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Researching Transitions in Lifelong Learning presents new research from Britain, Australia and North America. The authors include leading scholars with established international reputations - such as Kathryn Ecclestone, Norton Grubb, David Boud and Gert Biesta - as well as emerging researchers with fresh and sometimes challenging perspectives.
In today’s society, people and organisations increasingly undergo processes of transition. Experiences of change affect all areas of life: our jobs, relationships, status, communities, engagement in civil society, lifestyles, even understandings of our own identity. Each person must expect and make ready for transitions, engaging in learning as a fundamental strategy for handling change. This is where lifelong learning steps in. From career guidance to third age programmes, from ‘learning to learn’ in kindergarten to MBA, from Mozart for babies to gender re-assignment counselling, people face a crowded world of learning activities designed to help them through transitions. Researching Transitions in Lifelong Learning presents new research from Britain, Australia and North America. The authors include leading scholars with established international reputations - such as Kathryn Ecclestone, Sue Webb, Gert Biesta, W. Norton Grubb, Nicky Solomon and David Boud - as well as emerging researchers with fresh and sometimes challenging perspectives. While emphasising the complexity and variety of people’s experiences of learning transitions, as well as acknowledging the ways in which they are embedded in the specific contexts of everyday life, the authors share a common interest in understanding the lived experiences of change from the learner’s perspective. This volume therefore provides an opportunity to take stock of recent research into transitions, seen in the context of lifelong learning, and outlines important messages for future policy and practice. It will also appeal to researchers worldwide in education and industrial sociology, as well as students on courses in post-compulsory education.
Like many ideas that inform policy, practice and research, ‘transition’ has many meanings. Children make a transition to adulthood, pupils move from primary to secondary school, and there is then a movement from school to work, training or further education. Transitions can lead to profound and positive change and be an impetus for new learning for some individuals and be unsettling, difficult and unproductive for others. Transitions have become a key concern for policy makers and the subject of numerous policy changes over the past ten years. They are also of interest to researchers and professionals working with different groups. Transitions and Learning Through the Lifecourse examines transitions across a range of education, life and work settings. It explores the claim that successful transitions are essential for educational inclusion, social achievement, and economic prosperity and that individuals and institutions need to manage them more effectively. Aimed primarily at academic researchers and students at all levels of study across a range of disciplines, including education, careers studies, sociology, feminist and cultural studies, this book is the first systematic attempt to bring together and evaluate insights about educational, life and work transitions from a range of different fields of research. Contributions include: The transition between home and school The effects of gender, class and age Transitions to further and higher education Transitions for students with disabilities Transitions into the workplace Learning within the workplace Approaches to managing transitions
‘Transition’ has numerous everyday and conceptual meanings yet, while certain transitions are unsettling and difficult for some people, risk, challenge and even difficulty might also be important factors in successful transitions for others.
Supporting Student Transitions 14-19 offers transition focused approaches to planning, teaching, learning and assessment designed to meet the needs of these unique learners. Drawing upon the latest research and theory, as well as the authors’ extensive experience in the field, it examines in detail transitions in teaching and learning in this complex sector. Drawing out and critically analysing the key features of both pedagogy and andragogy, the book presents the best elements of each to provide all tutors and practitioners involved in the teaching of 14-19 learners with clear strategies for supporting this group. Practical advice backed by sound theory will provide readers with a clear understanding of the requirements and needs of learners in the school, college and university. Topics explored include: The role of the teacher in supporting student transitions Understanding transition focused approaches Emotional and social factors involved Recognising difficulties and helping students prepare Supporting Student Transitions 14-19 is a practical guide also offering a unique contribution to the discourse on this important sector of education, increasingly afforded the attention it deserves. It will be an essential resource for trainee teachers, students of PCET, lecturers and teachers wanting to build upon their understanding of this group of learners.
Bringing together contributions from international scholars, this book explores the changing nature of young people's transitions and challenges assumptions about pathways from education into employment in contemporary society.
This book guides student researchers through the different stages of small-scale or practitioner research, a common component of study for students training to work in the lifelong learning sector. The authors look at the entire research journey, from planning a research topic and framing research questions, through the process of data collection and analysis, to writing up and presentation. Using a step-by-step approach the book tackles common thorny issues such as: Understanding the different genres of research Discussion of qualitative and quantitative approaches to research The importance of forming research questions and of locating them within current research literature How to do a literature review Dealing with permissions, access and ethics The nuts and bolts of research methods Interpreting data and writing up research findings Together with case studies and examples of real-life research projects that have been completed by the authors’ own students, this book tackles research in a student-friendly and accessible style, carefully unpacking and defining the different terms, concepts and theories that students need to know when beginning research for the first time. This book is essential reading for students who are training to work in the lifelong learning sector or practitioners who are undertaking CPD to maintain their license to practice. “Many teachers training in the lifelong learning sector, as well as those going on to do foundation, honours and masters degrees in education, find the prospect of carrying out educational research for the first time daunting. Thus far, they have been reliant on generic educational research textbooks. Jonathan Tummons’ and Vicky Duckworth’s excellent work now guides them clearly and supportively through the research journey in a way which is underpinned by the authors’ deep understanding of both the sector and nature of the challenge of the research task to the student, using an informal and accessible written style.” Andy Armitage, Head of the Department of Post-Compulsory Education at Canterbury Christ Church University, UK “This book combines sound practical advice with an exploration of the philosophical and methodological concepts underpinning educational research. Often drawing on the authors’ own experiences, it makes a convincing case for the practitioner as researcher and draws clear and appropriate attention to the purposes, uses and dissemination of small scale research.” Susan Wallace, Professor of Continuing Education, Nottingham Trent University, UK
Research into early childhood transitions has become a field in its own right. It is increasingly understood that a positive start in any new setting can influence the child's engagement, sense of belonging, well-being, progression in learning, and agency, and may be dependent on the insight of educators and families, and yet there is no research methodology or research methods book dedicated to this growing field of study. Including 27 chapters written by researchers from the UK, New Zealand, the USA, Sweden, Iceland, Australia and Canada this handbook presents an overview of the field exploring its current debates, reflects on its history, and offers suggestions for the future of the field. This book is an essential reference point for anyone studying or undertaking research into transitions in early childhood.
Abstract Research Topic With increasing adult learner enrollments in colleges and universities, adult learners more than ever require supports and services to help them successfully transition into student life. Transition programs have gained popularity for this reason. These programs are intended to help adult learners enroll in postsecondary education (Alamprese, 2005). The state of the literature on these programs demonstrates a need for more research about the outcomes associated with participation. Previous research on adult learner participation in transition programs is limited in its scope and depth (Valentine, Hirschy, Bremer, Novillo, Castellano, & Banister, 2009). To add to the literature, this study is designed to capture and explore the stories of adult learners enrolled in a transition program to examine their experiences and perceptions. When researching adult learner transition to higher education, I came across numerous studies reporting the challenges and barriers that hinder adult learner success. I also found that the challenges and barriers discussed in recent literature are the same as those described over three decades ago by Patricia Cross (1981). Therefore, this research also aims to explore to what extent these barrier types identified in Cross's (1981) survey research adequately reflect the experiences of adult learners entering higher education today and to provide an updated account of the obstacles that adult learners face. Theoretical Framework and Method This study is a narrative inquiry shaped by the theoretical framework of Schlossberg's Transition Theory (Anderson, Schlossberg, & Goodman, 2012) and Cross's (1991) categories of adult learner barriers. For data analysis, I used the hermeneutic approach as described by Patterson and Williams (2002). I followed this approach to analyze each participant's narrative. I also engaged in cross-case narrative analysis, determining the similarities and differences between the participants' narratives. Findings The findings suggest that the connections the participants formed during enrollment in "Transitions Prep" attributed to an overall positive experience for all. The narratives of this study also indicate that the participants' perspectives of the transition to higher education changed through participation in "Transitions Prep." Although one participated reported a loss of confidence in her ability to be successful in higher education, the majority of the participants described themselves as having gained confidence. Additionally, the findings of this study imply that adult learners may face challenges not fully addressed by Cross's (1991) account of adult learner barriers to higher education. Lastly, I found that the stages to self-actualization from Maslow's (1943) Hierarchy of Needs explain the participant motivations more precisely than the theories used to inform the theoretical framework of this study. Recommendations Based on the findings, I recommend that research on the outcomes of participation in a transition program be conducted. I also recommend that Schlossberg's Transition Theory and Cross's (1991) categorizations of student barriers be reconceptualized to give more emphasis on the influence of identity and be reconsidered within the current social context. Additionally, I encourage researchers to contemplate how elements of self-actualization may help to explain adult learner motivations for entering higher education. Furthermore, I suggest additional research to uncover the true impact of funding on transition program development and determine appropriate requirements for program design. For future practice, I suggest that universities and colleges implement research-based supports, including transition programs, to aid adult learners as they attempt to earn postsecondary degrees. In addition, I suggest that higher education institutions be mindful of how aging poses physical limitations for adult learners and consider how to best provide appropriate accommodations for aging adult students.