Relevant bibliographies by topics / Adult education – Research

Contents

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

Academic literature on the topic 'Adult education – Research'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 January 2023

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Journal articles on the topic "Adult education – Research"

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Knox, Alan Β. "Comparative Adult Education Research." Bildung und Erziehung 50, jg (1997): 317–30. http://dx.doi.org/10.7788/bue-1997-jg26.

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Payne, John. "Doing Adult Education Research." Studies in the Education of Adults 22, no. 1 (1990): 77–93. http://dx.doi.org/10.1080/02660830.1990.11730538.

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Shilu, Sun. "Research and adult education." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 117–24. http://dx.doi.org/10.1002/ace.36719883716.

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Hammond, Merryl. "Making adult education research more consistent with adult education principles." Studies in Continuing Education 12, no. 1 (1990): 1–12. http://dx.doi.org/10.1080/0158037900120101.

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Mclntyre, John. "Research paradigms and adult education." Studies in Continuing Education 15, no. 2 (1993): 80–97. http://dx.doi.org/10.1080/0158037930150202.

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Boulmetis, John. "Action Research is Adult Education." Adult Learning 11, no. 3 (2000): 2. http://dx.doi.org/10.1177/104515959901100301.

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Williams, Howard Y., and Reynold Willie. "Research on adult development: implications for adult education." International Journal of Lifelong Education 9, no. 3 (1990): 237–43. http://dx.doi.org/10.1080/0260137900090307.

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Ljujić, Bojan, Tamara Nikolić Maksić, and Maja Maksimović. "Epistemološke osnove istraživanja u obrazovanju odraslih." Obrazovanje odraslih/Adult Education 12, no. 1 2012 (2012): 61–78. http://dx.doi.org/10.53617/issn2744-2047.2012.12.1.61.

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In this paper we want to consider the underlying assumptions on which the research work is based in adult education and learning: our beliefs about cognition within that reality (epistemology). These beliefs inevitably shape human decisions which direct the activities and general engagement in the world that surrounds us, thus in the planning and realisation of scientific research. In this context, to understand at least some of these beliefs is crucial to effective critique and application of research results, with the aim to improve educational practice and theoretical consideration of its eligibility.
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Avdagić, Emir. "Metodološki pristupi u istraživanju menadžmenta obrazovanja odraslih." Obrazovanje odraslih/Adult Education 12, no. 1 2012 (2012): 25–46. http://dx.doi.org/10.53617/issn2744-2047.2012.12.1.25.

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Social scinces, including andragogy, recently shift attention to qualitative research methods, attracted by qulitative data as a source rich in descriptions of processes and problems in local communities. If we consider this and other statements-that qualititive methods are the most useful and most frequent approach at the early stages of the development of certain scientific fields - and add the fact that the management in adult education became the focus of interest and development in the past decade, in this paper we considered: which methodological approach is the most common in research on management in adult education-is it posibly the qualititive and interpretative respectively? It is expected that in this filed of study contemporary methodology is applied, meaning the same methods as in other studies, for one cannot expect that the phenomenon of management developed its (own) research methodology.
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Joyappa, Vinitha, and Donna J. Martin. "Exploring Alternative Research Epistemologies for Adult Education: Participatory Research, Feminist Research and Feminist Participatory Research." Adult Education Quarterly 47, no. 1 (1996): 1–14. http://dx.doi.org/10.1177/074171369604700101.

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Although there has been a growing interest in participatory research and feminist research as streams of social science inquiry, they remain largely peripheral to North American adult education research paradigms. This paper is based on the premise that alternative epistemologies can enhance research practices and further the democratizing aims of adult education. The authors review the emergence of participatory, feminist, and the developing feminist participatory approaches with emphasis on international dimensions of research interests. Possible ways in which these emancipatory approaches can reconceptualize and impact adult education discourse and research frameworks are suggested.
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Dissertations / Theses on the topic "Adult education – Research"

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Titterington, Lee. "An analysis of collective investigation as an adult education method." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31097.

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The purpose of this study was to determine whether one form of non-formal adult education, collective investigation (C.I.), significantly increased an individual's ability to formulate problems. Collective investigation is an adult, non-formal, group educative process. Through C.I., participants identify, isolate and critically question their "social reality." Learning occurs through self-reflection and shared experience. The concept of individual experience was used as the basis for the framework which guided this study. C.I. provided a vehicle to identify and transform everyday problems facing the participants. A hypothesized model was developed to describe the process of problem formulation. This model draws upon the literature regarding C.I. and "practice knowledge," an application of adult learning in the work environment, to describe potential learning through a collective educational process. The study used a quasi-experimental research design to examine the affect of an intensive C.I. workshop experience on individual's problem formulation abilities. The experimental group was compared with two control groups: 1) a more traditional approach to adult education (pre-readings and didactic lecture), and 2) a non-treatment control group. The lecture method was not seen as an alternative method to teach problem formulation but was used as another type of control group. The data source was representative samples of child welfare personnel employed in British Columbia. All groups were pre and posttested, using a semi-structured instrument. Nine research hypotheses centered around learner information-production and problem formulation strategies were tested by ANCOVA. The results were significant in several instances, allowing for the rejection of four of the original nine null hypotheses. However, in all nine instances the C.I. group scored the highest, suggesting a general trend. The results showed the collective investigation workshop experience significantly increased participant production of information. The workshop group also demonstrated a significant increase in specific, occupational information which was used for individual problem formulation. Workshop training for other applications of the production of information, (identification of contextual variables and problem solving) was not provided. The scores in these applications did not significantly increase. In addition, the findings showed that a significant difference exists between the perceptions of the C.I. group and the Lecture group. The individuals in the C.I. group perceived the activities and structured interaction of collective investigation to be beneficial to their learning. However, this study showed no impact on qualitative aspects of learning. Based on these findings, it was concluded that collective investigation affected group communication and encouraged the development of supportive networks. Furthermore, collective investigation promoted individual confirmation and enhanced "personal power" providing effective motivation for learning. The opportunity to practice new skills during the collective investigation process also developed performance strategies. Since such outcomes affect instructional design and the practice of non-formal adult education, they merit consideration among the range of adult education methods available to adult educators.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Candy, Philip Carne. "Reframing research into 'self-direction' in adult education : A constructivist perspective." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27659.

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Research into self-direction has been hampered by the absence of a consistent theoretical framework, and the indiscriminate application of the term 'self-direction' to different phenomena. The purposes of this study were: (a) to critically analyse the use of the term 'self-direction' in adult education and to ascertain whether there are differences among the phenomena subsumed under that label; (b) to critically survey the literature, and synthesise research findings; (c) to compare the significance of 'self-direction' in adult education with other sectors of education; (d) to identify and evaluate assumptions underlying past and present research traditions in 'self-direction'; and (e) to reconceptualise 'self-direction' from a constructivist perspective and to formulate themes for future research. It was shown that 'self-direction' has been used to refer to three different phenomena: (i) as a personal quality or attribute (personal autonomy); (ii) as the independent pursuit of learning outside formal instructional settings (autodidaxy); and (iii) as a way of organising instruction (learner-control). Two distinct approaches were used in undertaking the study. The first involved a critical analysis and review of literature in each of the three domains, the second was based on a form of conceptual analysis. Major paradigms in educational research were surveyed. It was asserted that assumptions underlying the interpretive paradigm were congruent with the phenomenon of self-direction and that, despite its limitations, there are advantages to adopting a constructivist perspective. Major findings were: (1) lack of internal consistency in the literature precludes the development of a coherent 'theory of self-direction' from within the literature; (2) autodidaxy can be usefully distinguished from learner-control; (3) autonomy in learning does not necessarily lead to personal autonomy, nor does personal autonomy always manifest itself in the learning situation; (4) autonomy has both personal and situational dimensions; (5) understanding the perspective of learners is vital to understanding strategies used and outcomes attained; (6) personal autonomy in learning comprises both cross-situational and situation-specific dimensions; (7) research into learning outcomes should stress qualitative rather than quantitative dimensions of knowledge acquisition; and (8) constructivism sanctions action-research and other naturalistic inquiry modes. The study incluuded an agenda for research into autodidaxy and learner-control from a constructivist perspective.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
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Gustus, Christine H. "E-Mentoring an Educator in a State School for the Deaf| An Action Research Study." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284660.

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<p> The purpose of this qualitative action research study was to explore the benefits and challenges of e-mentoring an adult learner in a rural state school for the deaf that taught children with hearing loss to listen and speak. This school lacked the benefit of a spoken language programs for deaf children. This study focused on e-mentoring the Lead Teacher/SLP, in order to enhance her understanding of language development in children with hearing loss and improve her ability to use diagnostic teaching, in order to implement strategies that would allow the children in this specialized classroom to continue to develop spoken language. Through use of synchronous and asynchronous e-mentoring, I assisted the mentee as she developed a plan specifically focused on providing her with the skills needed to lead/direct the program independently, in order for it to continue successfully. The mentee and supervisory/administrative staff were participants of this study. The mentee participated in the e-mentoring process twice each month, for 30-45 minutes per session, for one academic school year. </p><p> The mentee typically guided the topic of the e-mentoring session by asking for assistance in a particular instructional area. On alternate weeks, I was in contact with the mentee via email, text, and/or phone. After e-mentoring, I completed a journal entry with my thoughts about the session and the mentee responded to questions about the e-mentoring experience. At the conclusion of the academic year, I conducted a focus group with the supervisors and administrators of the spoken language program asking for input about this new program. Secondary data were collected from vocabulary and concept tests on the children attending the program using. Results from the journaling and responses to questions and focus group were coded and analyzed for emerging themes. One major themes was Change, with subthemes of opportunities, e-mentoring the spoken language program, progress of the children, perceptions of the program, increase in enrollment, and scheduling. Other major themes included Andragogy and e-mentoring, Teaching Strategies, and Technology. The results of this study may be important to administrative personnel in state schools for the deaf, interested in initiating a spoken language classroom.</p><p>
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Freeman, Maureen, and n/a. "Research into the quality of the teaching environment for adult learners." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060206.132723.

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In this decade, the drive to improve the quality of learning environments at all levels has gathered pace, and accountability of providers has become a byword, particularly in secondary and tertiary educational institutions. In this process of meeting societal needs, the teacher's role is crucial to the provision of optimal conditions for learning. Teachers' adaptation to the changing clientele and technologies of the 1990's, also demands their flexibility and preparedness to contemplate anew their role in the learning transaction. Gage (1963) posed three topical questions about teaching: how do teachers behave, why do they behave as they do and what are the effects of their behaviour? The information gained by examining three types of variables, is required to answer these questions, the most central to research on teaching, is teaching behaviour, or the process of teaching. Secondly, there are the causes or determinants of those behaviours or processes and finally, there are the effects or consequences of the teaching behaviours or processes (Dunkin,1986). This research into teaching behaviours, conducted in three institutes of Technical and Further Education in the A.C.T., seeks to determine the quality of teaching for adult learners and the nature of the learning environment in TAFE. The design of the study incorporates comprehensive multi-variate instruments and a triangulating approach to data collection. In particular, a factor analysis of student questionnaires evaluates the main factors operant in the classrooms of the selected tertiary environments. The nature of the teaching behaviours and the contingent learning climate, enabled further conclusions to be drawn about the implications of these behaviours for adult learners eg. teacher expectancies, not found hitherto evaluated in a tertiary context.
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Gaulke, Stephen. "The educational needs of the adult layperson concerning the mission of God research towards writing an introductory adult mission education course /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Tschirner, Andrea Carol. "Perceptions Toward Research Among Undergraduates in an Imaging Sciences Baccalaureate Program: A Secondary Analysis." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293567728.

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Tobias, R. M. "Adult education in Aotearoa/New Zealand - a critical analysis of policy changes, 184-90." Centre for Continuing Education, University of Canterbury, 1990. http://hdl.handle.net/10092/3405.

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Since 1984, when the fourth Labour Government was elected to office, there have been major changes in the structures of society in Aoteroa/New Zealand. A wide range of reviews and reforms of economic and social policy have been undertaken, and not surprisingly the structures and policies of adult education have come under scrutiny and been subject to major changes. The purpose of this paper is to examine the politics of policy formation over a six-year period. Using official and unofficial reports and other documents, the paper seeks to identify some of the key changes in adult education policy that have taken place in recent years and to locate them within the context of the contradictory pressures operating upon and within government and the field of adult education.
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Rainey, James R. "Comparative classroom practices in higher education based on learning style research." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p001-1089.

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Wette, Rosemary. "Making the instructional curriculum : case studies of seven teachers of adult ESOL." Thesis, University of Auckland, 2005. http://hdl.handle.net/2292/348.

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Joseph Schwab claimed that only teachers are capable of translating scholarly theory into curriculum, as only they have knowledge of and are able to co-ordinate its four cornerstones of subject matter, learners, context and the teacher. Organised around Schwab’s heuristic, this thesis explores from an ecological perspective the curriculum making practices of seven experienced, effective teachers of adult ESOL over the trajectory of a course that each one taught. While normative advice in second language teacher education texts encourages a more systems-based approach to curriculum development, there is increasing awareness in research-based literature that the instructional curriculum is in fact an interactive construction played out in a dynamic, non-linear process and particularised to a certain context and group of learners. This evidencebased study aims to illustrate how teachers engage with written curriculum sources, classroom and cultural contexts, their own theories of practice and the developing understandings and wishes of learners as they make the instructional curriculum. Data were collected from guided pre-course and post-course interviews with teachers as well as persistent, debriefing-type interviews throughout the courses, supported by course documentation and teaching materials. Themes emerging from the data and from relevant literature were coded and analysed qualitatively. Findings of this study illuminate significant aspects of teachers’ curriculum making practices, including the weaving of conceptual content onto the timeframe of the courses, teachers’ efforts to achieve coherence, balance and variety in the instructional curriculum, and the importance of time and process. They emphasise the central role of the teacher as synthesiser of a variety of considerations, and provide evidence of the rich and complex understandings of teachers’ professional knowledge in action. They also show the fundamental importance of good cognitive and affective rapport between teacher and learners, and the need for teachers to constantly monitor and adjust the instructional curriculum according to learners’ developmental needs, while at the same time taking into account a unique constellation of influences from its micro- and macro- context. Implications for ESOL teachers and teacher educators of this more detailed understanding of the instructional curriculum and of teachers’ professional knowledge bases are also explored.
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O'Donnell, Kathryn Mary. "Adult returners : action research methodology as an intervention tool to improve the learning experience of adult returners to formal education." Thesis, Brunel University, 2000. http://bura.brunel.ac.uk/handle/2438/5334.

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The present Labour Government is committed to "the era of learning through life". However, as the Kennedy Report (1997) into Widening Participation in Further Education argues, education is still an exclusion zone for an important minority of the population including women. If present policy, as set out in The Learning Age (DfEE, 1998a) is to work, further education colleges have an important role to play, becoming the vehicle for moving people "from unemployment through training to employment" (Smith, 1997:4). The present study initially sought to establish the nature of this role by exploring the impact of the current political climate on lifelong learning and the way in which local education authorities have interpreted the policy directives in this area. A detailed Institution Focused Study of one Local Education Authority and one Further Education College revealed a possible mismatch between provision and the needs of the population targeted under the lifelong learning initiative. It concluded that the initiative is likely to present a considerable challenge for institutions which, because of market forces, are increasingly viewing their client population in terms of funding units and academic output (Jarvis, 1998:220). The study subsequently adapted an action research approach to explore possible ways of meeting the lifelong learning challenge in the case of one group of female adults making a return to further education. A variety of data collection methods, including questionnaires, focus group techniques and reflective journals were employed throughout the two action cycles to record, in detail, the effects of the actions taken on students, lecturers, policy and practice. These provide the basis for an account of the characteristics of provision that could justifiably be described as a lifelong learning opportunity for adult females returning to education. The study concludes that an action research approach has the capacity for positively affecting lecturers' experience of teaching and the students' experience of learning within a further education environment.
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Books on the topic "Adult education – Research"

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Ireland, Teachers' Union of. Adult Education. Teacher's Union of Ireland, 1989.

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Kundu, C. L. Adult education research: Future directions. C.L. Kundu, 1987.

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1945-, Garrison D. R., ed. Research perspectives in adult education. Krieger Pub. Co., 1994.

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Remes, Pirkko. Social change and adult education research: Adult education research in Nordic countries, 1996. Institute for Educational Research, University of Jyväskylä, 1997.

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Bordia, Anil. Research trends in adult education: Agenda for adult education research : the south Asian perspective. UNESCO Institute for Education, 1994.

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Practitioners leading research: A report of action research projects from the NRDC Practitioner-led Research Initiative (PLRI). National Research and Development Centre for Adult Literacy and Numeracy, 2007.

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Conference, Standing Conference on University Teaching and Research in the Education of Adults. Research: Reflecting practice. SCUTREA, 1993.

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Swain, Jon. Thinking through mathematics: Research report. National Research and Development Centre for Adult Literacy and Numeracy, 2007.

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Roskilde University. Adult Education Research Group. Adult education in a transforming society: 2nd report from the Adult Education Research Project. Roskilde University Press, 1998.

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Patricia, Cranton, ed. The handbook of transformative learning: Theory, research, and practice. Jossey-Bass, 2012.

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Book chapters on the topic "Adult education – Research"

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Lucio-Villegas, Emilio. "Research Living Communities." In Adult Education in Communities. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-043-7_4.

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Vanderheiden, Elisabeth. "Humour in Adult Education." In The Palgrave Handbook of Humour Research. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78280-1_20.

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Downes, Hilary. "Teaching Geoscience Research to Adult Undergraduates and Distance Learners." In Geoscience Research and Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6946-5_9.

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Zhang, Yangli, and Qiong Wu. "Research on Network Teaching Platform in Adult Education." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29637-6_67.

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Fejes, Andreas, and Erik Nylander. "Adult Education Research: Publication Strategies and Collegial Recognition." In The Palgrave International Handbook on Adult and Lifelong Education and Learning. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-55783-4_39.

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Zeuner, Christine. "Adult Education Research in Germany: Approaches and Developments." In Mapping out the Research Field of Adult Education and Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10946-2_3.

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Fejes, Andreas, and Erik Nylander. "Adult Education and Learning: A Pluralistic Research Field?" In Mapping out the Research Field of Adult Education and Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10946-2_7.

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O’Donoghue, John. "Mathematics Education and Adult Learners in Ireland." In Contemporary Research in Adult and Lifelong Learning of Mathematics. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96502-4_3.

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Rubenson, Kjell, and Maren Elfert. "Examining the “Weak Field” of Adult Education." In Mapping out the Research Field of Adult Education and Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10946-2_2.

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"Adult Education Research." In Adult Education, edited by Chris Duke. Routledge, 2018. http://dx.doi.org/10.4324/9780429438165-3.

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Conference papers on the topic "Adult education – Research"

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Wang Yijun. "Research on adult and continuing education based on distance education." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6132155.

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Ozola, Inese, and Baiba Rivza. "DEVELOPMENT OF EMPLOYABILITY SKILLS IN ADULT EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2251.

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Gala Pellicer, Susana. "ADULT EDUCATION IN SPAIN: CHALLENGES AND OPPORTUNITIES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2685.

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Bogdanova, Olga, Kristiina Brusila-Meltovaara, Juha Iso-Aho, and Taina Vuorela. "SERVICE DESIGN EXPERIMENTAL LEARNING IN ADULT EDUCATION." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0402.

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Gunnars, Fabian Gunnars, Adam Palmquist, and Marcus Sundgren. "ADULT EDUCATION TEACHER’S PERCEPTION OF GAMIFICATION IMPLEMENTED IN DISTANCE EDUCATION." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0759.

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Anghelache, Valerica. "SOCIAL BACKGROUND AND ADULT LEARNING." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1527.

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Udroiu, Adriana Meda, and Adrian-Victor Vevera. "MODERN LEARNING METHODS USING IN CYBERSECURITY ADULT EDUCATION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1365.

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Snellman, Lilian. "DEVELOPING EDUCATIONAL LEADERSHIP IN THE CONTEXT OF LIBERAL ADULT EDUCATION – FINNISH CONTEXT." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1603.

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Koutsoukos, Marios, and Athina Sipitanou. "APPLYING MENTORING IN ADULT EDUCATION: BENEFITS FOR MENTEES, MENTORS AND EDUCATIONAL ORGANIZATIONS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1718.

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Yarovaya, Larisa, Olga Yarovaya, and Elena Bogatskaya. "ONLINE LEARNING AS A TYPE OF EDUCATIONAL ACTIVITY IN ADDITIONAL ADULT EDUCATION." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2180.

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Reports on the topic "Adult education – Research"

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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Carney, Nancy, Tamara Cheney, Annette M. Totten, et al. Prehospital Airway Management: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), 2021. http://dx.doi.org/10.23970/ahrqepccer243.

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Objective. To assess the comparative benefits and harms across three airway management approaches (bag valve mask [BVM], supraglottic airway [SGA], and endotracheal intubation [ETI]) by emergency medical services in the prehospital setting, and how the benefits and harms differ based on patient characteristics, techniques, and devices. Data sources. We searched electronic citation databases (Ovid® MEDLINE®, CINAHL®, the Cochrane Central Register of Controlled Trials, the Cochrane Database of Systematic Reviews, and Scopus®) from 1990 to September 2020 and reference lists, and posted a Federal Register notice request for data. Review methods. Review methods followed Agency for Healthcare Research and Quality Evidence-based Practice Center Program methods guidance. Using pre-established criteria, studies were selected and dual reviewed, data were abstracted, and studies were evaluated for risk of bias. Meta-analyses using profile-likelihood random effects models were conducted when data were available from studies reporting on similar outcomes, with analyses stratified by study design, emergency type, and age. We qualitatively synthesized results when meta-analysis was not indicated. Strength of evidence (SOE) was assessed for primary outcomes (survival, neurological function, return of spontaneous circulation [ROSC], and successful advanced airway insertion [for SGA and ETI only]). Results. We included 99 studies (22 randomized controlled trials and 77 observational studies) involving 630,397 patients. Overall, we found few differences in primary outcomes when airway management approaches were compared. • For survival, there was moderate SOE for findings of no difference for BVM versus ETI in adult and mixed-age cardiac arrest patients. There was low SOE for no difference in these patients for BVM versus SGA and SGA versus ETI. There was low SOE for all three comparisons in pediatric cardiac arrest patients, and low SOE in adult trauma patients when BVM was compared with ETI. • For neurological function, there was moderate SOE for no difference for BVM compared with ETI in adults with cardiac arrest. There was low SOE for no difference in pediatric cardiac arrest for BVM versus ETI and SGA versus ETI. In adults with cardiac arrest, neurological function was better for BVM and ETI compared with SGA (both low SOE). • ROSC was applicable only in cardiac arrest. For adults, there was low SOE that ROSC was more frequent with SGA compared with ETI, and no difference for BVM versus SGA or BVM versus ETI. In pediatric patients there was low SOE of no difference for BVM versus ETI and SGA versus ETI. • For successful advanced airway insertion, low SOE supported better first-pass success with SGA in adult and pediatric cardiac arrest patients and adult patients in studies that mixed emergency types. Low SOE also supported no difference for first-pass success in adult medical patients. For overall success, there was moderate SOE of no difference for adults with cardiac arrest, medical, and mixed emergency types. • While harms were not always measured or reported, moderate SOE supported all available findings. There were no differences in harms for BVM versus SGA or ETI. When SGA was compared with ETI, there were no differences for aspiration, oral/airway trauma, and regurgitation; SGA was better for multiple insertion attempts; and ETI was better for inadequate ventilation. Conclusions. The most common findings, across emergency types and age groups, were of no differences in primary outcomes when prehospital airway management approaches were compared. As most of the included studies were observational, these findings may reflect study design and methodological limitations. Due to the dynamic nature of the prehospital environment, the results are susceptible to indication and survival biases as well as confounding; however, the current evidence does not favor more invasive airway approaches. No conclusion was supported by high SOE for any comparison and patient group. This supports the need for high-quality randomized controlled trials designed to account for the variability and dynamic nature of prehospital airway management to advance and inform clinical practice as well as emergency medical services education and policy, and to improve patient-centered outcomes.
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Hilbrecht, Margo, Sally M. Gainsbury, Nassim Tabri, et al. Prevention and education evidence review: Gambling-related harm. Edited by Margo Hilbrecht. Greo, 2021. http://dx.doi.org/10.33684/2021.006.

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This report supports an evidence-based approach to the prevention and education objective of the National Strategy to Reduce Harm from Gambling. Applying a public health policy lens, it considers three levels of measures: universal (for the benefit of the whole population), selective (for the benefit of at-risk groups), and indicated (for the benefit of at-risk individuals). Six measures are reviewed by drawing upon a range of evidence in the academic and grey literature. The universal level measures are “Regulatory restriction on how gambling is provided” and “Population-based safer gambling/responsible gambling efforts.” Selective measures focus on age cohorts in a chapter entitled, “Targeted safer gambling campaigns for children, youth, and older adults.” The indicated measures are “Brief internet delivered interventions for gambling,” “Systems and tools that produced actual (‘hard’) barriers and limit access to funds,” and “Self-exclusion.” Since the quantity and quality of the evidence base varied by measure, appropriate review methods were selected to assess publications using a systematic, scoping, or narrative approach. Some measures offered consistent findings regarding the effectiveness of interventions and initiatives, while others were less clear. Unintended consequences were noted since it is important to be aware of unanticipated, negative consequences resulting from prevention and education activities. After reviewing the evidence, authors identified knowledge gaps that require further research, and provided guidance for how the findings could be used to enhance the prevention and education objective. The research evidence is supplemented by consultations with third sector charity representatives who design and implement gambling harm prevention and education programmes. Their insights and experiences enhance, support, or challenge the academic evidence base, and are shared in a separate chapter. Overall, research evidence is limited for many of the measures. Quality assessments suggest that improvements are needed to support policy decisions more fully. Still, opportunities exist to advance evidence-based policy for an effective gambling harm prevention and education plan.
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Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn, and Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3746.

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The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video materials on the mobile gadgets is conducted by “binding” them to individual images- “markers” for every laboratory experiment. Applying such technologies gives an opportunity to establish educational activity, based on interference of adults with children, oriented on interests and abilities of each kid, development of curiosity, cognitive motivation and educational energy; development of imagination, creative initiative, including the speech, ability to chose the materials, types of work, participants of the common activity, promotion of conditions for parents participate in the common study activity.
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Khan, Ayesha. Adolescents and reproductive health in Pakistan: A literature review. Population Council, 2000. http://dx.doi.org/10.31899/rh2000.1042.

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This report reviews research and findings on adolescents and reproductive health in Pakistan. The material is drawn from a range of national surveys and medical research, as well as information gathered by nongovernmental organizations. Although adolescents make up a quarter of the population of Pakistan, they are still a new subject for research. The characterization of adolescents for this review is individuals ages 10–19, whether or not they are married, sexually active, or parents. The discussion of the research material is based on the assumption that adolescence is a developmental phase, a transition from childhood to adulthood. Basic data on education, employment, and reproductive health among adolescents shows that they are not receiving adequate schooling and capability building to equip them for the future. Due to their relative youth, lack of decision-making power, and incomplete personal development, adolescents are ill equipped to handle the reproductive health burden they face. Policies and programs, as well as legal provisions, do not protect adolescents and need to be designed to meet the needs of adolescents without disrupting their development into adults.
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Eckert, Elizabeth, Eleanor Turner, and Jo Anne Yeager Sallah. Youth Rural-Urban Migration in Bungoma, Kenya: Implications for the Agricultural Workforce. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0062.1908.

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This study provides insights into a specific, hard-to-reach youth subpopulation—those born in agricultural areas in Western Kenya who migrate to large towns and cities—that is often missed by research and development activities. Using a mixed-methods approach, we find high variability in movement of youth between rural villages, towns, and large urban areas. Top reasons for youth migration align with existing literature, including pursuit of job opportunities and education. For youth from villages where crop farming is the primary economic activity for young adults, 77 percent responded that they are very interested in that work, in contrast to the common notion that youth are disinterested in agriculture. We also find many youth interested in settling permanently in their villages in the future. This research confirms that youth migration is dynamic, requiring that policymakers and development practitioners employ methods of engaging youth that recognize the diversity of profiles and mobility of this set of individuals.
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Kelly, Elish, and Bertrand Maître. Identification Of Skills Gaps Among Persons With Disabilities And Their Employment Prospects. ESRI, 2021. http://dx.doi.org/10.26504/sustat107.

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In 2013, the Irish Government published its National Disability Strategy Implementation Plan 2013-2015. As part of this strategy, a number of goals were set around participation, including job access for people with disabilities. This specific objective recommended a number of actions, including the commitment to publish a comprehensive employment strategy (CES) for people with disabilities. This strategy, the Comprehensive Employment Strategy for People with Disabilities, was published in 2015 for the period 2015-2024. The objective of this strategy, which is cross-governmental, is to support people with disabilities in accessing the labour market. Building on existing actions in the CES, the National Disability Authority (NDA) commissioned the Economic and Social Research Institute (ESRI) to undertake quantitative research into the workplace skills and abilities of persons with disabilities. To undertake this research, a number of nationally representative data sources were utilised to characterise the skills/educational endowments and gaps among persons with disabilities compared to those without. Specifically, data from the Survey on Income and Living Conditions (SILC), the Programme for the International Assessment of Adult Competencies (PIAAC), the Census of Population, and the European Union Statistics on Income and Living Conditions (EU-SILC) were examined. Where the data permitted, we differentiated those with a disability by type, everyday difficulties (e.g. difficulty dressing), and/or severity level. We also examined the employment characteristics of people with disabilities compared to persons without, and investigated the impact of having a disability on an individual’s employment prospects. What follows is a summary of the principal findings from this research, including some discussion on future directions.
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Kelly, Elish, and Bertrand Maître. Identification Of Skills Gaps Among Persons With Disabilities And Their Employment Prospects. ESRI, 2021. http://dx.doi.org/10.26504/sustat107.

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In 2013, the Irish Government published its National Disability Strategy Implementation Plan 2013-2015. As part of this strategy, a number of goals were set around participation, including job access for people with disabilities. This specific objective recommended a number of actions, including the commitment to publish a comprehensive employment strategy (CES) for people with disabilities. This strategy, the Comprehensive Employment Strategy for People with Disabilities, was published in 2015 for the period 2015-2024. The objective of this strategy, which is cross-governmental, is to support people with disabilities in accessing the labour market. Building on existing actions in the CES, the National Disability Authority (NDA) commissioned the Economic and Social Research Institute (ESRI) to undertake quantitative research into the workplace skills and abilities of persons with disabilities. To undertake this research, a number of nationally representative data sources were utilised to characterise the skills/educational endowments and gaps among persons with disabilities compared to those without. Specifically, data from the Survey on Income and Living Conditions (SILC), the Programme for the International Assessment of Adult Competencies (PIAAC), the Census of Population, and the European Union Statistics on Income and Living Conditions (EU-SILC) were examined. Where the data permitted, we differentiated those with a disability by type, everyday difficulties (e.g. difficulty dressing), and/or severity level. We also examined the employment characteristics of people with disabilities compared to persons without, and investigated the impact of having a disability on an individual’s employment prospects. What follows is a summary of the principal findings from this research, including some discussion on future directions.
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