Continuing Professional Development (CPD) has expanded to support increasingly economic and technologically competitive environments, often governed by Adult Learning and Education (ALE) principles. In the United Arab Emirates (UAE), however, despite the importance given to CPD, the field of ALE remains underdeveloped. Bearing this in mind, a…

This paper responds to Ippolito et al.'s (2021) "wonder," "What preparation and in-service support do coaches need to become systems thinkers, thought leaders, and change agents within their schools" (p. 182) by describing the obstacles and complexities experienced by two first-year literacy coaches as they transitioned from…

The UNESCO Institute for Lifelong Learning (UIL) prepares the "Global Report on Adult Learning and Education" ("GRALE") every three years in order to strengthen understanding of 'where we stand' as a global community, and to address the growing need for youth and adult education. The present report draws on data from…

Eleanor Drago-Severson's research, writing, teaching, and coaching has helped show that supporting adult learning and professional development improves outcomes for students. Given the mounting adaptive challenges educators face in education today, teachers and school leaders must continuously learn and grow as they manage these tremendously…

Over the last decade, Eleanor Drago-Severson has authored or coauthored four books on adult learning as key to leadership development in schools. organizations--is evident in each of the publications. The titles include the following: (1) "Helping Teachers Learn: Principal Leadership for Adult Growth and Development"; (2) "Leading…

In this paper, the authors seek to disentangle what they see as contradictory uses of the term "professionalisation" with reference to adult educator development and training (AEDT). They set out to distinguish "professionalisation" from "professionalism," and to identify the locus of control of AEDT in Germany, the…

This article explores the feasibility of using the Myers-Briggs Type Indicator (MBTI) as a framework for instructor development in a professional services training environment. It explores the consistency of MBTI with common adult learning theory, addresses questions on MBTI's reliability and validity, and explores the applicability of MBTI to the…

When adult ESL (English as a Second Language) learners enter our classrooms with little or no first language literacy, their instructors teach them to read for the first time in an unfamiliar language. It is a tremendous task, and the context for teaching "adult emergent readers" is complex. This complexity is coupled with a growing, but still…

Learning and teaching are quite interrelated. Teaching can't take place unless the target students learn. Thus, teaching is a bi-polar activity. Learning barriers or causes of learning difficulties are quite common in an educational setting. But, when it comes to a very adverse effect it becomes crucial and unavoidable. There are different kinds…

This article aims to provide evidence that "rote learning" or "memorisation" is a complex construct and is deeply embedded in the East Asian culture. An in-depth understanding of this learning approach is increasingly crucial considering the complex demography of contemporary higher education nowadays. Not only is there a rise…

The present study follows a cohort of 17 K-12 teachers through a six-week resident learning experience in science and engineering, and on into the planning and implementation of applications for their classrooms. This Research Experiences for Teachers (RET) program was examined using the strategic approach of design-based research, with its fluid,…

Collaborative/cooperative inquiry (CI) is both a method for engaging in new paradigm human inquiry and a strategy for facilitating adult learning. Adult educators who use CI in institutional settings must be aware of potential corrupting influences. The authors alert educators to three factors interjected by institutional affiliation that…

Adult English language learners who lack print literacy or experience with formal education encounter a unique set of challenges in their lives and their efforts to learn English. Educators and policymakers are similarly challenged by how best to help these adults acquire English literacy. This paper reviews a variety of research, including that…

The Breaking Through (BT) initiative of the Charles Stewart Mott Foundation seeks to prepare low-skilled adults, adult learners who are below college-level in reading, writing and/or mathematics, often lacking a high school diploma, and frequently low-income, to be successful in college and the labor market by strengthening and expanding policies…

The application of Communities of Practice (CofP) can potentially serve as an effective learning strategy for higher education classrooms by contributing to student professional development while fostering a desire for life-long learning. The purpose of this qualitative study was to assess the effectiveness of this learning strategy and help…