Статті в журналах: "Adult and Community Education (ACE)"

1

Sumner, Jennifer. "Environmental adult education and community sustainability." New Directions for Adult and Continuing Education 2003, no. 99 (2003): 39–45. http://dx.doi.org/10.1002/ace.108.

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2

Galbraith, Michael W. "The nature of community and adult education." New Directions for Adult and Continuing Education 1990, no. 47 (1990): 3–11. http://dx.doi.org/10.1002/ace.36719904703.

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3

Cueva, Melany. "A living spiral of understanding: Community-based adult education." New Directions for Adult and Continuing Education 2010, no. 125 (December 2010): 79–90. http://dx.doi.org/10.1002/ace.364.

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4

Bean, Wilf E. "Community Development and Adult Education: Locating Practice in Its Roots." New Directions for Adult and Continuing Education 2000, no. 85 (2000): 67–76. http://dx.doi.org/10.1002/ace.8507.

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5

Mayfield-Johnson, Susan. "Adult learning, community education, and public health: Making the connection through community health advisors." New Directions for Adult and Continuing Education 2011, no. 130 (June 2011): 65–77. http://dx.doi.org/10.1002/ace.411.

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6

Albertini, Velmarie L. "Social networks and community support: Sustaining women in need of community-based adult education programs." New Directions for Adult and Continuing Education 2009, no. 122 (March 2009): 23–32. http://dx.doi.org/10.1002/ace.331.

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7

Courtenay, Brad. "Community education for older adults." New Directions for Adult and Continuing Education 1990, no. 47 (1990): 37–44. http://dx.doi.org/10.1002/ace.36719904707.

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8

Miller, Brian, and Joni Schwartz. "The Intersection of Black Lives Matter and Adult Education: One Community College Initiative." New Directions for Adult and Continuing Education 2016, no. 150 (June 2016): 13–23. http://dx.doi.org/10.1002/ace.20182.

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9

Bracken, Susan J. "Defining rural community(ies): Future considerations for informal and nonformal adult education in rural communities." New Directions for Adult and Continuing Education 2008, no. 117 (2008): 83–92. http://dx.doi.org/10.1002/ace.288.

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10

Bowl, Marion, Liz Tully, and Jennifer Leahy. "The complexity of collaboration: Opportunities and challenges in contracted research." Gateways: International Journal of Community Research and Engagement 3 (November 25, 2010): 38–54. http://dx.doi.org/10.5130/ijcre.v3i0.1217.

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This article explores some of the challenges of utilising collaborative research approaches when undertaking contracted research projects for government and non-government agencies in the adult and community education (ACE) sector. To discuss these challenges, the article draws on three recent examples of research projects undertaken for ACE sector organisations in Aotearoa New Zealand. These challenges include managing relationships with the different parties to the research; dealing with conflicting expectations of funding agencies, commissioning organisations and practitioners; and ownership and dissemination of findings. We highlight the complexity of notions of collaboration and the importance of deliberate trust-building in establishing credibility. We also open up for discussion the thorny issues of who owns the right to disseminate research findings and how far should researchers’ and universities’ responsibilities extend to ensure that research findings are put in the public domain?

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11

Richards, M., Sarah-Naomi James, Alison Sizer, Nikhil Sharma, Mark Rawle, Daniel H. J. Davis, and Diana Kuh. "Identifying the lifetime cognitive and socioeconomic antecedents of cognitive state: seven decades of follow-up in a British birth cohort study." BMJ Open 9, no. 4 (April 2019): e024404. http://dx.doi.org/10.1136/bmjopen-2018-024404.

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ObjectivesThe life course determinants of midlife and later life cognitive function have been studied using longitudinal population-based cohort data, but far less is known about whether the pattern of these pathways is similar or distinct for clinically relevant cognitive state. We investigated this for Addenbrooke’s Cognitive Examination third edition (ACE-III), used in clinical settings to screen for cognitive impairment and dementia.DesignLongitudinal birth cohort study.SettingResidential addresses in England, Wales and Scotland.Participants1762 community-dwelling men and women of European heritage, enrolled since birth in the Medical Research Council (MRC) National Survey of Health and Development (the British 1946 birth cohort).Primary outcomeACE-III.ResultsPath modelling estimated direct and indirect associations between apolipoprotein E (APOE) status, father’s social class, childhood cognition, education, midlife occupational complexity, midlife verbal ability (National Adult Reading Test; NART), and the total ACE-III score. Controlling for sex, there was a direct negative association betweenAPOEε4 and the ACE-III score (β=−0.04 [–0.08 to –0.002], p=0.04), but not betweenAPOEε4 and childhood cognition (β=0.03 [–0.006 to 0.069], p=0.10) or the NART (β=0.0005 [–0.03 to 0.03], p=0.97). The strongest influences on the ACE-III were from childhood cognition (β=0.20 [0.14 to 0.26], p<0.001) and the NART (β=0.35 [0.29 to 0.41], p<0.001); educational attainment and occupational complexity were modestly and independently associated with the ACE-III (β=0.08 [0.03 to 0.14], p=0.002 and β=0.05 [0.01 to 0.10], p=0.02, respectively).ConclusionsThe ACE-III in the general population shows a pattern of life course antecedents that is similar to neuropsychological measures of cognitive function, and may be used to represent normal cognitive ageing as well as a screen for cognitive impairment and dementia.

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12

Strucker, John. "Adult ESL: Politics, pedagogy, and participation in classroom and community programs. Trudy Smoke (Ed.). Mahwah, NJ: Erlbaum, 1998. Pp. 337." Applied Psycholinguistics 22, no. 1 (March 2001): 129–31. http://dx.doi.org/10.1017/s0142716401211072.

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This anthology consists of 20 chapters contributed by 25 authors and coauthors; its articles are divided into three sections corresponding to the title categories: politics, pedagogy, and participation. As Trudy Smoke states in the preface, “I decided to use the term adult ESL in its broadest sense – non-native speaking adults who participate in ABE (adult basic education), community college, or senior college programs” (p. ix). However, about 75% of the articles are written from a community college or senior college perspective, with a focus on intermediate-level or above English language learners. There is nothing inherently wrong with this; in fact, it may be inevitable that college ESL teachers are more likely to be able to write articles than their ABE colleagues, who are among the most overworked and underpaid teachers in U.S. education. Smoke notes briefly that some ESL students in ABE programs eventually enroll in community and senior colleges, but for the most part the reader is left having to infer how the insights of college ESL practice and research might apply to teachers in community-based ABE programs in ESL. A more extended discussion of the similarities and differences between ABE and college-based learners would have made the book more useful, especially for new teachers or other readers not familiar with the field.

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13

Ouellette-Schramm, Jennifer. "Developmentally Distinct Learning Experiences Among Adult English Language Learners." Adult Learning 30, no. 2 (December 5, 2018): 67–77. http://dx.doi.org/10.1177/1045159518816678.

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Many adult English language learners (ELLs) aspire toward postsecondary educational programs but do not go on to obtain college credentials after beginning classes in Adult Basic Education (ABE) or community college English as a second or other language classes to prepare for college-level English. Understanding how adult ELLs experience learning in such programs may help programs support adult ELL persistence. A lens that has illuminated qualitative differences in adult learning experience is that of constructive-developmental theory (CDT). This small qualitative case study used a CDT lens and grounded theory to investigate developmental perspectives and learning experiences among nine ABE ELLs in a college preparation class. Data included two qualitative interviews per participant, demographic questionnaires, and reading scores. Findings included notable developmental diversity among participants and qualitatively distinct learning experiences related to finding motivation, ways of learning, and navigating challenge. This article discusses these different learning experiences, including supporting developmentally diverse adult ELLs.

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14

Guerra, Carmen E., Vicki Sallee, Wei-Ting Hwang, Brenda Bryant, Armenta L. Washington, Samuel U. Takvorian, Robert Schnoll, et al. "Accrual of Black participants to cancer clinical trials following a five-year prospective initiative of community outreach and engagement." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): 100. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.100.

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100 Background: Accrual of Black participants to cancer clinical trials remains a major challenge across the country. Here, we report the outcomes of a five-year initiative of community outreach and engagement to improve enrollment of adult Black participants to clinical trials at the Abramson Cancer Center (ACC) at the University of Pennsylvania. Methods: Primary metrics were the percentage of Black patients among all cancer cases in our catchment area, the percentage of adult Black patients cared for at the ACC, and the percentage of adult Black participants enrolled on the three types of NCI-defined clinical trials. Results: In 2014, at baseline, Black residents comprised 19% of the population and 16.5% of cancer cases in our catchment area surrounding Philadelphia, but only 11.1% of ACC patients were Black. The percentages of Black participants accrued onto treatment, non-therapeutic interventional, and non-interventional trials were 12.2%, 8.3%, and 13.0%, respectively. We then established a center-wide program with community guidance to address these gaps. Key elements of the program included: 1) culturally tailored marketing strategies for cancer clinical trials; 2) plans for each protocol to facilitate Black participant enrollment; 3) new partnerships with faith-based organizations serving Black communities to conduct educational events about clinical trials; 4) pilot programs with Lyft and Ride Health to address transportation barriers; 5) patient education by nurse navigators regarding cancer and clinical trials; and 6) an improved informed consent process. These efforts reached more than 10,000 individuals in venues including churches, neighborhoods, community parks and centers, and health centers with formats ranging from educational forums to wellness fairs. Reassessing metrics in 2018, we found that the percentage of Black patients seen at ACC had increased to 16.2%, matching the percentage of Black cancer patients among all cancer cases in our catchment area (16.5%). Total cancer clinical trial accrual had increased from 9,308 participants in 2014 to 13,170 in 2018 (41.5% increase). The percentages of Black participants accrued onto treatment, non-therapeutic interventional, and non-interventional trials were 23.9%, 33.1%, and 22.5%, respectively – a 1.7- to 4.0-fold increase in five years and higher than the percentage of Black patients seen at the ACC. Conclusions: Our multifaceted, community-based engagement initiative to encourage clinical trial enrollment was associated with improved accrual of Black participants to cancer clinical trials. These findings also suggest that gaps in access to cancer centers are a key factor driving access to clinical trials. Medicaid expansion occurred concurrently in all states in our catchment area and its impact on accrual merits further research.

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15

Amarie, Alya, Ari Udijono, Nissa Kusariana, and Lintang Dian Saraswati. "Description of Knowledge, Attitude, and Practice of Coronavirus Disease-19 Prevention Based on Gender and Age in Java Island Community." Journal of Public Health for Tropical and Coastal Region 3, no. 2 (November 25, 2020): 26–30. http://dx.doi.org/10.14710/joph-tcr.v3i2.9487.

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Background: Coronavirus Disease 2019 (COVID-19) is an emerging respiratory disease that was first detected in Wuhan, China in December 2019 and has become a public health problem around the world. The main mode of transmission of this virus is human to human transmission via respiratory droplets that produced when a person coughs, sneezes, or talks. This virus spread rapidly from China to other countries. The participation of society is needed in reducing the spread of COVID-19. People's commitment and obedience in dealing with this pandemic situation are generally influenced by knowledge, attitudes and practices. In previous studies, it was found that gender and age affect the level of knowledge, attitudes, and practices for preventing COVID-19. This study aimed to assess knowledge, attitudes and practices towards COVID-19 prevention based on gender and age group in Java Island residents. Methods: This study used a quantitative descriptive method with a cross-sectional study design. The sampling technique used is non-probability sampling. The number of samples in this study was 1,680 Java Island residents. Results: The variables in this study were measured through a self-reported questionnaire that was distributed online. The results showed that the female and the late adult group (≥61 years) tended to have good knowledge and practice towards COVID-19 prevention.Conclusion : It is necessary to increase education related to COVID-19 and socialization of health protocols to the community with male sex and young age groups

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16

Amarie, Alya, Ari Udijono, Nissa Kusariana, and Lintang Dian Saraswati. "Description of Knowledge, Attitude, and Practice of Coronavirus Disease-19 Prevention Based on Gender and Age in Java Island Community." Journal of Public Health for Tropical and Coastal Region 3, no. 2 (November 25, 2020): 26–30. http://dx.doi.org/10.14710/jphtcr.v3i2.9487.

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Background: Coronavirus Disease 2019 (COVID-19) is an emerging respiratory disease that was first detected in Wuhan, China in December 2019 and has become a public health problem around the world. The main mode of transmission of this virus is human to human transmission via respiratory droplets that produced when a person coughs, sneezes, or talks. This virus spread rapidly from China to other countries. The participation of society is needed in reducing the spread of COVID-19. People's commitment and obedience in dealing with this pandemic situation are generally influenced by knowledge, attitudes and practices. In previous studies, it was found that gender and age affect the level of knowledge, attitudes, and practices for preventing COVID-19. This study aimed to assess knowledge, attitudes and practices towards COVID-19 prevention based on gender and age group in Java Island residents. Methods: This study used a quantitative descriptive method with a cross-sectional study design. The sampling technique used is non-probability sampling. The number of samples in this study was 1,680 Java Island residents. Results: The variables in this study were measured through a self-reported questionnaire that was distributed online. The results showed that the female and the late adult group (≥61 years) tended to have good knowledge and practice towards COVID-19 prevention.Conclusion : It is necessary to increase education related to COVID-19 and socialization of health protocols to the community with male sex and young age groups

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17

Bt Yusoff, Nurahimah, Mohd Isha Awang, and Ibrahim Ibrahim. "INTEGRASI NILAI ISLAMI DAN BUDAYA ACEH BERDASARKAN KURIKULUM KARAKTER." Humanus 13, no. 1 (June 30, 2014): 1. http://dx.doi.org/10.24036/jh.v13i1.4091.

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Indonesia covers a wide area that is usually called ‘dari Sabang sampai Merauke’ (from Sabang in westernmost point to Merauke to easternmost point) as mentioned in lyrics of a national folk song sang by students from elementary to high school. In its thousand islands live communities speaking various languages, living different cultures, characters and traditions that have become ethnical identities. The education and culture in a community are implemented from older to younger generations within a wide range of time and preserved well by the descendants. Indonesian characters are identical with oriental culture where people usually live in groups, mutual cooperation (‘gotong royong’), helpful and religious. Religion, education, culture, and tradition become basic norms is human society that have to be preserved and improved by individual, family, communities, and government to live peacefully. Aceh province, who has implemented Islamic law called sharia since a decade ago, have various art performances, languages, folk dance, traditional costume, and traditional foods that represent Aceh Islamic tradition that is harmonious with its slogan Mecca’s Veranda (Serambi Mekkah). The effort to implement character’s based curriculum in all schools in Aceh is a good chance to raise children to become adult that have moral ground and intelligent who understand technology and faith in facing globalization. By integrating religious and traditional values in education, we are expecting the students to have those good life skills in living social life in Islamic way.Key words: integration of values, Aceh, characters’ based curriculum

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18

Elias, John L. "Adult religious education." New Directions for Adult and Continuing Education 2012, no. 133 (March 2012): 5–12. http://dx.doi.org/10.1002/ace.20002.

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19

Genglin, Gu. "Rural adult education." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 23–31. http://dx.doi.org/10.1002/ace.36719883705.

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20

Yuancheng, Zhu. "Adult social education." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 53–58. http://dx.doi.org/10.1002/ace.36719883708.

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21

Wanbing, Zhang, Wang Xiaolai, and Li Lei. "Special adult education." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 59–63. http://dx.doi.org/10.1002/ace.36719883709.

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22

Dentith, Audrey M., and Onah P. Thompson. "Teaching Adult Ecojustice Education." New Directions for Adult and Continuing Education 2017, no. 153 (March 2017): 65–75. http://dx.doi.org/10.1002/ace.20222.

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23

Bingyuan, Cheng. "Self-study adult education." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 99–106. http://dx.doi.org/10.1002/ace.36719883714.

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24

Shilu, Sun. "Research and adult education." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 117–24. http://dx.doi.org/10.1002/ace.36719883716.

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25

Edelson, Paul Jay. "Creativity and Adult Education." New Directions for Adult and Continuing Education 1999, no. 81 (1999): 3–13. http://dx.doi.org/10.1002/ace.8101.

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26

Anderson, Susan. "Peer-Facilitated Adult Education." New Directions for Adult and Continuing Education 1999, no. 81 (1999): 15–23. http://dx.doi.org/10.1002/ace.8102.

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27

Guy, Talmadge C. "Culture as Context for Adult Education: The Need for Culturally Relevant Adult Education." New Directions for Adult and Continuing Education 1999, no. 82 (June 1999): 5–18. http://dx.doi.org/10.1002/ace.8201.

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28

Larrotta, Clarena. "Final thoughts on community in adult ESL." New Directions for Adult and Continuing Education 2009, no. 121 (December 2009): 75–77. http://dx.doi.org/10.1002/ace.327.

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29

Stein, David S., and Susan Imel. "Adult learning in community: Themes and threads." New Directions for Adult and Continuing Education 2002, no. 95 (2002): 93–97. http://dx.doi.org/10.1002/ace.72.

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30

Guy, Talmadge C. "Gangsta rap and adult education." New Directions for Adult and Continuing Education 2004, no. 101 (2004): 43–57. http://dx.doi.org/10.1002/ace.127.

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31

Nesbit, Tom. "Social class and adult education." New Directions for Adult and Continuing Education 2005, no. 106 (2005): 5–14. http://dx.doi.org/10.1002/ace.174.

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32

Desjardins, Richard. "The Economics of Adult Education." New Directions for Adult and Continuing Education 2013, no. 138 (June 2013): 81–90. http://dx.doi.org/10.1002/ace.20056.

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33

Griswold, Wendy. "Sustainability, Ecojustice, and Adult Education." New Directions for Adult and Continuing Education 2017, no. 153 (March 2017): 7–15. http://dx.doi.org/10.1002/ace.20217.

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34

Rossiter, Marsha. "Possible selves in adult education." New Directions for Adult and Continuing Education 2007, no. 114 (2007): 87–94. http://dx.doi.org/10.1002/ace.259.

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35

Ritchey, Jeffrey A. "Rural adult education: Current status." New Directions for Adult and Continuing Education 2008, no. 117 (2008): 5–12. http://dx.doi.org/10.1002/ace.281.

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36

Ritchey, Jeffrey A. "Rural adult education: Future directions." New Directions for Adult and Continuing Education 2008, no. 117 (2008): 93–98. http://dx.doi.org/10.1002/ace.289.

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37

Wenqing, Zhao. "Literacy and postliteracy adult education." New Directions for Adult and Continuing Education 1988, no. 37 (1988): 15–21. http://dx.doi.org/10.1002/ace.36719883704.

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38

McClary, Sybil A. "Stress, coping, and adult education." New Directions for Adult and Continuing Education 1990, no. 45 (1990): 65–75. http://dx.doi.org/10.1002/ace.36719904509.

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39

Taylor, Edward W. "Cultural institutions and adult education." New Directions for Adult and Continuing Education 2010, no. 127 (September 21, 2010): 5–14. http://dx.doi.org/10.1002/ace.376.

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40

Peterson, David A., and Hiromi Masunaga. "Policy for Older Adult Education." New Directions for Adult and Continuing Education 1998, no. 77 (1998): 55–60. http://dx.doi.org/10.1002/ace.7705.

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41

Edelson, Paul Jay, and Patricia L. Malone. "New Vistas for Adult Education." New Directions for Adult and Continuing Education 1999, no. 81 (1999): 87–89. http://dx.doi.org/10.1002/ace.8109.

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42

Orr, Jeffrey A. "Learning from Native Adult Education." New Directions for Adult and Continuing Education 2000, no. 85 (2000): 59–66. http://dx.doi.org/10.1002/ace.8506.

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43

Frye, Steven B. "Becoming an Adult in a Community of Faith." New Directions for Adult and Continuing Education 2014, no. 143 (September 2014): 51–61. http://dx.doi.org/10.1002/ace.20104.

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44

Marceau, Georges. "Professional Development in Adult Basic Education." New Directions for Adult and Continuing Education 2003, no. 98 (2003): 67–74. http://dx.doi.org/10.1002/ace.101.

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45

Martin, Larry G. "Adult education in the urban context." New Directions for Adult and Continuing Education 2004, no. 101 (2004): 3–16. http://dx.doi.org/10.1002/ace.124.

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46

Martin, Larry G., and Elice E. Rogers. "New directions for urban adult education." New Directions for Adult and Continuing Education 2004, no. 101 (2004): 95–97. http://dx.doi.org/10.1002/ace.131.

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47

Rubenson, Kjell. "Social class and adult education policy." New Directions for Adult and Continuing Education 2005, no. 106 (2005): 15–25. http://dx.doi.org/10.1002/ace.175.

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48

Walters, Shirley. "Social movements, class, and adult education." New Directions for Adult and Continuing Education 2005, no. 106 (2005): 53–62. http://dx.doi.org/10.1002/ace.179.

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49

Carcasson, Martín, and Leah Sprain. "Deliberative democracy and adult civic education." New Directions for Adult and Continuing Education 2012, no. 135 (September 2012): 15–23. http://dx.doi.org/10.1002/ace.20022.

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50

Clover, Darlene E., and Robert Hill. "Adult Learning, Education, and the Environment." New Directions for Adult and Continuing Education 2013, no. 138 (June 2013): 49–59. http://dx.doi.org/10.1002/ace.20053.

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