Within this AEQ forum, the authors call for a dialogue and examination of research methods in the field of adult and continuing education. Using the article by Boeren as a starting point, the authors analyze both qualitative and quantitative research trends and advocate for more methodological diversity and plurality in current research approaches.
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2.
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CrantonP.KaslE. (2012). A response to Michael Newman’s “Calling Transformative Learning Into Question: Some Mutinous Thoughts.”Adult Education Quarterly, 64, 393-398.
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DirkxJ. (2012). Self-formation and transformative learning: A response to “Calling Transformative Learning Into Question: Some Mutinous Thoughts” by Michael Newman. Adult Education Quarterly, 64, 399-405.
10.
EricksonD. M. (2007). A developmental re-forming of the phases of meaning in transformational learning. Adult Education Quarterly, 58, 61-80.
11.
FejesA.NylanderE. (2015). How pluralistic is the research field on adult education? Dominating bibliometrical trends, 2005-2012. European Journal for Research on the Education and Learning of Adults, 6, 103-123.
12.
HeckmanJ. J.LaFontaineP. A. (2006). Bias-corrected estimates of GED returns. Journal of Labor Economics, 24, 661-700.
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HeckmanJ. J.LaFontaineP. A. (2008). The GED and the problem of non-cognitive skills in America. Unpublished manuscript. Chicago, IL: University of Chicago, Department of Economics.
14.
HeckmanJ. J.LaFontaineP. A. (2010). The American high school graduation rate: Trends and levels. Review of Economics and Statistics, 92, 244-262.
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20.
McCuskerP. (2013). Harnessing the potential of constructive develop-mental pedagogy to achieve transformative learning in social work education. Journal of Transformative Education, 11, 3-25.
21.
MerriamS. B.BieremaL. L. (2014). Adult learning: Linking theory to practice. San Francisco, CA: Jossey-Bass.
22.
NewmanM. (2012a). Calling transformative learning into question: Some mutinous thoughts. Adult Education Quarterly, 62, 36-55.
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NewmanM. (2012b). Michael Newman’s final comments in the forum on his article, “Calling Transformative Learning Into Question: Some Mutinous Thoughts. Adult Education Quarterly, 64, 406-411.
24.
PackerM. J. (2018). The science of qualitative research. New York, NY: Cambridge University Press.
25.
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26.
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28.
RoessgerK. M. (2017a). From theory to practice: A quantitative content analysis of adult education’s language on meaning making. Adult Education Quarterly, 67, 167-185.
29.
RoessgerK. M. (2017b). Establishing a functional conceptualization of reflection’s meaning making criterion. Studies in the Education of Adults, 49, 75-91.
30.
RoessgerK. M.GreenleafA.HogganC. (2017). Using data collection apps and single-case designs to research transformative learning in adults. Journal of Adult and Continuing Education, 23, 206-225.
31.
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32.
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37.
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38.
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39.
ZacharakisJ.RoseA. D.SmithM. C. (2017, November). Large datasets: Challenges, opportunities, and why they are important. Paper presented at the 66th annual meeting of the American Association for Adult & Continuing Education, Memphis, TN.
40.
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41.
ZettleR. D.HayesS. C.Barnes-HolmesD.BiglanA. (2016). The Wiley handbook of contextual behavioral science. Malden, MA: Wiley Blackwell.
