Adult Education as a Field of Study and Its Implications for the Preparation of Adult Educators

Douglah, Mohammad; Moss, Gwenna

doi:10.1177/074171366901900204

Cited by 4 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Boyd suggested that, for the professional practitioner, there are other degrees that would meet their needs. (3) believed that the present confusion regarding the objectives of graduate study may be partially attributed to a failure to delineate the professional roles for which students are being prepared. As a basis for such a delineation, Douglah and Moss drew the distinction between adult education as a field of study and adult education as a profession.…”

Section: Professional Resl)onsibility-a Vafiable In Tlze Evaluationmentioning

confidence: 97%

Doctoral Graduates Evaluate the Relevance of Departmental Learning Objectives To Their Professional Responsibilities

Noel¹,

Parsons²

1973

Adult Education

View full text Add to dashboard Cite

This article reports the results of an evaluation study undertaken at NCSU to determine if doctoral graduates of the Department of ACCE who perform different professional roles have different perceptions of the relevance of the Department's educational objectives. Relevance as used in the study referred to the utility or usefulness of the Department's objectives to the graduates' professional responsibilities. The graduates' evaluation was obtained from a questionnaire that contained a list of 38 competencies that were considered representative of the Department's objectives. Percentage distributions, mean scores, and chi-square values were statistical measures used in analyzing the data. The results indicated that professional responsibility was associated with the graduates' evaluation of the relevance of the Department's objectives. Teachers or researchers gave the research objective higher ratings of relevance. Program development specialists and administrators emphasized the relevance of an understanding of adult education as a process of social change and the objectives stressing professional skills needed by the practitioner.

show abstract

Section: Professional Resl)onsibility-a Vafiable In Tlze Evaluationmentioning

confidence: 97%

Doctoral Graduates Evaluate the Relevance of Departmental Learning Objectives To Their Professional Responsibilities

Noel¹,

Parsons²

1973

Adult Education

View full text Add to dashboard Cite

show abstract

“…Within earlier years, there has been a vast amount of discussion in the adult education literature as it relates to the role of an adult educator. Douglah and Moss (1969) identified the adult educator as someone who conducts research and teaches content in the field of adult education. However, Darkenwald and Merriam (1982) included a section of professional functions and roles in their text of adult education: foundations of practice.…”

Section: The Adult Educator's Role In Promoting a Veteran‐friendly Enmentioning

confidence: 99%

Promoting a Veteran‐Friendly Learning Environment

Hunter-Johnson

2020

New Dir Adult Contin Educ

View full text Add to dashboard Cite

The transitioning of veterans from the military world to “the civilian world” and by extension the civilian workforce is the “ultimate career transition.” However, to facilitate this challenge, most veterans often utilize higher education as a transitional tool to qualify themselves with credentials that are not only recognizable but valued by their potential civilian employer. Transitional challenges for the veteran student in higher education include a unified learning environment (veterans and civilians), a learning environment supported by unfamiliar learning theories, and differences in roles, for example instructor and student. Utilizing the transitional challenges veterans encounter while pursuing higher education as an underpinning, this chapter provides an overview of the veteran student, explores the transitional challenges veterans encounter while pursuing higher education and relevant support systems needed for success. Additionally, this chapter provides strategies that should be employed by adult educators in an effort to promote a veteran‐friendly learning environment.

show abstract

The Contribution of Graduate Student Research to Adult Education Adult Education Quarterly, 1969-1988

Blunt

Lee

1994

Adult Education Quarterly

View full text Add to dashboard Cite

The purposes of this study were to determine the extent to which graduate students contributed to thebody of research through publication in Adult Education Quarterly (AEQ) and to shed some light on aspects of knowledge production and dissemination processes in graduate adult education programs. Graduate student contributors to volumes 19 through 38 were identified from two mailed surveys conducted ten years apart. The surveys sought information on the content of graduate research, the graduate programs and faculty who supported it, and the levels of graduate study involved. In addition, the surveys sought information on the characteristics of the student authors, including their sex, level of graduate study, motivation for undertaking non-required research, research dissemination activities and current professional occupations and duties. An overall survey response rate of 88.5% was achieved. The data revealed that 113 students, as authors and co-authors, published 128 articles in the journal over the 20 year period under study. Forty six percent of all journal articles published were written by graduate student authors. Seventy articles were written by lone authors, 50 were written with one other person and eight were co-authored with two other persons. The study findings confair that graduate student contributions to AEQ have been underestimated by prior studies and that adult education departments mediate the influence of the field of education on the development of the discipline and knowledge building to a greater extent than previously recognized. Graduate publication activity in AEQ was associated with program location and gender was associated with research content and dissemination activities. Implications for further research into the processes by which knowledge is produced in adult education are presented.

show abstract

Adult Education as a Field of Study and Its Implications for the Preparation of Adult Educators

Cited by 4 publications

References 0 publications

Doctoral Graduates Evaluate the Relevance of Departmental Learning Objectives To Their Professional Responsibilities

Doctoral Graduates Evaluate the Relevance of Departmental Learning Objectives To Their Professional Responsibilities

Promoting a Veteran‐Friendly Learning Environment

The Contribution of Graduate Student Research to Adult Education Adult Education Quarterly, 1969-1988

Contact Info

Product

Resources

About