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Determinants of Adult Education and Training Participation in the United States: A Machine Learning Approach 美国成人教育和培训参与的决定因素：机器学习方法
IF 1.3 4区 教育学
Adult Education Quarterly Pub Date : 2023-09-05 DOI: 10.1177/07417136231198046
Chang Sung Jang, Junghwa Choi, R. Maulik, Doo Hun Lim
{"title":"Determinants of Adult Education and Training Participation in the United States: A Machine Learning Approach","authors":"Chang Sung Jang, Junghwa Choi, R. Maulik, Doo Hun Lim","doi":"10.1177/07417136231198046","DOIUrl":"https://doi.org/10.1177/07417136231198046","url":null,"abstract":"In response to recent shifts in the global economy, there has been a growing academic interest in adult education and training (AET), enabling adults to meet the ever-changing demands of the workforce. However, empirical findings offer nuanced evidence on the most influential factors among various aspects. This study aims to reexamine the previously highlighted determinants of job-related AET participation using the random forest classifiers technique. The data is drawn from the 2017 U.S. Program for the International Assessment of Adult Competencies, where we selected 1,334 respondents with work experience in the last 12 months. Our findings suggest that age and skills use at work were found to be the most important factors for formal AET, whereas skills use at work and organization size were the most significant factors for nonformal AET. Our results emphasize the critical role of skills utilization and organizational support in working adults’ participation in AET.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42039809","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}
引用次数: 0
Conceptualizing Anti-Racist Pedagogies Within Experimental Music's Community of Practice 实验音乐实践共同体中反种族主义教学法的概念化
IF 1.3 4区 教育学
Adult Education Quarterly Pub Date : 2023-08-31 DOI: 10.1177/07417136231198218
Peter J. Woods
{"title":"Conceptualizing Anti-Racist Pedagogies Within Experimental Music's Community of Practice","authors":"Peter J. Woods","doi":"10.1177/07417136231198218","DOIUrl":"https://doi.org/10.1177/07417136231198218","url":null,"abstract":"Despite communities of practice (COPs) literature asserting the importance of attending to power dynamics within these learning contexts, research has largely ignored the process of racialization within COPs and, in particular, the role anti-racist pedagogies play within these spaces. In response, I present findings from an instrumental case study to address the following research question: how do participants in an experimental music community conceptualize anti-racist pedagogies within their COP? Building on Kenny’s notion of communities of musical practice, my analysis shows that the board members and employees of the experimental music venue at the center of this study recognize opportunities to challenge white supremacy and build critical understandings of racialization across all three of Wenger’s dimensions of COPs: mutual engagement, joint enterprise, and shared repertoire. This study therefore provides a potential framework for future studies into anti-racist pedagogies within informal adult education.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48634070","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}
引用次数: 0
Infusing Intersectional Pedagogy into Adult Education and Human Resource Development Graduate Education 跨学科教育学在成人教育和人力资源开发研究生教育中的渗透
IF 1.3 4区 教育学
Adult Education Quarterly Pub Date : 2023-08-31 DOI: 10.1177/07417136231198049
Eunbi Sim, L. Bierema
{"title":"Infusing Intersectional Pedagogy into Adult Education and Human Resource Development Graduate Education","authors":"Eunbi Sim, L. Bierema","doi":"10.1177/07417136231198049","DOIUrl":"https://doi.org/10.1177/07417136231198049","url":null,"abstract":"Intersectional pedagogy (IP) is an educational intervention to help learners develop a social justice consciousness about interlocking systems of oppression that create injustice at the individual, group, and societal levels. The purpose of the study is to explore tenets of IP and profile ways higher education instructors from adult education (AE) and human resource development (HRD) programs might infuse intersectional perspectives into their teaching. Based on a literature review, this work demonstrates the foundations, principles, strategies, and challenges of IP. Further, this article proposes a tailored course design model to help instructors enact IP in the classroom. This study will benefit AE and HRD scholars by increasing their understanding of IP. Further, it will contribute to developing adult learners’ capacity to examine workplaces and society in critical, intersectional ways and take more mindful, timely action to create more equitable organizations and communities.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49551364","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}
引用次数: 1
Book Review: Generative Knowing: Principles, Methods, and Dispositions of an Emerging Adult Learning Theory by Nicolaides, A. 书评:《生成认知:一种新兴成人学习理论的原理、方法和倾向》，作者:Nicolaides, A。
IF 1.3 4区 教育学
Adult Education Quarterly Pub Date : 2023-08-31 DOI: 10.1177/07417136231199873
Oliver S. Crocco
{"title":"Book Review: Generative Knowing: Principles, Methods, and Dispositions of an Emerging Adult Learning Theory by Nicolaides, A.","authors":"Oliver S. Crocco","doi":"10.1177/07417136231199873","DOIUrl":"https://doi.org/10.1177/07417136231199873","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46946571","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}
引用次数: 0
A Comparative Study of Values-Based Fields of Adult Learning and Education in Austria, Scotland, and South Tyrol, Italy: Practitioners Resisting Neoliberal Tendencies Based on Their Ideas of Social Justice 奥地利、苏格兰和意大利南蒂罗尔以价值观为基础的成人学习和教育领域的比较研究:基于社会正义观念的实践者抵制新自由主义倾向
IF 1.3 4区 教育学
Adult Education Quarterly Pub Date : 2023-08-07 DOI: 10.1177/07417136231180550
Irene Cennamo, Monika Kastner, L. Tett
{"title":"A Comparative Study of Values-Based Fields of Adult Learning and Education in Austria, Scotland, and South Tyrol, Italy: Practitioners Resisting Neoliberal Tendencies Based on Their Ideas of Social Justice","authors":"Irene Cennamo, Monika Kastner, L. Tett","doi":"10.1177/07417136231180550","DOIUrl":"https://doi.org/10.1177/07417136231180550","url":null,"abstract":"This article presents the findings of a comparative study of values-based adult learning and education (ALE) fields; specifically, in Austria, critical-emancipatory adult basic education; Scotland, learner-centered, community-based adult learning; and South Tyrol, Italy, the Winterschule, a radical-critical popular education format. We studied the voices of experienced practitioners to understand their challenges and constraints and how they resisted changes that did not reflect their values. It highlights local practices to promote visibility, create dialogue, and strengthen the understanding and recognition of these fields in which practitioners are unequivocally committed to social justice. Our findings highlighted repertoires of resistance, affirmed pedagogy as a values-based endeavor, and elucidated practitioners’ commitments to holistic approaches that re-negotiate ideas of social justice for people and the planet. Our analysis shows that when ideas of social justice are shared amongst allies, practitioners can effectively maintain their values-based approaches and thus re-affirm and protect democratic ALE practice.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45552844","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}
引用次数: 0
Food and Housing Insecurity Among Adult Undergraduates During the COVID-19 Pandemic 新冠肺炎大流行期间成年大学生的食物和住房不安全
IF 1.3 4区 教育学
Adult Education Quarterly Pub Date : 2023-08-06 DOI: 10.1177/07417136231192405
Krista M. Soria
{"title":"Food and Housing Insecurity Among Adult Undergraduates During the COVID-19 Pandemic","authors":"Krista M. Soria","doi":"10.1177/07417136231192405","DOIUrl":"https://doi.org/10.1177/07417136231192405","url":null,"abstract":"The purpose of this study was to examine the variables associated with adult undergraduates’ food and housing insecurity during the COVID-19 pandemic. Data were derived from the 2020 #RealCollege Survey, which was completed by 25,838 adult undergraduates (≥25 years old) at 72 4-year and 127 2-year institutions in 42 U.S. states. The results suggest that 43.2% of adult undergraduates experienced food insecurity, and 60.6% experienced housing insecurity. Adult undergraduates who had multiple disabilities, grew up in lower-income families, had previously lived in foster care, attended 2-year colleges, and did not live with a spouse/partner had significantly higher probabilities of experiencing food or housing insecurity. Furthermore, first-generation students, international students, or caregivers, parents, or guardians to children had significantly higher probabilities of experiencing food and housing insecurity. Finally, adult undergraduates who experienced COVID-19 pandemic-related academic and financial and health difficulties also had higher probabilities of experiencing food and housing insecurity.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46663307","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}
引用次数: 0
Learning from the Past: Continuity as a Dimension of Transformation 从过去学习：作为转型维度的连续性
IF 1.3 4区 教育学
Adult Education Quarterly Pub Date : 2023-07-31 DOI: 10.1177/07417136231192008
Tetyana Hoggan-Kloubert
{"title":"Learning from the Past: Continuity as a Dimension of Transformation","authors":"Tetyana Hoggan-Kloubert","doi":"10.1177/07417136231192008","DOIUrl":"https://doi.org/10.1177/07417136231192008","url":null,"abstract":"The article discusses (the restoration of a sense of) continuity as a necessary part of transformative learning. Using the lenses of rhythm theory, biographical learning, and memory studies, it highlights both the individual and social dimensions for making sense of the past after a period of change. Discussing the example of an individual transformation and the social transition of Eastern Europe in the 1980s–1990s, it explores two aspects of the transformation process: the need for stability and the selective and altering nature of our process of remembrance. It advocates for developing the capacity to reflect on how we relate to our past and how we narrate the course of our lives.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43459408","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}
引用次数: 0
Psychosocial Barriers to Adult Learning and the Role of Prior Learning Experiences: A Comparison Based on Educational Level 成人学习的心理社会障碍与先前学习经历的作用——基于教育水平的比较
IF 1.3 4区 教育学
Adult Education Quarterly Pub Date : 2023-07-19 DOI: 10.1177/07417136231147491
Lisse Van Nieuwenhove, Bram De Wever
{"title":"Psychosocial Barriers to Adult Learning and the Role of Prior Learning Experiences: A Comparison Based on Educational Level","authors":"Lisse Van Nieuwenhove, Bram De Wever","doi":"10.1177/07417136231147491","DOIUrl":"https://doi.org/10.1177/07417136231147491","url":null,"abstract":"Low-educated adults participate less in adult education than higher-educated adults. In this study, we analyze psychosocial barriers to learning while acknowledging that barriers for low-educated adults may be different from those of medium- and high-educated adults. An extended version of the Theory of Planned Behavior is used to study training intention. We add prior Learning Experiences as predictor to the model. A total of 563 adults filled in the questionnaire. Higher-educated adults show more Perceived Behavioral Control, Perceived Social Norms, and more positive Attitudes towards lifelong learning. Logistic regression demonstrated that Perceived Behavioral Control, Perceived Social Norms and Attitudes are related to training intention, but prior Learning Experiences are not. Mediation analyses showed that the relationship between Perceived Behavioral Control and Intention is mediated through Learning Experiences. The findings suggest that psychosocial barriers need to be taken into account when considering how to reach non-participating adults.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48966066","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}
引用次数: 0
The Ethics of Radical and Transformative Education 激进与变革教育的伦理
IF 1.3 4区 教育学
Adult Education Quarterly Pub Date : 2023-07-12 DOI: 10.1177/07417136231187840
Chad Hoggan, Tetyana Hoggan-Kloubert
{"title":"The Ethics of Radical and Transformative Education","authors":"Chad Hoggan, Tetyana Hoggan-Kloubert","doi":"10.1177/07417136231187840","DOIUrl":"https://doi.org/10.1177/07417136231187840","url":null,"abstract":"This article presents a framework for ethics for radical and transformative education. Taking as a starting point ethical perspectives by which educators of adults are justified in imposing upon, coercing, and manipulating adult learners in the name of social justice, this article highlights the necessary connection between pedagogies and learning outcomes. It positions democracy, with its concomitant respect for human dignity, as the raison d'être of the field of adult education. Therefore, adult education practice should support democratic capabilities, respect learner autonomy, and allow for plurality. From both consequentialist and deontological ethical perspectives, it is argued that methods of instruction that undermine democracy cannot also be claimed to support democracy.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46781222","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}
引用次数: 1
Not Alone When I’m Feeling Stressed: Online Adult Learner Connection and Retention 当我感到压力时并不孤单：在线成人学习者的联系和保留
IF 1.3 4区 教育学
Adult Education Quarterly Pub Date : 2023-06-26 DOI: 10.1177/07417136231184570
S. Shatila
{"title":"Not Alone When I’m Feeling Stressed: Online Adult Learner Connection and Retention","authors":"S. Shatila","doi":"10.1177/07417136231184570","DOIUrl":"https://doi.org/10.1177/07417136231184570","url":null,"abstract":"Increasingly, nontraditional students (over age 25, employed, parenting) are enrolling in universities offering online options. Online programs appeal to those needing flexible educational options, yet attrition remains high for adult learners and students enrolled in online education. Building on previous research, this study examines relationships between social location, role identity, social connectedness, and academic perseverance among online adult learners. Survey results from students ( n = 254) enrolled in online programs were analyzed, examining relationships between social connectedness and self-reported academic outcomes. Results showed that participants were confident in their ability to navigate school and competing priorities but recognized peer connection's value in supporting better academic outcomes; as perceptions about social connection's value increased, so too did the perception that connection fostered better academic outcomes. Implications for fostering nontraditional student social connectedness in online learning are discussed.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45393501","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}
引用次数: 0
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