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Journal articles on the topic 'Adult educators'

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Published: 4 June 2021
Last updated: 19 February 2022

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1

Giguere, Pierre, Suzanne Allard, and Aline Roy. "Supervising Adult Educators." Adult Learning 4, no. 4 (March 1993): 11–12. http://dx.doi.org/10.1177/104515959300400406.

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2

Shawer, Saad. "Preparing Adult Educators." Journal of Literacy Research 45, no. 4 (October 20, 2013): 431–64. http://dx.doi.org/10.1177/1086296x13504868.

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3

O’Donnell, Jennifer Lee. "Quien Sabe Mas Lucha Mejor." Adult Education Quarterly 64, no. 4 (June 17, 2014): 267–84. http://dx.doi.org/10.1177/0741713614535837.

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This article looks at popular adult educators’ care of the self practices within social movements in Buenos Aires, Argentina. It answers the following questions: How is popular adult education practiced amongst educators in social movements? What can studying popular adult educators’ care of the self practices offer the field of adult education? To answer these questions, I look to adult educators’ practices of sacrifice and self-naming; remembering historical tragedies; and educator, classroom, and community support within the Union of Popular Organizations’ political formation school and popular adult education schools.
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4

Thomas, Alan M., and Stephen Brookfield. "Adult Educators and Academics." Curriculum Inquiry 21, no. 4 (1991): 489. http://dx.doi.org/10.2307/1180179.

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5

Payeur, Gaétane. "Women as Adult Educators." Adult Learning 4, no. 5 (May 1993): 12–24. http://dx.doi.org/10.1177/104515959300400507.

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6

Holt, Margaret E. "Adult Educators in Cyberspace." Adult Learning 8, no. 2 (November 1996): 15–25. http://dx.doi.org/10.1177/104515959600800208.

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7

Griffith, William S. "Advocacy and Adult Educators." Adult Learning 2, no. 3 (November 1990): 5. http://dx.doi.org/10.1177/104515959000200301.

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8

Wahlgren, Bjarne. "Adult educators’ core competences." International Review of Education 62, no. 3 (May 5, 2016): 343–53. http://dx.doi.org/10.1007/s11159-016-9559-4.

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9

Turmo, Are, Knut-Andreas Christophersen, and Eyvind Elstad. "ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 125–36. http://dx.doi.org/10.33225/pec/13.52.125.

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The purpose of the current research was to use structural equation modeling to estimate the organizational determinants of teacher responsibility and engagement among adult educators in immigrant schools in Norway. The path coefficients were estimated using data from a sample of Norwegian adult educators. The empirical analysis showed clear relations among the components of the model. Relational trust and informal learning among adult educators were seen as important precursors of adult educator responsibility, but the contextual factors appeared to be more complex. The analysis showed that authorities in charge of immigrant schools should design policies that consider the trust and relationships among adult educators. Personal influences are important for adult educator responsibility. Although the study has several limitations (i.e., the cross-sectional nature of the study and the fact that self-reported data were used), it contributes new insights into the empirical foundation for the model. Key words: adult education, informal learning, job autonomy, leadership, teacher responsibility.
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10

Rose, Amy D. "Challenges in Training Adult Educators." Adult Learning 9, no. 3 (March 1998): 4–5. http://dx.doi.org/10.1177/104515959800900302.

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11

Burnham, Byron R. "Swamps, Alligators, and Adult Educators." Adult Learning 1, no. 6 (April 1990): 8–26. http://dx.doi.org/10.1177/104515959000100605.

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12

Kulich, Jindra. "The Maturing of Adult Educators." Adult Learning 5, no. 1 (September 1993): 30. http://dx.doi.org/10.1177/104515959300500116.

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13

Keyi, Jiang, and Lin Weihua. "Professional preparation of adult educators." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 109–15. http://dx.doi.org/10.1002/ace.36719883715.

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14

Wang, Victor X., and Vivian W. Mott. "From Politicized Adult Education to Market Oriented Adult Higher Education." International Journal of Adult Vocational Education and Technology 1, no. 1 (January 2010): 49–71. http://dx.doi.org/10.4018/javet.2010100904.

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This study investigated the general instructional modes of adult educators in Southeast China and Northeast China. The study utilized Conti’s (1983, 2004) Principles of Adult Learning Scale (PALS) to measure instructional modes of adult educators. Data were collected from 112 randomly selected participants engaged in teaching Chinese adult learners in Southeast China and Northeast China. The results of the study showed that adult educators in Southeast China were andragogical in their instruction while their counterparts in Northeast China were pedagogical although the difference (p>0.05) between the means of adult educators in Southeast China and Northeast China was not statistically significant.
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15

King, Chula, and Chris Piotrowski. "Bullying Of Educators By Educators: Incivility In Higher Education." Contemporary Issues in Education Research (CIER) 8, no. 4 (October 2, 2015): 257–62. http://dx.doi.org/10.19030/cier.v8i4.9434.

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Bullying of adults by adults appears to be a common experience in work, social, and even family life. Yet, historically, there has been limited empirical research on the nature of this prevalent and aberrant interpersonal style among personnel in higher education. This article presents a review of studies that reflect key issues on bullying and incivility of/by administrators, faculty, and staff in college and university settings. There is strong empirical evidence that depicts the adult bully as harboring pervasive psychopathological tendencies such as narcissism and Machiavellianism, with a propensity for exhibiting abusive, controlling, callous, condescending, domineering, coercive, and self-centered behaviors (see Piotrowski, 2015). Several hypothetical case vignettes of incivility/bullying incidents specific to the academe are offered to illustrate these tendencies, along with strategies to recognize, manage, and combat ‘bullying’ styles in interpersonal interactions in college/university settings. Official policy should designate higher education settings as a ‘No Bully Zone’.
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16

Marzano, Gilberto, Velta Lubkina, and Svetlana Usca. "DEVELOPING PRACTICES FOR ADULT EDUCATORS ’ EVALUATION." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 162. http://dx.doi.org/10.17770/sie2014vol2.672.

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In recent years, there have been significant changes in the field of adult education. These changes have brought new opportunities for adult educators, expanding the types of programs offered to adult learners. The increasing role and spreading of adult education has given rise to the issue of adult educators' evaluation, because of overarching goal of evaluation is to improve the quality of the work of an institution. This paper focuses on EduEval (Evaluation for the Professional Development of Adult Education Staff), an EU funded project which is grounded in an action-research based on the active involvement of practitioners engaged in adult educators’ evaluation. The project aims at investigating the issue of adult educators' evaluation in some European countries (which are: Latvia, Italy, Poland, Spain and Greece). Thus paper illustrates the project objectives, and reports from the scientific approach which is used by Personality Socialization Research Institute (PSRI) of Rezeknes Augstskola (Latvia) to conduct an explorative survey on evaluation practices in the specific scope of adult social educators.
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17

Rogers, Alan, Peter Jarvis, and Alan Chadwick. "Training Adult Educators on Western Europe." British Journal of Educational Studies 40, no. 1 (February 1992): 89. http://dx.doi.org/10.2307/3121500.

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18

Curry, Regina. "Community Organizers as Adult Popular Educators." Adult Learning 7, no. 6 (July 1996): 28–29. http://dx.doi.org/10.1177/104515959600700613.

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19

Henschke, John A. "Modeling the Preparation of Adult Educators." Adult Learning 9, no. 3 (March 1998): 11–13. http://dx.doi.org/10.1177/104515959800900307.

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20

Ison, David. "Academic Theology and Adult Theological Educators." British Journal of Theological Education 1, no. 3 (March 1988): 11–14. http://dx.doi.org/10.1080/1352741x.1988.11673932.

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21

Rocco, Tonette S. "Helping Adult Educators Understand Disability Disclosure." Adult Learning 12, no. 2 (March 2001): 10–12. http://dx.doi.org/10.1177/104515950101200204.

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22

Orem, Richard A. "Preparing Adult Educators for Cultural Change." Adult Learning 2, no. 5 (February 1991): 8–10. http://dx.doi.org/10.1177/104515959100200504.

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23

Cunningham, Phyllis M. "What's the Role of Adult Educators?" Adult Learning 3, no. 1 (September 1991): 15–27. http://dx.doi.org/10.1177/104515959100300107.

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24

Johnson, Daniel P. "Adult Educators Need to Have Enthusiasm." Adult Learning 9, no. 4 (May 1998): 11–14. http://dx.doi.org/10.1177/104515959800900408.

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25

Isaac‐Savage, E. Paulette, and Lisa R. Merriweather. "Preparing adult educators for racial justice." New Directions for Adult and Continuing Education 2021, no. 170 (June 2021): 109–18. http://dx.doi.org/10.1002/ace.20430.

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26

Surikova, Svetlana. "FACILITATING THE ADULT LEARNING PROCESSES IN SECOND CHANCE EDUCATION : WHAT DO THE LATVIAN ADULT LEARNERS AND THEIR EDUCATORS THINK ABOUT ?" SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 227. http://dx.doi.org/10.17770/sie2014vol2.679.

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The paper aims at presenting the findings of the research on core competences of adult educators conducted in Latvia during the study "Identification and analysis of new challenges and solutions that have influence on engagement and reintegration of adults (18- 24 years) in lifelong learning" funded by ESF project "Support to research in educational field" (sub-activity 1.2.2.3.2.), No 011/0011/1DP/1.2.2.3.2/11/IPIA/VIAA/001. The adult educators and adult learners from the field of second chance education (evening shift schools) were involved in an online survey (2011-2012) using the research tool developed in the project “Qualified to Teach” − QF2TEACH. The main research results are analysed in order to identify the core competences of educators as adult learning facilitators and to compare the adult learners and their educators’ opinion concerning these competences within the domains: interpersonal behaviour and communication with learners, access and progression of learners, monitoring and assessment of learning processes.
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27

Du Bois, David A. "Adult Learners with Disabilities a New Imperative for Adult Educators." New Horizons in Adult Education and Human Resource Development 12, no. 2 (October 1998): 4–13. http://dx.doi.org/10.1002/nha3.10092.

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28

Jimoyiannis, Athanassios, and Maria Gravani. "Digital Literacy in a Lifelong Learning Programme for Adults." International Journal of Digital Literacy and Digital Competence 1, no. 1 (January 2010): 40–60. http://dx.doi.org/10.4018/jdldc.2010101903.

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The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults’ knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners’ needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The article ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.
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29

Marzano, Gilberto, Velta Lubkina, and Svetana Usca. "Involving Adult Educators in Quality Assessment Processes." Procedia - Social and Behavioral Sciences 197 (July 2015): 2174–81. http://dx.doi.org/10.1016/j.sbspro.2015.07.352.

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30

Wang, Victor C. X., and Linda Sarbo. "Philosophy, Role of Adult Educators, and Learning." Journal of Transformative Education 2, no. 3 (July 2004): 204–14. http://dx.doi.org/10.1177/1541344604265105.

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31

Culkin, David T. "What Edith Stein Can Teach Adult Educators." Journal of Transformative Education 14, no. 3 (May 6, 2016): 220–33. http://dx.doi.org/10.1177/1541344616644683.

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32

Boothby, John R. "Adult educators as knowledge and power brokers." Journal of Continuing Education in the Health Professions 23, no. 2 (2003): 127. http://dx.doi.org/10.1002/chp.1340230212.

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33

Toiviainen, Hanna, Natasha Kersh, and Jaakko Hyytiä. "Understanding vulnerability and encouraging young adults to become active citizens through education: the role of adult education professionals." Journal of Adult and Continuing Education 25, no. 1 (February 14, 2019): 45–64. http://dx.doi.org/10.1177/1477971419826116.

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The recent debate on active citizenship and adult education has been strongly underpinned by the discussion on how active citizenship could be exercised in a way that would promote inclusion and participation. The paper focuses on the role of adult educators in encouraging young adults in vulnerable life situations to become active citizens specifically through two empirical cases, from Finland and England (UK). The central questions the paper seeks to answer are: how do adult educators conceptualise vulnerability, and how do they see their role as facilitating young adults' active citizenship through their teaching? The consideration of socio-cultural, socio-economic and political dimensions of active participatory citizenship provides the conceptual lens to explore young adults’ participation in different social contexts. The analysis of the case studies supports the argument that active participatory citizenship is indirectly rather than directly included in the education and training of vulnerable young adults. This leads the article to highlight the adult educators’ mediation work in facilitating the socio-economic and political dimensions of active participatory citizenship in interaction with the students. Their mediator role is broadly invisible and in contrast with the ideal of adult education as the straightforward path to socio-economic citizenship and employability.
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34

Telka, Lucyna. "Writing – necessary educators’ activity. Example of a nursery." Problemy Opiekuńczo-Wychowawcze 589, no. 4 (April 30, 2020): 25–32. http://dx.doi.org/10.5604/01.3001.0014.0908.

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The subject of interest in the article is the educators’ activity in the nursery in the area of writing about events in the field of practice, especially about the relations of a young child and the educator, and taking a reflection on what has been written. Writing is conducive to reflecting on what is observed, reading what is written, conversation of educators with each other, in order to analyze the relationship of an adult and a child.
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35

Sutton, Halley. "Build a strong program for adult learners by developing adult educators." Recruiting & Retaining Adult Learners 17, no. 12 (August 11, 2015): 12. http://dx.doi.org/10.1002/nsr.30086.

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36

Fraser, Wilma, and Tara Hyland-Russell. "Searching for Sophia: Adult educators and adult learners as wisdom seekers." New Directions for Adult and Continuing Education 2011, no. 131 (September 2011): 25–34. http://dx.doi.org/10.1002/ace.418.

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37

Leggett, Nicole, and Linda Newman. "Play: Challenging Educators' Beliefs about Play in the Indoor and Outdoor Environment." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 24–32. http://dx.doi.org/10.23965/ajec.42.1.03.

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WESTERN DISCOURSES OF EARLY childhood pedagogy promote a play-based approach to learning, growth and development. However, play is a contested concept. Educators' understandings can vary from allowing freedom for children to play without interference, through to a range of adult engagement levels. The Australian Early Years Learning Framework adopts a play-based approach to children's growth and development, though says little about adult roles or intentionality in play. This paper draws from recent research that explored educators' beliefs and understandings of their roles as intentional teachers within indoor and outdoor learning environments. Findings highlighted differences between role and responsibility perceptions whereby educators shifted roles from teacher to supervisor between contexts. Drawing on Vygotsky's sociocultural approach that regards play as a social event and the leading source of development, promoting cognitive, emotional and social development in young children (Connery, John-Steiner & Marjanovic-Shane, 2010), we believe that a re-examination of the role of the educator in children's play requires specific attention. Finally, based on the research, we contest the notion of ‘free play’. This paper suggests that by acknowledging the role of the educator as an intentional teacher both indoors and outdoors, and emphasising the complexity of the educator role, a more robust definition of play that is reflective of contemporary early childhood contexts and curricula can evolve to strengthen educator understanding and practice.
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38

Harris, Roger. "Reflections on self‐directed adult learning: some implications for educators of adults." Studies in Continuing Education 11, no. 2 (January 1989): 102–16. http://dx.doi.org/10.1080/0158037890110202.

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39

Cunningham, Phyllis M. "From Freire to Feminism: The North American Experience with Critical Pedagogy." Adult Education Quarterly 42, no. 3 (March 1992): 180–91. http://dx.doi.org/10.1177/074171369204200306.

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Archer, D., & Costello P. (1990). Literacy and Power: The Latin American Battleground. London: Earthscan Publications. Chene, A., & Chervin, M. (1991). Popular Education in Quebec. Washington, DC: American Association for Adult Continuing Education. Collins, M. (1991). Adult Education as Vocation: A Critical Role for the Adult Educator in Today's Society. London: Routledge Hart, M. (1991). Working and Education for Life. London: Routledge. Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey Bass. Shor, I., & Frerie, P. (1987). A Pedagogy for Liberation: Dialogues on Transforming Educators. Massachusetts: Bergin and Garvey.
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40

Bolten, Ricarda, Matthias Rohs, Bernhard Schmidt-Hertha, and Karin Julia Rott. "Measurement of media pedagogical competences of adult educators." European Journal for Research on the Education and Learning of Adults 10, no. 3 (August 30, 2019): 307–24. http://dx.doi.org/10.3384/rela.2000-7426.ojs393.

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41

Fenwick, Tara, and Leona English. "Dimensions of Spirituality: A Framework for Adult Educators." Journal of Adult Theological Education 1, no. 1 (February 17, 2004): 49–64. http://dx.doi.org/10.1558/jate.1.1.49.36052.

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42

Wood, George S. "A Code of Ethics for all Adult Educators?" Adult Learning 8, no. 2 (November 1996): 13–14. http://dx.doi.org/10.1177/104515959600800207.

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43

Hayes, Elizabeth. "Adult education: Context and challenge for distance educators." American Journal of Distance Education 4, no. 1 (January 1990): 25–38. http://dx.doi.org/10.1080/08923649009526689.

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44

Kawalilak, Colleen, and Janet Groen. "Dialogue and reflection – perspectives from two adult educators." Reflective Practice 20, no. 6 (November 2, 2019): 777–89. http://dx.doi.org/10.1080/14623943.2019.1685961.

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45

Hernandez-Santamaria, Neida. "How are Epiphanies Sparked by Adult Educators Translated?" Adult Learning 17, no. 1-4 (January 2006): 27–28. http://dx.doi.org/10.1177/104515950601700109.

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46

Fleming, Jean E. "A Future for Adult Educators in Patient Education." Adult Learning 25, no. 4 (August 20, 2014): 166–68. http://dx.doi.org/10.1177/1045159514546217.

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47

Griffith, William S. "Do Adult Educators Need a Code of Ethics?" Adult Learning 2, no. 8 (June 1991): 4. http://dx.doi.org/10.1177/104515959100200801.

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48

Nicoll, Katherine, and Richard Edwards. "Positioning adult educators in discourses of professional development." Studies in Continuing Education 34, no. 3 (November 2012): 233–49. http://dx.doi.org/10.1080/0158037x.2011.646980.

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49

Knights, Ben. "Hearing Yourself Teach: Group Processes for Adult Educators." Studies in the Education of Adults 25, no. 2 (October 1993): 184–98. http://dx.doi.org/10.1080/02660830.1993.11730590.

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50

Kett, Joseph F. "John Dewey and Adult Educators in Historical Context." New Directions for Adult and Continuing Education 2018, no. 158 (April 16, 2018): 9–17. http://dx.doi.org/10.1002/ace.20274.

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