Journal of Adult and Continuing Education最新文献

筛选
英文 中文
Why overseas? Vietnamese doctoral students’ motivations for a doctoral study abroad 为什么海外?越南博士生出国读博的动机
IF 1.9
Journal of Adult and Continuing Education Pub Date : 2022-06-02 DOI: 10.1177/14779714221105912
A. Phan
{"title":"Why overseas? Vietnamese doctoral students’ motivations for a doctoral study abroad","authors":"A. Phan","doi":"10.1177/14779714221105912","DOIUrl":"https://doi.org/10.1177/14779714221105912","url":null,"abstract":"This article reports a study that investigated Vietnamese doctoral students’ motivations to pursue their doctoral study outside their home country. Analyses of in-depth interviews with 19 participants revealed what made a PhD abroad imaginable to them, thus revealing the motivational factors for Vietnamese doctoral students to sojourn for their academic undertakings, including professional requirement and academic development, life enrichment and self-exploration, prior transnational experiences and funding availability. Using the conceptual tools of imagination and capacity to aspire, the study highlights not only the capacity to navigate the horizons of aspirations of Vietnamese doctoral students but also the unevenness of imaginative spaces among them. Going beyond the push-pull framework or the traditional binary of external-internal motivation, this study, with a particular focus on imagination and aspiration, emphasises the capacity of the doctoral students and the socio-cultural context that made a PhD abroad a possibility for them. It further illuminates how their capacity to aspire was different from one another, leading to dissimilarities in their imaginative space and maps of horizons.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"5 - 24"},"PeriodicalIF":1.9,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47958191","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
Factors affecting teachers’ transfer of ICT training: Considering usefulness and satisfaction in a PLS-SEM transfer training model 影响教师信息通信技术培训转移的因素:PLS-SEM转移培训模型中的有用性和满意度
IF 1.9
Journal of Adult and Continuing Education Pub Date : 2022-05-11 DOI: 10.1177/14779714221096500
Katerina Tzafilkou, Maria A. Perifanou, A. Economides
{"title":"Factors affecting teachers’ transfer of ICT training: Considering usefulness and satisfaction in a PLS-SEM transfer training model","authors":"Katerina Tzafilkou, Maria A. Perifanou, A. Economides","doi":"10.1177/14779714221096500","DOIUrl":"https://doi.org/10.1177/14779714221096500","url":null,"abstract":"The success of the teachers’ trainers’ transfer of training can be affected by several factors like teaching self-efficacy, motivation to learn and transfer, and intention to transfer the gained skills and knowledge. This study seeks to analyze the structural relationships among the above-mentioned constructs by integrating the constructs of perceived usefulness and satisfaction of the ICT training programme. The analysis is conducted on quantitative data collected from 117 teacher educators participating in a national programme on “Teachers training on the use and application of digital technologies in the teaching practice” in Greece. Results of the partial least squares structural equation modeling (PLS-SEM) revealed that perceived usefulness and satisfaction of the training programme had a significant positive effect on the teachers’ self-efficacy and intention to transfer the gained ICT training knowledge and skills. Also, pre-training and post-training self-efficacy exerted a direct influence on the teachers’ intention to transfer, motivation to transfer, and motivation to learn. The potential contribution and practical implications in the field of adult education and teachers’ continuing professional development are discussed in the paper.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"86 - 105"},"PeriodicalIF":1.9,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44074263","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
Moderating effects of emotion regulation difficulties and resilience on students’ mental health and well-being during the COVID-19 pandemic 新冠肺炎大流行期间情绪调节困难和复原力对学生心理健康和幸福感的调节作用
IF 1.9
Journal of Adult and Continuing Education Pub Date : 2022-05-05 DOI: 10.1177/14779714221099609
Katrina A. Rufino, Stephanie J. Babb, Ruth M. Johnson
{"title":"Moderating effects of emotion regulation difficulties and resilience on students’ mental health and well-being during the COVID-19 pandemic","authors":"Katrina A. Rufino, Stephanie J. Babb, Ruth M. Johnson","doi":"10.1177/14779714221099609","DOIUrl":"https://doi.org/10.1177/14779714221099609","url":null,"abstract":"This study examined whether emotion regulation difficulties and resilience in college students moderated changes in mental health over the course of the COVID-19 pandemic. Participants (N = 321) completed surveys assessing mental health, in addition to levels of emotion dysregulation, and resilience during the pandemic, then utilized an anchoring prompt to recall mental health experiences before the pandemic. Correlations revealed participants with higher levels of emotion dysregulation also reported lower levels of resilience. Analyses using the SPSS Macro MEMORE (Montoya, 2019) revealed participants with higher levels of emotion regulation difficulties had greater increases in depression and insomnia, and greater decreases in well-being over the course of the COVID-19 pandemic, while participants with lower levels of resilience had greater increases in depression, anxiety, and insomnia over the course of the pandemic. These results highlight the importance of additional support services and mental health training at universities to meet college students’ immediate and long-term emotional needs stemming from the pandemic.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"397 - 413"},"PeriodicalIF":1.9,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42725457","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
Adult unmet educational needs: Higher education options amongst adults in rural and small towns in Ghana 成人未满足的教育需求:加纳农村和小城镇成年人的高等教育选择
IF 1.9
Journal of Adult and Continuing Education Pub Date : 2022-05-02 DOI: 10.1177/14779714221096499
B. Agyekum
{"title":"Adult unmet educational needs: Higher education options amongst adults in rural and small towns in Ghana","authors":"B. Agyekum","doi":"10.1177/14779714221096499","DOIUrl":"https://doi.org/10.1177/14779714221096499","url":null,"abstract":"Access to higher education is often limited to adults because of their location. This is particularly challenging for adults who live in rural communities and small towns and can lead to unmet expectations. While policy makers have long recognised the potential impact of lifelong education for adults, the educational needs of adults have received relatively less attention. For adults residing in rural areas who rely, more often than not, on distance education, mostly in the form of blended learning there is usually limited access to public universities. For policy makers to respond effectively to the educational needs of the adult population in the rural areas, the first step is to understand the educational barriers of adults living in such areas, particularly as they are constrained with lack of minimal transportation and information communications technology. This paper reports on qualitative research exploring the educational challenges and needs faced by adults in rural areas of Ghana.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"195 - 214"},"PeriodicalIF":1.9,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47272247","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
Reflecting on the experiences of Syrian refugee young adults in adult education in Quebec: The practitioners’ perspective 叙利亚难民青年在魁北克成人教育中的经验反思:实践者的视角
IF 1.9
Journal of Adult and Continuing Education Pub Date : 2022-04-29 DOI: 10.1177/14779714221089362
Arianne Maraj, Milagros Calderón-Moya, Domenique Sherab, R. Ghosh
{"title":"Reflecting on the experiences of Syrian refugee young adults in adult education in Quebec: The practitioners’ perspective","authors":"Arianne Maraj, Milagros Calderón-Moya, Domenique Sherab, R. Ghosh","doi":"10.1177/14779714221089362","DOIUrl":"https://doi.org/10.1177/14779714221089362","url":null,"abstract":"Much research focuses on schooling for refugee children in resettlement contexts; however, limited research addresses young adult refugees (YAR) between 16–24 years in the adult education (AE) system. This paper strives to fill this gap by providing the perspectives of 12 AE practitioners who welcomed and worked with Syrian YAR in Quebec, Canada. Practitioners’ experiences and challenges faced with this refugee population reveal strategies needed to enable YAR to flourish and attain their objectives, including a call for systemic change in AE. Critical race theory and the capabilities approach set the conceptual framework guided by a narrative inquiry methodology. Semi-structured interviews provided the data that were thematically analyzed through collaborative work. From our understanding of the effectiveness of AE approaches for YAR, it is clear, based on the insights provided by the practitioners, that the face of AE has changed, and its current approach does not work for the YAR population.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"233 - 254"},"PeriodicalIF":1.9,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46662267","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
Linking assessments to program outcomes in practitioner-oriented EdD programs: An alternative to comprehensive examinations 将评估与以从业者为导向的教育发展课程的课程结果联系起来:综合考试的替代方案
IF 1.9
Journal of Adult and Continuing Education Pub Date : 2022-04-26 DOI: 10.1177/14779714221093091
Sarah A. Capello
{"title":"Linking assessments to program outcomes in practitioner-oriented EdD programs: An alternative to comprehensive examinations","authors":"Sarah A. Capello","doi":"10.1177/14779714221093091","DOIUrl":"https://doi.org/10.1177/14779714221093091","url":null,"abstract":"For decades, the field of education has been criticized for failing to distinguish between the PhD and EdD degrees. However, the Carnegie Project on the Education Doctorate has recently redefined the EdD as a professional practice doctorate and offered a framework for program (re)design that includes the generation and application of practitioner knowledge to identify, investigate, and solve problems of practice. This renewed focus on (re)designing EdD programs provides a timely segue into rethinking doctoral assessments in EdD programs. This document analysis demonstrates how one near-ubiquitous assessment, the comprehensive examination, can be reimagined to serve as a site for reinforcing practitioner-oriented program outcomes. This manuscript reports how an EdD program implemented alternative comprehensive examinations to support student growth toward a variety of practitioner-oriented program outcomes. The findings indicate that the alternative assessments fostered student growth in all program outcomes and allowed students to meet several purposes of traditional comprehensive exams while also demonstrating that other purposes of comprehensive exams are misaligned with revised visions for EdD education. The implications of this study are that EdD assessments should be aligned with program outcomes and that program administrators should abandon traditional comprehensive exams for assessments that support practitioner growth and development.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"25 - 40"},"PeriodicalIF":1.9,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41981705","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
A paradigm shift in guiding the operations of open schools in Tanzania: Praxis of emerging controversies and dynamics 指导坦桑尼亚开放学校运作的范式转变:新出现的争议和动态的实践
IF 1.9
Journal of Adult and Continuing Education Pub Date : 2022-04-25 DOI: 10.1177/14779714221089360
Gennes Hendry Shirima
{"title":"A paradigm shift in guiding the operations of open schools in Tanzania: Praxis of emerging controversies and dynamics","authors":"Gennes Hendry Shirima","doi":"10.1177/14779714221089360","DOIUrl":"https://doi.org/10.1177/14779714221089360","url":null,"abstract":"This paper reports the findings of a study that had examined the operations of open schools for out-of-secondary-school youth and adults in Tanzania. Its objective was to establish the practicality of the policy guidelines in guiding the operations of open schools and the emerging controversies and dynamics in their daily operations. This qualitative study collected data using documentary review and interviews, which was later subjected to thematic analysis. The study found contradictory and incongruous policy guidelines for open schools that largely rendered them impractical. Moreover, misinterpretations, varying understandings and inconsistencies in practices among open schools were common occurrences. There also emerged several dynamics in guiding the operations of open schools such as un-standardised practices, erratic registrations and persistence of uncontrolled open schools in the black market. In consequence, it was difficult to rationally manage their practices. Overall, the rather misplaced policy priority governing the operations of open schools calls for a special attention and impetus to bring about the desired positive change in this education sub-sector.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"215 - 232"},"PeriodicalIF":1.9,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41966604","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
Lifelong learning and African development 终身学习与非洲发展
IF 1.9
Journal of Adult and Continuing Education Pub Date : 2022-04-21 DOI: 10.1177/14779714221087756
I. Biao
{"title":"Lifelong learning and African development","authors":"I. Biao","doi":"10.1177/14779714221087756","DOIUrl":"https://doi.org/10.1177/14779714221087756","url":null,"abstract":"This article that is located within the alternative knowledge systems paradigm, discusses both the ancient and modern concepts of lifelong learning in relation to Africa’s development. It identifies ancient Greece’s education and African traditional education as two ancient lifelong learning typologies relevant to the current discussion. Ancient Greece’s education is a forerunner to modern education while African traditional education is one typology of education that remains relevant to African developmental aspirations. The modern concept of lifelong learning highlighted in this article is the one made popular by the United Nations Educational Scientific and Cultural Organisation (UNESCO). The article reviews the socialisation processes and worldviews prevalent within the West and Africa alongside the 50%, 40% and 7% Africa’s best primary, secondary and tertiary education success rates respectively and concludes that incongruity between the two socialisation processes and worldviews are responsible for this nearly two-century-old modest contribution of modern education to Africa’s development. Consequently, the article concludes that only a combination of both modern and African lifelong learning would expedite Africa’s socio-economic development.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"167 - 183"},"PeriodicalIF":1.9,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47933971","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
Book Review: The Role of Higher Education in the Professionalisation of Adult Educators 书评:高等教育在成人教育工作者专业化中的作用
IF 1.9
Journal of Adult and Continuing Education Pub Date : 2022-04-17 DOI: 10.1177/14779714221094989
S. Lattke
{"title":"Book Review: The Role of Higher Education in the Professionalisation of Adult Educators","authors":"S. Lattke","doi":"10.1177/14779714221094989","DOIUrl":"https://doi.org/10.1177/14779714221094989","url":null,"abstract":"","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"28 1","pages":"304 - 306"},"PeriodicalIF":1.9,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45835381","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
Transforming lives through a literacy program: An exploration of adult learners’ experiences 通过扫盲计划改变生活:对成年学习者经历的探索
IF 1.9
Journal of Adult and Continuing Education Pub Date : 2022-04-13 DOI: 10.1177/14779714221087277
Bo Klauth, Regina L. Garza Mitchell
{"title":"Transforming lives through a literacy program: An exploration of adult learners’ experiences","authors":"Bo Klauth, Regina L. Garza Mitchell","doi":"10.1177/14779714221087277","DOIUrl":"https://doi.org/10.1177/14779714221087277","url":null,"abstract":"Nearly one-quarter of American adults have low-level literacy skills. Existing research provides a great deal of quantitative information about skill levels and attainment, but little information exists that highlights the contextualized experiences of adult learners. In this phenomenological study, we explored individual adult learners’ experiences in a community-based literacy program. A purposive sample of eight adult learners participated in semi-structured interviews. The study shows that the tutors’ caring and understanding attitude towards the learners, friendship relationships between the tutors and learners, and the tutors’ use of individualized interventions for their learners were vital in shaping their positive learning experience. The study also highlights how the learners’ motivation and support system played in helping them persist in the program. The literacy program transformed their lives and meant “a chance” for making a change.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":"29 1","pages":"255 - 272"},"PeriodicalIF":1.9,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43055850","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
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信