Adult Learning最新文献_第8页

Adult Learning as Metamorphosis and Popular Education for Lesbian, Gay, Bisexual, Transgender/Gender Diverse, and Queer+ Equality: The Story of Leonard Matlovich 成人学习的蜕变和女同性恋、男同性恋、双性恋、跨性别/性别多样化、酷儿+平等的大众教育:伦纳德·马特洛维奇的故事

IF 1.3

Adult Learning Pub Date : 2022-04-20 DOI: 10.1177/10451595221084413

Trevor G. Gates, Dyann Ross, Bindi Bennett

{"title":"Adult Learning as Metamorphosis and Popular Education for Lesbian, Gay, Bisexual, Transgender/Gender Diverse, and Queer+ Equality: The Story of Leonard Matlovich","authors":"Trevor G. Gates, Dyann Ross, Bindi Bennett","doi":"10.1177/10451595221084413","DOIUrl":"https://doi.org/10.1177/10451595221084413","url":null,"abstract":"Critical events in Leonard Matlovich’s life depict a reluctant activist for lesbian, gay, bisexual, transgender/gender diverse, and queer+ (LGBTQ+) equality. He served in the US military and subsequently came to personify the broad social challenges to the military’s homophobic culture and recruitment practices. Matlovich’s experience of a series of life metamorphoses made a difference beyond the individual. His example inspired multitudes of other concerned citizens in how to undertake their metamorphoses to challenge institutionalized homophobia. Breakthrough learning experiences in Matlovich’s life are presented to explore and refine aspects of transformative learning theory by applying Jane Martin’s metamorphosis model. The learning nexus between individuals and society is shown to be a dynamic interaction where both aspects of Matlovich’s story and his influence are explored in the context of today’s LGBTQ+ equality struggles. The article shows the conducive personal and societal conditions that enabled his various metamorphoses as whole-of-individual identity and sociocultural crossings toward transformational change. Additionally, the implications of Martin’s educational metamorphosis are discussed. Adult educators are encouraged to emphasize learning located in the learner’s life circumstances, exemplary case studies to inspire cultural crossings against injustice, and transformations as being about grasping in situ learning opportunities in the cross-influence between the whole person and their socio-historical context. Matlovich’s experiences show how relevant dimensions of Martin’s theoretical approach, coupled with support from allies, can contribute to personal agency and can build a groundswell of learning needed to support activism for social justice movements.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87549952","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

Book Review: Designing the Online Learning Experience: Evidence-Based Principles and Strategies 书评:设计在线学习体验:基于证据的原则和策略

IF 1.3

Adult Learning Pub Date : 2022-03-31 DOI: 10.1177/10451595221084411

L.-M. Kaiser

引用次数: 7

Older Adults in Adult Learning 1989–2020: A Literature Review 1989-2020年成人学习中的老年人:文献综述

IF 1.3

Adult Learning Pub Date : 2022-03-28 DOI: 10.1177/10451595221077464

Lisa M. Baumgartner, Bora Jin, Junghwan Kim

引用次数: 0

A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Adult Education Program Administrators and Instructors in the United States COVID-19对美国成人教育项目管理员和教师的初步影响的创伤知情调查

IF 1.3

Adult Learning Pub Date : 2022-03-02 DOI: 10.1177/10451595211073724

David A. Housel

{"title":"A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Adult Education Program Administrators and Instructors in the United States","authors":"David A. Housel","doi":"10.1177/10451595211073724","DOIUrl":"https://doi.org/10.1177/10451595211073724","url":null,"abstract":"The COVID-19 pandemic has had a profound impact on adult education programs globally, transforming in-person operations to distance, online enterprises often overnight. Many administrators, instructors, and program staff have been inordinately burdened physically, economically, and socially by the pandemic in ways that could be considered traumatic. The pandemic has also revealed how the insufficient access to educational technology and limited digital literacy has affected program administrators, instructors, and adult students alike. Can the pandemic create the opportunity to elevate adult learning and restructure existing policies and practices moving forward? To grapple with the answers to this question, this exploratory qualitative study sought the perspectives and insights of program administrators and instructors in adult education programs in the northeastern United States. Through an online, mostly open-ended questionnaire, self-reflections of lessons learned were analyzed through a trauma-informed lens (Gross, 2020). Through multiple rounds of coding, the following themes emerged: (1) balancing multiple stressors; (2) coping with pandemic uncertainty; and (3) addressing virtual classroom engagement, remote work, and the digital divide. Recommendations for modifying preservice preparation and ongoing professional development and making programmatic policies and instructional practices that promote distance teaching/learning and digital literacy in more trauma-responsive and inclusive ways were proposed as were areas for future research.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74692523","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: 3

The Hidden Labors of Adult Learning: Emotional, Gendered, and the Intersection 成人学习的隐性劳动:情感、性别和交集

IF 1.3

Adult Learning Pub Date : 2022-02-25 DOI: 10.1177/10451595211051079

Makena Neal, Benjamin D. Espinoza

引用次数: 0

Developing Effective Recruitment Strategies for African American Men to Earn Alternative High School Credentials 制定有效的招聘策略，帮助非洲裔美国人获得替代高中证书

IF 1.3

Adult Learning Pub Date : 2022-02-24 DOI: 10.1177/10451595211073725

Michael T. Miller, David M. Deggs, V. Hunt, Lona J. Robterson, Callie S. Embry

{"title":"Developing Effective Recruitment Strategies for African American Men to Earn Alternative High School Credentials","authors":"Michael T. Miller, David M. Deggs, V. Hunt, Lona J. Robterson, Callie S. Embry","doi":"10.1177/10451595211073725","DOIUrl":"https://doi.org/10.1177/10451595211073725","url":null,"abstract":"African American men have among the worst high school completion rates of any population in the United States. The consequences of dropping out of school are serious and include high levels of unemployment and incarceration. Attempts at recruiting these men to return to complete a high school credential have not been broadly successful, and the current study was designed to identify the best ideas and practices of recruiting African American men into high-school equivalency completion programs. Using a snowball-generated sample of eight adult education program directors, interviews were conducted to identify strategies and approaches for recruiting African American men. Ultimately, program directors comments resulted in three broad categories of successful recruitment: using personal relationships that connect with men where they are, strategically using social media and online resources that are directly targeted toward these men, and utilizing the relationships and support networks of African American church communities. Responding program directors also stressed the need to meet these men at the physical and psychological places where they are, recognizing that these points of contact can and will change as the men age and face different personal circumstances. The findings provide key information for high-school equivalency program directors as they construct purposeful recruitment plans that also include measures for assessing the effectiveness of their recruitment campaigns.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82408229","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

Designing and Delivering Effective Online Instruction, How to Engage the Adult Learner 设计和提供有效的在线教学，如何吸引成人学习者

IF 1.3

Adult Learning Pub Date : 2022-02-14 DOI: 10.1177/10451595211069079

L. Bloomberg

引用次数: 4

Public Libraries: Your Partner in Increasing College Literacy Among Nontraditional Prospective Students 公共图书馆:提高非传统学生大学素养的伙伴

IF 1.3

Adult Learning Pub Date : 2022-02-05 DOI: 10.1177/10451595211069092

Africa S. Hands

{"title":"Public Libraries: Your Partner in Increasing College Literacy Among Nontraditional Prospective Students","authors":"Africa S. Hands","doi":"10.1177/10451595211069092","DOIUrl":"https://doi.org/10.1177/10451595211069092","url":null,"abstract":"The Netflix docudrama, Operation Varsity Blues: The College Admissions Scandal, illustrates how college admissions, particularly at elite colleges, favors the privileged. Higher educational attainment overall favors the informed. Prospective students have many options when it comes to earning a college degree, with some of the more visible options (e.g. for-profit institutions) to degree attainment resulting in time and money wasted for nontraditional students. Thus, higher education professionals must educate prospective students on their options—sometimes at nontraditional locations. The local public library is one such uncommon, yet ideal location for reaching adult prospective students. Written from the perspective of a former higher education admission and advising professional now library science faculty, this article proposes that the reopening of public libraries post-quarantine is an opportune moment for colleges and universities to create partnerships to recruit adult students. Following a discussion of degree attainment among nontraditional students, barriers experienced, and public library services for adults, I offer four practical suggestions for higher education practitioners to collaborate with public libraries to broaden nontraditional, adult prospective students’ awareness of postsecondary opportunities.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74912908","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

Rising from the Ashes of Academic Burnout: Beneficial Effects of Humor in Adult Education 从学业倦怠的灰烬中重生:幽默在成人教育中的有益作用

IF 1.3

Adult Learning Pub Date : 2022-02-03 DOI: 10.1177/10451595211055718

M. Heidari-Shahreza

{"title":"Rising from the Ashes of Academic Burnout: Beneficial Effects of Humor in Adult Education","authors":"M. Heidari-Shahreza","doi":"10.1177/10451595211055718","DOIUrl":"https://doi.org/10.1177/10451595211055718","url":null,"abstract":"Humor is often treated as a white elephant in the classroom. It is a taken-for-granted aspect of education in a negative sense: Some teachers and researchers frown upon humor as a trivial by-product of class interaction and a digression from the serious business of adult learning. They are predominantly hardwired to disregard humor as off-task, disruptive behavior that should be avoided or briefly laughed away (Bell, 2011). In more humanistic educational contexts, humor may be welcomed, and having a sense of humor might even be encouraged. Nevertheless, the beneficial effects of the fun factor are not usually well-understood and well-invested in such contexts (see Bell, 2011; Heidari-Shahreza, 2021).Humor is largely perceived as and categorized under those I know it when I see it concepts; most teachers assume they are already familiar with humor. More often than not, we underestimate how far humor can go in education (see Banas et al., 2011). In Mark Twain’s words, “laughter is the greatest weapon we have and we, as humans, use it least.”About 5 years ago, I had almost the same intuitive assumption and teaching practice with regard to humor. However, the academic burnout I experienced (and witnessed) was a turning point in my teaching practice and research. I began to appreciate the farreaching potential of humor. In what follows, I will reflect on my 5-year experience of engaging in pedagogical humor, from the perspective of a teacher and researcher who works in the adult language education of Iran.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76392296","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

Using Group Messaging to Facilitate Peer Support Among Early Doctoral Students: A Thematic Analysis of One Cohort’s Text Messages 利用群发信息促进早期博士生之间的同伴支持:一个队列短信的主题分析

IF 1.3

Adult Learning Pub Date : 2022-02-01 DOI: 10.1177/10451595211050072

Julie M. Galliart, E. Thornton, Robin Freeman, Susan Bradley Pospisil, Brendan Csaposs, Kathleen Dorn, James Eller, Kenda S. Grover

引用次数: 0