Relevant bibliographies by topics / Adult and young education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adult and young education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Adult and young education"

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Lee, Jaewon, and Jennifer Allen. "Mothers' Income and Young Adult Children's Education and Fast Food Intake." American Journal of Health Behavior 44, no. 5 (September 1, 2020): 681–90. http://dx.doi.org/10.5993/ajhb.44.5.11.

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Objectives: In this study, we examine young adult children's educational attainment as a mediator in the pathway from their mother's income to their fast food consumption. Methods: The National Longitudinal Survey of Youth 1979 (NLSY79) and the National Longitudinal Survey of Youth 79 for Children and Young Adults (NLSY79 CY) were used to select mother and children dyads. A total of 5140 dyads were selected as the final sample. We used a mediation model to test mediators in the relationship between mother's income and young adult children's fast food consumption. Results: Mother's income was significantly related to their young adult children's educational attainment. Mother's income was negatively related to fast food consumption. This study revealed partial mediation of the relationship between mother's income and their young adult children's fast food consumption via their young adult children's educational attainment. Conclusions: A new perspective considering mother's economic resources is needed to understand children's education. Mother's income is important to cultivate their young adult children's health behaviors. The intergenerational transmission of mother's economic resources to their young adult children's educational attainment should be considered to understand young adults' fast food consumption.
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Toiviainen, Hanna, Natasha Kersh, and Jaakko Hyytiä. "Understanding vulnerability and encouraging young adults to become active citizens through education: the role of adult education professionals." Journal of Adult and Continuing Education 25, no. 1 (February 14, 2019): 45–64. http://dx.doi.org/10.1177/1477971419826116.

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The recent debate on active citizenship and adult education has been strongly underpinned by the discussion on how active citizenship could be exercised in a way that would promote inclusion and participation. The paper focuses on the role of adult educators in encouraging young adults in vulnerable life situations to become active citizens specifically through two empirical cases, from Finland and England (UK). The central questions the paper seeks to answer are: how do adult educators conceptualise vulnerability, and how do they see their role as facilitating young adults' active citizenship through their teaching? The consideration of socio-cultural, socio-economic and political dimensions of active participatory citizenship provides the conceptual lens to explore young adults’ participation in different social contexts. The analysis of the case studies supports the argument that active participatory citizenship is indirectly rather than directly included in the education and training of vulnerable young adults. This leads the article to highlight the adult educators’ mediation work in facilitating the socio-economic and political dimensions of active participatory citizenship in interaction with the students. Their mediator role is broadly invisible and in contrast with the ideal of adult education as the straightforward path to socio-economic citizenship and employability.
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Bach, Jacqueline, Laura Hensley Choate, and Bruce Parker. "Young Adult Literature and Professional Development." Theory Into Practice 50, no. 3 (June 27, 2011): 198–205. http://dx.doi.org/10.1080/00405841.2011.584030.

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Wells, Alan. "Adult literacy: Its impact on young adults in the United Kingdom." Prospects 17, no. 2 (June 1987): 259–65. http://dx.doi.org/10.1007/bf02195107.

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Ferreira, Sabrina Mendonça, and Gerson Tavares Carmo. "Young and Adult Education: social representations about writing." Revista Vértices 15, no. 2 (2013): 61–74. http://dx.doi.org/10.5935/1809-2667.20130019.

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Winings, Kathy. "Five Invaluable Resources for Young Adult Religious Education." Religious Education 102, no. 2 (May 8, 2007): 224–32. http://dx.doi.org/10.1080/00344080701285493.

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Cunningham, Jack R. "Book Review: Handbook of Young Adult Religious Education." Review & Expositor 93, no. 1 (February 1996): 159–60. http://dx.doi.org/10.1177/003463739609300126.

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Preece, Julia, and Dama Mosweunyane. "What citizenship responsibility means to Botswana's young adults: implications for adult education." Compare: A Journal of Comparative and International Education 36, no. 1 (March 2006): 5–21. http://dx.doi.org/10.1080/03057920500382515.

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van der Werf, Hinke M., Wolter Paans, Geertjan Emmens, Anneke L. Francke, Petrie F. Roodbol, and Marie Louise A. Luttik. "Expectations and Prospects of Young Adult Caregivers Regarding the Support of Professionals: A Qualitative Focus Group Study." International Journal of Environmental Research and Public Health 17, no. 12 (June 16, 2020): 4299. http://dx.doi.org/10.3390/ijerph17124299.

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There is a lack of service provision for young adult caregivers (18–25 years of age). This study aims to describe the expectations and prospects of young adult caregivers regarding support from health and education professionals. A qualitative focus group design was used. Twenty-five young Dutch adults (aged 18–25 years) who were growing up with a chronically ill family member participated in one of seven focus groups. Qualitative inductive analysis was used to identify codes and main themes. Two overarching themes with five sub-themes emerged from the focus group discussions. The overarching themes are: the ‘process of approaching young adults’ and the ‘types of support these young adults require’. The process of approaching young adults contains the sub-themes: ‘recognition, attention, and listening’, ‘open-minded attitude’, ‘reliability’, and ‘respecting autonomy’. The types of support this group requires contains the sub-themes: ‘information and emotional support’. Health and education professionals should first and foremost be aware and listen to young adult caregivers, pay attention to them, have an open-minded attitude, respect their autonomy, and have the knowledge to provide them with information and emotional support. Further research could yield comprehensive insights into how professionals can meet these requirements and whether these results apply to male young adult caregivers and young adult caregivers not enrolled in a healthcare-related study program.
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Comer, Melissa. "Young Adult Literature and Alternative Assessment Measures." Theory Into Practice 50, no. 3 (June 27, 2011): 239–46. http://dx.doi.org/10.1080/00405841.2011.584035.

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Dissertations / Theses on the topic "Adult and young education"

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Verbruggen, Frances Augusta Ramos. "Representations of Immigrants in Young Adult Literature." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10979318.

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This study was conducted to determine how immigrants and the immigration experience are represented in current young adult (YA) literature. In the study, I asked the following questions: Who are the immigrant characters in recent YA books? Why do they come? How do they experience immigration? How are they perceived or treated by others? A content analysis methodology was used to examine, from a critical literacy viewpoint, recent young adult novels with immigration themes. Data were analyzed by identifying and interpreting patterns in themes across 22 YA novels with immigrant protagonists or other important characters, published between 2013 and 2017. Data indicated that the protagonists in the study reflected current immigration trends fairly accurately, came to the United States primarily to escape violence or persecution in their home countries, experienced a variety of challenges, tended to hold onto their home country cultures, and were often the objects of racism, but also found kindness and friendship in the United States. Teachers who desire to include authentic immigrant literature in their classroom libraries should consider from whose perspectives the books have been written, and learn about the authors’ backgrounds and the messages that authors want to convey through the books that they write. In addition, immigrants can be encouraged to write children’s and young adult books, sharing their experiences and contributing to the supply of realistic immigrant literature with complex and authentic immigrant characters.

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Lash, Holly L. "Evaluating Young Adult Literature through Transactional Theory." Ohio Dominican University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1449497760.

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Garrett, Birda. "Stakeholder Perceptions of Gun Violence Perpetrated by Young Men." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5864.

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In three low socioeconomic urban communities of Greenwood (pseudonym), young men's lack of education provides dim prospects of employment, possibly causing the young men to turn to gun violence. The purpose of this study was to understand the perceptions of concerned clergy, law officials, and members of a Neighborhood Watch organization regarding the factors that contribute to gun violence in the southern communities in the United States. The conceptual framework for this study was Bandura's modeling theory. The central research question addressed how the community stakeholder groups described their perceptions regarding gun violence among young male adults. For this qualitative case study, a total of 9 stakeholders from the clergy, law officials, and Neighborhood Watch organization who had knowledge about the issues being investigated were selected through purposeful sampling and interviewed individually and in a focus group. The data were coded and categorized for themes. Thick descriptions of the stakeholder perspectives were combined with notes and interviews. The emerging themes were lack of education, inappropriate leadership, and an unhealthy community life; therefore, suggesting that professional development needs to be provided to the stakeholders on how to support the unemployed men in achieving skills through education, developing leadership skills through positive role modeling, and building a better community life through nonviolent social skills. The results indicated that applying skills to the service of young men exposed to gun violence would contribute to positive social change by understanding other potential causes of the gun violence problem. The implications for positive social change will become evident as young men become educated, find employment, and regain self-esteem and confidence in their ability to lead.
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Kiser, Kelsey R. "Young Adult Literature and Empathy in Appalachian Adolescents." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3325.

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Based on recent research concluding that fiction can increase empathy, this project examines how multicultural young adult literature may encourage empathy in Appalachian adolescents. Empathy encourages prosocial behaviors, but evidence suggests that young adults’ ability to empathize has declined in recent decades. In addition, Appalachia in particular is still a relatively homogenous region as it is majority white, protestant Christian, and heteronormative. Because of this, young adults in Appalachia may encounter few diverse perspectives in real life; multicultural young adult literature can provide diverse perspectives with which teenagers can empathize in a region where they might not have similar opportunities in reality. This thesis demonstrates how three multicultural young adult novels (The Absolutely True Diary of a Part-Time Indian (2007), Accidents of Nature (2006), and The Porcupine of Truth (2015)) can be used in a literature unit that encourages students to show emotional understanding despite personal differences.
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Velazquez, Deanna Lynn. "Using young adult literature to teach the classics a study on pairing young adult novels with the classic works in secondary English classrooms." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/533.

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Young adult literature is a genre of literature that is often overlooked. Adolescents would greatly benefit from reading young adult novels, academically and also for enjoyment. Educators are not using young adult literature as often as they should in the classrooms as a tool, due to strict curricula. However, young adult literature is a perfect tool for aiding with comprehension of the classic works. Pairing certain young adult books with classics would help adolescents understand the classic novel, but also assist in intriguing the student enough to pick up both books. After an online survey given to nine Seminole County school English or Reading teachers, I found that high school teachers today do feel as though young adult literature would benefit the students greatly.
B.S.
Bachelors
Education
English Education
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Burrow, Tess Kira. "Single parenting: a perspective from young adult children." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19187.

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Master of Science
Family Studies and Human Services
Karen S. Myers-Bowman
Single parenting has become a part of American society, yet it seems that through stereotyping and shaming these parents are looked down upon. Often times, single parents do not have the same resources as two parent homes, but single parents can still be effective and raise well-rounded children. This is a qualitative study that sought to provide a different perspective of single never-married parents by interviewing their young adult children. This study focused on the experiences of the young adult children and used Family Stress Theory to help understand and capture specific moments in their lives.
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Spooner, Marc Thomas. "Young adults' perceptions and interactions with creativity enhancing environments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0026/MQ52307.pdf.

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Fluellen, Jackiethsha Lynette. "Single Mothers of Young Children and Continuing Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2815.

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The number of households headed by single mothers living in poverty exceeds that of all other categories of poverty-stricken households, and poverty impacts the children negatively in various ways. When single mothers choose not to continue their education, they lessen their chances of finding higher paying jobs and raising their families out of poverty. The purpose of this phenomenological study was to better understand why some single mothers decided to continue into higher education. The study considered the decisions of 6 single mothers of young children in Montgomery County, Texas, and the obstacles they overcame while completing their education. The women were recruited from a co parenting workshop using snowball sampling. The inclusion criteria included single mothers of children ages 0-10 years old and who obtained a degree or specialized certificate. The conceptual framework was based on Bandura's concept of self-efficacy and Carspecken's critical theory. Interviews were used with the 6 women to collect data that were then transcribed, compared, coded, and thematically analyzed. Emergent themes included overcoming obstacles, receiving help from others, acting as their children's role models, dealing with the impact of the father's absence, and receiving motivation from their own parents. The social significance of this research is that it illuminates the problem of poverty among single female-headed households and increases the understanding of why some single mothers decide to continue into higher education.
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Gouin, Rachel. "Gendering resistance : young women's learning in social action." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102242.

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Learning happens informally and incidentally in social struggle, yet it has not been the focus of many studies. When critical adult education scholars research the role of learning and education in transforming society, their analysis is centred on the role of capitalism, or the role of civil society. Critical adult education theory is caught in a debate between radical pluralist and socialist traditions---traditions that guide the role of education and educators in transforming society. Addressing this polemic, I draw on antiracist feminist scholarship to propose an analytical framework that takes into consideration the interdependence of systems of domination; namely, white supremacy, patriarchy and capitalism.
In this study, I focus on young female activists' experiences and learning in social struggle. I rely on interviews and a participatory research project conducted with a group of young facilitators working with girls in an elementary school. The role of oppression and domination in social movements and in emancipatory projects is explored. Learning is found to be situated in particular historical contexts and to be influenced by underlying social dynamics inherent to social struggle. It is also found to be contradictory---it both inhibits and fosters change.
This study is my praxis. It is a back and forth between grassroots practice and research. It engages activists in thinking critically about their actions and uses various written texts to reflect their stories back to them, and to broader audiences. In the tradition of feminist and participatory research, I use this study as a catalyst for learning and for transforming practice.
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Bass, Malikai, and Scott Agusta Karen Dr Honeycutt. "Boys Like Me: Neurodivergence in the Young Adult Novel." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/203.

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Books shape our definition of the world; including, how we conceive , others, and, for young readers, even ourselves. Hitherto, for neurodivergent people , the lack of appropriate narrative representations in young adult literature disrupts this formative process. Previously, authors included neurodivergent characters only as stock characters possessing little definition aside from their disabilities and having minimal impacts on the plots and other characters within the novels. More recently, however, young adult novels featuring neurodivergent characters have developed into a popular subgenre, including stories of young people with atypical cognition, neurochemistry, or neurodevelopment such as Autism or Down Syndrome. Inspired by the emergence of the neurodiversity movement which seeks to define these variations as neutral and natural, this fiction increasingly provides representation to these previously neglected communities. This study explores the representation of neurodivergent characters within the young adult novels in contrast to the larger genre of young adult literature through the lens of neurodiversity.
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Books on the topic "Adult and young education"

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Jackson, Carol. Working with young adults. Leicester: NIACE, 2003.

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Pendleton, Audrey. Young adult literacy and schooling. [Washington D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1988.

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Agency, Further Education Development. Adequate and sufficient FE for young people. (s.l.): Further Education Development Agency, 1995.

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Pendleton, Audrey. Young adult literacy and schooling: Analysis report. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1988.

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Pendleton, Audrey. Young adult literacy and schooling: A summary report. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1988.

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Simons, Janet. The adolescent & young adult fact book. Washington, DC: Children's Defense Fund, 1991.

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European Community Action Programme: Transition from Education to Working Life. Transition of young people from education to adult andworking life. Bruxelles: Programme Information Office, Ifaplan, 1985.

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Dawn, Trevor. Teaching Young Adults. London: Taylor & Francis Inc, 2004.

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Brown, Jean E. Teaching young adult literature: Sharing the connection. Belmont, Calif: Wadsworth Publishing, 1995.

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Maxted, Peter. Realising potential: Helping homeless and disenchanted young people back into learning. London: Campaign for Learning, 1999.

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Book chapters on the topic "Adult and young education"

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Pata, Kai, Irina Maslo, and Larissa Jõgi. "Transforming Adult Education from Neo-liberal to Holistically Inclusive Adult Education in Baltic States." In Young Adults and Active Citizenship, 139–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_8.

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AbstractAfter regaining the independence and entering the market economy the Baltic states went through the neo-liberal changes resulting in some new developments in adult education taking the main direction in mobilizing people for transforming learning into a desirable consumer commodity. Active citizenship has been operationalized in adult education largely through developing citizens’ entrepreneurial attitudes and ability to be less dependent upon the state. The recent trend in adult education is promoting educational opportunities for developing job skills and work-embedded learning, non-formal and informal education as the means to proactively advance competences through project work, voluntary activities, self-employment and enabling the validation of competences learnt at job situations in formal adult education institutions. As a new direction, adult educators in the Baltic states have started to practice sustainable and holistic approaches in adult education practices that highlight personal self-development besides their employability goals. In this chapter, we explore how changes in adult education in the Baltic states appear at micro level, focusing on three dimensions of active participatory citizenship in the observed educational programmes and among the programme stakeholders’ reflections. We posit that holistic approaches in adult education may be illustrated through three dimensions of active participatory citizenship concept – politico-legal, socio-cultural and socio-economic.
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Toiviainen, Hanna, Natasha Kersh, George K. Zarifis, and Pirkko Pitkänen. "Conclusion: Divergences or Convergences? Facilitating Active Citizenship Through Adult Education Across Europe and Beyond." In Young Adults and Active Citizenship, 167–82. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_9.

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AbstractThe chapter draws the lines of discussion of the book together and scrutinises the findings from the perspectives motivating the EduMAP study. A multiplicity of adult education policies, programmes and actions presented in the book sought answers to the question: What policies and practices are needed in the field of adult education to include young adults at risk of social exclusion in active participatory citizenship in Europe? Each contribution in this volume approached the question from original social and educational starting points, which may further be elaborated on within the national, European and wider contexts. Chapter includes reflections on alternatives to the discourse of Neo-liberal Life-Long Learning and Adult Education, the expectations vs. reality of Adult Education as a means to prevent social exclusion, and key conclusions outlining the future challenges for Active Participatory Citizenship pursued through adult education.
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Kottke, Melissa. "Sexuality Education." In Contraception for Adolescent and Young Adult Women, 179–91. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-6579-9_12.

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Kuusipalo, Paula, Hanna Toiviainen, and Pirkko Pitkänen. "Adult Education as a Means to Social Inclusion in Nordic Welfare States: Denmark, Finland and Sweden." In Young Adults and Active Citizenship, 103–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_6.

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AbstractDenmark, Sweden and Finland are Nordic welfare states that historically have put a high value on both basic and adult education. Citizens should have equal opportunities to participate in education and society. Adult education has been a topical means to include citizens in active societal participation. This has been realised by providing special support for those in need. Currently, the dominance of neo-liberal market economies has challenged this educational ideology, and adult education has increasingly become reduced to only one of its functions, that of employability. Besides formal education, even informal learning has been harnessed for developing and maintaining work-related skills. Budget cuts have affected adult education while resources have increased on guidance and counselling, transition from basic to upper secondary education, education for the low-skilled and continuing training for workforce. Drawing on the history and present challenges this chapter discusses the possibilities to strengthen social inclusion through adult education. In the focus are groups that are at risk of staying outside the education society. The consequences of unfinished basic education and recently the educational needs of migrants and asylum seekers have revealed the largely unattended challenges of young adults and the vulnerability involved in comparison to the relatively high educated mainstream population. Our research focusing on social inclusion of vulnerable groups through differentiated support activities provides space to discuss, how adult education may regain its leading role in enhancing equal opportunities towards active political, social and economic participation in the Nordic societies.
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Kersh, Natasha, Hanna Toiviainen, George K. Zarifis, and Pirkko Pitkänen. "Active Citizenship, Lifelong Learning and Inclusion: Introduction to Concepts and Contexts." In Young Adults and Active Citizenship, 1–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_1.

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AbstractThis chapter provides insight into the rationale, background and key concepts of the book and will discuss relevant theoretical considerations, contexts and discourses. The complexity surrounding the conceptual understanding of active citizenship, adult education and vulnerability will be considered, and approaches towards achieving a shared understanding of the nature of adult education and lifelong learning will be addressed within this chapter. In this book, the concept of active citizenship is used as a conceptual lens to understand the role of adult education in including young adults in active social, political and economic participation and engagement. The findings indicate that the social, economic and political dimensions of active citizenship, encompassing the development of social competences, labour market skills as well as civic and political participation, have been related to various educational initiatives (programmes) to engage young adults in active participation. The chapter will open the discussion of the cross-national complexity and interdependencies between adult education, social inclusion and active participatory citizenship, which underpin the dialogue offered in the seven contributions within this book.
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Zarifis, George K. "Active Citizenship Programmes for Unemployed Young Adults with Low Skills in Southern Europe: Participation, Outreach, and Barriers." In Young Adults and Active Citizenship, 19–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_2.

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AbstractThe development of policies and targeted initiatives that promote or support active participatory citizenship for vulnerable young adults with low skills has largely passed unnoticed in Southern Europe in the last decade. Despite the existing lifelong learning (LLL) strategies, most countries in the area do not place active citizenship for low-skilled young adults as a priority. This chapter is based on the results of the European research project EduMAP (Horizon 2020), and focuses on participation of unemployed young adults with low skills (hence early school-leavers) in educational activities that either focus or promote active citizenship in Southern Europe (Greece, Cyprus, Malta, Italy, Spain and Portugal). More specifically the chapter explains the reasons behind low participation rates among vulnerable young adults in the region. South European countries are not yet showing any favourable conditions for increasing participation of the low-skilled unemployed young adults in such programmes. Some of the countries that were hit by economic depression in particular, face –not necessarily for the same reasons– major barriers for implementing policies to increase the number of low-skilled young adults in active citizenship oriented courses. The chapter concludes that one of the problems in promoting active citizenship through adult education activities is that the programmes delivered in the region are still not competence-based. Adult education is not high in the value system, and therefore low skilled young adults do not appear motivated to obtain such skills and competences. A key challenge therefore is to deliver a service that simultaneously meets the needs of the learners, provides sufficient responses to the needs of the local societies, and stimulates further demand.
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Bradford, Clare. "Monsters: Monstrous Identities in Young Adult Romance." In New Frontiers of Educational Research, 115–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36760-1_10.

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Endrizzi, Francesca, and Beate Schmidt-Behlau. "Active Participatory Citizenship for and with Young Adults in Situations of Risk – On the Cover and Under-Cover." In Young Adults and Active Citizenship, 37–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_3.

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AbstractDrawing on theoretical research findings of the EduMAP extensive study on national Adult Education (AE) policies in the European Union (EU) and as part of a broader qualitative data collection based on 40 case-studies, the following chapter investigates four selected adult education practices dealing with young people in situations of vulnerability, in France, Austria and Germany, respectively. The intent is to analyse how diverse conceptualisation of Active Participatory Citizenship (APC) and the educational strategies adopted in the different programmes impact on the learning outcomes of the interviewed learners. APC can be either explicit and on the cover, as a core objective pursued through an adopted education strategy, or it acts more implicitly and under cover. To prove this assumption, the findings have been systematised, first scrutinizing the endorsed APC concepts and the implemented educational approaches in the programme’s designs and from the providers and practitioners’ perspectives, and second investigating learners’ points of view on their learning outcomes in terms of competence development and reflected experiences. The third step analyses the factors that are relevant for successfully enabling young people in situations of risk to participate in the society and/or community. The findings bear out that how APC is defined and characterised in the AE programmes is not the only impacting factor but equally important is how this is incorporated in the educational practice and adopted in the pedagogical strategy.
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Huegler, Nathalie, and Natasha Kersh. "Social Inclusion, Participation and Citizenship in Contexts of Neoliberalism: Examples of Adult Education Policy and Practice with Young People in the UK, The Netherlands and Ireland." In Young Adults and Active Citizenship, 57–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_4.

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AbstractThis chapter focuses on contexts where public discourses regarding the education of young adults have been dominated by socio-economic perspectives, with a focus on the role of employment-related learning, skills and chances and with active participation in the labour market as a key concern for policy makers. A focus on ‘employability’ alone has been linked to narrow conceptualisations of participation, inclusion and citizenship, arising in the context of discourse shifts through neoliberalism which emphasise workfare over welfare and responsibilities over rights. A key critique of such contexts is that the focus moves from addressing barriers to participation to framing social inclusion predominantly as related to expectations of ‘activation’ and sometimes, assimilation. Key target groups for discourses of activation include young people not in education, employment or training (‘NEET’), while in- and exclusion of migrant and ethnic minority young people are often framed within the complex and contradictory interplay between discourses of assimilation and experiences of discrimination. These developments influence the field of adult education aimed at young people vulnerable to social exclusion. An alternative discourse to ‘activation’ is the promotion of young people’s skills and capabilities that enables them to engage in forms of citizenship activism, challenging structural barriers that lead to exclusion. Our chapter considers selected examples from EduMAP research in the UK, the Netherlands and Ireland which indicate that as well as framing the participation of young people as discourses of ‘activation’, adult education can also enable and facilitate skills related to more activist forms of citizenship participation.
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Boffo, Vanna. "Employability and Transitions: Fostering the Future of Young Adult Graduates." In Employability & Competences, 117–27. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.19.

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Starting from questions inspired by the tremendous changes taking place in the worlds of education and employment, this research focuses on the role of employability in the building of new skills in higher education contexts. This longitudinal survey conducted on a sample of 52 graduates from the Educational Science sector found certain key characteristics in the transitions to the world of work, allowing reflection on those educational activities whose impact is more favourable to develop job placement
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Conference papers on the topic "Adult and young education"

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Tūbele, Sarmīte. "Mobile Learning Games for Dyslexic Young Adults." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.13.

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This article is devoted to revealing the theoretical background of dyslexia in young adults to substantiate the chosen approach for mobile learning games. Education in the 21st century has changed just the same as young adult learners; especially those who have some developmental problems, such as developmental dyslexia. If they are lucky to encounter smart teachers, understanding parents, siblings and peers, they succeed in the education system, they reach learning goals and are satisfied with their life quality. If there are gaps between regulations, rules and the real situation, learners lose interest in learning and especially in reading, they do not achieve their learning goals and sometimes they even experience school failure. Educators have to think about new methods, new approaches to diminish the possibilities of failure, to renew interest in learning (and especially in reading) to achieve education goals and to ensure the possibility for better life quality. The article deals with theoretical findings in differences of dyslexia in young adults and the role of technologies and educational mobile games in the learning process.
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Choi, Nayoung. "The Effects of a Menstrual Distress Coping Education Program for Young Adult Females." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.23.

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Anggraini, Indrani Dewi. "Twisted Fairy Tale: Promoting Multiculturalism in Young Adult Postmodern Picture Book." In 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.032.

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Shorey-Fennell, Bethany, Renee Magnan, Benjamin Ladd, and Jessica Fales. "What’s Pain Got To Do With It?: Young Adults With and Without Chronic Pain Perceive Minimal Risks and Moderate Benefits from Cannabis Use." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.9.

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Many young adults experience chronic pain and given its wide availability and potential pain reducing properties, young adults may use cannabis to self-medicate for pain. However, little is known about young adult users’ perceptions of potential health risks and benefits of cannabis, and whether these perceptions differ by chronic pain status. As a part of a larger study, young adult recreational cannabis users (N=176, ages 18-29) who reported using at least once a week completed assessments of use frequency and perceived cannabis-related risks and benefits. The sample had a high proportion of participants who met criteria for chronic pain (51.1%). The majority of the sample reported using daily or multiple times daily (80.7%) with an average of 2.68 (SD=1.42) sessions per day across administration modes (e.g. smoking, edibles, tinctures). Participants answered questions about their lifetime chances of experiencing five cannabis-related risks (personal harm, negative health outcome, negative mental health outcome, harming someone else, increased pain) and benefits (personal benefit, positive health outcome, positive mental health outcome, benefitting someone else, decreased pain; 1=Very low to 7=Very high). Overall, young adult users perceived their risk to be very low (M=1.62, SD=.73) and 40.3% of the sample had an average risk score (combined across the five risk items) of 1.00, while only one participant reported an average risk above 4.00. In particular, participants reported a low lifetime chance of experiencing personal harm (M=1.51, SD=.90), harming someone else (M=1.20, SD=.58), or experiencing increased pain (M=1.24, SD=.74) due to their cannabis use. In contrast, young adult users perceived somewhat high chances of experiencing benefits related to their cannabis use (M=4.78, SD=1.46). In particular, participants perceived a high chance of experiencing reduced pain (M=5.88, SD=1.55), personal benefit (M=4.84, SD=1.86), and positive mental health outcomes (M=4.82, SD=1.77). There was no difference based on pain status on frequency of use, average daily sessions, or perceived risks, and only one difference in perceived benefits. Participants without chronic pain anticipated more personal benefit from cannabis use (M=5.15, SD=1.74) than those with chronic pain (M=4.53, SD=1.94, t(171)=2.21, p=.03). Overall, results suggest young adult recreational users perceive very low risks of their cannabis consumption and moderately high benefits, regardless of pain status. Looking at individual areas of potential risk and benefits may yield targets for future health education campaigns. For example, perceptions of low risk/high benefits regarding mental health outcomes may not be accurate for this heavy using sample.
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"Personality and Online Shopping Outcomes: A Study of Young Adult Chinese Consumers [Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4050.

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Aim/Purpose: This study focuses on the role of personality in online shopping through analyzing its relationship with customer reported shopping outcomes and their satisfaction. Background: Customer satisfaction and outcomes in online shopping have been well-documented. From different perspectives, past research has analysed factors related to customer satisfaction, and to outcomes to a lesser extent. Personality has also been found to be a factor relevant to the intention of online shopping. However, research has seldom investigated the role of personality in customer reported outcomes and their satisfaction with online shopping. Methodology: Quantitative data were obtained through an online questionnaire survey. The survey included questions about respondents’ satisfaction with their general online shopping experience. It also asked respondents to report the perceived outcomes of online shopping in terms of enjoyment, quality, savings, etc. Shoppers reported their personality using questions around Big Five Personality Traits. 384 Chinese living in China completely responded to the survey and were included in this study. Contribution: A research model is established that includes the respondents’ five personality traits, online shopping satisfaction, and outcomes of online shopping. Findings: Structural equation modelling analysis of the model shows that personality has direct relationship with customer satisfaction and their reported outcomes of online shopping, which in term influence shoppers’ future intention to shop online. Specifically, personality of agreement, extraversity, and neurotics are significantly related to online shopping outcomes, while only extraversity is significantly related to their satisfaction. Recommendations for Practitioners: For practitioners who work in online shopping, this study may help them understand how customers satisfaction is predetermined by their personality traits. Recommendation for Researchers: Researchers may find ways to help individuals understand and control consumers' personal behavior in online shopping. Impact on Society: This study may bring awareness of the importance of understanding personality traits for business and consumers in online shopping. Future Research: Future research may find ways to have influence on both business through their online consumer interface and on consumers through their behavior control.
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Hayee, Aliya Abdul. "Perceived Parental Authority And Self-Esteem Among Young Adults." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.62.

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Gorbat, Olga. "Media and information culture of the young adults." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-65-67.

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Schyllert, Christian, Martin Andersson, Anne Lindberg, Eva Rönmark, and Linnea Hedman. "Childhood asthma affects job and education in young adults." In ERS International Congress 2018 abstracts. European Respiratory Society, 2018. http://dx.doi.org/10.1183/13993003.congress-2018.oa298.

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Pellerone, Monica. "THE RELATIONSHIP BETWEEN ADULT ATTACHMENT STYLE, HOMOPHOBIA AND ATTITUDES TOWARDS SAME-SEX COUPLES AS ADOPTIVE PARENTS: A RESERCH CONDUCTED ON A GROUP OF ITALIAN YOUNG ADULTS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0948.

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Barz, Daniela-Luminița. "Attitudes toward Science and Scientific Literacy Among Romanian Young Adults." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.7.

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Reports on the topic "Adult and young education"

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Dave, Dhaval, Nancy Reichman, and Hope Corman. Effects of Welfare Reform on Educational Acquisition of Young Adult Women. Cambridge, MA: National Bureau of Economic Research, November 2008. http://dx.doi.org/10.3386/w14466.

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Riise, Julie, Rita Ginja, and Signe A. Abrahamsen. School health programs: education, health, and welfare dependency of young adults. The IFS, July 2021. http://dx.doi.org/10.1920/wp.ifs.2021.2021.

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Chen, Wei-Chen, Wen Hsu Lin, and Chin-Chun Yi. Effects of Chinese Education Style and Self-esteem in Adolescents’ Fashion Innovativeness and Conspicuous Consumption in Young Adults: A longitudinal study in Taiwan. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-1093.

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Currie, Janet, Mark Stabile, Phongsack Manivong, and Leslie Roos. Child Health and Young Adult Outcomes. Cambridge, MA: National Bureau of Economic Research, November 2008. http://dx.doi.org/10.3386/w14482.

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Gewirtz, Abigail, and Jeffrey Edleson. Young Children's Exposure to Adult Domestic Violence. Iowa City, Iowa: University of Iowa, January 2004. http://dx.doi.org/10.17077/ivsp-k5q8.

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Verbruggen, Frances. Representations of Immigrants in Young Adult Literature. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6536.

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Collins, Sara R. Collins. Young Adult Participation in the Insurance Marketplaces. New York, NY United States: Commonwealth Fund, February 2014. http://dx.doi.org/10.15868/socialsector.24993.

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Steinberg, Laurence. Group Influences on Young Adult Warfighters' Risk-Taking. Fort Belvoir, VA: Defense Technical Information Center, October 2014. http://dx.doi.org/10.21236/ada613752.

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Steinberg, Laurence. Group Influences on Young Adult Warfighters Risk-Taking. Fort Belvoir, VA: Defense Technical Information Center, September 2013. http://dx.doi.org/10.21236/ada600462.

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Chinn, Maryjo. Realism in young adult literature : criteria and analysis. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5376.

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