A Curricular and Programmatic Analysis of Graduate Adult Education in North America

2018 ◽  
pp. 265-278
Keyword(s):  
Adult Education ◽  
North America

Adult Education Faculty and Programs in North America

2015 ◽  
Vol 66 (1) ◽  
pp. 76-95 ◽  
Author(s):  
Elizabeth J. Tisdell ◽  
Robin Redmon Wright ◽  
Edward W. Taylor
Keyword(s):  
Adult Education ◽  
North America ◽  
Education Faculty

ADULT ESL: POLITICS, PEDAGOGY, AND PARTICIPATION IN CLASSROOM AND COMMUNITY.Trudy Smoke (Ed.). Mahwah, NJ: Erlbaum, 1998. Pp. xv + 337. $71.95 cloth, $31.00 paper.

2000 ◽  
Vol 22 (1) ◽  
pp. 118-119
Author(s):  
Viktorija Todorovska ◽  
Duane Roen
Keyword(s):  
Adult Education ◽  
North America ◽  
21St Century ◽  
Education Programs ◽  
Esl Education ◽  
Adult Esl ◽  
Recent Developments ◽  
Esl Learners ◽  
Academic Lives

This collection explores recent developments in both community and college adult ESL education to meet the needs of adult ESL learners in current social and political contexts in North America. The 22 women and 2 men contributing to the volume argue persuasively and even passionately for programs that prepare adult ESL learners for citizenry in a 21st-century democracy. Collectively and individually the chapter authors argue eloquently that adult education programs need to assist learners not only in their academic lives but also in their professional, personal, and civic lives. These teacher-scholars demonstrate what it means to be a knowledgeable, committed, and effective educator.

scholarly journals Alley or Autobahn? Assessing 50 Years of the Andragogical Project

2021 ◽  
Vol 71 (3) ◽  
pp. 272-289
Author(s):  
Ralf St. Clair ◽  
Bernd Käpplinger
Keyword(s):  
Adult Education ◽  
North America ◽  
English Language ◽  
Empirical Investigation ◽  
Theoretical Development ◽  
Key Aspects

Fifty years after the publication of “The Modern Practice of Adult Education,” andragogy has significant presence in English-language adult education and related fields. This article takes stock of the development of this mid-century intellectual project. The context of mid-century adult education in North America is described, and the rhizomatic relationship with previous instances of the idea is examined. The effects of the project on practice and theory are considered and difficulties regarding lack of theoretical development and empirical investigation are identified. The discussion argues that the continuation of the andragogical project depends on development of key aspects, including stronger connections with international manifestations of andragogy.

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