits is an aim of adult education, but the best way to do it has been overlooked. Common strategies communicate the skills and knowledge needed to reflect while providing practice opportunities. Yet research indicates that reflective habits are comprised of not only skills and knowledge but also of attitudes toward reflection. This study investigated whether attitudinal change strategies in a reflective thinking workshop induced cognitive dissonance by helping adults appreciate reflection and calibrate their reflective behavior. Participants were randomly assigned to a skills-based or skills-based plus attitudinal change workshop. Pre-post measures of learners’ need for and engagement in reflection were taken. Multivariate analysis of covariance revealed that attitudinal change strategies induced dissonance by increasing the need for reflection while decreasing perceived engagement in reflection. Exclusively skills-based strategies failed to affect the need for reflection but increased perceived engagement in reflection, creating overconfidence. Implications for research and practice are offered.
{"title":"Attitudes Matter: Examining How Teaching Strategies for Attitudinal Change Help Adults Value Reflection and Calibrate Their Reflective Thinking","authors":"Kevin M. Roessger","doi":"10.1177/07417136231165007","DOIUrl":"https://doi.org/10.1177/07417136231165007","url":null,"abstract":"Developing adults’ reflective thinking habits is an aim of adult education, but the best way to do it has been overlooked. Common strategies communicate the skills and knowledge needed to reflect while providing practice opportunities. Yet research indicates that reflective habits are comprised of not only skills and knowledge but also of attitudes toward reflection. This study investigated whether attitudinal change strategies in a reflective thinking workshop induced cognitive dissonance by helping adults appreciate reflection and calibrate their reflective behavior. Participants were randomly assigned to a skills-based or skills-based plus attitudinal change workshop. Pre-post measures of learners’ need for and engagement in reflection were taken. Multivariate analysis of covariance revealed that attitudinal change strategies induced dissonance by increasing the need for reflection while decreasing perceived engagement in reflection. Exclusively skills-based strategies failed to affect the need for reflection but increased perceived engagement in reflection, creating overconfidence. Implications for research and practice are offered.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"266 - 285"},"PeriodicalIF":1.3,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45494789","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 : 2022-10-27DOI: 10.1177/07417136221134782
Kaela Jubas
In this article, I explore the pedagogical function of #MeToo, highlighting what it might teach about gender-based mistreatment and mainstreamed feminism. I begin by reviewing linkages between adult education and social movements, then trace the development of #MeToo, drawing on both media and scholarly texts. Next, I apply the concepts of feminist snap and neoliberal feminism, layered on top of Foucault's thoughts on confession, to examine how #MeToo has been shaped by the newer phenomena of neoliberalism and social media, and the older phenomena of feminism and social inequities. The role of confession in social ideals of the feminine, feminist activism, and neoliberalism becomes a steady consideration. My analysis illuminates tensions in globalized feminist activism, and possibly other types of equity-seeking movements, and the adult learning and education that it fosters.
{"title":"More than a Confessional Mo(ve)ment? #MeToo's Pedagogical Tensions","authors":"Kaela Jubas","doi":"10.1177/07417136221134782","DOIUrl":"https://doi.org/10.1177/07417136221134782","url":null,"abstract":"In this article, I explore the pedagogical function of #MeToo, highlighting what it might teach about gender-based mistreatment and mainstreamed feminism. I begin by reviewing linkages between adult education and social movements, then trace the development of #MeToo, drawing on both media and scholarly texts. Next, I apply the concepts of feminist snap and neoliberal feminism, layered on top of Foucault's thoughts on confession, to examine how #MeToo has been shaped by the newer phenomena of neoliberalism and social media, and the older phenomena of feminism and social inequities. The role of confession in social ideals of the feminine, feminist activism, and neoliberalism becomes a steady consideration. My analysis illuminates tensions in globalized feminist activism, and possibly other types of equity-seeking movements, and the adult learning and education that it fosters.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"133 - 149"},"PeriodicalIF":1.3,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42861306","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 : 2022-10-25DOI: 10.1177/07417136221128945
Lisa R. Merriweather, Edith Gnanadass, Dianne Ramdeholl, R. St. Clair, Jacob Frankovich
{"title":"Welcome From the New Editorial Team","authors":"Lisa R. Merriweather, Edith Gnanadass, Dianne Ramdeholl, R. St. Clair, Jacob Frankovich","doi":"10.1177/07417136221128945","DOIUrl":"https://doi.org/10.1177/07417136221128945","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"335 - 338"},"PeriodicalIF":1.3,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44908992","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 : 2022-10-19DOI: 10.1177/07417136221132779
A. Bernhardt, K. Kaufmann-Kuchta
International research on adult education systems reaches certain limitations when explaining differences between and within countries. Often, research within the multilevel system of adult education examines issues located at the macro-level, meaning policy and legal frameworks, and at the micro-level, dealing with impacts on learners. This article focuses on the meso-level of adult education in two sample countries, referring to providers and their educational offers of publicly financed basic and community education. Guided by the theoretical approaches of educational governance and neo-institutionalism, we identify governance regimes and organizational fields and analyze the impacts of legal and financial regulation on providers and their provision. Based on document review and expert interviews, relations at the national and regional levels are analyzed. We find a decentralized system supporting the regional provision of basic adult education in Spain and a mixture of national and regional regulations leading to regional provision based on learners’ needs in England.
{"title":"Governance of Publicly Financed Adult Education in England and Spain – A Comparison","authors":"A. Bernhardt, K. Kaufmann-Kuchta","doi":"10.1177/07417136221132779","DOIUrl":"https://doi.org/10.1177/07417136221132779","url":null,"abstract":"International research on adult education systems reaches certain limitations when explaining differences between and within countries. Often, research within the multilevel system of adult education examines issues located at the macro-level, meaning policy and legal frameworks, and at the micro-level, dealing with impacts on learners. This article focuses on the meso-level of adult education in two sample countries, referring to providers and their educational offers of publicly financed basic and community education. Guided by the theoretical approaches of educational governance and neo-institutionalism, we identify governance regimes and organizational fields and analyze the impacts of legal and financial regulation on providers and their provision. Based on document review and expert interviews, relations at the national and regional levels are analyzed. We find a decentralized system supporting the regional provision of basic adult education in Spain and a mixture of national and regional regulations leading to regional provision based on learners’ needs in England.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"310 - 331"},"PeriodicalIF":1.3,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43520560","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 : 2022-09-27DOI: 10.1177/07417136221129625
Mehdi Moharami, A. Keary, Alexander Kostogriz
Iranian authorities view English language learning as a disturbing influence on national identity. They are concerned about its impact on learners’ identities. Despite the political concern, there is growing interest in learning English in Iranian private schools for personal and social development. This article reports on a study in which six male and two female adult English language learners in Iran were interviewed. The semi-structured interviews provided insights into learners’ identity formation and social practices. The data showed developments in learners’ perceptions of national identity, cultural, and religious practices. The globalization of English has amplified learners’ level of access to the discourse of others, while the level of investment in learning is indispensable in their identity formation. This research argues that English language learning and its associated everyday practices lead to learners’ identity work. This has significant implications for language education in cultures with adverse views toward learning English.
{"title":"Adult Iranian English Language Learners’ Identity Work: An Exploration of Language Practices and Learner Identities","authors":"Mehdi Moharami, A. Keary, Alexander Kostogriz","doi":"10.1177/07417136221129625","DOIUrl":"https://doi.org/10.1177/07417136221129625","url":null,"abstract":"Iranian authorities view English language learning as a disturbing influence on national identity. They are concerned about its impact on learners’ identities. Despite the political concern, there is growing interest in learning English in Iranian private schools for personal and social development. This article reports on a study in which six male and two female adult English language learners in Iran were interviewed. The semi-structured interviews provided insights into learners’ identity formation and social practices. The data showed developments in learners’ perceptions of national identity, cultural, and religious practices. The globalization of English has amplified learners’ level of access to the discourse of others, while the level of investment in learning is indispensable in their identity formation. This research argues that English language learning and its associated everyday practices lead to learners’ identity work. This has significant implications for language education in cultures with adverse views toward learning English.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"248 - 265"},"PeriodicalIF":1.3,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41384303","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 : 2022-09-15DOI: 10.1177/07417136221125462
Trisha Barefield, Aliki Nicolaides
This paper uses Vygotsky's cultural-historical development theory to examine the theoretical lineages that influenced Marsick and Watkins’ (1990) model of informal and incidental learning. After discussing the context of each influence, the paper applies cultural-historical development theory to the many updates that Marsick, Watkins, and collaborators have contributed, moving the model into a theory. In 1990, Marsick and Watkins named the work of Dewey, Lindeman, Lewin, Knowles, Polanyi, and Argyris and Schön as primary influences for the formation of their informal and incidental learning model. By focusing on the context of each of the theorists who influenced the original Marsick and Watkins model and sketching the connections between the theorists' ideas and experiences, this paper fulfills the twofold purpose of exploring the context of Marsick and Watkins' model-turned-theory and providing a model for Vygotsky-informed literature reviews.
{"title":"A Cultural-Historical Analysis of Marsick and Watkins’ Informal and Incidental Learning Model","authors":"Trisha Barefield, Aliki Nicolaides","doi":"10.1177/07417136221125462","DOIUrl":"https://doi.org/10.1177/07417136221125462","url":null,"abstract":"This paper uses Vygotsky's cultural-historical development theory to examine the theoretical lineages that influenced Marsick and Watkins’ (1990) model of informal and incidental learning. After discussing the context of each influence, the paper applies cultural-historical development theory to the many updates that Marsick, Watkins, and collaborators have contributed, moving the model into a theory. In 1990, Marsick and Watkins named the work of Dewey, Lindeman, Lewin, Knowles, Polanyi, and Argyris and Schön as primary influences for the formation of their informal and incidental learning model. By focusing on the context of each of the theorists who influenced the original Marsick and Watkins model and sketching the connections between the theorists' ideas and experiences, this paper fulfills the twofold purpose of exploring the context of Marsick and Watkins' model-turned-theory and providing a model for Vygotsky-informed literature reviews.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"150 - 168"},"PeriodicalIF":1.3,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47718942","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 : 2022-08-24DOI: 10.1177/07417136221121594
Francesco Marcaletti, Tatiana Íñiguez-Berrozpe, Carmen Elboj-Saso, Emma Garavaglia
Adult training is a fundamental strategy for the improvement of workers’ skills and employability. However, as workers age and remain in the same company, the risk of losing motivation for learning may grow. In a sample of 1,452 workers from 17 Spanish companies, we analyzed to what extent the training factor increases their quality of employment and the assessment they make of their organization, despite the negative effect of the passing of time. To do so, we implemented a structural equation model that considered the effects of the variables “seniority in the company” and “training” on quality of employment. We tested this model through multigroup analysis by differentiating between workers aged under 50 and those aged 50 years and older, showing that the positive effect of training is stronger in older workers and reduces the negative effect of seniority in the company for those aged under 50.
{"title":"Adult Training as a Quality Factor in Work Trajectory: Positive Effects of Adult Training on Seniority and Ageing at Work","authors":"Francesco Marcaletti, Tatiana Íñiguez-Berrozpe, Carmen Elboj-Saso, Emma Garavaglia","doi":"10.1177/07417136221121594","DOIUrl":"https://doi.org/10.1177/07417136221121594","url":null,"abstract":"Adult training is a fundamental strategy for the improvement of workers’ skills and employability. However, as workers age and remain in the same company, the risk of losing motivation for learning may grow. In a sample of 1,452 workers from 17 Spanish companies, we analyzed to what extent the training factor increases their quality of employment and the assessment they make of their organization, despite the negative effect of the passing of time. To do so, we implemented a structural equation model that considered the effects of the variables “seniority in the company” and “training” on quality of employment. We tested this model through multigroup analysis by differentiating between workers aged under 50 and those aged 50 years and older, showing that the positive effect of training is stronger in older workers and reduces the negative effect of seniority in the company for those aged under 50.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"169 - 196"},"PeriodicalIF":1.3,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41756955","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 : 2022-07-24DOI: 10.1177/07417136221105884
Alexis Cherewka, E. Prins
Adult basic education (ABE) scholars, practitioners, and policymakers have long debated the purpose and outcomes of federal ABE policy. Although the current policy, the Workforce Innovation and Opportunity Act (WIOA), became law in 2014, there is no comprehensive analysis of the diverging perspectives on WIOA implementation. This integrative literature review generates a synthesis of WIOA-Title II implementation and suggests implications for future research. Based on a thematic analysis of 35 publications (2014–2021), the paper elaborates on four themes: limited ABE funding and the need to use funds efficiently, WIOA-mandated coordination between ABE providers and workforce development partners, increased accountability requirements that narrowly focus on economic outcomes, and framing adult education for economic purposes. Future research on WIOA-Title II implementation should build on this foundation to inquire for whom WIOA works, where it works, and under what conditions it is or isn’t successful in helping learners to flourish.
{"title":"Adult Basic Education Under WIOA Title II Implementation: An Integrative Literature Review","authors":"Alexis Cherewka, E. Prins","doi":"10.1177/07417136221105884","DOIUrl":"https://doi.org/10.1177/07417136221105884","url":null,"abstract":"Adult basic education (ABE) scholars, practitioners, and policymakers have long debated the purpose and outcomes of federal ABE policy. Although the current policy, the Workforce Innovation and Opportunity Act (WIOA), became law in 2014, there is no comprehensive analysis of the diverging perspectives on WIOA implementation. This integrative literature review generates a synthesis of WIOA-Title II implementation and suggests implications for future research. Based on a thematic analysis of 35 publications (2014–2021), the paper elaborates on four themes: limited ABE funding and the need to use funds efficiently, WIOA-mandated coordination between ABE providers and workforce development partners, increased accountability requirements that narrowly focus on economic outcomes, and framing adult education for economic purposes. Future research on WIOA-Title II implementation should build on this foundation to inquire for whom WIOA works, where it works, and under what conditions it is or isn’t successful in helping learners to flourish.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"113 - 132"},"PeriodicalIF":1.3,"publicationDate":"2022-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46695752","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 : 2022-07-14DOI: 10.1177/07417136221113577
I. Korshunov, S. Lubnikov, Maxim S. Miroshnikov, A. Tyunin
Using the PIAAC data, we show how exposure to various dimensions of nonformal and informal learning relates to the problem-solving capacity in a technology-rich environment for working adults. The sample included permanent staff from various economic sectors, self-employed individuals, and casual employees doing fixed-term contracts (n = 1248) between 16 and 65 years, 38% of participants were males. A regression analysis showed that managerial practices such as degree of autonomy, frequency of interaction with coworkers, participation in training and counseling, and handling of routine and complex in-job problems are important factors associated with problem-solving scores for the respondents at every level of educational attainment. Underdevelopment of managerial practices can be connected to the lingering transition to the market system which hinders the flexible transition of skills and training in the workplace and lowers problem-solving scores in Russia compared to OECD countries.
{"title":"Problem Solving and Formal, Nonformal, and Informal Learning of Russian Employees (Based on PIAAC Data)","authors":"I. Korshunov, S. Lubnikov, Maxim S. Miroshnikov, A. Tyunin","doi":"10.1177/07417136221113577","DOIUrl":"https://doi.org/10.1177/07417136221113577","url":null,"abstract":"Using the PIAAC data, we show how exposure to various dimensions of nonformal and informal learning relates to the problem-solving capacity in a technology-rich environment for working adults. The sample included permanent staff from various economic sectors, self-employed individuals, and casual employees doing fixed-term contracts (n = 1248) between 16 and 65 years, 38% of participants were males. A regression analysis showed that managerial practices such as degree of autonomy, frequency of interaction with coworkers, participation in training and counseling, and handling of routine and complex in-job problems are important factors associated with problem-solving scores for the respondents at every level of educational attainment. Underdevelopment of managerial practices can be connected to the lingering transition to the market system which hinders the flexible transition of skills and training in the workplace and lowers problem-solving scores in Russia compared to OECD countries.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"197 - 219"},"PeriodicalIF":1.3,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48948267","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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