Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 6815. Next 10 >>
1. Final Report of the Development of an International Adult Learning Module (OECD AL Module): Recommendations on Methods, Concepts and Questions in International Adult Learning Surveys. OECD Education Working Papers, No. 21 (ED503773)
Author(s):
Kuwan, Helmut; Larsson, Ann-Charlotte
Source:
OECD Publishing
Pub Date:
2008-09-00
Pub Type(s):
Reports - Evaluative
Peer-Reviewed:
N/A
Descriptors: Informal Education; Learning Activities; Adult Learning; Learning Modules; Foreign Countries; Teaching Methods; Surveys; Research Design; Data Collection; Adults
Abstract: Policy interest in international surveys on Adult Learning (AL) has increased strongly. AL survey data are used as benchmarks for a country's educational system. However, results of key indicators like participation in learning activities often vary remarkably between different data sources. Stating that these differences are due to varying concepts and methods is not enough. The key question is: Which figures represent reality more appropriately? Therefore, evaluation of survey concepts and methods is crucial for international comparison of Adult Learning. This report provides guidelines on methodological and conceptual issues. Part one covers methodological aspects while part two deals with concepts, definitions and example questions. Recommendations are based on input from 14 countries. The methodological section covers data collection (telephone vs. f2f-interviews and online surveys); reference period (calendar year; recall problems); target population (age limit; non-national residents); sample design (proxy interviews, random selection of learning activities). The second part first discusses the basic concepts of Adult learning used in the European Adult Education Survey and in non-European countries (e.g. Canada, USA), including informal learning. The report then goes on to discuss empirical concepts and questions on AL participation and shows how different concepts affect empirical results and recommends example questions for formal, non-formal and informal learning. Other chapters refer to volume of AL; costs (what can be answered by non-experts?); providers of AL (define by teacher or learning location?); fields (ISCED, etc.); obstacles and benefits (which items are more valid?) and imputation. This report will act as a useful resource tool for researchers and policy makers when designing new national AL surveys or when optimising existing surveys. Results are focussed by a summary of conclusions, recommendations and example questions at the end of each section. Annexes include: (1) Acronyms used in this report; (2) References; (3) Existing OECD Education Working Papers. (Contains 40 footnotes and 18 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
ERIC Full Text (626K)
2. Neonatal Odor-Shock Conditioning Alters the Neural Network Involved in Odor Fear Learning at Adulthood (EJ809449)
Sevelinges, Yannick; Sullivan, Regina M.; Messaoudi, Belkacem; Mouly, Anne-Marie
Learning & Memory, v15 n9 p649-656 Sep 2008
Journal Articles; Reports - Research
Yes
Descriptors: Conditioning; Inhibition; Adult Learning; Brain; Fear; Child Development; Brain Hemisphere Functions; Prenatal Influences; Diagnostic Tests; Neurological Organization; Animals; Sensory Experience; Control Groups; Infants
Abstract: Adult learning and memory functions are strongly dependent on neonatal experiences. We recently showed that neonatal odor-shock learning attenuates later life odor fear conditioning and amygdala activity. In the present work we investigated whether changes observed in adults can also be observed in other structures normally involved, namely olfactory cortical areas. For this, pups were trained daily from postnatal (PN) 8 to 12 in an odor-shock paradigm, and retrained at adulthood in the same task. [superscript 14]C 2-DG autoradiographic brain mapping was used to measure training-related activation in amygdala cortical nucleus (CoA), anterior (aPCx), and posterior (pPCx) piriform cortex. In addition, field potentials induced in the three sites in response to paired-pulse stimulation of the olfactory bulb were recorded in order to assess short-term inhibition and facilitation in these structures. Attenuated adult fear learning was accompanied by a deficit in 2-DG activation in CoA and pPCx. Moreover, electrophysiological recordings revealed that, in these sites, the level of inhibition was lower than in control animals. These data indicate that early life odor-shock learning produces changes throughout structures of the adult learning circuit that are independent, at least in part, from those involved in infant learning. Moreover, these enduring effects were influenced by the contingency of the infant experience since paired odor-shock produced greater disruption of adult learning and its supporting neural pathway than unpaired presentations. These results suggest that some enduring effects of early life experience are potentiated by contingency and extend beyond brain areas involved in infant learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
3. The "Accidental Activist": Learning, Embodiment and Action (EJ809726)
Ollis, Tracey
Australian Journal of Adult Learning, v48 n2 p316-335 Jul 2008
2008-07-00
Descriptors: Community Development; Lifelong Learning; Adult Learning; Social Change; Foreign Countries; Social Environment; Epistemology; Activism; Holistic Approach; Experiential Learning
Abstract: The 21st century has seen renewed interest in activism, community development and social change globally (Kenny 2006). This paper outlines the educational significance of the learning practices of activists as they engage within and against the state. In an era of adult education which emphasises lifelong learning and learning in the workplace, this article explores the holistic practices of activists as they learn from one another in a social context or "on the job". Adult activists act with agency, their learning is purposive; it is resolute and they are there and act for a reason. This learning is not only cognitive but also embodied; it is learning often associated with the emotions of passion, anger, desire and a commitment to social change. Drawing on current research in Australia, attention is given to an important but at times forgotten epistemology of adult learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (189K) | More Info: Help Find in a Library
4. Adult Education, Social Inclusion and Cultural Diversity in Regional Communities (EJ797560)
Townsend, Rob
Australian Journal of Adult Learning, v48 n1 p71-92 Apr 2008
2008-04-00
Information Analyses; Journal Articles
Descriptors: Educational Policy; Cultural Isolation; Adult Education; Adult Learning; Cultural Pluralism; Social Isolation; Migration Patterns; Social Networks; Social Capital; Social Integration; Foreign Countries
Abstract: This article presents the outcomes of recent research into adult education programs and experiences in the Shire of Campaspe, a region in northern Victoria. Research data of people from diverse cultural backgrounds reveal how individuals can utilize adult education as a space to explore their own social and cultural isolation in a regional context. The research reveals patterns of migration, internal population mobility, social isolation and cultural identity within the context of this one regional shire. The article discerns the roles that adult education providers play in creating specific kinds of space for people to discover new social networks while interacting with informal and formal structures and processes of adult learning. Adult education programs and practices can play an important role in providing space for the exploration of social, cultural and economic experiences. However, individual adult education organizations manage their spaces and programs in such a way that excludes some people from social and economic activity crucial to the development of individual and community social capital. Adult learning policies, programs and practices in regional communities need to address the holistic nature of adult learning for people from culturally diverse backgrounds in order to contribute to the development of sustaining social capital for individuals, families and communities in Australian society. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (185K) | More Info: Help Find in a Library | Publisher's Web Site
5. Underpinnings of Adult Learning in Formal Teacher Professional Development in Cyprus (EJ811526)
Karagiorgi, Yiasemina; Kalogirou, Chrystalla; Theodosiou, Valentina; Theophanous, Maria; Kendeou, Panagiota
Journal of In-service Education, v34 n2 p125-146 Jun 2008
2008-06-00
Descriptors: Learning Theories; Research Design; Learning Readiness; Seminars; Learning Strategies; Factor Structure; Adult Learning; Foreign Countries; Statistical Analysis; Inservice Teacher Education; Teacher Attitudes
Abstract: Despite controversy in the literature, the present article assumes that the adult learning theory provides a powerful framework for evaluating training practices. This study explores the degree to which adult learning traits are embedded in optional seminars, the primary form of formal in-service teacher training in Cyprus and a traditional, structural approach towards teacher development. A quantitative research design is employed, with a nationally representative number of participants. Teachers' views indicate adult learning as multidimensional, with the emerging factor structure similar to that derived from relevant literature, as to the extraction of the factors: orientation to learning, readiness to learn, accumulated experience and self-concept. Two additional factors--organization of seminars and dissemination of results--show that these two dimensions should also be taken into consideration in training design. Although teachers' views about optional seminars appear predominantly positive, such optimistic outcomes should not be projected in uncritical ways since positive attitudes could be attributed to the voluntary character of participation and the subconscious application of adult learning strategies by trainers. Despite such limitations, possible action should focus, among others, on training the trainers, restructuring organizational aspects as well as enhancing dissemination practices. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Meaning and Role of Emotions in Adult Learning (EJ824798)
Dirkx, John M.
New Directions for Adult and Continuing Education, n120 p7-18 Win 2008
2008-00-00
Journal Articles; Reports - Descriptive
No
Descriptors: Adult Learning; Psychological Patterns; Role Perception; Emotional Development; Emotional Experience; Hermeneutics; Learning Experience; Inquiry; Affective Behavior; Behavioral Sciences
Abstract: This article describes different ways of understanding emotions and their role in adult learning. The author suggests that people's understanding of emotions is shifting from one where they are viewed as an obstacle to reason and knowing to more holistic and integral ways of knowing one's self and the world. In this article, he provides a theoretical foundation for the exploration of affect-laden experiences in adult learning. The author points out that the study of emotions is a wide and historically situated enterprise. In this article, he acknowledges major themes that resonate in current conversations and practices. Following a description of the various ways affect and emotion can be expressed in the adult learning enterprise, the author discusses three interrelated issues: (1) the nature and meaning of emotion; (2) the changing understanding of the role of emotion in human experience; and (3) the integration of emotion in adult learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Research Utilization in the Field of Adult Learning and Literacy: Lessons Learned by NCSALL about Connecting Practice, Policy, and Research. NCSALL Occasional Paper (ED498922)
Smith, Cristine; Bingman, Beth; Beall, Kaye
National Center for the Study of Adult Learning and Literacy (NCSALL)
2007-08-00
Descriptors: Research Utilization; Adult Learning; Theory Practice Relationship; Research and Development; Adult Literacy; Formative Evaluation; Outreach Programs; Agenda Setting; Research Reports; Continuing Education Centers; National Programs; Institutional Research
Abstract: This occasional paper is a summary of what the staff of the National Center for the Study of Adult Learning and Literacy (NCSALL) Dissemination Initiative learned about how to connect research, policy and practice in ways that promote evidence-based practice in the field of adult learning and literacy. NCSALL Tools for connecting practice, policy, and research are appended. (Contains 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (189K)
8. The Future of Informal Learning (EJ800040)
Taylor, Richard
Adults Learning, v19 n6 p8-17 Feb 2008
2008-02-00
Descriptors: Informal Education; Adult Learning; Foreign Countries; Educational Change; Government Role; Public Policy; Policy Formation; Older Adults; Lifelong Learning; Politics of Education; Educational Technology
Abstract: "Informal Adult Learning: Shaping the Way Ahead," the Government's consultation on the future of informal adult learning in England, was launched by Secretary of State for Innovation, Universities and Skills, John Denham, on January 15, 2007. The consultation invites respondents to help shape "a new vision for informal adult learning for the 21st century" and "identify the most appropriate support that Government can give." This article presents the responses of some of the leading voices on informal adult learning: (1) Richard Taylor, Director of the Institute of Continuing Education, University of Cambridge; (2) Alan Tuckett, Director of NIACE; (3) David Sinclair, Head of Policy; and Amy Swan, Engagement and Communities Policy Officer, Help the Aged; (4) Ceri Williams, Principal and Warden of the Mary Ward Centre and Settlement; (5) Richard Bolsin, General Secretary of the Workers' Educational Association (WEA); (6) Natasha Innocent, Senior Policy Adviser Learning, Museums, Libraries and Archives Council; (7) Stephen Crowne, Chief Executive of Becta; (8) Bernard Godding, Chair of the Educational Centres Association; and (9) Stephen McNair, Associate Director, Older Learners, NIACE. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Exploring the Contribution of Play to Social Capital in Institutional Adult Learning Settings (EJ797564)
Harris, Pauline; Daley, John
Australian Journal of Adult Learning, v48 n1 p50-70 Apr 2008
Descriptors: Play; Action Research; Adult Learning; Adult Students; Social Capital; Institutionalized Persons; Literature Reviews; Cooperation; Interpersonal Relationship; Lifelong Learning
Abstract: This paper explores how play as an educational tool can enhance social capital for adult learners in institutional settings. Framed by conceptualisations of social capital (Putnam 1993, 2000) and play (Melamed 1987, Meares 2005, Vygotsky 1978) and supported by research literature on play in adult learning, our action research in our adult education classes focuses on cooperative forms of play in which pretend, role-play, improvisation, playful activities and a playful mindset were key components. We investigate these play experiences in terms of their implications for nurturing adult learners' social capital. Our preliminary findings to date reveal that play contributes to social capital by enriching adult learners' engagement, cooperation and sense of connectedness with one another as well as with people, resources and information beyond their group. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (194K) | More Info: Help Find in a Library
10. Report from the European Prison Education Association (EJ794515)
Behan, Cormac
Journal of Correctional Education, v59 n1 p5-7 Mar 2008
2008-03-00
Descriptors: Correctional Education; Nongovernmental Organizations; Adult Education; Lifelong Learning; Adult Learning; Books; Government (Administrative Body); Foreign Countries
Abstract: Since the last edition of the Journal, the European Prison Education Association (EPEA) has been officially elected a member of the European Association for the Education of Adults (EAEA) at EAEA's General Assembly held at the University of Latvia in Riga. The EAEA is the largest umbrella organization in Europe advocating lifelong learning. It is a European NGO with 130 member organizations in 41 countries working in the fields of adult learning. The European Prison Education Association hopes that with membership of the EAEA, it will be in a position to help influence decisions concerning prison education made in the European Union. Additionally, the article reports that the European Commission (EU) has adopted a Communication in support of the Action Plan on Adult Learning calling on the Member States to work together and support the EU's Action Plan. The Action Plan on Adult Learning aims to help remove the barriers that prevent adults from engaging in learning activities and to improve the quality and efficiency of the adult learning sector. The article concludes with an annotated bibliography of two books from the Council of Europe, "European Prison Rules" and "Crime Policy in Europe." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help