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Meeting the Transitional Needs of Young Adult Learners : New Directions for Adult and Continuing Education, Number 143.
This is the first New Directions volume related to young adult learners since 1984. Then, as now, young adults are an important segment of the adult population but have received scant attention in the adult education literature. Increasingly, youths and young adults are enrolling in adult education...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Wiley,
2014.
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| Colección: | J-B ACE Single Issue Adult & Continuing Education.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Meeting the Transitional Needs of Young Adult Learners; CONTENTS; EDITORS' NOTES; Reference; 1 Conceptualizing Transitions to Adulthood; The Idea of Youth Transitions and the New Adulthood; Rethinking the Transitions Metaphor; Relational Frameworks; Belonging; Young Adults and Learning; Connected, Locally and Globally; Needs (Not Age) Based; Navigating Learning; Conclusions; Note; References; 2 Culture, Conditions, and the Transition to Adulthood; Culture and Cultural Identity; Culture, Conditions, and the Pathway to Adulthood; Acculturation; Implications for Adult Education; Note; References.
- 3 Vulnerable Youth and Transitions to AdulthoodBackground of Vulnerable Youth and Their Transitions to Adulthood; Youth in the Mental Health Care System; Foster Youth Who Age Out of the Child Welfare System; Juvenile and Young Adult Offenders Who Reenter the Community; Multi-System Youth; What Challenges Are Vulnerable Youth Facing?; Inadequate Competencies; Insufficient Social Support; Adverse Effects of a Limited Support System; The Contributions of Adult Educators to Successful Transitions; Build Competencies; Provide Social Support; Make Connections to Resources and Services; Conclusions.
- Who Are Today's Young Adults?Religious Involvement of Young Adults; What Does Work?; Community; Authenticity; Spirituality; Recommendations for Practice; Create an Atmosphere of Authenticity; Emphasize Experience; Allow Room for Difference and Doubt; Appreciate the Ever-Changing Concept of Spirituality; Discover the Value of Intergenerational Mentoring; Conclusions; Notes; References; 6 Youths Transitioning as Adult Learners; Conceptualizing Transitions; Historical Overview of Adult Basic Education; Youths Transitioning as Adult Learners; Implications for Adult Education.
- Programming and PracticePolicy; Conclusions; Notes; References; 7 Transitions From Formal Education to the Workplace; Leaving the Classroom; A Time of Feeling Unprepared; A Time of Tension; Preparing for an Unknown Future; Learning a New Kind of Learning; Highlight the Necessity of Noncognitive Skills; Incorporate "Real-World Realities" Into Assignments; Recognizing a Complex Transition; References; 8 Themes and Issues in Programming for Young Adults; Ambiguity of Transition; Complexity of Contemporary Society; Belonging and Community; The Need for Future Research; Summary; References; INDEX.