NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 9 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Brooks, Ann K. – New Directions for Adult and Continuing Education, 2009
This chapter addresses the complexity of providing workplace ESL by identifying patterns of "best practices" in the related fields of human resource management, adult education, and training and development, all of which have a stake in workplace ESL and the integration of immigrant workers.
Descriptors: Human Resources, English (Second Language), Best Practices, Personnel Management
Peer reviewed Peer reviewed
Direct linkDirect link
Ettling, Dorothy – New Directions for Adult and Continuing Education, 2006
This chapter addresses ethical issues that can arise for an educator who ascribes to and practices from the theoretical perspective of transformative learning.
Descriptors: Ethics, Transformative Learning, Adult Education, Adult Students
Peer reviewed Peer reviewed
Direct linkDirect link
Kiely, Richard; Sandmann, Lorilee R.; Truluck, Janet – New Directions for Adult and Continuing Education, 2004
This chapter describes a four-lens model for understanding adult learning theories and provides adult educators and administrators with a useful conceptual framework for working with adult learners in adult degree programs.
Descriptors: Learning Theories, Adult Students, Adult Educators, Adult Education
Peer reviewed Peer reviewed
Vogel, Linda J. – New Directions for Adult and Continuing Education, 2000
Holistic teaching and learning must be concerned with the spiritual lives of adult educators and learners. Educators should design processes that invite the involvement of the whole person while leaving room for diversity and mystery. (Author/SK)
Descriptors: Adult Education, Adult Educators, Adult Learning, Adult Students
Peer reviewed Peer reviewed
McClary, Sybil A. – New Directions for Adult and Continuing Education, 1990
Adult educators can help students cope with stress by (1) designing programs that are responsive to stress factors; (2) including information on stress effects in orientation sessions; (3) developing individualized programs of study; (4) integrating education into students' work and other life roles; (5) providing personal attention, advising, and…
Descriptors: Adult Education, Adult Educators, Adult Students, Coping