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Journal articles on the topic 'Adult education – Research'

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

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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10

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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11

Clark, Mavis A. "Adult Education and Disability Studies, an Interdisciplinary Relationship: Research Implications for Adult Education." Adult Education Quarterly 56, no. 4 (2006): 308–22. http://dx.doi.org/10.1177/0741713606289661.

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12

Shoirah, Hazem, Achilles Ntranos, Rachel Brandstadter, et al. "Education Research: Resident education through adult learning in neurology." Neurology 91, no. 5 (2018): 234–38. http://dx.doi.org/10.1212/wnl.0000000000005914.

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ObjectiveTo enhance residency education by implementing the 6 principles of adult learning theory (ALT) in a large academic neurology residency program.MethodsWe implemented a set of curricular interventions aimed at Resident Education through Adult Learning in Neurology (REAL Neurology), in a large, academic neurology residency program. Interventions included didactic reform, increasing resident-as-teacher activities, and enhancing residents' interaction. The primary outcome was the change in mean Residency In-service Training Examination (RITE) percentile between the preintervention and postintervention cohorts, adjusting for US Medical Licensing Examination step 1 and 2 score. Other analysis included evaluating the effect of the duration of intervention exposure on outcome and evaluating the intervention effect on the proportion of advanced performers.ResultsA total of 134 RITE score reports were evaluated (87 preintervention and 47 postintervention). The mean RITE score percentile postintervention was 11.7 points higher than preintervention (adjusted, longitudinal analysis: fit linear mixed model, p < 0.0001). Postgraduate year 3 learners who had 1 and 2 years of exposure scored 13.4 and 18.9 points higher than those with no exposure at all, respectively (analysis of covariance, p = 0.04). The adjusted odds of better performance with REAL Neurology was 5.77 (ordinal logistic regression, 95% confidence interval 2.37–14.07, p < 0.05).ConclusionThis study evaluated the efficacy and feasibility of an ALT-based curricular program in neurology education. The results show robust and sustainable benefit for residents in training without imposing a financial or logistical burden on programs. REAL Neurology could serve as a model for curricular reform in other programs across subspecialties.
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13

Başkan, Yusuf, and Mehmet Bars. "Opinions of Classroom Teachers Working in Public Education Centers on Adult Education." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 12, no. 1 (2022): 275–304. http://dx.doi.org/10.31704/ijocis.2022.012.

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This research aims to examine the opinions of classroom teachers working in public education centers on adult education. One of the qualitative research designs, a basic qualitative research design, was used. The research group of the research was determined through criterion sampling, and criteria such as a permanent or contracted classroom teacher linked with the Ministry of National Education and having worked or working in public education facilities were sought from the participants. The research group of the research consisted of 20 participants. A semi-structured interview form was used as a data collection tool in the research, and the data were collected as audio recordings. The results of the interviews with the teachers who could not get permission for the voice recorder were obtained by transcribing the words of the teachers. The content analysis method was used in the analysis of the data. Themes and sub-themes were formed from the answers given by the participants. Adult education is vital for individuals and society, and results showed that adults' responsible manners influenced adult education. Furthermore, adult education teachers saw that adult education has a wide range of working hours and that block lessons can be held as an advantage. It has been concluded that they see trainee absences and adults' focus on obtaining certificates rather than the educational process as a problem.
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14

FEDERIGHI, Paolo. "Research Methodology in Adult Learning and Education." Journal of Educational Sciences 39, no. 1 (2019): 58–73. http://dx.doi.org/10.35923/jes.2019.1.05.

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15

Zawacki-Richter, Olaf, Heinke Röbken, Yvonne Ehrenspeck-Kolasa, and Carl von Ossietzky. "Research Areas in Adult and Continuing Education." Journal of Adult and Continuing Education 20, no. 1 (2014): 68–86. http://dx.doi.org/10.7227/jace.20.1.5.

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16

Call-Cummings, Meagan, and Melissa Hauber-Özer. "Participatory Action Research as/in Adult Education." International Journal of Adult Education and Technology 11, no. 4 (2020): 21–33. http://dx.doi.org/10.4018/ijaet.2020100103.

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Participatory action research (PAR) is an embodied form of inquiry that engages those most affected by an issue or problem in creating knowledge and developing solutions. PAR epistemology intersects with the critical approach to adult education, particularly the belief that programs, methods, and content must be relevant to learner needs and challenges and ought to lead to greater social justice. The purpose of this paper is to offer a review of three critical, participatory inquiry methods that are anchored in three concepts foundational to PAR and to present readers with a useful description of how to implement these methods in diverse contexts.
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17

Finger, Matthias. "The biographical method in adult education research." Studies in Continuing Education 11, no. 1 (1989): 33–42. http://dx.doi.org/10.1080/0158037890110103.

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18

Merriam, Sharan B. "Contributions of Qualitative Research to Adult Education." Adult Education Quarterly 39, no. 3 (1989): 161–68. http://dx.doi.org/10.1177/0001848189039003004.

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19

Siddiqui, Dilnawaz A. "Comparative adult education research: methods and materials." International Journal of Lifelong Education 12, no. 2 (1993): 139–46. http://dx.doi.org/10.1080/0260137930120206.

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20

Rose, Amy. "A New Age in Adult Education Research." Adult Learning 4, no. 2 (1992): 6. http://dx.doi.org/10.1177/104515959200400203.

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21

Little, David J. "Criteria for Assessing Critical Adult Education Research." Adult Education Quarterly 42, no. 4 (1992): 237–49. http://dx.doi.org/10.1177/074171369204200403.

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Critical educational science is an emerging adult education research orientation that preserves while at the same time supersedes empirical-analytic and intrepretive research traditions. This supersession/preservation is explored through an examination of the philosophical foundations of each. Based on this analysis, criteria are proposed for assessing critical adult education research projects and questions are raised regarding the reporting of this research.
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22

Stalker, Joyce. "Women and Adult Education: Rethinking Androcentric Research." Adult Education Quarterly 46, no. 2 (1996): 98–113. http://dx.doi.org/10.1177/074171369604600204.

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23

Brandt, E. N. "Education and research in adult family violence." Academic Medicine 70, no. 11 (1995): 968–70. http://dx.doi.org/10.1097/00001888-199511000-00012.

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24

Zeelen, Jacques, Makgwana Rampedi, and Josje van der Linden. "Grounding Adult Education Research in Rural Areas." Adult Education Quarterly 64, no. 1 (2013): 20–38. http://dx.doi.org/10.1177/0741713613495086.

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25

Hubackova, Sarka, and Ilona Semradova. "Research Study on Motivation in Adult Education." Procedia - Social and Behavioral Sciences 159 (December 2014): 396–400. http://dx.doi.org/10.1016/j.sbspro.2014.12.395.

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26

Rogers, Alan. "Liberating Knowledge: research, feminism and adult education." International Journal of Educational Development 21, no. 4 (2001): 382–84. http://dx.doi.org/10.1016/s0738-0593(00)00071-7.

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27

Hill, Lilian H., and Tanyaradzwa Mandishona. "Theory Development for Adult Health Education Research." New Horizons in Adult Education and Human Resource Development 30, no. 2 (2018): 27–35. http://dx.doi.org/10.1002/nha3.20213.

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28

Blunt, Adrian, and Jo-Anne Lee. "The Contribution of Graduate Student Research to Adult Education Adult Education Quarterly, 1969-1988." Adult Education Quarterly 44, no. 3 (1994): 125–44. http://dx.doi.org/10.1177/074171369404400301.

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29

Avdagić, Emir, and Winfried Ellwanger. "Modeli upravljanja u organizacijama za obrazovanje odraslih." Obrazovanje odraslih/Adult Education, no. 1_2 2017 (2017): 11–34. http://dx.doi.org/10.53617/issn2744-2047.2017.17.1_2.11.

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One of the scientific fields which could and should use its knowledge to initiate positive changes in the development of adult education is education management. So, the main aim of this article is to present results of the research done in the field of management of organisations for adult education. Since organisations for adult education are specific in comparison to other education organisations, and since there is a need to professionalise management in organisations for adult education in Southeastern Europe, the main aim of the research was to discuss the relationship between management models and the external environment of the organisation. The theoretical base in studying management models in organisations for adult education was related to principles of contemporary theories of organisation and management, as well as andragogy. Within the qualitative research paradigm and case study model, we applied the techniques of document analysis and interview in the research. The sample included education organisations from two very different social and economic systems – Germany as one which is well developed, and Bosnia and Herzegovina as one which is “transitional”, which is dominant in the Southeastern Europe region. Research results “advocated” ten management models as the most important ones in the management practice of organisations for adult education, with strategic management being first. Other models which can be implemented in relation to the general and immediate external environment, are marketing management, management of organisational culture, goal-oriented management, and network management.
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30

Loacker, Georgine. "□ What Research Says About Adult Learning." NASSP Bulletin 70, no. 486 (1986): 38–40. http://dx.doi.org/10.1177/019263658607048617.

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31

McCaster, Antonette Lorraine. "Adult Education and Dialogue." Global Journal of Transformative Education 1, no. 1 (2019): 46–51. http://dx.doi.org/10.14434/gjte.v1i1.25920.

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Knowledge is built upon personal experiences and the information to which we have access. My area of research is in communicating the language of business (accounting) to non-business learners. I’ve found that both communication and motivation are primary factors in transformational learning. To this end, research has shown that project-based education improves student skills, and transforms the traditional classroom for both teachers and students. Combining project-based education with adult dialogue education provides a transformative method of education that encourages student-driven, collaborative project-based learning as well as opportunities for teachers to reflect upon their epistemology and pedagogy.
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32

Onopriienko, Kateryna, Volodymyr Onopriienko, Yurii Petrushenko, and Iryna Onopriienko. "Environmental education for youth and adults: a bibliometric analysis of research." E3S Web of Conferences 234 (2021): 00002. http://dx.doi.org/10.1051/e3sconf/202123400002.

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In recent years there has been a sharp increase in the interest of humanity to environment preservation. It has become clear that the reckless use of nature will sooner or later lead to a catastrophe that will have not only environmental, but also economic and social consequences. The article provides a bibliographic analysis of scientific papers from around the world on the basis of Scopus with the keywords "environmental education" and "environmental adult education" for the period 1968 - 2019. It was found that in this regard most attention is paid to the US authors. The scientific works of the authors, who are the leaders in terms of the number of publications on environmental education of adults, have been studied. With the help of Vosviewer software it was determined which countries publish the biggest and the smallest number of scientific papers with the keyword "environmental adult education". Scientific works of domestic scientists were also analyzed. Adult education is becoming important in addition to the classic concept of school education. The article analyzes, which fields of science have the biggest and the smallest number of scientific papers with the keyword "environmental adult education", where social and environmental sciences became the leaders.
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33

Conway, Colleen, Erin Hansen, Scott Edgar, and C. Michael Palmer. "Teacher Research and Adult Learning in Music Education." LEARNing Landscapes 8, no. 2 (2015): 135–55. http://dx.doi.org/10.36510/learnland.v8i2.700.

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The purpose of this study was to describe the experiences of seven music educators who designed and implemented teacher research in their classrooms in relation to the Merriam, Caffarella, and Baumgartner (2007) theory of adult learning. Findings are presented within participant profiles and suggest that motivations to participate included a desire to be a better teacher and an interest in collaborating with the University. The collaboration helped the participants to continue with their studies as did their curiosity about the learning of their students. The issue of time hindered some of the participants’ ability to complete their studies.
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34

Stewart, Carmine. "Research and the Field of Adult Literacy Education." Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy 4, no. 2 (2022): 51–55. http://dx.doi.org/10.35847/cstewart.4.2.51.

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35

龚, 静. "Research on Incentive Mechanism of Adult Online Education." Advances in Education 12, no. 03 (2022): 735–44. http://dx.doi.org/10.12677/ae.2022.123119.

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36

LI Wei, and LIU Yang. "Research on New Information Technology of Adult Education." Journal of Convergence Information Technology 8, no. 1 (2013): 658–64. http://dx.doi.org/10.4156/jcit.vol8.issue1.81.

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37

Larsson, Staffan. "Invisible colleges in the adult education research world." European Journal for Research on the Education and Learning of Adults 1, no. 1-2 (2010): 97–112. http://dx.doi.org/10.3384/rela.2000-7426.rela0010.

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38

Rubenson, Kjell, and Maren Elfert. "Adult education research: exploring an increasingly fragmented map." European Journal for Research on the Education and Learning of Adults 6, no. 2 (2015): 125–38. http://dx.doi.org/10.3384/rela.2000-7426.rela9066.

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39

Webb, Sue, John Holford, Steven Hodge, Marcella Milana, and Richard Waller. "Learning cities and implications for adult education research." International Journal of Lifelong Education 39, no. 5-6 (2020): 423–27. http://dx.doi.org/10.1080/02601370.2020.1853937.

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40

Rachal, John. "Assessing Adult Education Research Questions: Some Preliminary Criteria." Adult Education Quarterly 36, no. 3 (1986): 157–59. http://dx.doi.org/10.1177/0001848186036003004.

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41

Savićević, Dušan M. "Contemporary trends in adult education research in Yugoslavia." International Journal of Lifelong Education 9, no. 2 (1990): 129–35. http://dx.doi.org/10.1080/0260137900090205.

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42

Ross-Gordon, Jovita M. "Needed: A Multicultural Perspective for Adult Education Research." Adult Education Quarterly 42, no. 1 (1991): 1–16. http://dx.doi.org/10.1177/074171369104200101.

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43

Usher, Robin. "Relevance, Research and the Study of Adult Education." Studies in the Education of Adults 21, no. 2 (1989): 132–39. http://dx.doi.org/10.1080/02660830.1989.11730526.

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44

Nuissl, Ekkehard, Simona Sava, and Anca Luştrea. "Internationalization of research and studies in adult education." Andragoske studije, no. 2 (2016): 21–37. http://dx.doi.org/10.5937/andstud1602021n.

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45

Erichsen, Elizabeth Anne, and Cheryl Goldenstein. "Fostering Collaborative and Interdisciplinary Research in Adult Education." SAGE Open 1, no. 1 (2011): 215824401140380. http://dx.doi.org/10.1177/2158244011403804.

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46

Tarkhanova, Irina, Oksana Pavlova, and Voldemārs Arnis. "QUESTIONS HEALTH SAVING IN ADULT EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 573. http://dx.doi.org/10.17770/sie2016vol3.1466.

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The article actualizes the problem of decreasing of the physical activity of a modern man, describes the results of the research of the adult population with application of the International questionnaire for assessing physical activity (IPAQ). Based on the analysis of the obtained results a model of the education of adults to healthcare issues. Possible ways of socialization and recreation of the adult population through the implementation of educational programs are discussed.
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47

Dijanošić, Branko. "Funkcionalna pismenost polaznika osnovnog obrazovanja odraslih od trećeg do šestog obrazovnog razdoblja." Obrazovanje odraslih/Adult Education, no. 1 2013 (2013): 91–105. http://dx.doi.org/10.53617/issn2744-2047.2013.13.1.91.

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According to the statistical data, in year 2001 in Croatia 2,88% of inhabitants have not get any basic education and 16,76% have not finished the basic education (primary school). Above this we have to add that 47,06% of inhabitants have finished only secondary education. This is to conclude that inhabitants have very low level of the functional literacy. In this research functional literacy is tested according to the UNESCO standards. International Adult Literacy Survey was adopted for this purpose. Adults in Primary adult education from 5th till 8th grade were tested. According to the IALS, adults in primary education were tested in prose, documentary and numeracy literacy graded in levels from 1 (por literacy) to 5 (expert literacy). The tasks were taken from everyday life different charts, symbols, simple calculation, and text from ads, newspaper or instructions for different products. The results show that the functional literacy is at the level 1 or 2 that indicates very poor level of Literacy. These results are comparable with the results from other researches which show us that 70% of total population of the each state is functionally illiterate (Slovenia has conducted research in 1998 and the results for entire population were from 65-77% illiterate on level 1 or 2). However, we have to take into consideration that this research is preliminary one because of the fact that this test is used for the first time and that tested population is a part of the entire society with one similarity - all of them have not finished primary education.
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48

Thomson, Alistair. "Learning about Adult Learning: the 1992 North American Adult Education Research Conferences." Studies in the Education of Adults 25, no. 1 (1993): 92–104. http://dx.doi.org/10.1080/02660830.1993.11730584.

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49

Nicolaou, Constantinos, and George Kalliris. "Audiovisual Media Communications in Adult Education: The case of Cyprus and Greece of Adults as Adult Learners." European Journal of Investigation in Health, Psychology and Education 10, no. 4 (2020): 967–96. http://dx.doi.org/10.3390/ejihpe10040069.

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Nowadays, audiovisual media technologies and audiovisual content (audiovisual media communications) play an important role in our physical/psychological health, education, and lifelong learning, causing the redefinition of the teaching methodology. As presented in the literature, the use of audiovisual media communications presuppose a new way of approaching effective teaching, which requires the educators on all educational levels and disciplines to display with competence many advanced skills and abilities. The aim of this research is to provide data that will contribute to the effective teaching utilizing audiovisual media communications in adult education. This research is a secondary research from two researches, which are qualitative and based on a quantitative method of analyzing. The primary data were collected through experiment method from adults (18 years and older), in Cyprus and Greece. The results confirm the current debate of using audiovisual media technologies within the educational process in technology-enhanced learning in education, both from the literature, and from the findings and results of various researches. This research is part of a larger, ongoing research that explores the multidisciplinary field that incorporates media, audiovisual content, and education (MACE), information and communications technologies (ICTs) in adult education (in Greece and Cyprus).
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50

M. Savićević, Dušan. "Istraživačka teritorija andragogije." Obrazovanje odraslih/Adult Education 10, no. 1 2010 (2010): 87–101. http://dx.doi.org/10.53617/issn2744-2047.2010.10.1.87.

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Research territory (filed/area) of andragogy was not the issue of extended considerations. For a long period there was no interest for research work in the field of adult education and learning. Times have changed and with this (in a positive way) the attitude towards research. Every science seeks to designate their respective fields. There is no reason for andragogy to act otherwise. The research area of andragogy is very complex and multidimensional. The complexity stems from the complexity of the research subject - adult education and learning. The whole research area system has been descirbed. This system is neither complete nor finished. There is compliance among theorists and researchers that these areas sholud be expanded. Andragogists have to prepare themselves for these challenges, theoretically and methodologically. Adult education and learning is not only moving toward higher professionalisation but also toward more research acitivities. Andragogy is missing a critical synthesis and a generalisation of many different partial results.
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