In "Digital Immigrants: Leveraging the Technology Acceptance Model to Increase Digital Literacy in Older Adults," the authors delve into the vital importance of digital literacy for supporting older adults in living independently and staying connected with their community. They explore how the Technology Acceptance Model (TAM), which…

Rural adult schools, implemented by Community Learning Centers (CLCs) as part of the Capacity Building Project, face inadequate and irregular funding in China. Moreover, these schools lack technical guidelines for project implementation, posing additional challenges. This study employed the "entrepreneurship-impact" matrix conceptual…

This article describes a research-based and developmentally informed model of reflective practice for mentoring in the context of leadership development. The event path model of professional reflection helps individuals and organizations move to a more postindustrial model of leadership, improving the self-efficacy and agency of those involved.

This chapter discusses participatory visual methods as a framework for adult education.

This chapter describes several essential skills necessary for success in postsecondary education (PSE) for young adults with disabilities and provides a variety of models of support available to students with disabilities as they transition into PSE.

This chapter describes the importance of self-determination for transitions and supports for adults with disabilities. Self-determination is defined and its application to the disability context examined, followed by an overview of a multicomponent model to engage adults with disabilities to self-regulate problem solving to set and attain life and…

This chapter presents an ecological model that highlights the importance of considering multiple contextual influences on behavior as well as other factors that may impact learning when designing research and practice aimed at enhancing financial capability.

Most adult education practitioners will understand the special requirements educators should attend to when educating adults. While Malcolm Knowles's adult education principles might not meet the strictest definition of principles, their universal adoption and acceptance by adult educators affords them the same weight as principles. So, as Knowles…

Adult education is about change. Change in knowledge and understanding. Change in attitudes and beliefs. Change in skills and behaviors. The transfer that adult educators and learners often want to achieve is that change. In situations where transfer equals change, models of change can be useful to describe, support, and predict transfer. This…

The Open Book, an adult literacy program in Brooklyn, from 1985-2002, remains, for many of the students and staff involved, a defining experience in their lives, a time that allowed them to see different possibilities, for themselves and society. In an attempt to preserve the field's collective historical memory, the authors in this chapter…

Innovation in doctoral degree program development and delivery provides an effective counterpoint to the expert-apprentice model established in the Middle Ages. The author outlines the importance of innovation in reaching adult learners and describes an innovative hybrid PhD program designed to allow aspiring doctoral adult-age students to pursue…

The adult basic education field in the United States has experienced an ebb and flow of interest and investment in "worker education" over the past three decades. Although the rhetoric around workplace basic skills tends to focus on such outcomes as productivity and competitiveness, some proponents of worker basic education see it as a…

Adult professionals are continuing their learning over the lifespan entering graduate school in their thirties, forties, fifties, and, even sixties. Knowledge is the new economic currency today and the increasing rate at which new knowledge is generated in the global world requires continuous learning. The author describes Fielding Graduate…

This summative chapter reviews the models and theories of adult development discussed in this issue. Adult educators are challenged to see what has been less visible, hear what has not been heard, and think creatively about the connection between development and learning. (SK)

Discusses definitional issues and tensions around adult development theory. Presents a typology of developmental theories: biological, psychological, sociocultural, and integrative. (SK)