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Adult Education Quarterly is a peer-reviewed journal published by SAGE, covering Higher Education and Teaching Methods, Adult and Continuing Education Topics, Higher Education Learning Practices.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Adult Education Quarterly, 12(3), pp. 45–58.
Formats any DOI in Adult Education Quarterly style. No sign-up. |
| Publishes research in | Higher Education and Teaching Methods Adult and Continuing Education Topics Higher Education Learning Practices Education Systems and Policy Education and Work Dynamics |
| ISSN | 0741-7136 |
| Citation impact (2-yr) | 0.38 |
| h-index | 105 |
| i10-index | 573 |
| Total citations | 42,396 |
| Top institutions publishing here | Henan University |
| Journal website | www.sagepub.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Self-directed learning is a core theoretical construct distinguishing adult education as a field of study. Most of the concept's emphasis has been on the external control and management of learning tasks. In an attempt to expand the scope of self-directed learning, this paper presents a comprehensive theoretical model. The proposed model integrates self-management (contextual control),…
Based on the Situational Leadership model of Hersey and Blanchard (1988), the Staged Self-Directed Learning Model proposes that learners advance through stages of increasing self-direction and that teachers can help or hinder that development. Good teaching matches the learner's stage of self-direction and helps the learner advance toward greater self-direction. Specific methods are proposed for…
This paper presents an analysis and clarification of the major role of critical reflection of assumptions (CRA) in adult learning. It examines the differences among types of critical reflection, the role of CRA in the Transformation Theory of adult learning, philosophical foundations of CRA, its development over the lifespan, non-cognitive aspects, its function in both…
The Western rational tradition, a set of assumptions upon which our major concepts of reality, learning, and education is based, constitutes an objectivist paradigm of learning. These assumptions are currently challenged by an interpretive paradigm of learning. The Transformation Theory of adult learning is based upon an emancipatory paradigm, and constitutes a dialectical synthesis of…
