This paper provides an ethnographic account of the lived experiences of Further Education (FE) lecturers (N = 4) who are engaged in the transmission of pedagogic knowledge within a Foundation Degree. To further understand the experiences of the lecturers the paper draws upon Stones' quadripartite cycle of structuration. This conceptual and…

Purpose: To explain how training and education events (TEEs) can be designed to increase the likelihood of achieving behavioural objectives. Approach: The approach combined both a quantitative review of evaluation surveys undertaken at the time of the TEE, and qualitative telephone interviews with selected attendees (2025% of the total population…

Lesson observation has been widely debated in education circles in recent times. From politicians to practitioners, everyone seems to have a view on it. Surprisingly, however, very little empirical research has been done on this important area of practice. With this in mind, this article explores some of the findings from a national research…

This chapter critically examines financial literacy education, asking what its assumptions are and what adult educators need to ask of its curriculum, its bases, and the people being taught to be financially literate.

This article addresses the possibilities for adult educators to exercise professional agency in contexts which have become dominated by neoliberalism. It draws on research undertaken in England and New Zealand which investigated the impact of global discourses and policies on experienced adult educators whose philosophy of practice was orientated…

Staff and student perceptions of what constitutes good academic writing in both further and higher education often differ. This is reflected in written assignments which frequently fall below the expected standard. In seeking to develop the writing skills of students and propose potential solutions to writing difficulties, a study was conducted in…

Life history or biographical approaches to research in lifelong learning may be particularly useful for researchers working from a social purpose and/or feminist perspective. Adult educators working from an emancipatory framework are often curious about factors that shape people's lives, both from an individualistic, biographical perspective…

This study looks at how language ideologies affect and are revealed in language socialization practices in a majority-L1 adult ESL classroom, particularly looking at language use and policy. It draws on recent theories and critiques of language socialization (Bayley & Langman, 2011; Bronson & Watson-Gegeo, 2008; Garrett &…

This paper examines the key role that graded lesson observations have within the measurement of quality in the post-compulsory education sector. Using semi-structured interviews, it looks at their impact on participants and also their execution in light of their stated purpose to "improve teaching and learning". The sample selected…

This chapter focuses on vulnerable youth, the challenges they face during their transitions to adulthood, and the adverse effects of limited support systems on those transitions. The authors offer recommendations on how adult educators can help facilitate smooth transitions into adulthood for vulnerable youth.

Our society reflects a kaleidoscope of differences in terms of race, ethnicity, class, religion, and gender identity. These differences are evident from the boardroom to the classroom in higher education and can result in impaired communication when race is the topic of discussion. To effectively facilitate race-based dialogues, adult educators…

The cultural experiences of minority learners are often omitted from the formal curriculum leading to exclusion and a sense of cultural loss. In this study, the researcher's lived experience serves as the basis to develop a novel research strategy: transformative autoethnography. The researcher uses the method of autoethnography to more…

This article traces the author's personal reflections on the complexity and contradictions inherent in working for social change. She describes her experiences of movement-based learning and organizing to end poverty in the United States, concluding that radical adult educators cannot afford to be based solely within the academy, divorced…

In this chapter, four longtime adult literacy practitioners recount their pathways into the field in the late 1970s, 1980s, and early 1990s. Their stories highlight the creativity and openness that characterized literacy work in those years and point to what has been lost as the field has become dominated by the Workforce Investment Act and the…

The aging and longevity of the U.S. population presents challenging opportunities for adult and continuing educators in higher education.