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Women Academics’ Learning as a Result of Being Bullied 受欺负导致的女学者学习
IF 1.3
Adult Learning Pub Date : 2022-10-10 DOI: 10.1177/10451595221129658
L. Baumgartner, J. Zarestky, Vincente Lechuga
{"title":"Women Academics’ Learning as a Result of Being Bullied","authors":"L. Baumgartner, J. Zarestky, Vincente Lechuga","doi":"10.1177/10451595221129658","DOIUrl":"https://doi.org/10.1177/10451595221129658","url":null,"abstract":"Like other workplaces, bullying occurs in academia. Additionally, women report more frequent and severe forms of bullying than men. The purpose of this qualitative study was to unearth women academics’ learning because of being bullied. We discuss the learning context and explore the learning that occurred. Understanding these factors can augment the literature on bullying in academia. As a result of being bullied, women fundamentally changed their perceptions of themselves, others, their respective institutions, and their priorities. This study reveals how women can gain skills and have negative and positive changes in worldview. We offer practical suggestions for faculty, administrators, and institutions to promote learning from the experience of being bullied.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"121 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90336630","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: 2
Teaching through Pain: Finding Peace, of Sorts, after Unimaginable Loss 从痛苦中学习:在难以想象的损失之后找到某种平静
IF 1.3
Adult Learning Pub Date : 2022-10-04 DOI: 10.1177/10451595221126664
R. Wright
{"title":"Teaching through Pain: Finding Peace, of Sorts, after Unimaginable Loss","authors":"R. Wright","doi":"10.1177/10451595221126664","DOIUrl":"https://doi.org/10.1177/10451595221126664","url":null,"abstract":"This evocative autoethnography is an exploration of learning and perseverance during a particularly dark time in my personal and professional life. In a period of just over 3 years, my spouse and I dealt with the need for several surgeries, the Covid-19-Delta pandemic and subsequent isolation, social unrest, an insurrection in the U.S., and the tragic death of our son. Then, the D.Ed. program in which I teach was closed. Through this writing, I attempt to make meaning from these events and to share what I have learned.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"6 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81992516","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
A Critical Discussion of the Work-Life Experiences of Scholar Practitioners 学者实践者工作-生活经验的批判性讨论
IF 1.3
Adult Learning Pub Date : 2022-08-19 DOI: 10.1177/10451595211060078
Sunny L. Munn, Debaro Huyler, Gus Roque, T. Rocco, P. Delgado, Jocelyn Y. James
{"title":"A Critical Discussion of the Work-Life Experiences of Scholar Practitioners","authors":"Sunny L. Munn, Debaro Huyler, Gus Roque, T. Rocco, P. Delgado, Jocelyn Y. James","doi":"10.1177/10451595211060078","DOIUrl":"https://doi.org/10.1177/10451595211060078","url":null,"abstract":"The ability to understand how our work-life experiences impact our pursuits as emerging scholars, parents, and individuals is critical to our successful performance in each role. We explore the intricacies of our work-life systems using collaborative autoethnography, a technique in which several autobiographical ethnographies are analyzed in a group. We use a critical lens to better understand our experiences as a consequence of socially acceptable norms and challenges to the status quo. It is our hope that by better understanding and discussing our work-life experiences as emerging scholars, others balancing these multiple identities will also find useful lessons. Self-reflection questions grounded in our findings and a free-write prompt from our initial data collection are shared as a starting point for others to begin their own autoethnographies.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"67 1","pages":"40 - 46"},"PeriodicalIF":1.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81457331","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
Using Aristotle’s Four Causes to Evaluate and Revise Curriculum 运用亚里士多德的四大原因评价和修订课程
IF 1.3
Adult Learning Pub Date : 2022-08-13 DOI: 10.1177/10451595221116380
Jonathan E. Taylor, Elizabeth Sondermeyer
{"title":"Using Aristotle’s Four Causes to Evaluate and Revise Curriculum","authors":"Jonathan E. Taylor, Elizabeth Sondermeyer","doi":"10.1177/10451595221116380","DOIUrl":"https://doi.org/10.1177/10451595221116380","url":null,"abstract":"Over 2000 years ago, Aristotle wrote of four distinct causes at play in the world we know. Those causes, the material cause, the formal cause, the efficient cause, and the final cause, were meant to refer to ontological and, by extension, epistemological concerns, and were powerful enough to be seized upon and used in some form by those of very different philosophical persuasions (i.e., rational humanists and neo-Thomists). These four types of causes are introduced here as an analytical tool to conduct both formative and summative curriculum assessments, and as a tool to analyze and develop curriculum. The fourth cause, particularly, adds analytical power to present program review conceptions because it positions the result of the program as a cause, rather than a mere output.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"481 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82923078","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
A Teacher, an Advisor, and a Counselor: An Autoethnographic Narrative of an English Language Instructor 教师、顾问与顾问:一位英语教师的民族志叙事
IF 1.3
Adult Learning Pub Date : 2022-08-12 DOI: 10.1177/10451595211069081
M. Stojanović
{"title":"A Teacher, an Advisor, and a Counselor: An Autoethnographic Narrative of an English Language Instructor","authors":"M. Stojanović","doi":"10.1177/10451595211069081","DOIUrl":"https://doi.org/10.1177/10451595211069081","url":null,"abstract":"Using a personal narrative approach, I examine my experiences with teaching English to adults from a Balkan country. As I focus on understanding my teaching experiences, I frame my analysis through adult education theory to understand my role as an adult educator. The significance of this narrative comes from its focus on practice as I highlight the gaps in academic and professional development, challenges faced by, as well as developmental needs of English language teachers who teach adult learners in the Balkan context.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"47 1","pages":"182 - 190"},"PeriodicalIF":1.3,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88068682","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
Continuous Challenges: Case Study of a Sustainable University Adult Education Graduate Program 持续的挑战:可持续大学成人教育研究生项目的案例研究
IF 1.3
Adult Learning Pub Date : 2022-05-30 DOI: 10.1177/10451595221106171
R. A. Collins, Jeff Zacharakis
{"title":"Continuous Challenges: Case Study of a Sustainable University Adult Education Graduate Program","authors":"R. A. Collins, Jeff Zacharakis","doi":"10.1177/10451595221106171","DOIUrl":"https://doi.org/10.1177/10451595221106171","url":null,"abstract":"Through their history, adult education graduate programs have flourished and dwindled and sustainability always seems to be in jeopardy. This case study examines one program’s growth, decline, and continuous rebirth in the competitive higher education market and academic stratification. Throughout its 55 years of existence, faculty have risen from the ranks to embrace an entrepreneurial spirit and leadership. Through flexibility and diversification, the program has evolved to meet the needs of the current learners. This model is sustainable if all faculty focus on the program first and their own professional reputations second.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"26 1","pages":"111 - 116"},"PeriodicalIF":1.3,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75626825","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
Emergency Distance Education Experiences of EFL Instructors and Students During the COVID-19 Pandemic 新冠肺炎疫情期间英语教师和学生的应急远程教育经验
IF 1.3
Adult Learning Pub Date : 2022-05-23 DOI: 10.1177/10451595221094075
Merih Ugurel Kamisli, Aylin Akinlar
{"title":"Emergency Distance Education Experiences of EFL Instructors and Students During the COVID-19 Pandemic","authors":"Merih Ugurel Kamisli, Aylin Akinlar","doi":"10.1177/10451595221094075","DOIUrl":"https://doi.org/10.1177/10451595221094075","url":null,"abstract":"This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners with emergency distance education in response to the COVID-19 pandemic using the lens of the Technological Pedagogical Content Knowledge (TPACK) model. Data was collected through a survey including open-ended questions and a series of in-depth interviews with participants from a large state university. The content analysis method was used for the data analysis. Our research showed that instructors experienced challenges of emergency distance education, emotional stress due to the uncertainties and unplanned nature of the abrupt shift. The findings also identified issues that affect instructors’ and students’ motivation such as unstable internet connection, lack of student–teacher and peer interaction, as well as insufficient resources and access due to the digital divide. Implications for improving the teacher training programs and teachers’ application of the TPACK framework are discussed.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"111 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73512184","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: 4
Book Review: Rituals for Virtual Meetings: Creative Ways to Engage People and Strengthen Relationships 书评:《虚拟会议的仪式:吸引人们和加强关系的创造性方法》
IF 1.3
Adult Learning Pub Date : 2022-05-18 DOI: 10.1177/10451595221099569
Shannon A. B. Perry
{"title":"Book Review: Rituals for Virtual Meetings: Creative Ways to Engage People and Strengthen Relationships","authors":"Shannon A. B. Perry","doi":"10.1177/10451595221099569","DOIUrl":"https://doi.org/10.1177/10451595221099569","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"29 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74828333","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
Beginners: The Joy and Transformative Power of Lifelong Learning (Book Review) 初学者:终身学习的乐趣和变革力量(书评)
IF 1.3
Adult Learning Pub Date : 2022-05-11 DOI: 10.1177/10451595221089709
Tonkia T. Bridges
{"title":"Beginners: The Joy and Transformative Power of Lifelong Learning (Book Review)","authors":"Tonkia T. Bridges","doi":"10.1177/10451595221089709","DOIUrl":"https://doi.org/10.1177/10451595221089709","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"73 1","pages":"121 - 122"},"PeriodicalIF":1.3,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86367119","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
“I’ll Take Two Please … Sike”: Paying the Black Tax in Adult Education “请给我两个……”:支付成人教育中的黑人税
IF 1.3
Adult Learning Pub Date : 2022-04-28 DOI: 10.1177/10451595211069075
Edith Gnanadass, Daryl R. Privott, Dianne Ramdeholl, Lisa R. Merriweather
{"title":"“I’ll Take Two Please … Sike”: Paying the Black Tax in Adult Education","authors":"Edith Gnanadass, Daryl R. Privott, Dianne Ramdeholl, Lisa R. Merriweather","doi":"10.1177/10451595211069075","DOIUrl":"https://doi.org/10.1177/10451595211069075","url":null,"abstract":"We live in a society wherein anti-Black racism is pervasive. It infiltrates every aspect of life, including work life spaces. In spite of the recent call for higher education to become antiracist, a tall order for an institution literally and figuratively built on racist attitudes and behaviors, higher education continues to be a cesspool for racism. Literature is replete with stories of the toll working in such environments takes on Black and Brown people. Some have called it “The Black Tax.” Palmer and Walker (2020) riff off of Rochester’s (2018) popularization of the financial “Black Tax” to relate it to psycho-social realities of Black people. Palmer and Walker define it as “the psychological weight or stressor that Black people experience from consciously or unconsciously thinking about how White Americans perceive the social construct of Blackness” (para. 2). Black and Brown adult educators pay this tax multiple times in the course of working in academe and that tax is doubled when they teach subjects that center equity and social justice. This paper will share through dialogic reconstruction multivocal layered accounts of Black and Brown adult educators, each with a different positionality, but all who understand what it means to pay the Black tax in adult education. Working from a critical race lens, the authors engage in a collaborative evocative autoethnography to analyze their experiences with the impact of the Black tax on their role as adult education professors in higher education. We determined the following themes as salient to our Black Tax experience: A sick place, moving the line, bring me a rock, and weaponizing our power. Understanding how anti-Black racism operates is key to adult education as a discipline moving toward its ever-elusive goal of parity and justice and reflecting on its theories and practices that stymie those efforts.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":"7 1","pages":"61 - 70"},"PeriodicalIF":1.3,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83158941","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
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