Collegiate Education Is An Integral Part Of The Formation...

Collegiate Education Is An Integral Part Of The Formation...
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 been noted
to lead to a much more diverse and individually successful learner. Students in this type of
classroom gain the necessary skills to think for themselves and become creative and intelligent
members of the workforce. While some may argue that collegiate lecture–based learning is
necessary for a broader understanding of ideas, incorporating more participation into the classroom
from students creates a student that will be more independently creative, contributing more to
society. The reluctancy of major American universities to move more towards this style of education
is indicative of the financial priorities of American colleges outweighing educational goals. Lecture–
based learning is problematic for the college student because it is outdated and does not promote
learning as a process of analysis and personal discovery. Lecture–based learning is one of the oldest
teaching styles still used today. Originally, it was used out of necessity when books were not able to
be
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What I Believe About Philosophy, Ethics, Adult Education,...
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, adult education, the learner, the instructor, and the curriculum. This will ultimately help guide
me and focus me to my view of this profession and myself as an adult educator. Before I go into
how I see things, I first must define a few terms and decide where I stand. First, what is a
philosophy of education? Lorraine M. Zinn (1998)
Explains a Philosophy of Education represents a comprehensive and interrelated set of values and
beliefs as applied to education– including beliefs about the purpose and nature of human life, the
role(s) of teachers and learners, important subject matter, and effective teaching approaches. Who is
an adult educator? The term "adult educator" may describe anyone who helps adults learn
something, gain knowledge, or skills for a variety of purposes. Adult education doesn't always
happen in a classroom setting. It may be in the form of formal or informal settings, for credit hours
or not for credit hours. Not knowing where I stood as far as

The Field Of Adult Education
INTRODUCTION
The field of adult education has a longstanding tradition of student–centered learning. More
recently, there has been an increased emphasis in K–12 education on using student–centered
instructional practices in ESL/EFL context. In the traditional classroom, students are the passive
participants who spend their class time listening and taking notes or recording what they have heard;
on the other hand, teachers are the solely original resource of knowledge or information and practice
the "show and tell" model. This is the way how I learned English in my country, China, which is the
EFL classroom. Nevertheless, under the circumstance of society which highly advocates choice and
democracy, the student–centered approach which ... Show more content on Helpwriting.net ...
However, the adoption of the student–centered pedagogy in most classrooms is challenging and not
as smoothly as they should be. Jabbour in 2013 stressed that some issues that restrain teachers from
adopting a student–centered approach, for instance, lack of resources or facilities, the size of class,
standard curriculum, standard examinations, school leadership and teachers' professional
development (Jabbour, 2013). In view of such statements from several researchers, the adoption of
learner–centered instruction in ESL/EFL contexts seem to be problematic. Unless these restrains or
issues are highlighted and addressed, teaching and learning in ESL/EFL contexts will not be as
effective as administrators expect to be. In this case study, I interviewed an ESL teacher, Enid Lum,
who has been teaching for ESL class about twenty years. She is my co–teacher when I am doing my
student teaching. During her 20–year teaching experience, she has gone through the transition from
teacher–centered pedagogy to student–centered pedagogy. In her classroom practice, she used to
predetermine the objectives, give lecture for every course, take control over classroom decisions.
However, in order to implement student–centered method, she is aware of that, the

Reflection On Wood's Mill Adult Education Center
Introduction
To meet the requirement of 20 field experience hours for EDUC 2130, I volunteered at the Wood's
Mill Adult Education Center in Gainesville. The Wood's Mill Adult Education center is operated by
Lanier Technical College. This institution is an educational facility that helps students who did not
complete high school prepare to take the GED. The program offers classes in mathematics, social
studies, science, and reading. The class that I was placed in had six students. Four of the six students
in the class I was working in had been coming to Wood's Mill for more than three months. When
speaking to administration, I was told that the average student stayed in classes for around six
months before testing. When I asked for how many

Volunteering: Adult Basic Education
Volunteering is part of who I am. It's my secret to living a joyful life. One of my most significant
volunteer experiences is at a place called Adult Basic Education, where I have been volunteering for
over three and a half years. ABE is a place where adults from various backgrounds, mostly those
who speak little or no English, go to learn and improve their English skills. There are also some
adults who go to ABE to prepare for the GED test, so that they can get a diploma. I volunteer as a
level–one–teacher assistant, working in small groups and one on one with students at the beginner
level to help them practice their speaking and pronunciation. I remember when I was 13 years old,
my family and I moved to the U.S.A. from Cambodia and I did

Personal Philosophy Of Adult Education
When we prepare children for life. We have to bring lot of changes to the teaching methodology. My
personal philosophy is to create positive learning environment through active learning. Teaching and
learning are the two sides of a coin... Students can learn best when they are motivated. To motivate
them for learning teacher need to be well prepared and motivated him/herself. Students enjoyed
learning if the activity is fun. Therefor an effective strategy can help students to get involved in the
lesson and they get to know what they learn best.
Teachers need to use different methods to teach and provide the opportunity to explore, investigate,
solving problems. When the students are actively participating, they learn faster and retain
knowledge better. Progressivism educational philosophy promotes child–center learning. ... Show
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In addition another term are also used to refer this method is active learning since students are
actively involved in the learning. In addition, the teacher serves as a facilitator, rather than
transmitting knowledge. In the learner–centered design, learning becomes primary while the actual
the content knowledge of the subject is considered as secondary (as cited in Cranton, 1998). When
this design is considered, the teacher gives additional focus to the improvement of higher order
intellectual and cognitive skills in the learners. The learners are more empowered learners and they
are considered more autonomous (Kavanoz, 2006) (as cited inCranton, 1998).
However in the teacher centered approaches do not give much attention to the learners needs. The
teacher carries out the lesson as a lecture and there is not much interaction between the two parties
and the students remain as passive recipients of the knowledge (Kavanoz,

Adult Basic Education Programs For Adult Education
Adult Basic Education programs exist in the United States to provide "second chance" educational
services to adults 18 and older who test below a twelve grade level in reading, language, or math.
This is made possible through the Workforce Innovation and Opportunity Act (WIOA), which was
signed into law by President Obama on July 22, 2014, revising and reauthorizing the Workforce
Reinvestment Act (WIA) of 1998 (H.R. 803, 2014). Title II of the WIA established the current
accountability standards for adult education programs in the United States that include state–level
development of student outcome–based performance standards to determine program effectiveness.
Outcome measures include adult student educational functioning level gains in reading, math, and
language literacy; student gains in the skills and knowledge areas needed to become employable; an
increase in adult student parental involvement, and completion of high school equivalency diplomas.
These outcomes reflect the goals of the WIA adult education program, which are to improve English
literacy and language skills needed for self–sufficiency, to assist in completion of high school, and
to place adults into postsecondary and employment training programs (Condelli, Castillo, Seburn, &
Deveaux, 2002). WIOA expands and encourages better coordination between the primary federal
programs that support workforce development, employment services, adult education, and
vocational rehabilitation services, and establishes

Adult Education In The Military
The history of education in the military has played a huge part in the dynamics of how the military
has shifted from a soldier building environment to one of developing members through adult
education and training. Kasworm, Rose, and Rose–Gordon (2010) describes how military adult
education was initially designed to help build morale by giving members' enough reading skills to
read their Bibles and to have enough literacy to perform their jobs. This paper will cover some
historical figures that have influenced adult education in the military as well as events that have had
an effect on adult education in the military. Some of the key figures that were used to help pave the
way for the introduction of military literacy in the service branches

Adult Education Policy Analysis
In terms of policy development, an educational issue that is always changing each year is adult
education. The adult leaner can be one the trickiest populations to educate, because adults come
from many different backgrounds. In my opinion, adult education starts when a student beings their
educational career in undergrad, and continues with post–bachelor degrees, work place
environments, and even at home.
According to Kristen Caschera, the three most significant challenges an adult learner faces are
balancing school and life responsibilities, accessibility, and cost (Cashera, 2013). This is an issue in
policy development because in order to run an effective educational program, it must need to meet
the needs of an adult learn, focusing on

Adult Basic Education and Implications of Digital Literacy...
Adult basic education or ABE is a complicated area given that there are varying definitions of the
words the title contain. Theorists, practitioners and learners can give differing accounts of what it
means to be an adult learner, what constitutes basic education and how to facilitate said education.
In practice, the area of ABE describes a whole range of programs that deliver a baseline or basic set
of skills that all adults are expected to have acquired during compulsory education (ABE, 2013).
According to Jacobson (2012), there is now an increasing availability of digital technology
resources for education that are beginning to be applied to adult basic education settings. The
presences of these technologies are undoubtedly ... Show more content on Helpwriting.net ...
These technologies also have implications for teacher professional development along the same
community of practice model. A CoP developed in an online environment known as an OCoP
(Harasim, 2012), allow teachers and administrators the forum to discuss and develop best practices
that support teachers in the development of instruction that in turn support learners in the
exploration of digital literacies and content knowledge. An OCoP also takes advantage of and
promotes understanding within the teacher's practice of the usage requirements of digital
technologies within the design and development of curriculum for content knowledge,
computational and language literacy skills as their own professional development is designed within
the digital environment (Hawkes and Pauli, 2010). Additionally, the development of an OCoP,
perhaps as a website or wiki application removes the boundaries of time and place and increases the
efficacy and accessibility of information dissemination and support activities. Affordances of Digital
Technologies
Online learning and distance education technologies have been of keen interest to the adult basic
education community for better than 15 years, as it solves the problem of lack of capacity. The last
National Assessment of Adult Literacies reported 93 million adults have reading, math and/or
English

Adult Literacy Education Executive Summary
Change is a slow process, but we are well on our way and look forward to the next few years when a
broader range of services will be added to ensure we can adequately support adults who need and
want to improve their literacy skills by working more actively with community–based
programs/agencies.
Effective July 2015, NYS Education Department has restructured how Adult Literacy Education
(ALE) funds are distributed. State funding proposals is now limited to seven regions forcing
Literacy Connections to form the Hudson Valley Literacy Consortium (HVLC) in partnership with
Orange, Ulster and Sullivan Counties. The change restricts funding and area of service to a region.
Columbia and Greene Counties falls under the Capital District/North region ... Show more content
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has been working with a volunteer tutor since August 2014. He has found work with the Flanders
Filtration Company and he loves his job. Since his English skills have improved, his employment
has also improved. He now works full time and recently got a raise. It is Ahklaqur's ambition to
become a line manager at his job. In addition to meeting with his tutor, he is also being guided to
use online ESL programs, to help him achieve his goals around his much busier work schedule.
Student becomes volunteer
Iryna Johnson came to Literacy Connections first as a student, looking to improve her
communication skills. She worked with one of our tutors, and now herself volunteers and tutors for
Literacy Connections. Iryna has a graduate degree from the Ukraine and specializes in mathematics.
As a volunteer she helps out around the office and helps some students, particularly those with a
math need. Iryna is passionate about education and a strong supporter of Literacy Connections. She
continues to pursue her own professional development, while being supportive of the services we
provide.
Out of the halfway house
Crystal A. came to Literacy Connections through Riverside Recovery and was matched with a tutor.
She is currently not working with her tutor now, but from the most recent contact we learned that
she is out of the recovery program, working full–time and living on her

The Role of Adult Basic and Literacy Education Essay
The Role of Adult Basic and Literacy Education
With the passage of the 1988 Family Support Act (FSA), adult basic and literacy education was
linked to welfare reform. Based on experimentation with welfare reform during the previous decade,
the FSA created the Job Opportunities and Basic Skills Training Program (JOBS). JOBS, which
requires states to make educational services available to welfare recipients, was created in response
to the general consensus that welfare recipients are not well prepared to enter the work force (Cohen
et al. 1994). One of its major underlying assumptions is "that a strong foundation of literacy and
basic skills is critical to the successful transition to employment and self–sufficiency for AFDC ...
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Some of this research is based on experiments with welfare–to–work programs leading up to the
FSA (e.g., California's Greater Avenues for Independence [GAIN] program), but much of it deals
directly with the experiences of providing adult basic and literacy education to JOBS participants.
This Practice Application Briefreviews some of these research findings and describes their
implications for practice.
What Does the Research Say?
Evaluation studies of employment and training programs, including the Comprehensive
Employment and Training Act (CETA), the Job Training Partnership Act (JTPA), and JOBS, are one
body of research that can inform practice. This research has been conducted over the past 20 years
primarily on demonstration programs designed to improve the basic skills and employability of
disadvantaged adults. A synthesis (Cohen et al. 1994) of this research resulted in the following
conclusions that have a bearing on the role of adult basic and literacy education in welfare–to–work
programs:
Because they use traditional pedagogical approaches for which many adults have little tolerance,
adult basic and literacy education programs have experienced difficulty attracting and retaining
participants. Furthermore, many low–skilled adults see no connection between this traditional
approach and their primary goal of getting a

Sex Education With Young Adults Essay
Throughout the years of America, there has been tension regarding sex education with young adults.
During the 1940s, is when the observances of teen pregnancy started to be studied. In 1941, was
when the highest peak of teen pregnancy was, and has since then gone down. However, the United
States still has the highest teen pregnancy rate in all the industrialized nations. In European
education systems, they teach sex education in every way. They not only have comprehensive sex
education classes, but they also support safe sex in advertisements and in other social issues
discussed in classes. Because of this, the Netherlands has one of the lowest teen pregnancy rates in
continental Europe. A few American states have also started comprehensive sex education, and have
lower teen pregnancy rates. The current sex education that is implemented into schools is
abstinence–only. The U.S. government should eliminate abstinence–only programs, because it will
lower the risk against STDs (Sexually Transmitted Diseases) and STIs (Sexually Transmitted
Infections) among young adults, drop teen pregnancy rates, and an older age when teenagers have
sex. With the risk of HIV/AIDS, other STDs, and abstinence–only education programs, many
LGBTQ (Lesbian, Gay, Bisexual, Transsexual, and Queer) young adults are confused on how they
should interpret sex education. Many LGBTQ young adults are unsure about how to interpret
abstinence–only education. With the main message of abstinence having a

Continuing Education: The Definition Of Adult Education
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 fulfillment as an all–time learner. Subsequently "adult education" is a wide–
ranging word to define; therefore let's look at it in the aspects of learning approach, in general,
continuing education in college, and beyond literacy in the workplace. First, learning approaches for
an adult education is different from childhood education learning approaches. As an adult, the
approach is more practical. Adults have different needs as students, and these needs should be taken
into thought when planning training for adults. Adult mindset is set and ready to be trained. It
doesn't take a lot of work to prepare adults to learn. Their mindset is no longer as it was during
childhood; where it is not focused and ready to learn, but to play. Then the teacher has to incorporate
many activities to help bring their wandering minds into the training world. Furthermore, adult
continuing education, for example, is a bit of what I'm currently doing since I went back to attend
college to finish

Changing Society as a Whole in Stubblefield and Keane's...
When one thinks about educational opportunities, it is most likely schoolhouse, college, and even
university settings that may come to mind. As Stubblefield and Keane (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 been
experienced throughout the United States, while also making ... Show more content on
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Following the start of public lectures, and the rise of newspapers and magazines, came two
educational institutions that "merit exploration" (Stubblefield & Keane, 1994, p. 34).
Apprenticeships typically allowed for the learner to live right with the teacher and for a set of
mutual obligations to be completed as set forth in a contract. Stubblefield and Keane compare the
colonial apprenticeships to similar apprenticeship programs in England saying "colonial
apprenticeship copied many of the English patterns...its integration with general education and its
accessibility was probably superior to the original English form" (p. 35). White colonialists were not
the only ones that benefited from apprenticeships; 'the institution of apprenticeships...'often served
as a step toward freedom' for African Americans" (p. 38). Alongside apprenticeships came evening
schools which were "typically private ventures... with elementary courses in reading, writing, and
arithmetic" (p. 39). These schools were adequately named, as they were most often held in the
evening, with many students working during the daytime. Evening schools may have had their start
in the mid–1600's, but the idea's basis of having school at night is still around today. Throughout the
rest of the first two parts of their book, Stubblefield and Keane analyze the ways in which different
communities, and races, used

Deafness In Adult Education
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, the effects on learning with this disability, educational services
that fall under IDEA and WA state guidelines. We will discover how teachers can create
accommodations and modifications for success for these students and ending it with resources that
can help educators, families and children that are affected with deafness. To understand this group of
people we need to understand the terms of deaf and hard of hearing. The definition of deafness
under IDEA (Individuals of Disabilities Act) is "so severe that the child is impaired in processing
linguistic information through hearing, with or without amplification" (Deafness and Hearing Loss.
... Show more content on Helpwriting.net ...
If the ear drum and middle ear are functioning properly, patients may benefit from a cochlear
implant – a thin electrode is inserted in the cochlea, it stimulates electricity through a tiny
microprocessor which is placed under behind the ear, under the skin. 3) Mixed hearing loss. This is a
combination of conductive and sensorineural hearing loss. Long–term ear infections can damage
both the ear drum as well as the ossicles. Sometimes, surgical intervention may restore hearing, but
it does not always work." (Nordqvist, C. (2015, November 10). "Deafness and Hearing Loss:
Causes, Symptoms, and Treatments." Medical News Today. Retrieved from
http://www.medicalnewstoday.com/articles/249285.php). From this article, it is clear what causes
deafness and hearing loss weather it's genetics or sustained

Reflective Essay On Adult Education
Deputy Sheriff, training officer, instructor, adjunct faculty, these are but a few of the hats that I wear
in my daily interactions within the world of Adult Education. As a veteran law enforcement officer I
was first introduced to adult education, after several years I would find myself on the other side of
the podium. After serving as a field training officer for rookie's graduation from Basic Law
Enforcement Training (BLET) I would take on the additional role of teaching in the BLET program
itself. The route I have followed to adult education is unique and non–traditional compared to my
peers within the EdS program here at Appalachian State University. I have completed both my
Bachelors and Masters degrees as an adult within the past ten years while working full–time. I
currently teach several blocks of the BLET program as well as several sections of the Student
Success course on the campus of Davidson County Community College.
I believe that the purpose of adult education programs is to foster the growth of the non–traditional
student population. Students who have either been displaced or chosen to return to college for a
variety of reasons. It is critical that we, as instructors and administrators, realize that each of these
students may learn in a different manner. We must take into account known strategies such as
Gardner's Multiple Intelligences as we design and deliver courses within our chosen fields. I for one
am primarily a very kinesthetic learner, and learn

The Leading Theories For Development Of Adult Education...
Andragogy and TPACK have been the leading theories for development of adult education programs
and curricula. This white paper will provide various reasons to support the need for professional
training programs to be implemented into educational settings for instructional leaders, coaches and
supervisors. As the technological era continues to grow and flourish, instructional leaders are not
able to effectively support instructors in implementing the technological, pedagogical, and content
knowledge (TPACK) needed to effectively support student learning. It can be proven that adult
students are in fact intrinsically motivated; therefore, the need for instructional programs that are
suited to support andragogic instructional strategies can improve the adult student's overall
performance. Research indicates that teachers' technological skills, teaching practices and
knowledge of content as a whole plays a significant role in overall TPACK for classroom and online
instructors. Therefore, it is imperative for instructional leaders, coaches, and supervisors to have a
continuous Andragogy and TPACK professional development and Training Program.
Introduction
Over the past few years, there has been a significant increase in the number of adult learners
enrolling in adult education programs. With this influx comes a significant need to change the
methods by which instruction takes place within the classroom. Instructional leaders must have a
clear understanding of

The Meaning of Adult Education: Quote Analysis
Adult Education Quote Analysis "The resource of highest value in adult education is the learner's
experience. Therefore all genuine education will keep doing and thinking together"¦experience is the
adult earner's living textbook," so said Edward Linderman in his work The Meaning of Adult
Education. For generations, education has tended to shy away from experience–based learning in
favor of more structured models. However, utilizing experience within the process of education is
still a powerful tool for instructors of students of all ages. Adult education students can benefit the
most, as they already have a wealth of experiences and resources to bank on in their quest to adopt
new learning into what they already knew and experienced. Therefore, it is true that within the
context of the adult learner, experience is one of the most crucial learning resources. Using
experience as a catalyst of learning is almost as old as learning itself. Experience–based learning is
how mankind started learning from his most primitive position (Hansen 23). Essentially, experiences
taught early human survival techniques which allowed them to grow and develop into more
complicated societies with vaster amounts of knowledge to understand and utilize. However, "in the
formal education system, it has tended to be developed and regarded as somehow fundamentally
inferior to those organized forms of knowledge which have been constructed as subjects or
disciplines" (Hansen 24). Past decades

The Education Of Adult Education
For each family, education has a different level of importance. Sometimes education is not seen as
an important use of time, so they go straight into work. Adult education is necessary though because
people should be given the chance to change their decision about education at any given time. In
1968, Henry McNeil had just turned sixteen and thought that he was prepared for the workforce, so
he quit high school. After he dropped out, a job was easily achieved even without a high school
diploma because of his hardworking attitude. The ability to adapt to his job gave him employment
until he was fifty–eight. However, when the economy took a downward turn, the companies that had
once overlooked the education of the applicant in place of a good mentality, now were not able to
take the risk. Insurance that the potential employee was educated weighed in more than the
experience gained from prior jobs. Henry McNeil needed a new path for his life and decided to go
back to school to achieve it. Every person does not go through the same intellectual stages of life at
the same time. Every person is different, so diverse options for education are necessary. Therefore,
adult education systems in Caldwell County and the United States of America deserve as much
attention as youth education systems.
The concept of adult education had its beginnings a long time ago. The American people had to
realize that another education system was needed in order to thrive at different stages of life.

Social Context Of Adult Education
ADE 6640 Social Context of Adult Education, 15/T5, Dr. Jonathan Taylor This assignment focus led
my reflection on how the educators were preparing adult learners to use the knowledge gained from
curriculum in higher learning institutions. Educators may have to think of an effective approach to
learning other than the traditional method of learning. Project–based or ready to Work Initiatives
were gleaned upon to successfully prepare students with knowledge to transfer skills learned to
other areas. However, this aim is to help the learners obtain better educational needs and be able to
use what is learned. Meanwhile, how the educators were preparing students to succeed in the world
as they interacted with others in the social setting is of most importance. In reflecting on this
Creative Experience assignment, the content in this course influenced my passion further toward
preparing the adult learners to enter the world using the education they obtained. Areas to be viewed
will be the relevancy of national issues and policy to be considered, and the approach of programs.
The field of adult education continued to influence my hunger to efficiently equip the learners to be
successful after completing their education. Educators must become aware of what learning
approaches to use to ensure individual's learning potential while determining what skills are gained
as development occurs through interactions. There are relevancies of national issues that adults face
when

Ethics In Adult Education
Ethics in Adult Education
Susan Imel's article "Ethical practice in adult education" provides an overview of a number of
salient areas of concern regarding ethics in adult education (1992). Because it is focused
predominantly on administration, the article can be considered a companion piece to Chapter 8 of
Adminstering Successful Programs for Adults: Promoting Excellence in Adult, Community, and
Continuing Education (Gailbraith et al 1997). The author considers the inherent challenges facing
adult education instructors and details specific ways in which the ethical challenges of adult
education are different from (and in many ways more pronounced) than those facing child or high
school educators. Finally, the article provides a basic framework for how adult education instructors
should implement ethical practice into their instruction. Imel begins the article with a discussion of
teacher bias, arguing that it is one of the foremost ethical challenges facing teachers. The author
notes that unlike elementary school, adult education teachers are not required by the administration
to enforce specific values or learning requirements. Consequently, the structure of the course is
typically contingent on the whims of the instructor. In this regard, two people taking the same
subject from different instructors may very well experience vastly different curricula and instruction.
Imel also notes that unlike elementary school, adult education instructors do not typically teach

Limitations Of Adult Online Education
Over the past decade, online learning that is facilitated by technology has become a prominent
feature of higher education. As more higher education institutions continue to offer online courses
and degree programs, it is evident that majority of the learners signing up for online courses are
adults who often have families and full time jobs (Yoo and Huang, 2013). This trend has raised
debates and arguments regarding adult online education and the adult learner as a new player in
higher education. As higher education tries to accommodate the adult learners, it has become
necessary for universities and other higher learning institutions to understand the needs of these
learners and weigh the potential benefits and limitations of adult online education. Whereas past
studies have explored the features and benefits of adult online education, it is necessary to examine
the benefits of adult online education in comparison to classroom education. Research suggests that
adult online education is beneficial as it is accessible, flexible, enables personalized learning, and
promotes degree attainment rate and career development.
One of the arguable benefits of adult online education is its accessibility. Research shows that
compared to on–campus education, online education is easily accessible from home, office and even
remote areas (Stephens, Coryell and Pena, 2017). This is facilitated by technologies such as internet
that allow learners to access all education materials at the

Woods Mill Adult Education Center
Introduction
The National Commission on Adult Literacy (2008) states that "High quality instruction is essential
to foster student retention and produce successful outcomes", yet, adult programs, like many low–
poverty school districts, encounter difficulties obtaining high quality teachers (p. 13). My
opportunity to work in this class at Woods Mill made it clear to me how important high quality
instruction is to all types of students from pre–school up through adult programs. In the short time I
spent at Woods Mill Adult Education Center I had a chance to see two styles of pedagogy; one
which taught me more about what to do as a teacher, and one which taught me more about what not
to do. For this paper I will review one of those two ... Show more content on Helpwriting.net ...
In addition to the classrooms, there are several libraries with computers that students can go in and
work outside of the class setting. Some students used these rooms to take the practice GED, progress
tests, or work independently (or with a volunteer) to work on subject areas they struggle with.
The Literacy II class was made up of Hispanics, African Americans, Caucasians, and Asians. Alana,
an African American, was the teacher in charge of this class. She was one of three teachers and the
only African American staff member at the school. Because attendance is not mandatory as it is in
public school, the students' attendance seemed fairly erratic. Many of the students were parents
themselves and there may be adult issues such as child care, transportation, time constraints, and a
lack of confidence in their ability to learn that may have prevented them from coming to class
consistently (Thomas, 2008, p. 27). The largest attendance I observed in class during any one
session was about 8–9 students. However, the Literacy II class was given on Tuesdays and
Thursdays and I was only in attendance on Tuesdays for 7 weeks so I cannot make a well–informed
observation in that regard. Sometimes students spent their entire classroom time in one of the
libraries taking practice tests or doing other work so I have to also take that into account. The
students' ages ranged from late teens through their 40s. Many of them work in

Adult Education : A Social Movement
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 were long considered to be change agents, as they "engaged in a variety of educational
activities" and were the "single most important provider of non–vocational social purpose adult
education for working people" (Spencer, 1995, p. 32); however, the emergence of new social
movements (NSM) in the post–industrial economy has focused attention on how such activities act
as learning sites for adult education. This research examines how the Women's Informal Network
(WIN) organized in Citrix Systems, a U.S. based multinational software company, can be viewed as
an NSM for adult education within the latter organization. This study looks at the development of
WIN, the issues that are most important to WIN, and the values that motivate WIN to act. The study
also investigates both what and how adults in the WIN organization are learning as they participate
in the group's activities. The WIN Organization A group of professional women in Citrix's Santa
Clara, California office launched the

Summary Of Young Adults And Higher Education By Thomas Brock
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 changes will result in an improvement in student's attendance, persistence,
and completion. Brock begins with background information and discusses the importance of college
today. He gives facts such as those who attend college or have a bachelor's ... Show more content on
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I agree that things need to change so students can advance in college. College is very important for
most to make a decent living but without reforms being made many students never enroll and the
ones enrolled often drop out or fail classes. Students today like Brock mentioned need help with
attendance, persistence, and completion. One issue mentioned was remedial education. I disagree
with Brock in some ways on his ideas about remedial education. I do agree that schools should put
effort into helping these students and come up with programs such as opening doors. But I don't
think colleges are to blame for remedial education, students should not be entering college if they
are not able to keep up with college curriculum. I think the problem is occurring in high school,
when a student receives a high school diploma they should be prepared for college work not making
up for high school level curriculum. When a student enrolls in college they need to already be
prepared for higher education, but unfortunately 42% of students in community college are taking
remedial courses. A high school diploma should guarantee that the student is prepared for college–
level work, but it doesn't. I strongly agree with Brocks ideas on guidance counseling and believe it
needs serious work. Many students especially in community colleges have very limited access to see
a counselor and Brock said many don't even have an orientation at the beginning

Journal Article
Journal Article
A Paper in Partial Fulfillment of
ED 7311 Theory and Methods of Educating Adults
September 17, 2010
Introduction As companies continue to try to come up with a plan for remaining profitable, some are
overlooking one of their best opportunities due to their short sightedness and obsession for short
term gain. It is the very asset which most firms claim is their most important and the one which
provides them their competitive advantage. It is also, in some companies, the asset which is most
mistreated and neglected as it is the most costly. It is the company's employees. I don't know of any
company which would not state that employees and their knowledge of the company, its products
and services, processes, ... Show more content on Helpwriting.net ...
Knowles posits that adult learners are self directed and autonomous. They are goal oriented,
practical and must see and understand the relevance of any training. Adults bring an abundance of
experience and knowledge, experiential learning, with them. Most importantly, "...adults need to be
shown respect." (Lieb) Many times management misunderstands these characteristics, if they are
even aware of them. Self directed learning means that adults will and want to learn given the proper
motivation and conducive learning environment. As employees have a relevant reason for learning,
new job or a desire for professional advancement, motivation is already established. Many times the
learning environment is the issue. As payroll is a major factor for most companies, some attempt to
lessen the expense by having training take place where training is least likely to be effective. For
example, retail companies that have multiple locations often have training conducted in the local
store. New hire training is conducted by the store manager or a designated individual. New hire
training may consist of providing a tape or disc, to be reviewed at home on the employee's time,
along with online training and on the job training. Training many times consists of the trainer setting
up the new employee in the system, getting online training started and leaving the employee on
his/her own so that the trainer can attend to customer service needs as the

The Educational Contributions Of Adult Education
Introduction This literature review will look at the educational contributions in adult education,
compares qualitative research to quantitative research, describes the "war" between supporters of
each kind of research, describes how to review qualitative research, and give details on how to
choose and use qualitative techniques. The history, strengths and weakness of using qualitative
research in adult education will also be covered in this literature review. Most of this literature
review will discuss how important the Qualitative research will contribute and inform adult
educators about it main purpose for using it. Qualitative researchers seriously consider qualitative
research articles will be a familiar learning objective for starting methodology courses. The learning
activity in adult education will allows adults to become acquainted with the outline of qualitative
research reports in order to identify the key parts of a qualitative research article and to judge the
quality of author's representations of method findings. The major literature portion of this research
explains a variety of qualitative research methods and how they can be used in adult, career, and
career–technical education. There have been many studies published about the inputs of qualitative
research to adult education advances.
History of Qualitative Research to Adult Education The education and knowledge of qualitative
research has developed over the previous thirty years and

Adult Education Throughout Changing Times By Marion Bowl
Main Message
This book of Adult Education in Changing Times by Marion Bowl explores the wider international
portrait of adult education which is the findings of the research was relied fundamentally in two
countries – England and Aotearoa New Zealand. It conveys how the structure of adult education has
been impacted by local contexts and beliefs as well as global trends of neoliberalism. The book
encapsulates the changing of the philosophies, policies and career within the domain of adult
education over the past 40 years in England as well as in New Zealand. The new economic policies
or neoliberalism discourses have been impacted on adult educators whether in their principles, work,
or either career expectations. It also explores how this implication on adult education and lifelong
learning can be used to inform the practice of adult education and training as well as to figure out its
policy in the future. The changes in viewpoint, strategy and practice raised the new realities of adult
education practice in the current economic and political environment. The research–based account
that has been conducted through this book proves that the funding and policy pressures have created
insecure climate which is hugely affecting the perspective of the adult educator on how their belief
and future expectation career. Thus, the book informs how adult educator as an agent of social
change could be able survive and firm on their principle and beliefs within an age where

College Is An Adult, And Receiving An Education
When the idea of college comes to mind, what does one think of? When "college'' is said the first
thought that comes to mind is four more long stressful years of school. College is not only about the
sleepless nights filled with homework and studying for one of the many exams. College exposes you
to new people, learning to be an adult, and receiving an education. Education sets up young adults
up for a successful future, providing the skill set needed to be successful at their job or career. All
the hard work of going to school is well worth it in the end when that degree is finally in hand.
People should go to college because they can get better job opportunities, which will give them
better financial stability in the future.
The oldest institution of higher education in the United States was founded in 1636 in the American
Colonies. This later became the prestige Ivy League college, Harvard University. In 1642, Harvard
had its first commencement (graduation) of nine students (Historical Facts 1). According to U.S.
News Education, Harvard now has a graduation rate of eight– six percent. Harvard has one of the
most top success rates which provide many opportunities for their students to be successful (U.S.
News 1). Eight of our U.S. Presidents including our current president Barack Obama who attended
Harvard University; they have high expectations of their students. Meaning that Harvard is
extremely hard to get accepted into the University in fact, admissions rate is six

Annotated Bibliography: Social Class And Adult Education
Annotated Bibliography
"Social Class and Adult Education"
Section A (summarize points of view)
1. Nesbit, T. (2005). Social class and adult education. In N. Tom. (Ed.), Class concerns: Adult
education and social class (ed., pp. 5–14). San Francisco, CA: Wiley
The lives of human beings are profoundly influenced by economy, social, and cultural factors. The
influence of economic and culture shape education, but education shapes how humans experience
social, cultural, economic forces, and power relations (Althusser & Gramsci, 1971). It is unlikely to
be avoided because the societies we live, the relationship we have, the ways we accommodate/resist
unfairness and oppression, and the ways we choose to think are limited by the economic structure ...
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The evidence of widening inequality is emerging as a result of social policy changes, such as
introductory of direct payment which affects poorest healtht people and the lowest capacity to take
advantage of formal and informal source of support. Social class has a direct effect on financial
resources in later life and social change brings about altering all related matters of old age and not
just around change in pension policy. This is a connection to the process of 'individualisation' which
have detached the environment of community from the sphere of work with a concomitant decline
in assumption of social

Black Males And Adult Education
In the article Black Males and Adult Education: A Call to Action written by Brendaly Drayton,
Dionne Rosser–Mims, Joni Schwartz, and Talmadge C. Guy want to expose the challenges that
black males face in education. They make it clear their purpose is to incite a great change in the way
black males are treated in the education system, give black men a voice, and endorse an analytical
evaluation of institutional procedures and practices. More importantly the article states that the
authors' point is not to encourage the stereotypes and behaviors attributed to black men that society
has put upon them, rather their point is to show the world that their destructive view on black males
is stopping them from reaching their full potential.
The first main point the authors' introduce is to recognize black males' lived experiences. Black
males have an experience unique to just them. Black men's experiences of racism impact their
education. They even face consequences for pursuing education. Those consequences could be
social, educational, and economic. To understand these key issues, you must first look at the past.
Black men have always had to overcome great obstacles. Low literacy, limited employment, high
incarceration rates, have predisposed many black men to never being able to escape poverty.
Further, being impoverished means a less chance that these men will go into higher education.
Higher education is so expensive these days, and the underfunding of financial aid and other

Fundamental Principles of Adult Education Essay
Fundamental Principles of Adult Education
University of Phoenix
AET 505
August 15, 2011
Abstract
Part of being a good, quality educator is to learn the learning styles of the students and adapt to
those forms of learning. Adult learning is growing, more and more are going to college at later
stages in life. Out of the 35 people, there will be many different learning styles. Malcom Knowles is
known for defining characteristics of adult learning.
Malcom Knowles
Malcom Knowles studied in the field of adult learning. His main goal was to develop a theory about
andragogy, which is a theory specifically for adult learning. Knowles notes that adults are self–
directed and are expected to take responsibility for decisions. Adult learning ... Show more content
on Helpwriting.net ...
To learn is obviously a mental process, but how a person learns needs to be determined. Some
people have a more hands on approach to learning, while others are visual learners. An example
would be someone who had dyslexia and sees things backwards; they need different instructions to
take in the information. Also, people act differently. An example would be myself, I have ADHD. I
do not like to sit for long periods of time because I just can't keep my concentration. Keeping the
attention of such an age span could pose problems. Keeping lectures short, mixing things up, taking
a break could all be ways to make sure everyone's able to pay attention and get the most out of the
teachings.
Sociocultural
The world that we live in shapes the people we are, how we do things, and how we live. Cultures
dictate a lot of learning, as does family status. People that have families live busy lives. A traditional
family today now has two working parents, along with kids. If they are taking classes in addition to
their hectic schedule they don't have time to waste, are focused and determined. Whereas, a twenty
year old with no wife and no children is more likely the one to put less effort into the homework,
more likely to miss class, and more likely to do the minimal amount of work to get by. Teaching
methods must encourage all ages, cultures, and races.
Cognitive
Cognitive learning is how the brain processes information. All ages

Education Is Constantly Used By Both Children And Adults
The term education is constantly used by both children and adults. Education according to Merriam–
Webster's Dictionary is the action or process of teaching someone especially in a school, college, or
university; the knowledge, skill, and understanding that you get from attending a school, college or
university; or a field of study that deals with the methods and problems of teaching. The term
education goes deeper than this general definition. Education isn't just going to school and learning
lessons in different subjects for thirteen years (seventeen if attending a traditional four–year
university), it is something that occurs every day of life. Teaching also falls under the true definition
of education, because it is how a person learns and from who a person learns from for thirteen to
seventeen years of their life. Education is the idea of expanding knowledge and building on the
ideas and concepts that someone has already become comfortable with in everyday life (even
beyond college) as well as teaching to help further the knowledge of another person.
Most children attend a preschool, whether it was through a day–care or someplace that they attend
two or three times a week. In preschool, a child learns general ideas of sharing, social skills (having
full conversations), how to tie shoes and the alphabet. Teaching these skills to children at the ages of
three or four gives them a building ground to continuously further their education.
Moving from preschool to

The Journal Of Adult Education Authored By Rae Casey Essay
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 of this study as seeking to "understand the techniques
experienced online teachers learned in order to be present with their students." (p. 104). The authors
define presence "as the ways in which human beings interact with one another" (p. 104).
Background information and an overview of previous research related to computer mediated
communication (CMC) is provided. Early research in the field (Gunawardena, 1995) is described as
indicating that this form of communication is frequently perceived as "interesting or engaging, but
not of a 'social' nature." Later work was cited by others including Garrison, Anderson and Archer
(2000) that resulted in a "Community of Inquiry" framework describing learning as occurring for
both teachers and learners in a model made up of three forms of "presence." The described forms of
presence are: cognitive presence, teaching presence and social presence. Teaching presence is
described as being the "binding element" in the process.

My Philosophy Of Adult Education
How My Philosophy of Adult Education Changed
Before taking adult education classes, I was under the impression that learning for adults and
children were the same. The difference being that correct context was being taught to children and
different content for adults.
My impression of adult education has changed immensely. First and foremost, the first lesson
learned that teaching adults are a separate, intensive, and long debated process. Portions of certain
theories learned illustrated below. I have extended knowledge about Meizrow (Transformational
Learning) and Knowles (Andragogy). The six key features of Adult Learners are: (1) Self/directed
learning, (2) Utilizes knowledge and life experiences, (3) Goal oriented, (4) Relevant–oriented, (5)
Highlights practicality, and (6) Encourage collaboration.
To teach nontraditional students on a collegiate level education is imperative to earn a Master's
Degree, specifically in Adult Learning and Development. The benefits are astronomical;
nonetheless, not monetary. I am a firm believer that if one does what one loves, the dollar
component will follow within time. As an African–American woman, I have experienced a great
deal over the past 60+ years. Furthermore, as a Christian, my identity aligns with my race, culture
and ethnic background concerning spirituality, and no it has not always been easy. However, I am
most thankful for, George T. Doran, the originator of the S.M.A.R.T. Goals. The adult population in
the United

Andragogy: The Cornerstone of Adult Education Essay
In the essay following I will be concentrating on the subject of Andragogy and how it has always
been a cornerstone of adult education. Andragogy in a sense leads you down the path promoting
individualism in learning and in turn allows the availability for each adult to find their own specific
learning style. As we all know, each individual will not learn the exact same as another. In the
following essay we will explore all there is to know of Andragogy.
The long standing debate of Andragogy is if adults and children learn differently and also if they
should or should not be taught differently. To fully understand andragogy one must research into the
different perspectives as I have done. For centuries it has been a well–known fact that ... Show more
content on Helpwriting.net ...
Knowles had five basic assumptions for andragogy, (1) an adult having motivation to learn with
internal factors, (2) learning needs based on social roles, (3) independent self–concepts, (4) interest
in application of knowledge, and (5) being a vast resource for learning.
Like all theories the one Knowles propositioned of Andragogy was debated and critiqued with much
discussion over the years. Debates on whether or not Andragogy could even be considered a theory
for adult learning ensued throughout the 1980s. The main contention of this debate being that
Andragogy may not even be considered a theory, rather a basic principle following of good learning
practices. Another critique that continues to present day is the assumption that all adults share the
same characteristics in learning. Knowles eventually pitted Andragogy vs. Pedagogy and admitted
that both were perfectly applicable to both adults and children depending on the situation.
The situation as mentioned above comes to be known more in the aspects of teacher–directed
learning or student–directed learning. Examples being that in the teacher–directed learning are when
the person does not know much about a certain subject and in that case will seek out the help of the
teacher. At the very extreme opposite of the teacher–directed learning is the example of student–
directed learning. An example of this

Personal Philosophy Of Adult Education
My teaching philosophy is centered on providing relevant, context–driven experiential education
that engages each student based on their individual learning style. Experiential education is the
philosophy that encourages educators to purposefully engage learners in direct experience and
focused reflection to increase knowledge, develop skills and clarify values. As an adult educator I
incorporate experiential education techniques into my lesson plan. I believe designing learning
opportunities around life and work experiences helps to prepare students to recreate those
experiences for themselves in the future
My philosophy with working with adult learners is to focus on the student. I believe as an adult
educator it is my responsibility to know and be a champion for ... Show more content on
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Throughout my life I have always sought out challenges and fresh experiences. I have held a
number of various positions in most aspects of business. The arsenal of knowledge gained from
these experiences has helped to shape my abilities as an adult educator. I love to learn and I love to
teach. I find the use of analogy and story–telling helps make education real for my students. This
love of learning inspires me to inspire others to love learning.
In my career as a technical trainer, adjunct faculty, technology consultant, and academic program
manager I have relied on my inherit love of education and teaching to steer me in the right direction.
As an Adult Learner myself, I know too well the challenges higher education places on non–
traditional students. I believe my personal experience with higher education both as a student and
former employee in the higher education environment helps to shape my teaching philosophy and
teaching style. I believe that the culmination of my life experiences, innate ability and desire to
make a difference in student's lives and in my community is the reason I am passionate about higher
education. I will always be a teacher and am a

The Transformative Learning Theory : Connections With...
Ellen M. Marmon proposes in her 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 the church or a
group of believers. The plan is to apply the Transformative Learning Theory originally developed by
Jack Mezirow that is described as "an orientation which holds that the way learners interpret and
reinterpret their sense experience is, central to making meaning and hence learning" (Mezirow
1991). That implies three dimensions: psychological, in which the person makes a definition of
himself; convictional, when people start to evaluate and think critically about a system of beliefs;
and behavioral, when the changes start with the person. (Mezirow 1991). This combination of both
elements that Marmon proposes regarding her investigation is effective because there is not a simple
teaching process that it is just going to be useful in a classroom, but is a way to learn how to put in
practice the new knowledge and apply it during the whole life at any period of time with others in
the church or a different groups.
The process of

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