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}
Pub Date : 2022-05-12DOI: 10.1177/07417136221100437
Mary Baxter
{"title":"Book Review: Narratives of Adult English Learners and Teachers: Practical Applications by C. Larrotta","authors":"Mary Baxter","doi":"10.1177/07417136221100437","DOIUrl":"https://doi.org/10.1177/07417136221100437","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45598962","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 : 2022-05-12DOI: 10.1177/07417136221100438
E. Sader
{"title":"Book Review: Teaching Race: How to Help Students Unmask and Challenge Racism by S. D. Brookfield","authors":"E. Sader","doi":"10.1177/07417136221100438","DOIUrl":"https://doi.org/10.1177/07417136221100438","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44263192","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 : 2022-05-09DOI: 10.1177/07417136221100481
P. Conway
This article synthesizes literatures relating to the fields of andragogy and prison education. It is a key moment to reflect on teaching practices inside carceral settings. As Pell Grant availability for incarcerated students is set to expand dramatically, many college and university faculty are soon likely to be entering prisons as instructors for the first time. This article contends that the tenets of andragogy provide a useful framework for structuring prison education course syllabi, activities, assignments, and evaluation methods. With the aim of valuing students’ life experiences and assisting in the process of self-direction, andragogy can help combat some of the most harmful dynamics inside prisons, encouraging students to maintain an important degree of agency over their own learning.
{"title":"Andragogy in Prison: Higher Education in Prison and the Tenets of Adult Education","authors":"P. Conway","doi":"10.1177/07417136221100481","DOIUrl":"https://doi.org/10.1177/07417136221100481","url":null,"abstract":"This article synthesizes literatures relating to the fields of andragogy and prison education. It is a key moment to reflect on teaching practices inside carceral settings. As Pell Grant availability for incarcerated students is set to expand dramatically, many college and university faculty are soon likely to be entering prisons as instructors for the first time. This article contends that the tenets of andragogy provide a useful framework for structuring prison education course syllabi, activities, assignments, and evaluation methods. With the aim of valuing students’ life experiences and assisting in the process of self-direction, andragogy can help combat some of the most harmful dynamics inside prisons, encouraging students to maintain an important degree of agency over their own learning.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"361 - 379"},"PeriodicalIF":1.3,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42799124","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 : 2022-05-09DOI: 10.1177/07417136221100439
Carrie B. Kisker
{"title":"Book Review: Academic Advising in the Community College by T. U. O’Banion (Ed.)","authors":"Carrie B. Kisker","doi":"10.1177/07417136221100439","DOIUrl":"https://doi.org/10.1177/07417136221100439","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"104 - 105"},"PeriodicalIF":1.3,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48202296","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 : 2022-05-09DOI: 10.1177/07417136221095463
A. Raymer
{"title":"Book Review: The Palgrave Handbook of Learning for Transformation by Nicolaides, A., Eschenbacher, S., Buergelt, P. T., Gilpin-Jackson, Y.,Welch, M. & Misawa, M. (Eds.)","authors":"A. Raymer","doi":"10.1177/07417136221095463","DOIUrl":"https://doi.org/10.1177/07417136221095463","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"221 - 223"},"PeriodicalIF":1.3,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48369508","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 : 2022-04-28DOI: 10.1177/07417136221095461
M. Oromaner
dents Habits of Mind to enhance their ability and confidence to pass the high school proficiency test to become successful learners in education. An assumption of the various authors and editors of this book is that today’s adult education is not just limited to basic literacy and life skills. Instead, it involves getting students ready to be problem-solvers that handle complex operations confidently. Therefore, the lesson plans are content-based with various worldly scenarios that challenge students’ language skills, problem-solving skills, and critical thinking. The book’s organization is congruent with the authors’ argument and purpose, indicating a self-reflexive awareness of their perspective and positionality. However, readers will notice the book does not distinctly address gender, race, class, and other identity markers that can influence learning, which is an integral part of education, especially in considering the diversity of the current ESL population. In general, this book will be a valuable and resourceful handbook for educators working in ESL instruction for adults, as the teaching methods proposed by the book authors are based on research theories, and the book provides step-by-step correspondent examples and lesson plans, respectively, which can be readily adopted and implemented in the classroom with some modifications. However, the methods and resources proposed in this book are primarily targeted towards beginning ESL learners. While the book addresses writing strategies such as guiding students through the writing process, readers will find that teaching more advanced-level writing methods is not addressed. The book will contribute to helping ESL instructors get beginner ESL learners to become linguistically adjusted and equipped for the start of their academic or career pursuits. Addressing the above issues would facilitate students’ agency in academic writing. The agency can increase students’ control over how they navigate an assignment and how they continue developing as English users (Shapiro et al., 2016).
{"title":"Book Review: Professors in the gig economy: unionizing adjunct faculty in America by K. CTR1+ Tolley","authors":"M. Oromaner","doi":"10.1177/07417136221095461","DOIUrl":"https://doi.org/10.1177/07417136221095461","url":null,"abstract":"dents Habits of Mind to enhance their ability and confidence to pass the high school proficiency test to become successful learners in education. An assumption of the various authors and editors of this book is that today’s adult education is not just limited to basic literacy and life skills. Instead, it involves getting students ready to be problem-solvers that handle complex operations confidently. Therefore, the lesson plans are content-based with various worldly scenarios that challenge students’ language skills, problem-solving skills, and critical thinking. The book’s organization is congruent with the authors’ argument and purpose, indicating a self-reflexive awareness of their perspective and positionality. However, readers will notice the book does not distinctly address gender, race, class, and other identity markers that can influence learning, which is an integral part of education, especially in considering the diversity of the current ESL population. In general, this book will be a valuable and resourceful handbook for educators working in ESL instruction for adults, as the teaching methods proposed by the book authors are based on research theories, and the book provides step-by-step correspondent examples and lesson plans, respectively, which can be readily adopted and implemented in the classroom with some modifications. However, the methods and resources proposed in this book are primarily targeted towards beginning ESL learners. While the book addresses writing strategies such as guiding students through the writing process, readers will find that teaching more advanced-level writing methods is not addressed. The book will contribute to helping ESL instructors get beginner ESL learners to become linguistically adjusted and equipped for the start of their academic or career pursuits. Addressing the above issues would facilitate students’ agency in academic writing. The agency can increase students’ control over how they navigate an assignment and how they continue developing as English users (Shapiro et al., 2016).","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"444 - 445"},"PeriodicalIF":1.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45034576","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 : 2022-04-25DOI: 10.1177/07417136221095464
Lyn Tett
{"title":"Book Review: Teaching and Learning about Family Literacy and Family Literacy Programs by Lynch, J. & Prins, E.","authors":"Lyn Tett","doi":"10.1177/07417136221095464","DOIUrl":"https://doi.org/10.1177/07417136221095464","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"123 1","pages":"074171362210954"},"PeriodicalIF":1.3,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540817","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 : 2022-04-25DOI: 10.1177/07417136221095452
Susan M. Yelich Biniecki
{"title":"Book Review: Learning never ends… spaces of adult education: Central and eastern european perspectives by Szarota, Z., & Wojciechowska, Z.","authors":"Susan M. Yelich Biniecki","doi":"10.1177/07417136221095452","DOIUrl":"https://doi.org/10.1177/07417136221095452","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"223 - 225"},"PeriodicalIF":1.3,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44617743","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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