SCoE: Adult Learning and Workforce Education

See a list of books on educational research in our Sage Knowledge database.

See a list of recommended resources, by methodology or design.

2021

2021

2021

2021

Research was conducted to understand if the application of a blended training model for adjuncts influences the adjunct's perception of meeting their student's educational needs, and the student's perception that their personal education needs are met. Author: Roberta Santos, Arizona State University.

Explores the attitudes and perceptions of samples from 109 qualified respondents constituting NYC stakeholders and graduates of a NYC vocational education school. Author: Rupert Green, Northcentral University.

Using a mixed method, sequential explanatory strategy, business and life coaches were surveyed, with follow-up interviews to high scorers, to see which principles and processes of andragogy informed their coaching practices. Author: Melissa Maybury Lubin, Virginia Polytechnic Institute and State University.

Study offers specific information about improving adult learner satisfaction levels in college learning environments. Author: John H. Binsfeld, Capella University.

Study sought to investigate whether the skills used in collaborative learning could be positively correlated with those skills posited in the theory of emotional intelligence. Author: Luz M. Martinez, Capella University.

Study was developed to use qualitative evaluation methodology to explore the productivity, efficiency, and effectiveness of the workforce education program of one of the largest school districts in South Florida. Author: Jose D. Laverde, Northcentral University.

Purpose of this research was to explore the perceptions of the government, military and civilian, and contractor workforces concerning adult continuing education, knowledge transfer management, and cultural diversity. Author: Anthony R. Damiano, Northcentral University.

Purpose of this phenomenological inquiry was to explore the lived experiences of students enrolled in noncredit workforce education programs as preparation for their work, life, and ongoing education. Author: Clifford D. Ozmun, Lamar University - Beaumont.

Purpose of this hermeneutic phenomenological study was to examine learner-centered adjunct instructors' beliefs about adult learning and how these beliefs influence their instructional practices. Author: Sarah Ellen Scherling, Liberty University.

Examines the relationship between two types of interaction, learner-to-learner and learner-to-instructor interaction, and learner perceived satisfaction and learning in an asynchronous, self-paced, online secondary school in Canada. Author: Darren Cannell, Northcentral Univeristy.