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Journal articles on the topic 'Alternative Approaches to Education'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Zumwalt, Karen. "Theme: Alternative Approaches to Teacher Education." Journal of Teacher Education 42, no. 2 (1991): 83–92. http://dx.doi.org/10.1177/002248719104200202.

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2

HARRIS, DONA L., SANDRA M. STARNAMAN, REBECCA C. HENRY, and CAROLE J. BLAND. "ALTERNATIVE APPROACHES TO PROGRAM EVALUATION." Academic Medicine 73, no. 10 (1998): S13–15. http://dx.doi.org/10.1097/00001888-199810000-00031.

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RIPKEY, DOUGLAS R., DAVID B. SWANSON, and SUSAN M. CASE. "ALTERNATIVE APPROACHES TO PROGRAM EVALUATION." Academic Medicine 73, no. 10 (1998): S16–18. http://dx.doi.org/10.1097/00001888-199810000-00032.

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4

Stier, Jonas. "International education: trends, ideologies and alternative pedagogical approaches." Globalisation, Societies and Education 8, no. 3 (2010): 339–49. http://dx.doi.org/10.1080/14767724.2010.505095.

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Welner, Kevin, and Carol Corbett Burris. "Alternative Approaches to the Politics of Detracking." Theory Into Practice 45, no. 1 (2006): 90–99. http://dx.doi.org/10.1207/s15430421tip4501_12.

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6

Hamayan, Else V. "Approaches to Alternative Assessment." Annual Review of Applied Linguistics 15 (March 1995): 212–26. http://dx.doi.org/10.1017/s0267190500002695.

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Current trends in assessment, no longer based on the view that language learning entails a passive accumulation of skills, have led to the increasingly more common use of assessment procedures that differ quite drastically from standardized norm-referenced measures of language proficiency (Calfee and Hiebert 1991, Calfee and Perfumo 1993, Gifford and O'Connor 1991). Increasing criticism of standardized tests, especially in light of current educational reform movements, has also brought into question the value of other indirect approaches to assessment (Clay 1990, Cohen 1994, Damico 1992, Haladyana 1992, Oller 1992, Pikulski 1990, Worthen 1993). Additionally, interest groups representing both linguistically and culturally diverse students and students with special education needs have called for a change in our approaches to assessment. The goal is to ensure equity in educational opportunities and to strive toward educational excellence for all students (Council of Chief State School Officers 1992, Fradd, McGee and Wilen 1994, Hamayan and Damico 1991, LaCelle-Peterson and Rivera 1994). Although some researchers suggest that it is false to assume that alternative assessment approaches automatically ensure equity for diverse populations (Darling-Hammond 1994), these approaches nonetheless provide a wealth of information which must minimally serve as a context for a more valid interpretation of all standardized test results. In a more central capacity, information from these alternative assessment procedures can constitute the sole basis for much educational and instructional decision-making (Damico 1992).
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Turk, S. Aybike, and Reyhan Midilli Sari. "Alternative education approaches and their effects onthe learning space." International Journal of Innovative Research in Education 4, no. 4 (2017): 202–14. http://dx.doi.org/10.18844/ijire.v4i4.3432.

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Today, the training method called ‘traditional education system’ is uniform, teacher-centered, connected to the book, and has a penalty–reward system. This has led to criticism of traditional education and the emergence of alternative perspectives in education. The ‘alternative education approaches’ are called new educational approaches. The spatial arrangements of these educational approaches are the most noticeable points. In this study, three alternative education approaches are discussed. These three approaches focus on spatial arrangements caused by educational philosophies. The main purpose of the study is to examine the close relationship between educational philosophies and educational spaces. In this study, education philosophy of each of these alternative education approaches was first explained and educational principles were determined. Then discussed about the sort of arrangements made on the space and how the space organisation was shaped. It has emerged that the ‘spaces’ and ‘space organisations’ in which education is given are shaped according to the basic philosophy of the center of education.
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Gercek, Gokhan, and Naveed Saleem. "Alternative Approaches to Configuring Computing Labs." Journal of Information Technology Education: Research 4 (2005): 363–72. http://dx.doi.org/10.28945/282.

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Furková, Andrea. "ALTERNATIVE APPROACHES TO EFFICIENCY EVALUATION OF HIGHER EDUCATION INSTITUTIONS." Journal on Efficiency and Responsibility in Education and Science 6, no. 3 (2013): 167–78. http://dx.doi.org/10.7160/eriesj.2013.060304.

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Tyawa, Penelope. "Inclusive Education: The Need for Alternative Teaching Styles/Approaches." International Journal of Learning: Annual Review 8, no. 1 (2004): 0. http://dx.doi.org/10.18848/1447-9494/cgp/v08/44602.

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11

Gorin, George. "Alternative approaches to teaching chemical information retrieval." Journal of Chemical Education 68, no. 9 (1991): 757. http://dx.doi.org/10.1021/ed068p757.

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12

Heck, Ronald H. "Assessing School Achievement Progress: Comparing Alternative Approaches." Educational Administration Quarterly 42, no. 5 (2006): 667–99. http://dx.doi.org/10.1177/0013161x06293718.

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13

Kaufman, Peter A., Horace L. Melton, Iris I. Varner, Mark Hoelscher, Klaus Schmidt, and Aslihan D. Spaulding. "Alternative Approaches for Educating Future Global Marketing Professionals." Journal of Marketing Education 33, no. 3 (2011): 285–94. http://dx.doi.org/10.1177/0273475311420235.

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Using an experiential learning model as a conceptual background, this article discusses characteristics and learning objectives for well-known foreign study programs such as study tours, study abroad, and internships and compares them with a less common overseas program called the Global Marketing Program (GMP). GMP involves interdisciplinary student–faculty team travel abroad to conduct marketing research on behalf of U.S. companies. International business foreign study program professionals were surveyed and rated the importance of key student learning objectives for these programs. The study abroad program and study tour are well suited for cultural immersion; the international internship provides development of international business skills as well as cultural immersion at levels higher than the other three programs. The GMP outperforms the study tour and study abroad in the development of international business skills and surpasses the study tour in providing cultural immersion for students. The GMP and international internships are identified as the more appropriate foreign study experiences for development of future global marketing professionals.
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Callary, Bettina, Diane Culver, Penny Werthner, and John Bales. "An Overview of Seven National High Performance Coach Education Programs." International Sport Coaching Journal 1, no. 3 (2014): 152–64. http://dx.doi.org/10.1123/iscj.2014-0094.

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High quality education programs across the globe could help coaching move forward as a profession. Although there have been suggestions to improve sports coaching education programs by integrating theory and practice through alternative learning approaches such as mentoring and critical refection (Armour, 2010; Cushion, Armour, & Jones, 2003), it is unclear whether such approaches have been implemented in coach education programs and how different countries are educating their coaches. The purpose of this paper is to describe how seven high performance coach education programs are educating coaches and to what extent they are employing alternative learning approaches. The goals, curricula, and pedagogical approaches are described and implications for the professionalization of coaching are discussed.
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15

Freiberg, H. Jerome, and Hersholt C. Waxman. "Alternative Feedback Approaches for Improving Student Teachers' Classroom Instruction." Journal of Teacher Education 39, no. 4 (1988): 8–14. http://dx.doi.org/10.1177/002248718803900403.

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Hooley, Neil. "Making schools different: alternative approaches to educating young people." Journal of Education Policy 26, no. 1 (2011): 134–35. http://dx.doi.org/10.1080/02680939.2011.543015.

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17

Reeves, Thomas C. "Alternative Assessment Approaches for Online Learning Environments in Higher Education." Journal of Educational Computing Research 23, no. 1 (2000): 101–11. http://dx.doi.org/10.2190/gymq-78fa-wmtx-j06c.

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18

Anderson, David I. "Re-Education: What Can Complementary and Alternative Approaches to Movement Education Teach Kinesiology?" Kinesiology Review 9, no. 3 (2020): 181–89. http://dx.doi.org/10.1123/kr.2020-0027.

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The goal of this special issue of Kinesiology Review is to expose kinesiology to a body of knowledge that is unfamiliar to most in the field. That body of knowledge is broad, deep, rich, and enduring. In addition, it brings with it a skill set that could be extremely helpful to professional practice, whether in teaching, coaching, training, health work, or rehabilitation. The body of knowledge and skills comes from a loosely defined field of study I have referred to as “complementary and alternative approaches to movement education” (CAAME). The field of CAAME is as diverse as the field of kinesiology. This introductory article focuses on what the field of CAAME has to teach kinesiology and what the field could learn from kinesiology. The overarching aim of the special issue is to foster dialogue and collaboration between students and scholars of kinesiology and practitioners of CAAME.
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19

Backman, Malin, Hannah Pitt, Terry Marsden, Abid Mehmood, and Erik Mathijs. "Experiential approaches to sustainability education: towards learning landscapes." International Journal of Sustainability in Higher Education 20, no. 1 (2019): 139–56. http://dx.doi.org/10.1108/ijshe-06-2018-0109.

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Purpose This paper aims to critically reflect the current specialist discourse on experiential approaches to higher education for sustainable development (HESD). Limitations to the current discourse are identified, and as a result, an alternative approach to the study of experiential education (EE) within HESD is suggested. Design/methodology/approach Three research questions are addressed by analysing the literature on EE and experiential learning (EL) within HESD in specialist academic journals. Findings There is a consensus among authors regarding the appropriateness of experiential approaches to HESD. However, limitations to the current discourse suggest the need for an alternative approach to studying EE within HESD. Therefore, this paper proposes the application of the learning landscape metaphor to take a more student-centred and holistic perspective. Originality/value The learning landscape metaphor has previously not been applied to EE within HESD. This alternative conceptualisation foregrounds student perspectives to experiential initiatives within HESD. The holistic approach aims to understand the myriad influences on students learning, while allowing examination of how experiential approaches relate to other educational approaches within HESD.
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20

Korytsev, Maxim A. "Formation of Alternative Approaches to the Modern Reform of Higher Education." Journal of Economic Regulation 11, no. 4 (2020): 105–15. http://dx.doi.org/10.17835/2078-5429.2020.11.4.105-115.

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One of the general factors that determined the direction of development and, at the same time, large-scale reform of higher education in many countries of the world was the widespread use of various technologies of new public management (NPM) as modern and popular management tools in public sector. Their application was supported and substantiated by the ideology of the new managerialism, which involves the active use of these technologies, along with stimulating the development of a competitive environment through quasi-market institutional approaches. The success of reforming higher education should be linked with the readiness to overcome these traps by significantly adjusting the vector of strategic changes, which should take into account the peculiarities of the logic of the functioning and reproduction of the professional academic community, involve it in the development of strategies for the development of universities, and the development of approaches to assess the effectiveness of their activities. The emergence of the number of institutional traps, stable self-replicating institutional norms, which generally negatively affect the results of higher education's functioning, are tested as negative side effects of the modern reforms. There are the traps of metrics, budget underfunding, human resources, bureaucratization, informatization and digitalization, and others. The values and expectations of the academic community, the features of the professional activities of its various components should be taken into account.
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Korytsev, Maxim A. "Formation of Alternative Approaches to the Modern Reform of Higher Education." Journal of Economic Regulation 11, no. 4 (2020): 105–15. http://dx.doi.org/10.17835/2078-5429.2020.11.4.105-115.

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One of the general factors that determined the direction of development and, at the same time, large-scale reform of higher education in many countries of the world was the widespread use of various technologies of new public management (NPM) as modern and popular management tools in public sector. Their application was supported and substantiated by the ideology of the new managerialism, which involves the active use of these technologies, along with stimulating the development of a competitive environment through quasi-market institutional approaches. The success of reforming higher education should be linked with the readiness to overcome these traps by significantly adjusting the vector of strategic changes, which should take into account the peculiarities of the logic of the functioning and reproduction of the professional academic community, involve it in the development of strategies for the development of universities, and the development of approaches to assess the effectiveness of their activities. The emergence of the number of institutional traps, stable self-replicating institutional norms, which generally negatively affect the results of higher education's functioning, are tested as negative side effects of the modern reforms. There are the traps of metrics, budget underfunding, human resources, bureaucratization, informatization and digitalization, and others. The values and expectations of the academic community, the features of the professional activities of its various components should be taken into account.
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22

Chinn, Roberta N., and Norman R. Hertz. "Alternative Approaches to Standard Setting for Licensing and Certification Examinations." Applied Measurement in Education 15, no. 1 (2002): 1–14. http://dx.doi.org/10.1207/s15324818ame1501_01.

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23

Appl, Dolores J. "Clarifying the Preschool Assessment Process: Traditional Practices and Alternative Approaches." Early Childhood Education Journal 27, no. 4 (1999): 219–25. http://dx.doi.org/10.1023/b:ecej.0000003358.78284.fa.

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24

Adkisson, Anthony C., and Catherine H. Monaghan. "Transformative Vocational Education." International Journal of Adult Vocational Education and Technology 5, no. 1 (2014): 23–34. http://dx.doi.org/10.4018/ijavet.2014010103.

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How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational education classroom, after years of disengagement with formal learning institutions with the need to update their technology skills? In this article, we discuss the need to use alternative conceptions of transformative learning to understand vocational learners as they make decisions to participate in vocational education programs. We explore the key issues for adult educators including implications for practice and research.
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25

Wyatt‐Smith, Claire, and Karen Dooley. "Shaping Australian policy on cultural understandings: alternative approaches to inclusive education." International Journal of Inclusive Education 1, no. 3 (1997): 267–82. http://dx.doi.org/10.1080/1360311970010304.

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26

Benner, Susan M. "Book Review: Alternative approaches to assessing young children." Journal of Psychoeducational Assessment 21, no. 2 (2003): 196–204. http://dx.doi.org/10.1177/073428290302100206.

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27

Kuk, Hye-Su, and John D. Holst. "A Dissection of Experiential Learning Theory: Alternative Approaches to Reflection." Adult Learning 29, no. 4 (2018): 150–57. http://dx.doi.org/10.1177/1045159518779138.

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The concept of reflection is central to theories of experiential learning common in the field of adult education. In this article, we expand upon the work of Michelson on the dualistic split between experience and knowing inherent in the field’s most common conceptualizations of reflection. We develop alternative approaches to reflection drawing from feminist standpoint theory and theories of embodied knowing. We identify and discuss how each alternative approach points to different positioning of the concept of reflection in experiential learning. We highlight how the alternative positioning of reflection in experiential learning relates to adult education practice through narrative building and the recognition of prior learning. We also identify what we believe are implications of our reconceptualization of reflection for theories of adult learning.
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Heckert, Teresa M. "Alternative Service Learning Approaches: Two Techniques That Accommodate Faculty Schedules." Teaching of Psychology 37, no. 1 (2009): 32–35. http://dx.doi.org/10.1080/00986280903175681.

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Lensmire, Timothy. "Writing Workshop as Carnival: Reflections on an Alternative Learning Environment." Harvard Educational Review 64, no. 4 (1994): 371–92. http://dx.doi.org/10.17763/haer.64.4.u1q517012jt516t6.

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In this article, Timothy Lensmire reflects on his teaching and research in a third-grade classroom in order to raise new questions about the theory and practice of writing workshop approaches. Using Bakhtin's notion of carnival, Lensmire highlights both the captivating strengths and perhaps less apparent weaknesses of such literacy practices in schools. As writing workshop approaches become increasingly popular, his work opens an important dialogue between theory and practice.
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Welsh, Richard O., and Shafiqua Little. "The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches." Review of Educational Research 88, no. 5 (2018): 752–94. http://dx.doi.org/10.3102/0034654318791582.

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In recent decades, K–12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators. Disproportionalities in school discipline raise serious questions about educational equity. This study provides a comprehensive review of the extant literature on the contributors to racial, gender, and income disparities in disciplinary outcomes, and the effectiveness of emerging alternatives to exclusionary disciplinary approaches. Our findings indicate that the causes of the disparities are numerous and multifaceted. Although low-income and minority students experience suspensions and expulsions at higher rates than their peers, these differences cannot be solely attributed to socioeconomic status or increased misbehavior. Instead, school and classroom occurrences that result from the policies, practices, and perspectives of teachers and principals appear to play an important role in explaining the disparities. There are conceptual and open empirical questions on whether and how some of the various alternatives are working to counter the discipline disparities.
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Winterboer, Tammy M., Kassandra A. Lecci, and Keith M. Olsen. "Continuing Education: Alternative Approaches to Optimizing Antimicrobial Pharmacodynamics in Critically Ill Patients." Journal of Pharmacy Practice 23, no. 1 (2010): 6–18. http://dx.doi.org/10.1177/0897190009356550.

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Critical illness results in a constellation of physiologic changes that subsequently impact antibiotic pharmacokinetic and pharmacodynamic parameters. These changes can result in poorly treated infections that in turn lead to longer intensive care unit (ICU) and hospital stays, prolonged use of mechanical ventilation, and higher mortality rates. Research has expanded our understanding of antibiotic pharmacodynamics among ICU patients, and some investigators and clinicians have questioned traditional antibiotic dosing schemes among this population. Alternative dosing strategies to optimize antibiotic pharmacodynamics of aminoglycosides, beta-lactams, fluoroquinolones, and vancomycin have been explored. Appropriate duration of exposure to beta-lactam antibiotics has been recognized as an important parameter associated with successful treatment outcomes. To maximize this exposure, continuous infusions over a 24-hour period have resulted in higher clinical response rates and improved surrogate markers of infection. Equally as promising is the alternative of extending the infusion time to increase exposure while maintaining the same daily beta-lactam dose and frequency. Data from clinical trials have suggested that the area under the concentration–time curve to minimum inhibitory concentration ratio for aminoglycosides, fluoroquinolones, and vancomycin is a better correlate for successful treatment outcomes. Optimizing antibiotic pharmacodynamics by changing dosage methods should be considered in ICU patients to improve treatment response and success.
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Senior, John. "Book review: Alternative Approaches to Education: A Guide for Teachers and Parents." Gifted Education International 34, no. 3 (2018): 285–87. http://dx.doi.org/10.1177/0261429418780832.

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33

Klapper, Rita G., and Vanina A. Farber. "In Alain Gibb's footsteps: Evaluating alternative approaches to sustainable enterprise education (SEE)." International Journal of Management Education 14, no. 3 (2016): 422–39. http://dx.doi.org/10.1016/j.ijme.2016.09.001.

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Elliott, Stephen N., and Andrew T. Roach. "Alternate Assessments of Students with Significant Disabilities: Alternative Approaches, Common Technical Challenges." Applied Measurement in Education 20, no. 3 (2007): 301–33. http://dx.doi.org/10.1080/08957340701431385.

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35

Condon, Marilyn, Sara Zimmerman, and Allan Beane. "Personnel Preparation in Special Education: A Synthesis of Distance Education and On-Campus Instruction." Rural Special Education Quarterly 9, no. 4 (1989): 16–20. http://dx.doi.org/10.1177/875687058900900404.

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An alternative special education certification program incorporating traditional instructional approaches with distance learning was created to address the needs of personnel shortages in rural areas of west Kentucky. Participant selection, instructional methods, and the rationale behind this program are described. Advantages and disadvantages of achieving the goal of providing quality alternative programs in the preparation of special education personnel are discussed.
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Backhaus, Kristin. "Alternative Approaches to Understanding Motivation and Leadership." Organization Management Journal 9, no. 3 (2012): 147. http://dx.doi.org/10.1080/15416518.2012.708848.

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37

Johnson, Jeremiah, Jori Hall, Jennifer C. Greene, and Jeehae Ahn. "Exploring Alternative Approaches for Presenting Evaluation Results." American Journal of Evaluation 34, no. 4 (2013): 486–503. http://dx.doi.org/10.1177/1098214013492995.

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38

Rea, Tony. "Methodology in outdoor research: approaches from an alternative discourse." Journal of Adventure Education & Outdoor Learning 8, no. 1 (2008): 43–53. http://dx.doi.org/10.1080/14729670802078270.

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Rovio-Johansson, Airi. "Variation in approaches to lesson analysis – alternative tools for the reconstruction of teaching." International Journal for Lesson and Learning Studies 7, no. 2 (2018): 78–84. http://dx.doi.org/10.1108/ijlls-02-2018-0006.

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Purpose The purpose of this paper is to review the variation in methods used to analyse lessons in order to improve teaching and learning. Design/methodology/approach It addresses the question of how observations of lessons can be analysed, and what approaches and methods are applicable in the analysis of collected data in lesson and learning studies. Findings In lesson studies, the focus of research varies, the content and context of lessons vary and a variety of qualitative methods are applied in the analysis of lessons. Lesson study is proving to be a versatile research approach to the development of the quality of teaching and learning. Originality/value This review provides an overview of some qualitative methods of content analysis used as analytic tools in the studies presented in this issue of the journal.
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40

Heneveld, Ward. "Non-Western Educational Traditions: Alternative Approaches to Educational Thought and Practice. Timothy Reagan." Comparative Education Review 42, no. 3 (1998): 382–84. http://dx.doi.org/10.1086/447519.

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Berger, Ronald J. "Teaching the Sociology of Law: Alternative Approaches to Course Organization." Teaching Sociology 17, no. 1 (1989): 49. http://dx.doi.org/10.2307/1317924.

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Niaz, Mansoor. "Exploring alternative approaches to methodology in educational research." Interchange 35, no. 2 (2004): 155–84. http://dx.doi.org/10.1007/bf02698848.

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Gutfreund, Zevi. "Immigrant Education and Race: Alternative Approaches to “Americanization” in Los Angeles, 1910–1940." History of Education Quarterly 57, no. 1 (2017): 1–38. http://dx.doi.org/10.1017/heq.2016.1.

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This article explores citizenship's multiple meanings in Los Angeles by describing five different types of Americanization, or immigrant education, in the city of angels from 1910 to 1940. The federal racialization of access to citizenship influenced these alternative approaches to Americanization at a local level. In the context of Supreme Court rulings and federal laws that made it difficult for immigrants of color to naturalize in the United States during the Progressive Era, Anglo officials in the school district and settlement houses developed an English-only curriculum that benefited only European immigrants. In response to such restrictions, Mexican and Japanese educators in turn developed programs that showed how learning Spanish and Japanese made their children loyal Americans worthy of citizenship. In the decades before internment and the Zoot Suit Riots, language instruction was one of the few vehicles that allowed Mexican and Japanese Angelinos the opportunity to take control of their Americanization experiences despite the racialized constraints they faced.
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Durmaz, Ahmet. "Teachers’ Opinions on Alternative Approaches in Social Studies Education: Poetry and Music Module." Open Journal for Educational Research 4, no. 2 (2020): 77–86. http://dx.doi.org/10.32591/coas.ojer.0402.01077d.

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45

Tones, B. K. "Health education and the ideology of health promotion: a review of alternative approaches." Health Education Research 1, no. 1 (1986): 3–12. http://dx.doi.org/10.1093/her/1.1.3.

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46

Frear, Carl R., and Lynn E. Metcalf. "International Project Workshops: Merging Education with Enterprise." Journal of Marketing Education 10, no. 1 (1988): 21–28. http://dx.doi.org/10.1177/027347538801000103.

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The increasing volume of world trade and the nature of business being transacted on a global basis mandates the need for pedagogical approaches which adequately equip marketing students to cope effectively with an increasingly complex marketing environment. This study suggests that the International Marketing Projects Workshop overcomes some of the limitations associated with alternative pedagogical approaches and, in addition, provides a more effective learning experience.
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Kreiter, Clarence D., and George Bergus. "The validity of performance-based measures of clinical reasoning and alternative approaches." Medical Education 43, no. 4 (2009): 320–25. http://dx.doi.org/10.1111/j.1365-2923.2008.03281.x.

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48

Lopez, Ann E. "Examining alternative school leadership practices and approaches: a decolonising school leadership approach." Intercultural Education 32, no. 4 (2021): 359–67. http://dx.doi.org/10.1080/14675986.2021.1889471.

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49

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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Fletcher, Jack M., Carolyn Denton, and David J. Francis. "Validity of Alternative Approaches for the Identification of Learning Disabilities." Journal of Learning Disabilities 38, no. 6 (2005): 545–52. http://dx.doi.org/10.1177/00222194050380061101.

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