A Framework for Theory and Research on Adult Education Participation

Peter S. Cookson

90 citations0/0 files storedAdult Education Quarterly

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Adult and Continuing Education Topics Higher Education Research Studies Education and Vocational Training

Abstract

Proposed is a comprehensive, multivariate, multi-realm theoretical framework with which to integrate and advance the theory and research on adult education participation (AEP). The elements of the ISSTAL model, as elaborated by D. H. Smith, are identified, defined, and exemplified in terms of the current literature on AEP. This article describes elements of the framework which have already been investigated and those for which there are gaps in the literature. Suggestions for further research to close those gaps are given. The framework has significance for theory and research on AEP as Well as more general theory-building efforts in adult education.

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References

1973The nature of human values 1970Class and Conformity 1969Class, Occupation, and Orientation 1972The design of education 1979The Adult's Learning Projects 1979The adult's learning projects 1973Educational Participation and Dropout: a Theoretical Model 1971The Long Arm of the Job: A Study of Work and Leisure

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1994Understanding the Decision to Participate in Formal Adult Education 2014Professional Development Across the Teaching Career 2023Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?1990Predicting and Explaining Intentions to Participate in Continuing Education: An Application of the Theory of Reasoned Action 2011Theories in Adult Learning and Education 2000Does Basic Skills Education Affect Adults' Literacy Proficiencies and Reading Practices?

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