Adult education

This paper provides a review of a qualitative study published in the Journal of Adult Education authored by Rae Casey, Assistant Professor of Organizational Leadership at George Fox University, Newberg, OR, and Michael Kroth, Associate Professor of Leadership and Counseling at the University of Idaho, Boise. The article focuses on the lived experiences of eight educators who teach online classes and how they develop presence in those classes. Introduction The article abstract introduces the purpose

article, “Transformative Learning Theory: Connections with Christian Adult Education” of the Christian Education Journal, a way to keep building faith with Christian values in one of the stages in the life of the human being: the adulthood. Also, she explains the dynamic of the learning process, the implication of using this Theory in this situation, and finally, the obstacles that can make harder to achieve the goals. Adult education is one of Marmon’s best ideas to have a Christian formation within

Young Adults and Higher Education by Thomas Brock focuses on issues in our postsecondary education system. Brock believes that modifications need to be made to colleges and argues that there are three areas in need of a transformation for students to succeed in college. According to Brock the three areas in need of the most attention is remedial education, student support services, and financial aid. If changes are made in each of these areas, improvements will be shown in students. He believes that

Adult educators must strive to understand their beliefs, the perspectives that they shape and the ethics that drive their profession. As Merriam and Brockett said, “The practice of adult education does no happen in a vacuum. It occurs in a context that manifests certain beliefs and that values certain behaviors over others. Understanding what those beliefs and values are can only lead to more informed and reflective practice.” (2007) This essay will outline what I believe about philosophy, ethics

PART 1-ESSAYS ADULT EDUCATION What is the definition of “adult education”? Well, a lot of adults are returning to the classroom (such as myself) that the term "adult education" has become somewhat perplexing. Adult education in the broad sense is any form of learning adults engage in beyond traditional schooling. In the slightest sense, adult education is about reading ability and learning to read the most basic materials. So adult education incorporates everything from basic learning to personal

Collegiate education is an integral part of the formation of future successful adults. Traditionally, the style of education that is received by college students is lecture-based. A professor stands in front of a large classroom presented various facts with little to no participation by students. In recent years, however, there has been a shift in some universities towards a more involved, participatory style of teaching that incorporates a discussion-based classroom setting. These classrooms have

You many know a few famous individuals of the deaf and hard of hearing community such as Helen Keller, who lost her sight and hearing at 19 months who grew up to be a famous author and advocate, the famous German composer Ludwig van Beethoven, and even our very own former Seahawks fullback, Derrick Coleman. Have you ever thought how an individual that is deaf and hard of hearing is impacted in the school environment? We will take a look at the terms of deaf and hard of hearing, how it is acquired

(1994) point out in Adult Education in the American Experience (Stubblefield & Keane, 1994), “provisions for educating adults, however, did not take shape around a single institutional form” (p. 1). Throughout the first two parts of their 1994 book Adult Education in the American Experience: From the Colonial to the Present, Stubblefield and Keane introduced many prominent patterns pertaining to the field of adult education. One such pattern explored the many different adult education settings that have

that society at any point in time defines the relative of emphasis is placed on adult learning. In pre-industrial cultures, states that the rate of evolution is what a person needed to know to function as an adult, however it could be learned in childhood. In societies hurrying to catch up, nevertheless, in our society with its stimulated rate of change, the urgency of dealing with social realities is felted by adults. As Belanger (1996) stated, the issues today are how to respond to this increasing

Adult education can be associated with or defined as a social movement because interactions within the movement collectively represent “organized activities that encourages social change” (Lange, Spencer, 2014, p. 13). Walter (2007) notes that adult education programming “brings individuals together in a common cause…strengthening social networks, common identity, and commitment to action in the process” (p. 250). Old (i.e. traditional) social movements such as organized labour or trade unions