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Canadian Journal for the Study of Adult Education最新文献

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Participation and Persistence of Adult Basic Education Students at a Rural College Campus on Manitoulin Island 马尼图林岛农村大学成人基础教育学生的参与与坚持
IF 0.3
Canadian Journal for the Study of Adult Education Pub Date : 2023-01-11 DOI: 10.56105/cjsae.v34i02.5640
Christopher Prechotko, Dale Kirby
{"title":"Participation and Persistence of Adult Basic Education Students at a Rural College Campus on Manitoulin Island","authors":"Christopher Prechotko, Dale Kirby","doi":"10.56105/cjsae.v34i02.5640","DOIUrl":"https://doi.org/10.56105/cjsae.v34i02.5640","url":null,"abstract":"Little research has been conducted to examine the participation and persistence of adult basic education students in northern and rural Canada. This explanatory sequential mixed-methods study was conducted with adult learners to address this research deficit. The study consisted of questionnaire and interview phases. Using thematic analysis, five themes were identified from the participant responses: (a) positive, supportive, personal touch; (b) situational hardships; (c) friendships and community; (d) campus Indigeneity; and (e) program resources. Situational hardships directly affected students’ program participation and persistence. A positive, supportive environment contributed to participation and persistence, while friends, community, and program resources influenced student persistence in the program. Participants identified campus Indigeneity and promotion of the program as areas for improvement.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80217030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Rethinking Postsecondary Access and Engagement for Low-income Adult Learners Through a Community Hub Partnership Approach 通过社区中心伙伴关系方法重新思考低收入成人学习者的高等教育机会和参与
IF 0.3
Canadian Journal for the Study of Adult Education Pub Date : 2023-01-11 DOI: 10.56105/cjsae.v34i02.5669
A. Bourke, Clara Tascón, James Vanderveken, Emily Ecker
{"title":"Rethinking Postsecondary Access and Engagement for Low-income Adult Learners Through a Community Hub Partnership Approach","authors":"A. Bourke, Clara Tascón, James Vanderveken, Emily Ecker","doi":"10.56105/cjsae.v34i02.5669","DOIUrl":"https://doi.org/10.56105/cjsae.v34i02.5669","url":null,"abstract":"This paper draws upon a case study of a campus-community partnership program in Ontario that delivers tuition-free college courses to low-income adult learners in community hub locations. By co-locating college classrooms in existing neighbourhood gathering places (i.e., a community centre and a public library), our research explores whether integrating college capacity and resources in community hub locations can help increase the accessibility of post-secondary education. In doing so, we address a gap in the research in exploring how community hubs provide a support structure that can help boost the motivation of low-income adult learners and better facilitate their pathway to a post-secondary education. Drawing upon a thematic analysis of interview data, we (a) analyze partners’ perspectives on the community hub–based approach in bolstering the accessibility of higher education, (b) reflect on the process of campus-community engagement underpinning the partnership structure, and (c) critically assess the efficacy of the community hub model in connecting learners with an educational pathway.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87427617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Breaking the Armour and Stirring the Soul 打破盔甲，激荡灵魂
IF 0.3
Canadian Journal for the Study of Adult Education Pub Date : 2023-01-11 DOI: 10.56105/cjsae.v34i02.5709
J. A. Perry
{"title":"Breaking the Armour and Stirring the Soul","authors":"J. A. Perry","doi":"10.56105/cjsae.v34i02.5709","DOIUrl":"https://doi.org/10.56105/cjsae.v34i02.5709","url":null,"abstract":"","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72876785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Program Planner Dignity and Negotiation in Collaborative Projects 合作项目中的尊严与谈判
IF 0.3
Canadian Journal for the Study of Adult Education Pub Date : 2023-01-11 DOI: 10.56105/cjsae.v34i02.5650
Cheryl Baldwin, Doug Magnuson
{"title":"Program Planner Dignity and Negotiation in Collaborative Projects","authors":"Cheryl Baldwin, Doug Magnuson","doi":"10.56105/cjsae.v34i02.5650","DOIUrl":"https://doi.org/10.56105/cjsae.v34i02.5650","url":null,"abstract":"In this qualitative interpretivist study, we investigated the types of interactions and negotiations that supported or constrained adult education program planners’ capacity to act, conceptualized as dignity. Data were drawn from interviews with 14 program planners working in collaborative partnerships in U.S. underperforming urban schools. Planner dignity is supported by practice-focused relationships, jointly developing new practices, and program success. Dignity is constrained by organizational hierarchy, unmanageable daily expectations, and ineffective feedback mechanisms causing distance between planners and fracturing the planning table. Dignity affirmation or constraint affect planner uncertainty regarding access to students and resources, control over one’s time, and accountability. Social conditions also affect the quality of interactions. Individualistic and competitive orientations constrain dignity and impede negotiation practices. Co-operative goal orientations support bargaining and consultative problem-solving negotiations; however, these were less common. Findings advance understanding of interactions that underlie and evolve effective negotiation.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84301164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Revolutionary Feminisms 革命性的女权主义
IF 0.3
Canadian Journal for the Study of Adult Education Pub Date : 2023-01-11 DOI: 10.56105/cjsae.v34i02.5708
Sara Carpenter
{"title":"Revolutionary Feminisms","authors":"Sara Carpenter","doi":"10.56105/cjsae.v34i02.5708","DOIUrl":"https://doi.org/10.56105/cjsae.v34i02.5708","url":null,"abstract":"Book Review of:\u0000REVOLUTIONARY FEMINISMS\u0000Bhandar, B. & Ziadah, R. Verso , 2020, 240 Pages.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73773028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Bearing Witness to 2022 as Educators, Learners, and Humans 作为教育者、学习者和人类共同见证2022年
IF 0.3
Canadian Journal for the Study of Adult Education Pub Date : 2022-07-27 DOI: 10.56105/cjsae.v34i1.5682
Robin Neustaeter
{"title":"Bearing Witness to 2022 as Educators, Learners, and Humans","authors":"Robin Neustaeter","doi":"10.56105/cjsae.v34i1.5682","DOIUrl":"https://doi.org/10.56105/cjsae.v34i1.5682","url":null,"abstract":"","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80468008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Tracing the Threads 跟踪线程
IF 0.3
Canadian Journal for the Study of Adult Education Pub Date : 2022-07-27 DOI: 10.56105/cjsae.v34i1.5613
Michael MacKenzie
{"title":"Tracing the Threads","authors":"Michael MacKenzie","doi":"10.56105/cjsae.v34i1.5613","DOIUrl":"https://doi.org/10.56105/cjsae.v34i1.5613","url":null,"abstract":"While spirituality has emerged as a topic of interest in adult education, much of the current scholarship considers spirituality as distinct from religion. This literature review questions those conclusions, including the use of theistic terminology to describe a concept (spirituality) that many posit is non-theistic. Spirituality is also considered in terms of transformative learning theory and spiritually centred transformation, specifically as a type of non-cognitive transformation. In this way, spirituality is placed alongside other types of affective or emotionally based ways of knowing, learning, and transforming. Finally, experiences of religious doubt—defined as dissonance or uncertainty in one’s religious and faith beliefs—are identified as potential catalysts that launch the transformative learning process. The review concludes by identifying the need for more research into the intersections of religious doubt and transformative learning in terms of what this research might tell us about the nature of both doubt and transformation.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89110848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Raconter les contributions des femmes à l’éducation des adultes 讲述妇女对成人教育的贡献
IF 0.3
Canadian Journal for the Study of Adult Education Pub Date : 2022-07-27 DOI: 10.56105/cjsae.v34i1.5661
Audrey Dahl
{"title":"Raconter les contributions des femmes à l’éducation des adultes","authors":"Audrey Dahl","doi":"10.56105/cjsae.v34i1.5661","DOIUrl":"https://doi.org/10.56105/cjsae.v34i1.5661","url":null,"abstract":"Pour de nombreux chercheurs et chercheuses en éducation des adultes, il est important de bien comprendre l’histoire de ce champ pour mieux envisager son avenir. Comme dans bien d’autres domaines, le rôle joué par les femmes n’est pas toujours mis de l’avant. Avec le temps, il s’avère de plus en plus difficile de raconter une histoire qui inclut la contribution des femmes parce que peu d’archives écrites témoignent de leur agentivité. Cette recherche a fait appel à la méthodologie de l’histoire orale afin de recueillir les récits de quatre femmes contributrices à l’éducation des adultes. À travers l’analyse et l’interprétation de leur parcours, nous pouvons faire ressortir les thèmes suivants : les alliances entre l’éducation des adultes et le mouvement des femmes; l’aspect collectif des contributions racontées qui mènent à des transformations sociales; et le potentiel pédagogique que comportent la cueillette, l’interprétation et la diffusion des histoires orales de personnes à risque d’être invisibilisées de l’histoire.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82830076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Meanings of Quebec’s Linguistic Integration Program as Perceived by Recent Immigrants 新移民眼中魁北克语言融合计划的意义
IF 0.3
Canadian Journal for the Study of Adult Education Pub Date : 2022-07-27 DOI: 10.56105/cjsae.v34i1.5635
Anna Zagrebina
{"title":"Meanings of Quebec’s Linguistic Integration Program as Perceived by Recent Immigrants","authors":"Anna Zagrebina","doi":"10.56105/cjsae.v34i1.5635","DOIUrl":"https://doi.org/10.56105/cjsae.v34i1.5635","url":null,"abstract":"The meanings and effects of government-funded language training programs is an important research subject because it concerns possible prejudices against immigrants and negative stereotypes as well as discussions on the effectiveness of immigrant integration policies in general. The effects of civic integration programs are difficult to measure, and there is insufficient research devoted to such analysis. This study, by applying quantitative content analysis to examine the responses of 73 participants in a linguistic integration program, found the most essential meanings of the program that can be revealed only through personal participation. The results of this study can be used to evaluate language training programs for adult newcomers and provide ideas on which elements of the educational process should receive special attention from teachers and employers of language programs.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83220463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Exploring Interprofessional Learning in Collaborative Care Teams 探索合作护理团队的跨专业学习
IF 0.3
Canadian Journal for the Study of Adult Education Pub Date : 2022-07-27 DOI: 10.56105/cjsae.v34i1.5639
Sarah O’Brien, Leona English
{"title":"Exploring Interprofessional Learning in Collaborative Care Teams","authors":"Sarah O’Brien, Leona English","doi":"10.56105/cjsae.v34i1.5639","DOIUrl":"https://doi.org/10.56105/cjsae.v34i1.5639","url":null,"abstract":"This study focuses on interprofessional learning and education in collaborative care teams in primary health care. Using a case study methodology, the researcher collected data through semi-structured interviews and document analysis. Through purposeful sampling, the study explores the experiences of five diverse health professionals (two nurses, two dietitians, one physician) working within collaborative care. A critical incident framework approach was used to identify interprofessional learning themes, which were classified as collaborative, continuous, and reflective. The study identified enablers to interprofessional learning as supportive time and space, trusting relationships, and shared values among team members. The interpretive framework of this study aligned experiential learning, situated cognition, and reflective practice learning theories to support the interprofessional learning process within collaborative practice teams. The study affirms the importance of informal interprofessional learning among health-care professionals.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73860887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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