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Journal articles on the topic 'Diaries Literature Adult education'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Cohen, Yaier (Gerry), and Marlene Norst. "Language ego, language fear and regression in adult language learning." Australian Review of Applied Linguistics 12, no. 2 (January 1, 1989): 65–88. http://dx.doi.org/10.1075/aral.12.2.05coh.

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Abstract The affective aspects of language learning have been the subject of much discussion in literature, both in their positive and negative manifestations. This paper is concerned with negative affect in formal classes, upon English-speaking adults learning foreign languages in the adult education mode, as a compulsory element of a higher degree. The paper is based on diaries which students were required to keep as part of the course.2 The diaries were primarily intended to facilitate deliberate introspection and explicit consideration by the students of their own learning process and the various factors, linguistic and non-linguistic, which affected their learning. Diary and introspective studies as a qualitative, rather than a quantitative tool for research into language learning, have been undertaken by Bailey (1983), Schumann (1977 and 1980), McDonough (1978) and Rivers (1983). They do not however deal with the quite startling fears and anxieties manifested in our study nor with the consequences for their success or otherwise in language learning. This paper sets out to provide details of student perceptions, especially the sometimes extreme manifestations of fear and anxiety they reveal. The authors hypothesize, on the basis of the diaries, that it is the individual’s “language boundary” or “language ego” which is severely threatened by public exposure in the foreign language classroom and which results in these manifestations of fear, anxiety and regression.

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Stinson, Jennifer N., Anna Huguet, Patrick McGrath, Brittany Rosenbloom, Charlene Soobiah, Meghan White, and Geraldine Coburn. "A Qualitative Review of the Psychometric Properties and Feasibility of Electronic Headache Diaries for Children and Adults: Where We Are and Where We Need to Go." Pain Research and Management 18, no. 3 (2013): 142–52. http://dx.doi.org/10.1155/2013/369541.

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BACKGROUND: While paper headache pain diaries have been used to determine the effectiveness of headache treatments in clinical trials, recent advances in information and communication technologies have resulted in the burgeoning use of electronic diaries (e-diaries) for headache pain.OBJECTIVE: To qualitatively review headache e-diaries, assess their measurement properties, examine measurement components and compare these components with recommended reporting guidelines.METHODS: The databases Medline, the Cumulative Index to Nursing and Allied Health Literature, Embase, PsychInfo, the Education Resources Information Centre and ISI Web of Science were searched for self-report headache e-diaries for children and adults. A total of 21 publications that involved e-diaries were found; five articles reported on the development of an e-diary and 16 used an e-diary as an outcome measure in randomized controlled trials or observational studies. The diary measures’ components, features and psychometric properties, as well as the quality of evidence of their psychometric properties, were evaluated.RESULTS: Five headache e-diaries met the a priori criteria and were included in the final analysis. None of these e-diaries had well-developed evidence of reliability and validity. Three e-diaries showed evidence of feasibility. E-diaries with ad hoc measures developed by the study investigators were most common, with little to no supportive evidence of reliability and/or validity. Compliance with the reporting guidelines was variable, with only one-half of the e-diaries measuring the recommended primary outcome of headache frequency.CONCLUSIONS: Specific recommendations regarding the development (including essential components) and testing of headache e-diaries are discussed. Further research is needed to strengthen the measurement of headache pain in clinical trials using headache e-diaries.

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Cole, Lynne, Andrew MacFarlane, and George Buchanan. "Does dyslexia present barriers to information literacy in an online environment? A pilot study." Library and Information Research 40, no. 123 (December 13, 2016): 24–46. http://dx.doi.org/10.29173/lirg714.

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The skills and attributes required to become information literate have not been analysed from the perspective of information users with cognitive disabilities, such as dyslexia and this research seeks to begin to address this gap in the literature. The results of a pilot study involving fourteen participants, seven dyslexic and seven non-dyslexic adults, are reported here. Participants were interviewed and their online information searching behaviour was observed through the collection of screen recording diaries over the completion period of one higher education assignment. Within the dyslexic group, difficulties were reported and observed in the areas of keyword creation, use of appropriate tools to refine and expand searches and the evaluation of sources. The dyslexics' group low self-efficacy in many of the skills associated with information literacy was discovered to be a notable barrier.

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Smy, Victoria, Marie Cahillane, and Piers MacLean. "Sensemaking and metacognitive prompting in ill-structured problems." International Journal of Information and Learning Technology 33, no. 3 (June 6, 2016): 186–99. http://dx.doi.org/10.1108/ijilt-10-2015-0027.

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Purpose – The purpose of this paper is to develop a set of generic prompting principles and a framework of prompts that have the potential to foster learning and skill acquisition among adult novices when performing complex, ill-structured problems. Design/methodology/approach – Relevant research in the literatures surrounding problem structure, sensemaking, expertise, metacognition, scaffolding, and cognitive load were reviewed and synthesised in order to derive generic prompting principles and guidelines for their implementation. Findings – A framework of generic principles and prompts is proposed. Differentiation between prompts supporting cognition either within, or after an ill-structured problem-solving task was supported. Practical implications – Prompts such as those proposed in the framework developed presently can be designed into technology-enhanced learning environments in order to structure and guide the cognitive processes of novices. In addition, prompts can be combined with other learning support technologies (e.g. research diaries, collaborative discourse) in order to support learning. Empirical testing will be required to quantify the potential benefits (and limitations of) the proposed prompting framework. Originality/value – The prompts developed constitute a framework for structuring and guiding learning efforts in domains where explicit, actionable feedback is often unavailable. The proposed framework offers a method of tailoring the scaffolding of prompts in order to support differing levels of problem structure and may serve as the basis for establishing an internalised and adaptive learning approach that can be transferred to new problems or contexts.

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Bach, Jacqueline, Laura Hensley Choate, and Bruce Parker. "Young Adult Literature and Professional Development." Theory Into Practice 50, no. 3 (June 27, 2011): 198–205. http://dx.doi.org/10.1080/00405841.2011.584030.

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6

Bordonaro, Karen. "Adult education and academic libraries." Information and Learning Science 119, no. 7/8 (July 9, 2018): 422–31. http://dx.doi.org/10.1108/ils-04-2018-0030.

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Purpose The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries. Design/methodology/approach This paper is a literature review. Findings This review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners. Originality/value This literature review offers a summative overview of adult education in a way that has not appeared in the library literature to date, along with explicit connections between adult education theories and academic library practices.

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7

Comer, Melissa. "Young Adult Literature and Alternative Assessment Measures." Theory Into Practice 50, no. 3 (June 27, 2011): 239–46. http://dx.doi.org/10.1080/00405841.2011.584035.

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8

Tight, Malcolm. "Education, work and adult life: a literature review." Research Papers in Education 10, no. 3 (October 1995): 383–400. http://dx.doi.org/10.1080/0267152950100307.

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Glowacki-Dudka, Michelle, and Lora B. Helvie-Mason. "Adult education at the margins: A literature review." New Directions for Adult and Continuing Education 2004, no. 104 (2004): 7–16. http://dx.doi.org/10.1002/ace.154.

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Sork, Thomas J. "Applied ethics in adult and continuing education literature." New Directions for Adult and Continuing Education 2009, no. 123 (June 2009): 19–32. http://dx.doi.org/10.1002/ace.340.

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Goodall, Deborah. "Use of diaries in library and information research." Library and Information Research 17, no. 59 (October 26, 2013): 17–21. http://dx.doi.org/10.29173/lirg447.

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This article explores the limited use, and limitations on use, of the diary within the context of LIS research. The author is currently working on a BLRDD funded project**, examining library support for franchised courses in higher education, which is utilizing the diary method to record library use by students. A brief literature review, searching for examples of successful diaries and models of good practice, was not as informative as had been expected, so this discussion aims to highlight some useful sources.

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Santana, Pedro Paulo Corrêa, Ana Dayse Viana Ramos, Carolina Estrela Campos, Marilda Andrade, Harlon França Menezes, Alessandra Conceição Leite Funchal Camacho, and Phelipe Austriaco Teixeira. "O impacto da polifarmácia na qualidade de vida de idosos." Revista de Enfermagem UFPE on line 13, no. 3 (March 16, 2019): 773. http://dx.doi.org/10.5205/1981-8963-v13i3a235901p773-782-2019.

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RESUMOObjetivo: objetivou-se analisar o impacto da polifarmácia na qualidade de vida dos idosos a partir das produções científicas. Método: trata-se de estudo bibliográfico, tipo revisão integrativa de literatura. Realizou-se a coleta de dados nas bases de dados Medline, LILACS e Biblioteca Scielo, entre o período de 2006 e 2016, nos idiomas inglês, espanhol e português, submetendo-se à Técnica de Análise de Conteúdo na Modalidade Análise de Conteúdo Temática. Resultados: evidenciou-se que a polimedicação pode levar ao desenvolvimento, no idoso, de uma série de complicações por conta dos efeitos adversos dos fármacos, afetando a qualidade de vida e a realização das suas atividades diárias. Defende-se que o cuidado com a interação medicamentosa, o aprazamento e a educação em saúde são de grande relevância no contexto do envelhecimento, comprometendo os aspectos fisiológicos do paciente. Conclusão: observa-se que a atuação do enfermeiro é indispensável pelo conhecimento teórico de Farmacologia e do processo de envelhecimento, pois contribui para a vigilância medicamentosa e dos efeitos colaterais em relação aos idosos que, muitas vezes, fazem uso de medicamentos sem prescrição médica. Descritores: Idoso; Preparações Farmacêuticas; Qualidade de Vida; Cuidados de Enfermagem; Saúde do Idoso; Enfermagem.ABSTRACTObjective: to analyze the impact of polypharmacy on the quality of life of the older adults from the scientific productions. Method: this is a bibliographical study, integrative literature review type. Data collection was carried out in the Medline, LILACS and Scielo databases between 2006 and 2016, in English, Spanish and Portuguese, submitted to the Content Analysis Technique in the Thematic Content Analysis Mode. Results: the polymedication can lead to the development of a series of complications for the older adult due to the adverse effects of the drugs, affecting the quality of life and the performance of their daily activities. Care with medication interaction, the time of taking the medication and education in health are of great relevance in the context of aging, compromising the physiological aspects of the patient. Conclusion: the nurses´ performance is indispensable by the theoretical knowledge of Pharmacology and the aging process since it contributes to drug surveillance and side effects for the elderly people, who often use medications without a medical prescription. Descriptors: Aged; Pharmaceutical Preparations; Quality of Life; Nursing Care; Health of the Elderly; Nursing.RESUMENObjetivo: analizar el impacto de la polifarmacia en la calidad de vida de los ancianos a partir de las producciones científicas. Método: se trata de un estudio bibliográfico, tipo revisión integradora de la literatura. Se realizó la recolección de datos en las bases de datos Medline, LILACS y Biblioteca Scielo, entre el período de 2006 a 2016, en los idiomas inglés, español y portugués, submetiéndose a la Técnica de Análisis de Contenido en la Modalidad Análisis de Contenido Temático. Resultados: se observó que la polimedicación puede llevar al desarrollo de una serie de complicaciones al anciano por cuenta de los efectos adversos de los fármacos, afectando la calidad de vida y la realización de sus actividades diarias. Se defiende que el cuidado con la interacción medicamentosa, el tempo de tomar la medicación y la educación en salud son de grande relevancia en el contexto del envejecimiento, comprometiendo los aspectos fisiológicos del paciente. Conclusión: se observa que la actuación del enfermero es indispensable por el conocimiento teórico de Farmacología y del proceso de envejecimiento, pues contribuye para la vigilancia medicamentosa y de los efectos colaterales en relación a los adultos mayores que muchas veces usan medicamentos sin prescripción médica. Descriptores: Anciano; Preparaciones Farmacéuticas; Calidad de Vida; Atención de Enfermería; Salud del Anciano; Enfermería.

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Franzak, Judith, and Elizabeth Noll. "Monstrous Acts: Problematizing Violence in Young Adult Literature." Journal of Adolescent & Adult Literacy 49, no. 8 (May 2006): 662–72. http://dx.doi.org/10.1598/jaal.49.8.3.

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Hayn, Judith A., Jeffrey S. Kaplan, and Amanda Nolen. "Young Adult Literature Research in the 21st Century." Theory Into Practice 50, no. 3 (June 27, 2011): 176–81. http://dx.doi.org/10.1080/00405841.2011.584026.

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Thistlethwaite, Linda. "Literature for all ages in the adult education program." Reading Research and Instruction 34, no. 2 (December 1994): 136–48. http://dx.doi.org/10.1080/19388079409558177.

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Courtenay, Bradley C. "An Analysis of Adult Education Administration Literature, 1936-1989." Adult Education Quarterly 40, no. 2 (June 1990): 63–77. http://dx.doi.org/10.1177/0001848190040002001.

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Bhola, H. S. "Literature on Adult Literacy: New Directions in the 1980s." Comparative Education Review 34, no. 1 (February 1990): 139–44. http://dx.doi.org/10.1086/446907.

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Byrne Bull, Kelly. "Connecting With Texts: Teacher Candidates Reading Young Adult Literature." Theory Into Practice 50, no. 3 (June 27, 2011): 223–30. http://dx.doi.org/10.1080/00405841.2011.584033.

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Kim, Youngmee. "English Literature Course in a Graduate School of Education Using Young Adult Literature." Korean Society for Teaching English Literature 20, no. 1 (April 5, 2016): 51–82. http://dx.doi.org/10.19068/jtel.2016.20.1.03.

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Kim, Myonghee. "Literature Discussions in Adult L2 Learning." Language and Education 18, no. 2 (June 2004): 145–66. http://dx.doi.org/10.1080/09500780408666872.

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Attebury, Ramirose Ilene. "Adult education concepts in library professional development activities." New Library World 116, no. 5/6 (May 11, 2015): 302–15. http://dx.doi.org/10.1108/nlw-08-2014-0100.

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Purpose – The purpose of this review is to survey the literature addressing the professional development of academic librarians in the context of adult education principles. Design/methodology/approach – This article is a literature review. Findings – The review reveals that among those activities incorporating concepts from the adult education field andragogy, transformational learning, communities of practice and instructional design are most prevalent. Originality/value – To date, no other literature review considers adult education concepts in professional development of academic librarians.

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Bean, Thomas W., and Helen J. Harper. "Exploring Notions of Freedom In and Through Young Adult Literature." Journal of Adolescent & Adult Literacy 50, no. 2 (October 2006): 96–104. http://dx.doi.org/10.1598/jaal.50.2.2.

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Baer, Allison L., and Jacqueline N. Glasgow. "Negotiating Understanding Through the Young Adult Literature of Muslim Cultures." Journal of Adolescent & Adult Literacy 54, no. 1 (September 2010): 23–32. http://dx.doi.org/10.1598/jaal.54.1.3.

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Moore, John Noell. "Street signs: Semiotics,Romeo and Juliet,and young adult literature." Theory Into Practice 37, no. 3 (June 1998): 211–19. http://dx.doi.org/10.1080/00405849809543807.

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Beeghly, Dena G. "It's About Time: Using Electronic Literature Discussion Groups With Adult Learners." Journal of Adolescent & Adult Literacy 49, no. 1 (September 2005): 12–21. http://dx.doi.org/10.1598/jaal.49.1.2.

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Henderson, Shannon C., and Connie Buskist. "Promoting the Comprehension of Teachers and Students Using Young Adult Literature." Theory Into Practice 50, no. 3 (June 27, 2011): 231–38. http://dx.doi.org/10.1080/00405841.2011.584034.

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Coryell, Joellen E., Oleksandra Sehin, and Cindy Peña. "Adult Education Through a Cosmopolitanism Lens: A Review of the Research Literature." Adult Education Quarterly 68, no. 3 (March 8, 2018): 179–96. http://dx.doi.org/10.1177/0741713618761092.

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This review of the literature offers an analysis of ways in which the theory and pedagogical concepts of cosmopolitanism have been employed across research in adult education contexts. Twenty-nine research articles and dissertations on cosmopolitanism and adult education, conducted in various geographical locations and adult education contexts, were selected for the analysis. The article presents how researchers define and theorize cosmopolitanism, the purposes for using cosmopolitanism tenets in the studies, and conclusions that the findings proffer about cosmopolitanism for adult learning, teaching, and continuing and professional development. The review concludes with implications for practice and future research.

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Ivey, Gay, and Peter H. Johnston. "Engagement With Young Adult Literature: Outcomes and Processes." Reading Research Quarterly 48, no. 3 (March 20, 2013): 255–75. http://dx.doi.org/10.1002/rrq.46.

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Buskey, John H. "Bibliography of the literature on conference centers and residential adult education." New Directions for Adult and Continuing Education 1990, no. 46 (1990): 89–102. http://dx.doi.org/10.1002/ace.36719904611.

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Manglitz, Elaine. "Challenging White Privilege In Adult Education: A Critical Review Of The Literature." Adult Education Quarterly 53, no. 2 (February 2003): 119–34. http://dx.doi.org/10.1177/0741713602238907.

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Kara, Mehmet, Fatih Erdoğdu, Mehmet Kokoç, and Kursat Cagiltay. "Challenges Faced by Adult Learners in Online Distance Education: A Literature Review." Open Praxis 11, no. 1 (March 4, 2019): 5. http://dx.doi.org/10.5944/openpraxis.11.1.929.

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Although online distance education provides adult learners with an opportunity for life-long learning, there are still factors challenging them to engage in educational processes. The purpose of this study is to explore the challenges faced by adult learners in online distance education through the analysis of the relevant literature. The articles (N=36) published in the key journals in the fields of open and distance education, instructional technology, and adult education were reviewed and analyzed through constant comparative analysis in the current study. The findings reveal that adult learners have challenges related to internal, external, and program-related factors indicating the interrelated nature of these challenges. The findings also show that the challenges experienced by adult learners vary depending on their age, gender, knowledge and skills as well as the context in which they study. The findings of this study, which has an exploratory nature, have several implications for distance education stakeholders such as administrators, instructors, instructional designers, and policy makers.

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Rieger, Gil. "Conceptualizing Success And Performance for Adult Learners: Merging the Contexts of Adult Education and Professional Training." Journal of Pedagogy and Psychology "Signum Temporis" 9, no. 1 (December 20, 2017): 57–62. http://dx.doi.org/10.1515/sigtem-2017-0004.

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Abstract This article examines the concepts of learning performance and learning success within the context of adult learners. The focus is on how these concepts have been defined in the literature, as they are anchored in different didactic theories and how they can effectively be applied to learning contexts with adults. Due to the divergent approaches and definitions in the literature, this article compares, categorizes and merges the literature, providing an overview and recommendations for practice. The overview refers to a critical examination of constructivism based approaches compared to other didactic learning theories such as cognitivism or behaviorism. Adult education presents itself as a dynamic area that can develop progressively, in both the professional and educational environments. Nowadays, it is important to be able to collect and use information quickly. This makes it possible to gain an advantage and deal with problems or questions in more focused ways. One must deal with increasing demands and a higher number of competitors not only in professional life. A synthesis of the literature can be presented by examining the terms of learning performance and learning success in different approaches, regarding implementations, definitions, historical developments as well as continuative and connected concepts, tendencies or point of views.

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Johnson-Bailey, Juanita, and Ronald M. Cervero. "A Critical Review of the U.S. Literature on Race and Adult Education – Implications for Widening Access." Journal of Adult and Continuing Education 7, no. 1 (March 2001): 33–44. http://dx.doi.org/10.1177/147797140100700104.

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A commonly stated goal for adult education is its aspiration to create equality of opportunity but often the opposite occurs. The historical treatment of race within adult education in the U.S and Canada serves as an illustration of how leaders within the field have defined what matters and furthermore of their understanding of key issues. The paper argues that to discuss race in adult education, we must recognize the absence of the concept of whiteness. Adult education literature is considered from this position and in particular the paper examines how race has been treated historically in adult education using three perspectives on race that inform contemporary action in adult education. Specific suggestions for widening access for adults in higher education are made. It is argued that rather than ‘a no-barrier thinking’, we need ‘barrier-thinking’ so that we may construct a future where race does not matter. A three-part strategy based on an examination of the hidden curriculum, negotiation for a new educational structure and actively resisting from within an enfranchised position of comfort is set forth for consideration.

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Posey, Catherine. "Spirituality in young adult literature: the last taboo." International Journal of Children's Spirituality 25, no. 1 (January 2, 2020): 80–81. http://dx.doi.org/10.1080/1364436x.2020.1769798.

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Sams, Brandon L., and Mike P. Cook. "(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education." English Teaching: Practice & Critique 18, no. 1 (April 8, 2019): 70–84. http://dx.doi.org/10.1108/etpc-06-2018-0065.

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Purpose The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools. Design/methodology/approach The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection. Findings Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity. Originality/value In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.

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Walldén, Robert. "Interconnected literacy practices: exploring classroom work with literature in adult second language education." European Journal for Research on the Education and Learning of Adults 11, no. 1 (February 12, 2020): 45–63. http://dx.doi.org/10.3384/rela.2000-7426.rela9202.

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Wolk, Steven. "Reading for a Better World: Teaching for Social Responsibility With Young Adult Literature." Journal of Adolescent & Adult Literacy 52, no. 8 (May 2009): 664–73. http://dx.doi.org/10.1598/jaal.52.8.2.

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Hughes, Elizabeth M., Sarah Hunt-Barron, Jennifer Young Wagner, and Lea Calvert Evering. "Using Young Adult Literature to Develop Content Knowledge of Autism for Preservice Teachers." Teacher Educator 49, no. 3 (June 18, 2014): 208–24. http://dx.doi.org/10.1080/08878730.2014.917754.

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Glazer, Jeremy, Robyn Seglem, and Antero Garcia. "Continuity and Change? Reading Young Adult Literature Through a Technology‐Focused Critical Lens." Journal of Adolescent & Adult Literacy 64, no. 6 (April 4, 2021): 675–82. http://dx.doi.org/10.1002/jaal.1151.

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Doherty-Restrepo, Jennifer L., Brian J. Hughes, Gianluca Del Rossi, and William A. Pitney. "Evaluation Models for Continuing Education Program Efficacy: How Does Athletic Training Continuing Education Measure Up?" Athletic Training Education Journal 4, no. 3 (July 1, 2009): 117–24. http://dx.doi.org/10.4085/1947-380x-4.3.117.

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Objective: Although continuing education is required for athletic trainers (AT) to maintain their Board of Certification credential, little is known regarding its efficacy for advancing knowledge and improving patient care. Continuing professional education (CPE) is designed to provide professionals with important practical learning opportunities. The purpose of our literature review is to provide ATs with an understanding of the primary evaluation models for CPE programs and identify how athletic training compares to the current models. We then explicate how adult learning theories can influence both CPE program development and evaluation. Data Sources: We conducted a review of pertinent literature from 2005–2008 using the Cumulative Index to Nursing and Allied Health Literature (CINAHL) with the following search terms in various combinations: andragogy, adult education, continuing education, continuing professional education, lifelong learning, and evaluation. This search resulted in approximately 190 hits. Data Synthesis: We reviewed research studies that examined CPE effectiveness and the application of adult learning theories in program development. Our findings revealed that most CPE programs fail to assess acquisition or retention of knowledge in allied healthcare professions. To date, no studies in athletic training have investigated the extent to which CPE influences patient care. Conclusions/Recommendations: We suggest conducting learning outcome studies to examine how ATs acquire and retain CPE program content and then apply it to their professional practice. Furthermore, we recommend incorporating adult learning theory into all CPE practices, including conference planning.

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Simon, Lisa, and Nadjwa E. L. Norton. "A Mighty River: Intersections of Spiritualities and Activism in Children’s and Young Adult Literature." Curriculum Inquiry 41, no. 2 (March 2011): 293–318. http://dx.doi.org/10.1111/j.1467-873x.2011.00544.x.

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R. A., Dobson John. "The Study of People, Programs, Places and Processes: Canadian Adult Education Literature, 1977-1984." Adult Education Quarterly 36, no. 4 (December 1986): 249. http://dx.doi.org/10.1177/0001848186036004010.

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Scott, Stephanie, Victoria J. McGowan, and Shelina Visram. "‘I’m Gonna Tell You about How Mrs Rona Has Affected Me’. Exploring Young People’s Experiences of the COVID-19 Pandemic in North East England: A Qualitative Diary-Based Study." International Journal of Environmental Research and Public Health 18, no. 7 (April 6, 2021): 3837. http://dx.doi.org/10.3390/ijerph18073837.

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Children and young people risk being ‘disproportionately harmed’ by the COVID-19 pandemic. Whilst an evolving body of literature focuses on the impact of the pandemic on the mental health and wellbeing of children and young people, less attention has been paid to the collection of qualitative, exploratory data. The aim of this study was to examine young people in North East England’s experiences of COVID-19 and associated control measures. Flexible, qualitative diaries were collected with 31 young people aged 13–17 for six weeks between July and October 2020. Diary extracts were curated using Instagram Direct Messaging (DM), email and text messaging. At the end of this study, participants took part in a follow-up interview (conducted by telephone or Zoom), asking them to reflect on their diary entries. Thematic analysis of diaries and interviews yielded three central themes: (1) impacts upon mental health and emotional wellbeing; (2) disruptions and changes to education and school life; and (3) frustration, burden and responsibility. These findings highlight acute mental health impacts (loneliness, isolation, anxiety) as well as longer-term repercussions from disrupted education (missed parts of curriculum, home schooling, cancelled exams, periods of isolation) on young people aged 13–17 as a result of the COVID-19 pandemic.

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Taylor, Kathleen. "Why Psychological Models of Adult Development are Important for the Practice of Adult Education: A Response to Courtenay." Adult Education Quarterly 47, no. 1 (November 1996): 54–62. http://dx.doi.org/10.1177/074171369604700105.

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In an article which questions the value of adult development theory to adult educators, Courtenay claims that the literature is ambiguous about the goals of development, misguidedly equates normalcy with growth and development with worthiness, and is unacceptably vague in its descriptions of the characteristics of higher stages of development. This article examines and responds to these objections and maintains that constructive developmental models, in particular, provide an important framework for understanding and supporting adults in the process of growth and change that education often engenders. Furthermore, teaching development theory to developing adults offers them a valuable tool for self-discovery which can enhance and encourage their journey of transition and transformation.

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Dean-Ruzicka, Rachel. "Representing “The Great Devouring:” Romani Characters in Young Adult Holocaust Literature." Children's Literature in Education 45, no. 3 (February 19, 2014): 211–24. http://dx.doi.org/10.1007/s10583-014-9217-z.

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Coleman-King, Chonika, and Susan Groenke. "Enhancing Antiracist Teacher Education: Critical Witnessing through Pairing YA Literature and Adult Nonfiction." ALAN Review 42, no. 2 (January 10, 2015): 57–67. http://dx.doi.org/10.21061/alan.v42i2.a.6.

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Sherr, Michael, and Brian Beise. "Using Young Adult Literature to Enhance Empathy Skills: Preliminary Findings in BSW Education." Journal of Baccalaureate Social Work 20, no. 1 (November 1, 2015): 101–10. http://dx.doi.org/10.18084/1084-7219.20.1.101.

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This article explores the use of young adult literature as a pedagogical tool for enhancing empathy skills for competent practice in BSW education. Students from two sections of an introductory social work course participated in the study. The instructor used the same textbook in both sections. One section incorporated a 4-week curriculum module that included a young adult novel. Results indicated that students who registered for the section that incorporated literature (n=37) reported higher levels of empathy at posttest t(55)=5.47, p=.002, as compared with students (n=20) from the other section. The findings provide preliminary support for use of literature in BSW education. The findings also warrant the need for additional studies that examine the potential effectiveness of literature for teaching other types of practice behaviors in the BSW curriculum.

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Ivins, Tammy, Kimberly Copenhaver, and Alyssa Koclanes. "Adult transitional theory and transfer shock in higher education: practices from the literature." Reference Services Review 45, no. 2 (June 12, 2017): 244–57. http://dx.doi.org/10.1108/rsr-08-2016-0048.

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Purpose This paper aims to outline foundational research on adult transition theory and transfer shock in higher education to provide the reader with a theoretical and practical framework for the library-focused articles in this special issue. Design/methodology/approach This paper is a review of relevant higher education literature related to transfer shock and core research related to adult transitional theory. Findings Transition is a period in-between moments of stability. The state of confusion and disorientation caused by the transition of transfer students from one academic culture to another is a form of culture shock known as transfer shock. “Transfer shock” refers to the decline in academic performance by transfer students immediately following transition to an institution of higher education and the corresponding recovery prevalent for most students in succeeding semesters. Recent studies have expanded the definition of transfer shock to include the academic and social factors that contribute to attrition and lack of degree persistence. Key factors that correlate to transfer students’ success or failure include gender, race, time of transfer, GPA, prior academic success, faculty collaboration, level of engagement with degree program and campus support. Originality/value Although most literature on transfer students published by librarians includes literature reviews citing relevant articles, it lacks an extensive literature review collecting research from social science and education literature.

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Hedeen, Timothy, Susan S. Raines, and Ansley B. Barton. "Foundations of mediation training: A literature review of adult education and training design." Conflict Resolution Quarterly 28, no. 2 (December 2010): 157–82. http://dx.doi.org/10.1002/crq.20018.

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Bannier, Betsy J. "Motivating and Assisting Adult, Online Chemistry Students: A Review of the Literature." Journal of Science Education and Technology 19, no. 3 (September 24, 2009): 215–36. http://dx.doi.org/10.1007/s10956-009-9195-x.

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