Adult Education

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The project aims to explore the significant function that the adult education plays in extending the possibilities for adults to access education beyond the generic age to further their knowledge and skills.

Yelich Biniecki, Susan M., and Simone CO Conceição. "Using Concept Maps to engage Adult Learners in Critical Analysis." Adult Learning, vol. 27, no. 2, 2016, pp. 51-59.

Primary motive of Biniecki, and Conceigao was to emphasize on the significance of the learning theories that will assist the adult teachers meet the expectations of the adult learners. In summary, perception how to use concept maps as a teaching strategy helps the person educators to become effective in meeting the wishes of the learners. The authors of this article address the significance of using concept maps in educating the adult learners to help them develop critical analytical skills.

The evaluation of this report discovers that it addresses the utilization of concept maps as one of the strategies of educating the adults. The intended audience of this report is the educators who teach adults. The concept maps help to engage the adult students to develop and strengthen the analytical, critical skills. The report proposes four theories namely: transformative, social learning, constructivist and cognitivist knowledge.

The article can be used in the project since using concept maps helps educators to connect between the theories and learning process, activities are presented to allow teachers to put the concept maps into effective practice in non-formal settings. The report strategies can be applied to educate adult learners using the concept maps to enhance the learning process. The report fits into this project since it helps educators to focus on specific concept maps, which will be significant to improve the acquisition of knowledge and skills among the adult learners. The educational opportunities can be extended to the adults through using concept maps.

The author’s input contains unique features as compared to other sections as it narrows down to the adult learning process, with a specific emphasis on how to enhance that learning process and the strategies that will make the educators more effective. The article provides a significant aspect of how their educators can optimize learning opportunities for adult learners.

Patterson, Margaret Becker. "Full-Time Instructional Staffing and Outcomes of Advanced Adult Learners." Adult Education Quarterly, vol. 66, no. 4, 2016, pp. 336-358. EBSCOhost, doi: 10.1177/0741713616662906.

The primary purpose of this article addresses the outcome of adult learning and the use of adult programming framework. The report argues that staffing approach can significantly determine the outcome of adult learning achievements and the impact of staffing on instruction through investigating the recent alterations of staffing patterns with their relationships on adult education. Peterson seeks to address the policymakers and adult educators by emphasizing the impact of staffing patterns due to its implication on the learning outcome of adult education. The author argues that the changes in staffing have a significant effect on the learners on the advanced stages when the programs are almost finished.

The paper is relevant to this project because it contributes vital aspects in achieving the objective of the project. The paper draws attention to some of the factors that can lead to success or failure of outcomes associated with adult education. The article emphasizes that staffing is vital, and alterations of staffing patterns have an impact on the results of adult education that is expected to extend the educational opportunities.

The paper fits into this project as it contributes a unique feature unlike the Conceigao and Yelichi Binieck that emphasized the role of concept maps. The article highlights the role of staffing patterns and its significant implications for adult learning outcomes.

The credibility check of the author discovers that Margaret Becker Patterson partners with post-secondary institutions, state agencies, and non-profit organizations to support adult educators and learners. Professionally, Patterson is a Senior Researcher at Lifelong Learning Research Allies at Metro Area, Washington DC.

The article proposes that full-time staffing of adult educators have a positive impact on the adult education outcome as compared to part-time staffing. The authors illustratesthat full-time staffing can enhance learning outcomes and encourage the entry of adult learners something that can help to extend educational opportunities to the adults.

Sandberg, Fredrik, et al. "Adult Education as a Heterotopia of Deviation." Adult Education Quarterly, vol. 66, no. 2, May 2016, pp. 103-119. EBSCOhost, doi: 10.1177/0741713615618447.

Sandberg et al. illustrate that municipal adult education is a place for the displaced and abnormal citizens who want to acquire temporal stability that will help in shaping their desirable subjects. Through their analysis, the authors demonstrate how municipal adult education models two types of students ' subjectivities. The authors classify two categories of students; first is the irresponsible, unmotivated and rootless category while the second type is of the motivated, responsible and goal oriented categories. The variation between the two categories is determined by the position in the society that the later is desirable. The authors argue that the Municipal Adult Education (MAE) only presents temporary place, a heterotopia of deviation to allow learners escape employment precariousness. The learners in MAE are placed in a favorable utopian environment for the better future of themselves.

The intended audience of this article is the policymakers based on their argument that adult education present is an excellent opportunity of shaping responsible and democratic citizens. The authors postulate that the adult education contributes towards developing responsible citizens across the world. The article examines the challenges that adult learners go through based on their democracy, human rights, respect and peace diversity, economic and environmental stability, and labor developments.

This article is relevant and fits into the project due to its contribution to the significance of the adult education in the society and the globe as a whole. The author's paper aims to investigate the importance or the impact of adult education by enhancing educational opportunities for adult learners. The authors’ investigations show how adult training offers golden chance towards developing democratic citizens.

The article contains unique characteristics to this project on how to enhance the significance of adult education in shaping responsible citizens. The authors share that municipal adult education presents a temporary place, a heterotopia of deviation that can necessitate one to escape precariousness of employment.

The credibility check on the authors discovers that all the authors are educators in various universities. Their interest in research focuses on adult education, democracy, and responsible citizenship, policymakers in education, philosophy, multiculturalism and theories in education.

Taylor, Jackie. "Placing Advocacy at the Heart of Adult Education." Journal of Research & Practice for Adult Literacy, Secondary & Basic Education, vol. 5, no. 1, 2016, pp. 68-73.

In this article, Taylor argues that adult education impacts the social and economic issues of the society positively. The author illustrates that this impact of adult education is unnoticed or unknown by the public. Taylor notes that there is a scarcity of resources for adult educators and advocates for change in the families, adults, and the entire society towards adult education and to care about helping adult learners through adult education.

The article targets the audience of policymakers to address developers in maintaining the significance of adult education. Taylor names the advocacy as the crucial for the policymakers of society to drive care about helping the adult learners, families, and the entire community to change their lives through adult education.

The evaluation and assessment of this article discover its unique contribution towards the current study as the article argues on the economic and societal role in adult education. Taylor emphasizes that there is need to advocate for change in lives of families and the entire society through adult education.

The article postulates that advocacy activities through engaging media, collaborations and partnerships, an invitation to the participation of the community, and public education can help the adult learners, families and the entire society to change lives through adult education. It is also essential to inform the legislators the success of adult education programs since most legislators want to be informed about the progress of programs and asking for their support. Most legislators make the decision based on the information served to them. Demonstrate and illustrate to the policymakers and legislators the numbers impacted by adult education together with lobbying and advocating for more services from the policymakers.

The credibility background check of the author discovers that Taylor is a former adult educator and passionate volunteers to advocate and organize the local, national, and state level for adult education for over 20 years.

Tisdell, Elizabeth J., et al. "Adult Education Faculty and Programs in North America." Adult Education Quarterly, vol. 66, no. 1, Feb. 2016, pp. 76-95. doi:10.1177/0741713615618781.

The purpose of the article is to report the outcome of a quantitative survey that was carried out in North America on the faculty of adult education. The authors examined the motivations, satisfactions, and interests of the department of adult education. Tisdell, Wright, and Taylor show that the faculty of adult education contributes significantly to high satisfaction concerning career support, salary satisfaction, and job creations.

The intended audience of this article is the potential facilitators and stakeholders of adult education through demonstrating the levels of satisfaction among the learners in aspects of job creation, salary satisfaction, and career support. The articles also address the career developers by highlighting the importance and benefits of adult education such as job creation or achievement, career support, and salary satisfaction among the adult educators and learners.

The article assessment shows relevance to the current study as it fits in through creating the impression of satisfaction. For instance, the fact that the educator and learners of North America adult education faculty are satisfied with their positions and careers gives a good indicator that there are possible positive outcomes of adult education to learners and educators.

The article is unique, unlike other articles discussed, in that it explicitly contributes to the current study through its analysis of satisfaction levels of an adult education facility in North America. Its contributions are significant in acknowledging, understanding and supporting adult education outcomes for learners and educators. The satisfaction part can imply motivating both the educators and learners to participate in adult education. The contribution of the authors shows that adult education has the significant impact on the job, salary, and career satisfaction on their learners and educators.

The background credibility check reveals that Elizabeth Tisdel and Edward Taylor are professors at Pen State University- Harrisburg in the faculty of adult education. Robinson Redmon Wright is also an adult educator assistant professor at Pen State University- Harrisburg.

Rothes, Ana, et al. "Motivational Profiles of Adult Learners." Adult Education Quarterly, vol. 67, no. 1, Feb. 2017, pp. 3-29. EBSCOhost, doi: 10.1177/0741713616669588.

The article of Ana Rothes, Marina Lemos, and Teresa Goncalves investigates the profiles of controlled and autonomous motivation and their effect on adult learners in two urban areas of Portugues. The authors used the personal-centered approach to demonstrate that motivation has impact on self-efficacy, learning, and engagement of adult students. The study illustrates that learners with high autonomous motivation from the onset of the adult education are better at their self-efficacy and later on their engagement with use of in-depth learning strategies. Learners with controlled motivation or low levels of motivation show worst outcome on their studies.

The paper uniquely contributes to the current studies by demonstrating that autonomous motivation is key to the success of the adult education programs. Motivational variation according to gender and the level of adult education and occupational status influence the adult education system.

The article assessment reveals that motivation is critical to understanding the learners' engagement, satisfaction and the achievement level of adult education. The motivation of adult learners leads to the better outcome of adult education programs.

The article suggests that the educators to utilize identified profiles to motivate learners to develop an interest in subjects and desires to get good grades and motivate others in future. The identified profiles also contribute to the current study through highlighting the outcome variables to emphasize different types of qualities expected out of adult education programs.

The article provides a unique feature of using personalized motivational profiles to explore at the individual level to boost the learners with an opportunity to self-improve, develop literacy, take family responsibilities and participate in adult education for economic reasons.

The article is relevant to the current study as it fits in through its contribution that emphasizes of adult learners’ motivation. The motivation is crucial since most of the students enroll as part-time and voluntarily with the need to balance between other responsibilities such as family and work. The adults are at risk of dropping out of the adult education program/training. The adult learners need the motivation to encourage completion of the course and an assurance of better life after completion of the adult education program training.

 

Works Cited

Yelich Biniecki, Susan M., and Simone CO Conceição. "Using Concept Maps to engage Adult Learners in Critical Analysis." Adult Learning, vol. 27, no. 2, 2016, pp. 51-59.

Patterson, Margaret Becker. "Full-Time Instructional Staffing and Outcomes of Advanced Adult Learners." Adult Education Quarterly, vol. 66, no. 4, Nov. 2016, pp. 336-358. EBSCOhost, doi:10.1177/0741713616662906.

Rothes, Ana, et al. "Motivational Profiles of Adult Learners." Adult Education Quarterly, vol. 67, no. 1, Feb. 2017, pp. 3-29. EBSCOhost, doi:10.1177/0741713616669588.

Sandberg, Fredrik, et al. "Adult Education as a Heterotopia of Deviation." Adult Education Quarterly, vol. 66, no. 2, May 2016, pp. 103-119. EBSCOhost, doi:10.1177/0741713615618447.

Taylor, Jackie. "Placing Advocacy at the Heart of Adult Education." Journal of Research & Practice for Adult Literacy, Secondary & Basic Education, vol. 5, no. 1, Spring2016, pp. 68-73. EBSCOhost,

Tisdell, Elizabeth J., et al. "Adult Education Faculty and Programs in North America." Adult Education Quarterly, vol. 66, no. 1, Feb. 2016, pp. 76-95. EBSCOhost, doi:10.1177/0741713615618781.

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