History and present situation of adult education policy and adult education research in Yugoslavia

Reforms and policy : adult education research in Nordic countries / S. Tosse & P. Falkencrone & A. Puurula & B. Bergstedt (toim.). Trondheim : Tapir Academic Press, 2000.

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The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals

Adult Education Quarterly ◽

10.1177/0741713617739347 ◽

2017 ◽

Vol 68 (1) ◽

pp. 63-79 ◽

Cited By ~ 13

Author(s):

Ellen Boeren

Keyword(s):

Data Mining ◽

Qualitative Research ◽

Education Research ◽

Adult Education ◽

Continuing Education ◽

Lifelong Learning ◽

Quantitative Research ◽

Critical Discussion ◽

Journal Articles ◽

Quantitative And Qualitative Research

An examination of articles published in leading adult education journals demonstrates that qualitative research dominates. To better understand this situation, a review of journal articles reporting on quantitative research has been undertaken by the author of this article. Differences in methodological strengths and weaknesses between quantitative and qualitative research are discussed, followed by a data mining exercise on 1,089 journal articles published in Adult Education Quarterly, Studies in Continuing Education, and International Journal of Lifelong Learning. A categorization of quantitative adult education research is presented, as well as a critical discussion on why quantitative adult education does not seem to be widespread in the key adult education journals.

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Research Commentary: On Gap Gazing in Mathematics Education: The Need for Gaps Analyses

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.39.4.0350 ◽

2008 ◽

Vol 39 (4) ◽

pp. 350-356

Author(s):

Sarah Theule Lubienski

Keyword(s):

Education Research ◽

Public Opinion ◽

Mathematics Education ◽

Education Policy ◽

Student Outcomes ◽

Mathematics Education Research ◽

Research And Practice ◽

Education Community ◽

Underserved Groups ◽

Integrate Research

Analyses of disparities in students' mathematics experiences and outcomes are an essential part of efforts to promote equity. Scholars concerned about equity should not write off such analyses as mere “gap gazing.” Research on gaps between underserved groups and their more advantaged peers are important for shaping public opinion and informing education policy. Analyses of gaps also inform mathematics education research and practice, illuminating which groups and curricular areas are most in need of intervention and additional study. Instead of pulling back from gaps analyses, the mathematics education community should move toward more skilled and nuanced analyses and integrate research on instructional reforms with careful analyses of their impact on disparities in student outcomes broadly defined.

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