Adult Learning最新文献_第9页

Motivations and Barriers for Adult Learner Achievement: Recommendations for Institutions of Higher Education 成人学习者成就的动机和障碍:对高等教育机构的建议

IF 1.3

Adult Learning Pub Date : 2021-12-27 DOI: 10.1177/10451595211059574

Yamini Bellare, Adam Smith, Kelcee Cochran, Samuel Garcia Lopez

引用次数: 2

Individual Learning Accounts: A Comparison of Implemented and Proposed Initiatives 个人学习账户:实施和提议的比较

IF 1.3

Adult Learning Pub Date : 2021-12-11 DOI: 10.1177/10451595211046971

Ph.D Phyllis A. Cummins, Ph.D A. Katherine Harrington, Ph.D Takashi Yamashita

{"title":"Individual Learning Accounts: A Comparison of Implemented and Proposed Initiatives","authors":"Ph.D Phyllis A. Cummins, Ph.D A. Katherine Harrington, Ph.D Takashi Yamashita","doi":"10.1177/10451595211046971","DOIUrl":"https://doi.org/10.1177/10451595211046971","url":null,"abstract":"Access to lifelong learning opportunities has long been discussed in terms of the economic benefits conferred by access to and engagement in further education by members of the labor force, particularly within the global knowledge economy. However, equitable access to lifelong education opportunities, particularly for low-skilled adults in the labor force, has been lacking. The Organisation for Economic Cooperation and Development (OECD) identified three models for funding adult learning: (1) individual learning accounts, (2) individual savings accounts, and (3) training vouchers. The current study discusses examples of these models, either proposed or implemented, across four countries or economic blocks—France, Canada, the United Kingdom, and the United States. In addition, to understand the importance of providing funding for education and training to adults with low levels literacy skills, we use data from the Program for the International Assessment for Adult Competencies (PIAAC) to compare participation in adult education and training (AET) by literacy skill levels. In all countries examined, adults with low literacy skills participated in AET at lower rates than those with middle and high levels of literacy skills. To be successful in reaching adults most in need of skill upgrading, financing models need to provide adequate funds for meaningful skill upgrades, have well-structured information sources (e.g., websites) that are easily navigated by the target population, and include policies to screen educational providers for program quality.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77291371","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

Educational Attainment, Literacy Skills, Nativity, and Motivation to Learn Among Middle-Aged Adults in the United States 美国中年人的教育程度、读写能力、出生和学习动机

IF 1.3

Adult Learning Pub Date : 2021-12-04 DOI: 10.1177/10451595211048554

Shalini Sahoo, Roberto J. Millar, T. Yamashita, P. Cummins

引用次数: 0

The Centrality of Cultural Considerations in Facilitating Training for Adults 文化因素在促进成人培训中的中心地位

IF 1.3

Adult Learning Pub Date : 2021-08-27 DOI: 10.1177/10451595211037310

Corinne Brion

{"title":"The Centrality of Cultural Considerations in Facilitating Training for Adults","authors":"Corinne Brion","doi":"10.1177/10451595211037310","DOIUrl":"https://doi.org/10.1177/10451595211037310","url":null,"abstract":"Teaching and learning are social and cultural activities. Across cultures, people have different ways of communicating, interacting, and learning. Consequently, learning may not occur without understanding the role national cultures play on organizing and facilitating training events. This study is part of a larger study that took place over a period of 6 years, from 2013 to 2019, in West Africa. Using Hofstede et al.’s Six Cultural Dimensions model as a conceptual framework, the researcher sought to examine the extent to which factors of national culture influence the facilitation of professional learning among school principals in two West African countries. Findings indicated that facilitators adapted to national culture in the dimensions of Power Distance, Uncertainty Avoidance, and Long-Term Orientation. This study is significant because teaching does not always equate to learning, and understanding the role of cultural factors can improve learning transfer. If facilitators and practitioners understood how national cultures influence teaching, they would adapt and adjust their practices to the national cultures they serve to improve learning outcomes. Based on the study findings, the researcher offers recommendations for those practitioners who work with adults in international contexts and/or who attend to learners from various cultural backgrounds.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81709529","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

Podcast Review: The Third Sector of Education [Audio Podcast] 播客回顾:教育的第三部门[音频播客]

IF 1.3

Adult Learning Pub Date : 2021-08-25 DOI: 10.1177/10451595211039442

Thomas A. Rausch

引用次数: 0

Book Review: David Hansen and the Call to Teach: Renewing the Work That Teachers Do, by De Marzio, D. (Ed.) 书评:《大卫·汉森与教书的呼唤:更新教师的工作》，德·马尔齐奥博士著(编著)

IF 1.3

Adult Learning Pub Date : 2021-08-24 DOI: 10.1177/10451595211036512

Erin A. Galfer

引用次数: 0

Zooming in on Life Politics: Identity and Reflexivity in a University for the Third Age 放大生活政治:第三时代大学的身份与反身性

IF 1.3

Adult Learning Pub Date : 2021-06-22 DOI: 10.1177/10451595211024576

Hany Hachem

引用次数: 1

Our Time is Now: How the Events of 2020 Will Shape the Field of Adult Education 我们的时代就是现在:2020年的事件将如何塑造成人教育领域

IF 1.3

Adult Learning Pub Date : 2021-05-26 DOI: 10.1177/10451595211016551

Steven W. Schmidt

引用次数: 3

Enhancing Leadership Training Through an Experiential Approach: An Online Model for the 21st Century 通过经验方法加强领导力培训:面向21世纪的在线模式

IF 1.3

Adult Learning Pub Date : 2021-05-06 DOI: 10.1177/10451595211012473

A. Samuel, S. Durning

{"title":"Enhancing Leadership Training Through an Experiential Approach: An Online Model for the 21st Century","authors":"A. Samuel, S. Durning","doi":"10.1177/10451595211012473","DOIUrl":"https://doi.org/10.1177/10451595211012473","url":null,"abstract":"Billions of dollars are spent annually on leadership training and development courses. Unfortunately, this training, both at organizational and university levels, does not appear to consistently result in significant adult learning or better organizational performance. These programs tend to focus on the theories of leadership within closed classroom environments and sometimes present case studies to encourage application of knowledge. The content is typically dissociated from both context and leadership experiences and a “one size fits all” approach is adopted. This approach does not account for the corporate culture that is unique to every organization, even every department. In this innovation in practice article, we present a leadership practicum course tailored for adult learners that provides an experiential approach to leadership training enhanced by expert coaching. Initial results indicate that health care professionals appreciate the ability to transfer theory to practice and the feedback they receive from expert coaches. We present the practicum course and provide two cases to explicate the process; we share initial findings from the course and end with our next steps.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82685958","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

Challenges, Changes, and Choices: Immigrant Academics of Color in American Academia 挑战、变化与选择:美国学术界的有色人种移民学者

IF 1.3

Adult Learning Pub Date : 2021-04-27 DOI: 10.1177/1045159521997583

Rosite K. G. Delgado, Q. Sun

引用次数: 3