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Adult Learning
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Adult Learning


Editors
Ann Brooks Texas State University-San Marcos, USA
Geleana Drew Alston North Carolina University-Greensboro, USA


eISSN: 21624070 | ISSN: 10451595 | Current volume: 28 | Current issue: 3 Frequency: Quarterly

Adult Learning is an important voice in the scholarship of adult learning and teaching. As a practitioner-oriented journal, it is committed to advancing the practice of adult education through innovative articles with a problem-solving emphasis. Published articles address the most current challenges in educating adults across various contexts, including, for example, higher education, health care, government, community and nonprofit organizations, and business and technology. The audience includes those who teach adults; design, manage, and evaluate programs; and researchers on adult learning, development and teaching practices.

We publish research articles focused on reporting the importance to practice; literature reviews; conceptual and theoretical pieces; and quality accounts of innovations in practice as peer reviewed articles. We also publish short personal reflections and descriptions of resources useful to educators of adults.

Adult Learning publishes original manuscripts on the practical challenges of educating adults.

Our purpose is to provide a forum for practitioners and researchers to share their insights, research findings, resources and questions that arise from the practice of educating adults.

The journal publishes a variety of articles. We publish reports on research drawing on a variety of approaches and methodologies, but with a clear focus on the importance to practice; literature reviews; conceptual and theoretical pieces; and quality accounts of innovations in practice as peer reviewed articles. We also publish short personal reflections and descriptions of resources useful to educators of adults.

Adult Learning is important reading for both academics and professionals engaged in the education of adults in a variety of settings and professional fields including, for example:

• Community organizations

• Healthcare

• Higher education

• International settings

• Professional development in pre-school and schools

• Workforce development

• Business

• Government

Types of Articles Published

I. Refereed Articles

We seek a variety of articles that make current research, theoretical issues, and literature reviews relevant to practitioners. We also seek thoughtful descriptions of innovative practices in teaching, programming and administration. Submissions should follow the Style & Formatting guidelines below.

Two to 3 individuals fro our Editorial Board review refereed manuscripts. We adhere to a double-blind peer reviewing process. Reviewers make one of the following recommendations: Accept, Conditional Accept (upon revisions), Revise and Resubmit, and Reject. Authors generally receive a decision within 6 to 10 weeks of manuscript submission.

Submit refereed inquiries to the Editor, Ann Brooks, at AdultLearning@txstate.edu.

• Research articles and literature reviews

The editors are very interested in publishing manuscripts that clearly link research or theory to practice. We publish qualitative, action, and quantitative and research studies and literature reviews that have direct implications for the practice. Published works are written so that readers can apply the findings to their own practice of educating adults.

Manuscripts should be between 4,000-4,500 words.

• Conceptual and theoretical articles

Articles in this section explore current issues and challenges practitioners face in the education of adults. The purpose of these pieces is to develop new or critique existing theory in order to contribute to practice.

Manuscripts should be between 3,000-5,000 words.

• Innovations in practice

To address the rapid social changes in this historical era and corresponding challenges faced by those who educate adults, articles published as Innovations in Practice present innovative and cutting-edge teaching and learning practices in the education of adults. They provide enough detail and evidence of effectiveness that practitioners can use them to inform teaching, program planning, or adult education administration.

Manuscripts should be between 2,000-3,000 words.

II. Personal Reflections

Articles in this session are thoughtful reflections on and discussions of important learning and teaching issues to educators of adults. They may be first-person narratives and resulting insights on thought-provoking experiences in teaching adults or examinations of taken-for-granted practices about adult learning, teaching, program design and management in adult education.

Manuscripts should be between 1,200-1,500 words.

Submit inquiries to Personal Reflections Editor, Catherine Cherrstrom at cac424@txstate.edu..

III. Resources

The Resources section is for reviews and descriptions of books, YouTube videos, TEDtalks, 99 Percent videos, RSA animations, documentaries, resource manuals, workbooks and other useful materials for teaching adults.

Full reviews should be 500-750 words.

Notifications of new resources should be no more than 200 words.

Submit inquiries to Resources Editor, Kathy Lohr at LOHRK@ECU.EDU.

IV. Special Issues

The Adult Learning editors welcome your suggestions for special issues. Past special issues have been varied, e.g. workforce education, mentoring, older adult learners, adult literacy, adult development, adult learners with disabilities, instructional technology, intercultural education, learning to learn, and the philosophy of adult education. Special issue editors work with authors on the content and form of manuscripts.

Submit special issue inquiries and proposals to the Editors, Ann Brooks at abrooks@txstate.edu or Geleana Alston at gdalston@ncat.edu.

Editorial Assistant
Merih U. Kamisli Texas State University, USA
Reflections Editor
Catherine A. Cherrstrom Texas State University, USA
Futures Editor
Michelle Lynn Glowacki-Dudka Ball State University, USA
Resources Editor
Kathy Lohr East Carolina University, USA
Editorial Board
Lisa M. Baumgartner Texas A&M University, USA
Jim Berger Western Kentucky University, USA
Marcie Boucouvalas Virginia Polytechnic Institute and State University, USA
Tuere A. Bowles North Carolina State University, USA
Dominique T. Chlup Texas A&M University, USA
Rosemary Closson University of South Florida, USA
Simone C. O. Conceição University of Wisconsin-Milwaukee, USA
Joellen E. Coryell Texas State University - San Marcos, USA
Thomas D. Cox University of Central Florida, USA
Donna Drake-Clark University of Maryland, USA
Steven Frye Tennessee Technological University, USA
Michelle Lynn Glowacki-Dudka Ball State University, USA
Shibao Guo University of Calgary, Canada
Talmadge C. Guy University of Georgia, USA
Pi-Chi Han University of Missouri-St. Louis, USA
Catherine A. Hansman Cleveland State University, USA
Sharon H. Herbers University of the Incarnate Word, San Antonio, USA
Lilian H. Hill University of Southern Mississippi, USA
Paulette Isaac-Savage University of Missouri-St. Louis, USA
Haijun Kang Kansas State University, USA
Kathleen P. King University of South Florida, USA
Clarena Larrotta Texas State University-San Marcos, USA
Ming-yeh Lee San Francisco State University, USA
Alan Mandell Empire State College, USA
Larry B. Martin University of Wisconsin at Milwaukee, USA
Lisa R. Merriweather University of North Carolina, Charlotte, USA
Mitsunori Misawa The University of Memphis, USA
Machuma Muyia Texas A&M University, USA
Carmela Nanton Palm Beach Atlantic University, USA
Robert Nolan Oklahoma State University, USA
Glenn Palmer Pennsylvania State University, USA
Carole E. Pearce Walden University, USA
Maria Plakhotnik National Research University Higher School of Economics, Russia
John R. Rachal University of Southern Mississippi, USA
Robin Redmon Wright Penn State Harrisburg, USA
Delores Rice Texas A&M University-Commerce
Petra Robinson Rutgers University, USA
Elice E. Rogers Cleveland State University, USA
Amy D. Rose Northern Illinois University, USA
Dionne Rosser-Mims Troy University, USA
Michael L. Rowland University of Louisville, USA
Stephen Schmidt East Carolina University, USA
Ellen Scully-Russ The George Washington University, USA
Regina O. Smith University of Wisconsin-Milwaukee, USA
Qi Sun University of Tennessee, Knoxville, USA
Jonathan E. Taylor Troy University, USA
Melody Thompson Penn State University, USA
Meg Wise University of Wisconsin-Madison, USA
Susan M. Yelich Biniecki Kansas State University, USA
Jill Zarestky Texas A&M University, USA
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  • Editors: Ann Brooks and Geleana Alston
    Editorial Assistant: Merih Ugurel Kamisli

    Click here to download the submission guidelines

    Inquiries: AdultLearning@txstate.edu with a copy to abrooks@txstate.edu

    Submit online: http://mc.manuscriptcentral.com/al

    Adult Learning is an important voice in the scholarship of adult learning and teaching.
    As a practitioner-oriented journal, it is committed to advancing the practice of adult
    education through innovative articles with a problem-solving emphasis. Published
    articles address the most current challenges in educating adults across various contexts,
    including, for example, higher education, health care, government, community and
    nonprofit organizations, and business and technology. The audience includes those who
    teach adults; design, manage, and evaluate programs; and researchers on adult learning,
    development and teaching practices.

    Research, reviews, and theory

    We seek a variety of articles that make current research, theoretical issues, and literature
    reviews relevant to practitioners. We also seek thoughtful descriptions of innovative
    practices in teaching, programming and administration. Submissions should follow the
    Style & Formatting guidelines below. Prospective authors are welcome to contact the
    editors, Ann Brooks at abrooks@txstate.edu or Geleana Alston at gdalston@ncat.edu.

    • Research articles and literature reviews published are qualitative and/or
    quantitative studies or literature reviews that have direct implications for the education of
    adults. They are written so that readers can apply the findings to their own practice of
    educating adults. 4,000 – 5,000 words

    • Conceptual and theoretical articles explore current issues and challenges in the
    education of adults. Their purpose is to contribute to developing new or critiquing
    existing theory and concepts. 3,000-5,000 words.

    • Innovations in Practice presents innovative and cutting-edge teaching and learning
    practices in the education of adults. They provide enough detail and evidence of
    effectiveness that practitioners can use them to inform teaching, program planning, or
    adult education administration. 2,000-3,000 words.

    Reflections, and Resources

    We publish a wide variety of manuscripts that can inform the practice of adult education.
    Sections of the journal are devoted Personal Reflections, and Resources. Contact the
    respective section editor listed below.

    • Personal Reflections -- thoughtful reflections on and discussions of important
    learning and teaching issues in adult education. They may be first-person narratives of
    thought-provoking experiences in teaching adults or examinations of taken-for-granted
    practices about adult learning, teaching, program design and management in adult
    education. 1,200-1,500 words. Submit inquiries to Personal Reflections Editor, Catherine
    Cherrstrom at cac424@txstate.edu.

    • Resources – reviews and descriptions of books, YouTube videos, TEDtalks, 99
    Percent videos, RSA animations, documentaries, resource manuals and workbooks useful
    to teaching adults. Full reviews are 500-750 words and notices of new resources are no
    more than 200 words. Submit inquiries to Resources Editor, Kathy Lohr at
    LOHRK@ECU.EDU.

    Special Issues

    The Adult Learning editors welcome your suggestions for special issues. Past special
    issues have been varied, e.g. workforce education, mentoring, older adult learners, adult
    literacy, adult development, adult learners with disabilities, instructional technology,
    intercultural education, learning to learn, and the philosophy of adult education. Special
    issue editors work with authors on the content and form of manuscripts. Submit special
    issue inquiries and proposals to the Editors, Ann Brooks at abrooks@txstate.edu or
    Geleana Alston at gdalston@ncat.edu.

    Electronic Manuscript Submission

    Adult Learning uses an online submission and review platform. Manuscripts should be
    submitted electronically to http://mc.manuscriptcentral.com/al. Authors set-up an online
    account on the SAGE Track system, powered by ScholarOne, provide the required
    information (author name(s) and contact information, abstract, keywords, etc.) and
    upload the "title page" (with author information) and "main document" (with no author
    information) separately to ensure the manuscript is ready for a blind review. The site
    contains links to an online user's guide (Get Help Now) for help navigating the site.

    Formatting Guidelines

    • Use current APA guidelines, including one-inch margins, Times Roman 12 pt.
    font, and double spacing.
    • On a separate title page, include your name, address, telephone number(s), e-mail
    address, and a two- to three-sentence biography.
    • Place the title of the article, but no author information, on the first manuscript
    page, followed by an up to 250-word abstract and three to five key words.
    • Upon acceptance, submit a completed Journal Contributor Publishing Agreement,
    as detailed in the Exclusivity section, below.

    Photos and Illustrations
     
    Photos and figures to illustrate the article are accepted in the following file formats:
    TIFF, EPS, Word, or Excel. Scans/photos must be at least 300 dpi. Rules/tick marks
    should not be smaller than 1 point. Photos and figures must be production-ready.

    Copy Editing

    Manuscripts accepted for publication will be edited for grammar, punctuation, APA style,
    and readability.

    Exclusivity

    Manuscripts should not be under consideration for publication by other periodicals, nor
    should they have been published previously, except as a part of a presentation at a
    meeting. Upon final acceptance of your manuscript, you will be prompted to complete a
    Journal Contributor Publishing Agreement online at http://mc.manuscriptcentral.com/al.

    For more information, please refer to the SAGE Manuscript Submission Guidelines.

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