http://aeq.sagepub.com Adult Education Quarterly RSS feed -- current issue May 2009 Adult Education Quarterly 0741-7136 http://aeq.sagepub.com:80/icons/banner/title.gif http://aeq.sagepub.com http://aeq.sagepub.com/cgi/content/abstract/59/3/187?rss=1 Quantitative and qualitative findings on barriers to participation in adult education are reviewed and some of the defining parameters that may explain observed national differences are considered. A theoretical perspective based on bounded agency is put forth to take account of the interaction between structurally and individually based barriers to participation. The Bounded Agency Model is premised on the assumption that the nature of welfare state regimes can affect a person's capability to participate. In particular, the state can foster broad structural conditions relevant to participation and construct targeted policy measures that are aimed at overcoming both structurally and individually based barriers. Features of the Nordic model of adult education and empirical results from the 2003 Eurobarometer are discussed in relation to this theoretical perspective.

]]> 2009-05-01 info:doi/10.1177/0741713609331548 American Association for Adult and Continuing Education 3 59 207 2009-05-01 187 Article http://aeq.sagepub.com/cgi/content/abstract/59/3/208?rss=1 This qualitative case study investigated the impact of Workforce Investment Act (WIA) funding on the providers and planners of programs for incumbent workers in one Midwest WIA region. It examines the collaboration and power conflicts that are part of planning and implementing this legislation for the stakeholders. The study applied Matland's ambiguity/conflict framework to WIA implementation. The analysis revealed four themes that are important to policy makers and planners alike. The themes, change agent conflict, power broker conflict, policy interpretation conflict, and ambiguity of means, address the impact of the WIA and related processes on programs for incumbent workers. Conflicts over participants' roles, the interpretation of the legislation, and ambiguity about the process of implementation emerged. This article suggests methods for stakeholders to collaborate and address the needs of incumbent worker development.

]]> 2009-05-01 info:doi/10.1177/0741713609331477 American Association for Adult and Continuing Education 3 59 226 2009-05-01 208 Article http://aeq.sagepub.com/cgi/content/abstract/59/3/227?rss=1 Within the field of adult education a paradigm shift, or at least a paradigm creep, is taking place as a result of advances in technology. This comprehensive, quasiexperimental study examining the efficacy of online education (OE) for professional development, conducted among American police officers, compares OE to traditional delivery methods, using quantitative methods and open ended questioning to determine whether the potential performance of adult learners in OE is related to various demographic factors, and evaluates the adult learners' perceptions of OE. Data analyses indicate no significant difference between the effectiveness of the delivery methods but they do reveal a statistically significant relationship between potential online learning success and a formal educational level. Although most participants in the study say they prefer traditional instruction, the majority feel that OE is an appropriate delivery method for professional development and that the use of OE for delivery of professional development provides increased training opportunities.

]]> 2009-05-01 info:doi/10.1177/0741713609331546 American Association for Adult and Continuing Education 3 59 245 2009-05-01 227 Article http://aeq.sagepub.com/cgi/content/abstract/59/3/246?rss=1 With an increase in nontraditional students attending college, there is a need to understand how work/school/life stress affects adult students. The purpose of this study is to test a comprehensive stress model that posits appraisal (cognitive evaluation) and coping as mediators between stressors/interrole conflict and psychosocial outcomes. The model proposes that higher levels of stressors/interrole conflict will be associated with lower positive and higher negative appraisals. The model also predicts that positive and negative appraisals will predict specific adaptive and maladaptive coping behaviors. Adaptive coping results in positive outcomes, whereas negative coping leads to negative outcomes. The results support appraisal and coping as partial mediators with positive appraisal and adaptive coping having the hypothesized positive effects. Family—school conflict and school—work conflict and work stressors, in particular, emerge as key stressors for the adult student. This study provides direction for future researchers and implications for adult higher education.

]]> 2009-05-01 info:doi/10.1177/0741713609331479 American Association for Adult and Continuing Education 3 59 263 2009-05-01 246 Article http://aeq.sagepub.com/cgi/reprint/59/3/264?rss=1 2009-05-01 info:doi/10.1177/0741713609332387 American Association for Adult and Continuing Education 3 59 266 2009-05-01 264 Article http://aeq.sagepub.com/cgi/reprint/59/3/267?rss=1 2009-05-01 info:doi/10.1177/0741713609332386 American Association for Adult and Continuing Education 3 59 269 2009-05-01 267 Article http://aeq.sagepub.com/cgi/reprint/59/3/269?rss=1 2009-05-01 info:doi/10.1177/0741713609332384 American Association for Adult and Continuing Education 3 59 271 2009-05-01 269 Article http://aeq.sagepub.com/cgi/reprint/59/3/271?rss=1 2009-05-01 info:doi/10.1177/0741713609332385 American Association for Adult and Continuing Education 3 59 273 2009-05-01 271 Article