In this field note article, I discuss my in-progress historical novel about privateering in the 17th century to demonstrate how adult education feminist theories of situated learning have influenced my fiction-based research. I introduce situated learning in gendered communities of practice, explain women's experiences in (para)military…

The purpose of this instrumental, multisite case study is to examine fidelity, adaptation, and differentiation challenges found at Wood Badge, a nationwide Boy Scouts of America training for adult volunteer leaders. Our iterative analysis of more than 900 pages of fieldnotes and 400 pages of documents revealed facilitators often explicitly taught…

This dissertation describes the literate practices and layered technological strategies writers utilize in creating professional documents, particularly the literate activities, interaction with technologies and multimodal texts of senior writers in a workplace where many types of texts are produced and distributed as participants plan, manage,…

Migrants' workplace experiences in their host society, including failure, shape their social adjustment, yet "how" migrants learn from failures is under-investigated. The study presented here examined how North Korean migrants struggling for a foothold in South Korea sought to learn from failures in their workplaces and everyday life.…

This qualitative case study examines the learning experiences of self-organized Chinese and Chinese American adults from the X Care Group amid the political repercussions of the COVID-19 pandemic. The findings revealed how care group members created meaning in their daily life experiences, reformed their identity, and increased their Chinese and…

Many students who enroll in online universities will never graduate. Attrition in higher education is accepted and expected; however, in exclusively online programs, it is prolific, with more than 80% of those students who begin an online program leaving before graduating. It is well known in the academic literature that isolation is related to…

Language teacher identity (LTI) plays a significant role at various stages of a professional career. Yet, teacher preparation programs address LTI differently. The Certificate of English Language Teaching to Adults (CELTA) is the most widely recognized initial qualification. Examining how LTI is constructed during and after the acquisition of the…

This paper examines current views and definitions of learning transfer as well as their dominant characteristics. An alterior way to view learning transfer as preparation for future learning (PFL) is presented along with its defining features. This paper is divided into five sections: (a) what comprises learning transfer, (b) the conventional…

This article details the efforts of one program's collaborative efforts toward continuous improvement and strengthening partnerships with local school districts using Leadership-Focused Coaching, a research-based model for principal preparation programs. Practical experiences and lessons learned from the ongoing online program improvement and…

The focus of this study was to explore high school teachers' perceptions of self-directed professional development learning as participants in a community of practice. The questions for this study were: How did directing their own learning influence high school teachers' perceptions of their professional development? How did participating in a…

This study explores how bilingual teachers with an immigrant background construct professional identity in the context of initial literacy and second language teaching of adults. Specifically, the study seeks to understand what the teachers' membership of different work-related communities means for their professional identity and what capital the…

Faculty development is often under-emphasized in community colleges (or 2-year colleges; 2YCs). This research reports on data collected from a National Science Foundation (NSF) project involving 2YC geoscience faculty as "change agents." We studied 22 geoscience faculty involved in a NSF funded longitudinal project that focused on three…

ELLs need to engage with topics and situations in the classroom that equip them with the social, professional and civic cultural skills to address real-life interactions for their present realities, as well as their future realities (American, 2009, Garett, 2005; Perez & Morrison, 2016). Teachers face the challenge of balancing conventional…

Education for adults ought to consider a both-and mindset when it comes to selecting approaches, values, and program models in today's multi-sector, multi-diverse, and cross-cultural environments of teaching and learning. Experiences from educational professionals can lead to recommendations for these instruction and mentoring approaches of adults…