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Stein, Sondra Gayle – New Directions for Adult and Continuing Education, 2017
This chapter describes how PIAAC's concept of competency-in-use can support literacy policy and practice focused on adult learners' real needs.
Descriptors: Adult Education, Adult Students, Competence, International Assessment
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Gast, Angela – New Directions for Adult and Continuing Education, 2013
Although many adult students turn to online degree programs due to their flexibility and convenience, a majority of prospective adult learners prefer to take classes on traditional brick-and-mortar campuses. This chapter examines how public research universities create pathways to degree attainment and boost degree completion rates among adult…
Descriptors: Adult Education, Academic Degrees, Educational Trends, Public Colleges
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Klein-Collins, Rebecca; Wertheim, Judith B. – New Directions for Adult and Continuing Education, 2013
Central to many of the current developments in higher education is prior learning assessment (PLA). In the past several years, with new and ambitious degree completion goals for adults, the United States is witnessing what can only be called a surge of interest in PLA.
Descriptors: Prior Learning, Higher Education, Adult Education, Achievement Rating
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Furman, Nate; Sibthorp, Jim – New Directions for Adult and Continuing Education, 2013
Experiential learning techniques can be helpful in fostering learning transfer. Techniques such as project-based learning, reflective learning, and cooperative learning provide authentic platforms for developing rich learning experiences. In contrast to more didactic forms of instruction, experiential learning techniques foster a depth of learning…
Descriptors: Transfer of Training, Adult Education, Adult Students, Experiential Learning
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Isaac, E. Paulette – New Directions for Adult and Continuing Education, 2012
Religious institutions wear many hats. In addition to meeting spiritual needs, they also serve as educational, cultural, political, and social centers. Like the world in general, many of them have responded to societal changes. They have expanded their contextual, geographical, and physical boundaries. Also, as demonstrated throughout this…
Descriptors: Religious Education, Adult Students, Adult Education, Role of Religion
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Frye, Steven B. – New Directions for Adult and Continuing Education, 2012
Looking back on the use of distance education tools by religious groups, one word that stands out is change. The old adage "We've never done it that way before" will become less valid as religious bodies find themselves in the midst of a world inundated with online possibilities that call them to question how they interact with members…
Descriptors: Educational Technology, Web Based Instruction, Computer Mediated Communication, Distance Education
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McLean, Margaret A. – New Directions for Adult and Continuing Education, 2011
Ableism is discrimination on the grounds that being able bodied is the normal and superior human condition. In contrast, being "disabled" is linked to ill health, incapacity, and dependence. These understandings become institutionalized in the beliefs, language, and practices of nondisabled people and create barriers to equitable social…
Descriptors: Adult Learning, Adult Students, Adult Education, Adult Educators
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Walker, Wayland – New Directions for Adult and Continuing Education, 2011
This article queries how one type of human difference--alterity, the experience of multiple distinct consciousnesses, or "alters," by one person--is pathologized in American culture. This experience is inscribed as a mental illness, labeled now as dissociative identity disorder (DID) and formerly known as multiple personality disorder (MPD). In…
Descriptors: Personality Problems, Popular Culture, Mental Disorders, Adult Students
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Fraser, Wilma; Hyland-Russell, Tara – New Directions for Adult and Continuing Education, 2011
This article invokes the spirit of "Sophia" as metaphorical guide for an ongoing reclamation of wisdom spaces and describes a path for educators and practitioners that can assist in the recovery of wisdom in the face of increasing pressures of measurable outcomes within the field of lifelong learning. The authors first examine wisdom…
Descriptors: Foreign Countries, Figurative Language, Lifelong Learning, Adult Learning
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Borg, Carmel; Mayo, Peter – New Directions for Adult and Continuing Education, 2010
The sites of adult education practice are multiple, and museums feature regularly among these sites (Chadwick and Stannett, 1995, 2000). This chapter explores the potential of museums as sites for critical "public pedagogy." It foregrounds the role of adult educators as co-interrogators with adult learners of what is generally perceived…
Descriptors: Foreign Countries, Adult Education, Adult Learning, Adult Students
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Alfred, Mary V. – New Directions for Adult and Continuing Education, 2009
This chapter describes social capital theory as a framework for exploring women's networking and social capital resources. It presents the foundational assumptions of the theory, the benefits and risks of social capital engagement, a feminist critique of social capital, and the role of social capital in adult learning.
Descriptors: Females, Adult Learning, Adult Education, Adult Students
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Nanton, Carmela R. – New Directions for Adult and Continuing Education, 2009
This chapter examines the cultural influences and applications of women's social capital networks on women's knowledge construction, community development, and autonomy within their cultures and the adult learning context.
Descriptors: Community Development, Females, Adult Learning, Coping
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Roberts, Nella A.; Plakhotnik, Maria S. – New Directions for Adult and Continuing Education, 2009
In this chapter, two women doctoral candidates examine the nature and function of support systems in graduate adult education. Recommendations and strategies for building social capital in the academy are also discussed.
Descriptors: Females, Adult Learning, Womens Education, Social Capital
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Wolf, Mary Alice – New Directions for Adult and Continuing Education, 2009
This chapter examines the potential for personal growth, development, and learning of older adult women who will have many productive years in the workforce. What implications are there for adult education communities who will interact with these older women? How do they adapt to the educational environment, and what social support will enable…
Descriptors: Females, Labor Market, Older Adults, Educational Environment
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Burgess, Kimberly R. – New Directions for Adult and Continuing Education, 2009
Women have long since used social networking as a means of coping with their struggles, educating and empowering themselves, engaging in broader social movements, and building international advocacy. Internet communities that are designed and facilitated to be inclusive of women's experiences can be important social spaces where women feel…
Descriptors: Females, Online Courses, Coping, Learning Experience
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