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Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Our research explored the experiences of educators who teach in a gender-responsive program for women in a jail. We interrogated how educators fostered empowerment in their classes, what their motivations were for teaching in the program, and the tensions that existed for them when using emancipatory teaching practices in jail. Findings indicate that educators used Freirean concepts to foster empowerment, were motivated to share their knowledge, were motivated to counter dehumanization, and recognized their commonalities and privilege. Trust and agency created tensions while using an emancipatory pedagogy at a jail. Findings have implications for educators teaching marginalized populations. [ABSTRACT FROM AUTHOR]

This qualitative study investigated how educators in urban second-chance high school settings made sense of their work with formerly disconnected youth. Using Duncan-Andrade’s framework of critical hope, we examined how adults’ orientations toward hope shaped the educational context in ways that were necessary and sufficient for student success. Findings from this study highlight the need for more critical approaches to student engagement, specifically for students most affected by systems of marginalization. Implications for urban educators and the institutions that prepare them are discussed. [ABSTRACT FROM AUTHOR]

This chapter identifies directions for future ABE research and suggests how researchers and practitioners can enrich the field's knowledge base. [ABSTRACT FROM AUTHOR]

This chapter on high school equivalency describes recent events involved in updating the adult education high school equivalency assessment services and the entrance of additional assessments into the field. [ABSTRACT FROM AUTHOR]

The article reviews several online articles published in the previous issues of the periodical related to instructional approaches for digital problem solving and teaching digital literacy in adult basic education (ABE) classrooms. Topics include basic digital literacy skills as the physical ability of using computer files and digital devices, future population capable of problem solving in technology rich environments and digital literacies in English language learners (ELLs) classes.

In this article, the author discusses the use of technology such as mobile digital devices in increasing access to learning in adult education. Topics discussed include increasing access to broadband as digital learning tools requiring Internet access and bandwidth-heavy technologies, learning apps accessed on mobile devices as learning for adults not enrolled in programs and adult learners have disabilities compensated for using assistive technologies.

The article discusses an article published within the periodical related to increasing access to adult education from Mobile Digital Devices. Topics discussed include information communication technologies and digital technology as more prevalent in society for leveraging digital literacy skill development, the book "Digital Deadend" by Virginia Eubanks stating a belief that merely thinking about an event cause it to occur and need of launching more new apps for supporting learner success.

The article discusses integration of technology into adult education. Topics include need of continuing build awareness regarding digital divide and pushing affordable options for adult learners by adult educators through innovations, combination between online and face-to-face instruction as more effective than either alone using mobile apps, and barriers to use of innovations in educational technology such as the scarcity of online educational products and lack of affordable internet.

This article presents the story of Chandra (her real name), a middle-aged, Guyanese-American woman attending an adult education center in the Northeast United States. Chandra grew up in extreme poverty in Guyana, and was taken out of school at age eight to help meet the family's basic needs. At age 22, she immigrated to the United States in hopes of better opportunities. Through narrative methods, Chandra's story is constructed from 34, narrative and expository, written texts that she composed for a literacy tutoring program, as well as three, in-depth, oral interviews. The result is a moving account of Chandra's childhood in Guyana, immigration and acculturation in the United States, and her determination to continue her education despite the obstacles she has faced. [ABSTRACT FROM AUTHOR]

The article discusses application of online education in Adult Basic Education (ABE). Topics discussed include the advantages of online education for ABE provider and ABE learner, the role of online education in eliminating classroom biases and as the possible answer to the rising costs of education in physical spaces, and strategies to manage potential online bullying such as prevention, intervention, and student reporting.

The article reports the effect of a competence development programme for adult education teachers. The effect has been assessed using electronic questionnaires completed by the teachers before and after the training programme, and by interviews with the teachers over a period of two years. The study shows that while the teachers' competences and actions develop significantly on some dimensions (e.g. to act upon discovering a student who is not thriving), they remain largely the same on other (e.g. to give appreciative feedback). There is a greater change and development in the teachers' actions than in their competences. [ABSTRACT FROM AUTHOR]

It has been observed that every culture has its own attribution behavior with which individuals in the community perceived it to be based on their understanding. The purpose of the present study was to find out how the Indian students attribute the foreign students and also how the foreign students attribute the Indian students. In this study the sample of 40 students was used which included 20 students from foreign country and 20 students from India, comprising of 10 male and 10 female students in each group. In this study content analysis method was used to analyze the data collected on 30 variables. Based on the findings theses variables arc found to be attributed to the foreign students which includes Diligent, Aggression, Social, Familial, Resilience, and Creativity, while the Indian students arc found to be attributed with the following variables which includes Corruption, Gossiping, Offering help, Racism, Values, Expressing Emotions, Hypocrite, Arrogant. In addition the remaining variables were found to be attributed to both group of students which includes Intelligent, Needing Help, Empathy, Equality, Security, Communication, Dressing, Health, Life style. Career, Hospitable, Memorable Moment, First Impression, Occasion, Cheating. [ABSTRACT FROM AUTHOR]

How do we account for the close personal bonds and deeply caring relationships forged by educators with learners in many adult educational encounters? The literature is relatively silent on the emotional and relational basis to adult educator work. This is a serious silence, given the stressful nature of adult education in developing contexts such as South Africa and the relative vulnerability of such educators. This article addresses this gap by exploring a range of theoretical and conceptual frameworks which may help navigate the relational and affective landscape of adult educator work as care work. Here the frameworks of African perspectives on learning, feminist perspectives on learning, expanded conceptions of transformative learning and Freire’s pedagogy of love are considered. The second part of the article shares some findings on adult educators’ emotional and relational bonds with learners from a study of the Human Rights Democracy and Development project and discusses these practices in light of the theories discussed. A summative table of the various frameworks together with a discussion of their implications for adult education practice, research and policy forms part of this latter section. [ABSTRACT FROM AUTHOR]

Students who are mandated to attend adult education courses can be resistant to their compulsory learning experience and create challenges for the instructor. Such was the case in a career-readiness course taught during the 2015/16 school year. Ten students were mandated to attend and began the class with resentment; however, by course completion, the students offered a positive assessment of their learning experience. This study examines the written and verbal evaluations of these students in light of adult learning theory to answer the question of how the transformation from resistant to motivated participants occurred. [ABSTRACT FROM AUTHOR]

The article discusses the growing number of adult students in higher education in the U.S. It states that students, particulary 50 years and above, higher education institutions strive to meet the specific needs of these group of learners, thus, increasing the number of educational grant programs. An overview of the support these students get from community colleges is also offered.

This research analyzed linked high-quality state data from K-12, adult education, and postsecondary state datasets in order to better understand the association between student demographics and successful completion of a postsecondary program. Due to the relatively small sample size compared to the large number of features, we analyzed the data with Nearest Shrunken Centroid (PAM), a statistical method developed for cancer and genomic research. Our findings conclude that there are five features that are predictive of an adult education student's successful completion of a postsecondary program. [ABSTRACT FROM AUTHOR]

In this study we examine the long-term impact of second chance education (SCE) on incomes of poorly educated individuals who live in Sweden but were not born in a Nordic country, using data on income changes from 1992 to 2003 compiled by Statistics Sweden. Ordinary Least Squares regression analyses show that participation in SCE increased the work income of non-Nordics by a higher percentage than that of Nordics. The results also indicate that much of the effects of SCE on non-Nordics are related to increases in “Sweden-specific” human capital, rather than increases in their educational level per se, which seems to provide a form of ‘endowment insurance’ that improves their labour market position in Sweden. Relying on the theoretical framework of the Capability Approach, we conclude that such effects are related to the instrumental economic value of individuals’ capability to be educated, as well as the value of material well-being. [ABSTRACT FROM PUBLISHER]

Context: One of the most important factors of medical education that can revolutionize the learning process in postgraduate students (PGs) is assessment for learning by means of formative assessment (FA). FA is directed at steering and fostering learning of the students by providing feedback to the learner . However, though theoretically well suited to postgraduate training, evidence are emerging that engaging stakeholders in FA in daily clinical practice is quite complex. Aims: To explore perceptions of PGs and teachers (Ts) about factors that determines active engagement in FA. Subjects and Methods: It was a descriptive qualitative study involving focus group discussions (FGDs) with PGs and Ts from Departments of Pediatrics and Orthopedics. FGDs data were processed through points/remarks, data reduction, data display, coding followed by theme generation for content analysis. Results: Four higher order themes emerged: Harsh reality of present summative assessment structure, individual perspectives on feedback, supportiveness of the learning environment, and the credibility of feedback and/or feedback giver . Conclusions: Engaging in FA with a genuine impact on learning is complex and quite a challenge to both students and Ts. Increased acceptability along with the effective implementation of FA structure, individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of FA in postgraduate medical training is evaluated. [ABSTRACT FROM AUTHOR]

Online science instruction videos for adult learners are presented including http://www.ck12.org, http ://www .bio.davidson.edu/courses/movies .html, and http://www.goorulearning .org.

The article discusses the role of Making Skills Everyone's Business (MSEB) program of the U.S. Department of Education in changing adult learning in the country. Topics mentioned include the government aid to adult education and adult literacy programs, need to address a problem on low skills among the adult population in the country, and the provisions of the Workforce Innovation and Opportunity Act.

This article describes the complex cognitive and linguistic challenges of summarizing expository text at vocabulary, syntactic, and rhetorical levels. It then outlines activities to help ABE/ESL learners develop corresponding skills. [ABSTRACT FROM AUTHOR]

The article discusses the role of the Making Skills Everyone's Business (MSEB) program of the U.S. Department of Education in changing adult learning in the country. Topics mentioned include the importance of partnerships and collaboration to adult education programs, roles and responsibilities of adult educators, and key factors required to meet the goal of MSEB.

The article discusses the role of Making Skills Everyone's Business (MSEB) program of the U.S. Department of Education in changing adult learning in the country. Topics mentioned include action imperatives that literacy and adult educators should consider to achieve the goals of the MSEB, the importance of understanding the role of education in the political economy of knowledge society, and the link between skills and the economy.

This qualitative study examines critical pedagogy in Japanese adult basic education. The research focuses on what teachers and others think the current conditions are for education that deals with social justice. As part of this, the research looks at how critical pedagogy is conceptualized in this context. Participants in the study (literacy activists, teachers, students) expressed a concern that political shifts in Japan have made it more difficult to engage in social justice education. They also believe that structural changes in adult basic education (e.g., student demographics) have redefined what is possible. However, the study suggests that those involved in adult basic education are still working to create different types of educational spaces and that these spaces have particular political meanings. The suggestion is that spatial analysis maybe a helpful way to investigate social justice work in different contexts. [ABSTRACT FROM AUTHOR]

Irish public policy strongly promotes greater flexibility in higher education. This review paper examines Irish policy conceptualisations of flexible learning. The review finds that the promotion of flexible learning is positioned within strongly economistic discourses of lifelong learning, and primarily in human capital terms of meeting the skills needs of the workforce. Irish policy largely presents flexible learning approaches unproblematically as positive and beneficial. This paper demonstrates that flexible learning is not an unproblematic concept and reveals some problems and tensions relating to Irish flexible learning policy. [ABSTRACT FROM AUTHOR]

This paper reported results from a qualitative analysis of assets and supports disclosed in the narratives of adult basic education students. These students were identified as exemplary by their instructors for academic achievement, hours of program attendance, or community service. Themes were identified using the Four Pillars framework to categorize and describe assets and supports that facilitated academic success. We described how different asset types manifest at each stage of the students' progression from entrance to transition. We found notable variation in the relative importance of assets across individuals and within individuals across the phases of their adult education experience. A sense of community within the ABE classroom contributed to the ability of students to persist despite difficulties, and ABE teachers were identified as the most influential pillar in the final stage of the process; transitioning to opportunities beyond the ABE program. [ABSTRACT FROM AUTHOR]

This chapter provides an overview of theories of the transition to young adulthood. It sets out the argument for conceptual renewal and discusses some implications of new patterns of transition for adult education. [ABSTRACT FROM AUTHOR]

This chapter focuses on the transitional experiences of youth with dis/ability labels and highlights how a critical orientation to dis/ability can inform adult educators. [ABSTRACT FROM AUTHOR]

This chapter frames the transition to adulthood in the context of the moving from formal educational settings to the often less-structured learning that occurs in workplace settings. Although schooling may end, learning continues. [ABSTRACT FROM AUTHOR]

This chapter discusses the influence of cultural identity and social conditions on the transition to adulthood in a stratified, multicultural context. [ABSTRACT FROM AUTHOR]

This chapter considers how transitions to adulthood have been historically represented and presents alternative ways of thinking about transitions to adulthood through the context of adult basic education programs. [ABSTRACT FROM AUTHOR]

Student parents (i.e. students who have their own dependent children) are a specific subpopulation of adult learners. This study investigated the impact of self-efficacy beliefs on student parents’ perceived capacity to manage multiple roles and their satisfaction with family, school and life. Survey data collected from 398 student parents enroled at four Canadian universities were analysed. Latent variable analysis was conducted using maximum likelihood estimation with robust standard errors using Mplus. Self-efficacy beliefs were found to influence student parents’ perceptions of satisfaction at school, in the family and with life in general. Perceptions of one’s capacity to manage multiple roles (i.e. school–family balance) were found to mediate the relationship between academic self-efficacy and school satisfaction as well as parental self-efficacy and family satisfaction. Furthermore, preliminary evidence is provided of unique subgroups within the student parent population based on children’s ages, partner status and enrolment status (i.e. full/part-time studies). [ABSTRACT FROM PUBLISHER]

The present study focuses on the link between three global personality traits (Psychoticism, Extraversion, and Neuroticism), one sociobiographical factor (knowledge of languages), and levels of foreign language classroom anxiety (FLCA; Horwitz, Horwitz, & Cope, 1986) in the second (L2), third (L3), and fourth (L4) language of two groups of adult language learners and users. The first group consisted of 86 students who were enrolled at Birkbeck College, University of London, and the second group consisted of 62 students from University of Les Illes Balears in Mallorca, Spain. The main aim was to examine whether, as is generally reported in the Second Language Acquisition literature, FLCA is unrelated to a basic personality trait reflecting anxiety (Neuroticism). Contrary to other findings in the field, correlation analyses revealed a significant link between Neuroticism and FLCA in the foreign languages of both groups, sharing between 9% and 25% of variance. Moderately significant relationships were found among Psychoticism, Extraversion, and FLCA in one group only. Language knowledge had an effect on FLCA in some languages. Strong correlations between FLCA values in L2, L3, and L4 suggest that levels of FLCA are relatively stable across the foreign languages known by the learners/users. [ABSTRACT FROM AUTHOR]

Reading comprehension is an important skill for college academic success. Much of the research pertaining to reading in general, and reading comprehension specifically, focuses on the success of primary and secondary school-age students. The present study goes beyond previous research by extending such investigation to the reading comprehension of college-age student participants. Using the Cattell-Horn-Carroll (CHC) theoretical model, this study investigates the effects of seven broad factors on the reading comprehension of college-age students. Of the seven broad factors identified within the CHC theoretical model, only crystallized intelligence and visual-spatial thinking demonstrate statistically significant direct effects on reading comprehension. Although crystallized intelligence consistently has been identified as playing an integral role in the reading comprehension of primary and secondary school-age students, this study represents the first time visualspatial thinking has been found to have a statistically significant direct effect on reading comprehension, in any population. This study provides hypotheses to explain the effects of visual-spatial thinking on college-age students' reading comprehension and offers instructional strategies to assist faculty in improving student learning in higher education settings. [ABSTRACT FROM AUTHOR]

Recent surveys and research on second language (L2)/foreign language acquisition help explain the challenges that postsecondary students in lower-level foreign language (FL) courses may experience. The present study extends this line of research by examining changes in students' affective profiles in a two-year Japanese program (n = 382) at an American university. The results indicated that students who reached the end of the program perceived more social, economical, integrative, and other value in learning Japanese than those at the beginning of the program. Results also showed that students appeared to expend significantly less effort in learning the language at the end of the program than at the beginning. This article urges FL instructors, especially those in lower-level courses, to carefully consider issues of motivation in these and other courses. [ABSTRACT FROM AUTHOR]

The author discusses higher education in further education colleges. The author says that nature of higher education in further education colleges are badly understood due to scale, complexity and status. He states that colleges offer types and levels below higher education and provide variety of higher-level professional and technical qualifications. He adds most of the colleges are expecting growth in the student number on higher education programmes in England.

It has become apparent through the work of many researchers and practitioners that adults learn differently than their younger counterparts in the educational system. This is especially important to those educators teaching in colleges and universities in the sciences. Biology education in the post-secondary setting is inundated with teachers who know biology backward and forward but lack the skills to effectively teach that knowledge to others. By applying the theories of andragogy, transformational learning, and experiential learning, and by integrating practices of self-directed and critical reflection, we can improve the effectiveness of biology education in America colleges and universities. [ABSTRACT FROM AUTHOR]