Faculty in Adult Degree Programs As Teachers of Adults and as Adult Learners

In this study we sought to discover how faculty working in the context of adult degree programs make sense of teaching adult learners. Research questions focused on how they perceived adult learners as well as how teaching in an adult-oriented degree program has influenced their teaching beliefs and practices

Assessment of Adult Learning Disabilities : A Triangulated Study

The purpose of this roundtable is to discuss North American literature showing how race, class, and gender has been treated historically and presents three approaches or perspectives that inform contemporary literature

Adults’ Readiness to Learn and Skill Acquisition and Use: An Analysis of PIAAC

This study examined the relationship between adults’ readiness to learn (RtL) and skill acquisition and use in the US sample of the PIAAC. RtL showed significant effects on each of the observed skill use outcomes. It was the strongest predictor of reading and writing skill use at home

Terms of Engagement: Adults’ Experience in Higher Education

National Survey of Student Engagement (NSSE) data were re-analyzed to look for differences between traditional and nontraditional-age students. Surprisingly, no significant differences were found for five NSSE Benchmarks, including Supportive Campus Environment. Differences were found in subsequent analysis of two scales of academic engagement identified through follow-up factor analysi

An Analysis Of Work-Related Learning Literature Focusing On Race And Ethnicity

Qualitative analysis of the literature in three domains of work-related learning points to a small but growing number of studies and conceptual articles focusing explicitly on race/ethnicity. Findings varied across the three domains of continuing professional education, human research development, and workforce development

Differences between US and German adults in native-born and migrants’ participation in volunteering as a dimension of civic engagement

We examine civic engagement among immigrants and native-born adults in the United States (U.S.) and Germany, operationalized in this study as voluntary work or volunteerism. Data for the analyses are drawn from the PIAAC. Germany and the U.S. were selected from the countries participating in PIAAC initial data collection in 2012 as two large OECD countries with different histories of immigration and responses to migrants. In Germany, native-born individuals showed greater volunteerism than immigrants (β = 0.119, p \u3c .001) while in the U.S., no significant difference was apparent by immigration status (β = 0.031, p = .133). These results are discussed in the paper relative to existing research literature and implications for adult education are suggested

MRSA model of learning and adaptation: a qualitative study among the general public

<p>Abstract</p> <p>Background</p> <p>More people in the US now die from Methicillin Resistant <it>Staphylococcus aureus </it>(MRSA) infections than from HIV/AIDS. Often acquired in healthcare facilities or during healthcare procedures, the extremely high incidence of MRSA infections and the dangerously low levels of literacy regarding antibiotic resistance in the general public are on a collision course. Traditional medical approaches to infection control and the conventional attitude healthcare practitioners adopt toward public education are no longer adequate to avoid this collision. This study helps us understand how people acquire and process new information and then adapt behaviours based on learning.</p> <p>Methods</p> <p>Using constructivist theory, semi-structured face-to-face and phone interviews were conducted to gather pertinent data. This allowed participants to tell their stories so their experiences could deepen our understanding of this crucial health issue. Interview transcripts were analysed using grounded theory and sensitizing concepts.</p> <p>Results</p> <p>Our findings were classified into two main categories, each of which in turn included three subthemes. First, in the category of <it>Learning</it>, we identified how individuals used their <it>Experiences with MRSA</it>, to answer the questions: <it>What was learned? </it>and, <it>How did learning occur? </it>The second category, <it>Adaptation </it>gave us insights into <it>Self-reliance, Reliance on others</it>, and <it>Reflections on the MRSA journey</it>.</p> <p>Conclusions</p> <p>This study underscores the critical importance of educational programs for patients, and improved continuing education for healthcare providers. Five specific results of this study can reduce the vacuum that currently exists between the knowledge and information available to healthcare professionals, and how that information is conveyed to the public. These points include: 1) a common model of MRSA learning and adaptation; 2) the self-directed nature of adult learning; 3) the focus on general MRSA information, care and prevention, and antibiotic resistance; 4) the interconnected nature of adaptation; and, 5) the need for a consistent step by step plan to deal with MRSA provided at the time of diagnosis.</p

Toward a critical multicultural pedagogy for adult education

As a step toward developing a multicultural pedagogy for adult education a review of literature on multicultural education and related critical pedagogies was conducted. From the analysis of this literature a number of principles for teaching and learning were identified. These are shared here for further discussion

New directions for continuing education

Publ. comme no 93, spring 2002 de la revue New directions for adult and continuing educationComprend des bibliogr.Index: p. 93-9