Adult Learning
Adult Education | Learning Theories in the Lifelong Learning Sector | Teaching Practice
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.
• 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.
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.
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.
| Davin Carr-Chellman | University of Dayton, USA |
| Lilian H. Hill | University of Southern Mississippi, USA |
| Carol Rogers-Shaw | University of Dayton, USA |
| Dorca Kisare-Ressler | University of Minnesota, USA |
| Catherine A. Cherrstrom | Texas State University, USA |
| Kelly McKenna | Colorado State University, USA |
| Rachel L. Wlodarsky | Cleveland State University, USA |
| Michael Porterfield | McKendree University, USA |
| Geleana Drew- Alston | North Carolina A&T University, USA |
| Susan Barcinas | North Carolina State University, USA |
| Lisa M. Baumgartner | Texas State University – San Marcos, USA |
| Alisa Belzer | Rutgers University, USA |
| Jim Berger | Georgia College and State University (replace Western Kentucky University) |
| Marcie Boucouvalas | Virginia Polytechnic Institute and State University, USA |
| Corrine Brion | University of Dayton, USA |
| Ann Brooks | Texas State University-San Marcos, USA |
| Simone C. O. Conceição | University of Wisconsin-Milwaukee, USA |
| Leslie Cordie | Auburn University, USA |
| Joellen E. Coryell | Texas State University - San Marcos, USA |
| Thomas D. Cox | University of Central Florida, USA |
| Steven Frye | Tennessee Technological University, USA |
| Julie Galliart | Kansas State University, USA |
| Michelle Lynn Glowacki-Dudka | Ball State University, USA |
| Edith Gnanadass | University of Memphis, USA |
| Shibao Guo | University of Calgary, Canada |
| Pi-Chi Han | National Kaohsiung Normal University, Taiwan |
| Catherine A. Hansman | Cleveland State University, USA |
| Sharon H. Herbers | University of the Incarnate Word, San Antonio, USA |
| Paulette Isaac-Savage | University of Missouri-St. Louis, USA |
| Leann Kaiser | Colorado State University, USA |
| Merih Ugurel Kamisli | TED University, Turkey |
| Haijun Kang | Kansas State University, USA |
| Lisa Kirkpatrick | St. Edward's University |
| Clarena Larrotta | Texas State University-San Marcos, USA |
| Tennille Lasker-Scott | Arkansas Tech University |
| Randee Lipson Lawrence | National-Louis University, 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 at Charlotte, USA |
| Mitsunori Misawa | The University of Tennessee, Knoxville, TN, USA |
| Joann Olson | University of Houston, Victoria, USA |
| Carole E. Pearce | Walden University, USA |
| Maria Plakhotnik | National Research University Higher School of Economics, Russia |
| Robert F. Reardon | Texas State University-San Marcos, USA |
| Robin Redmon Wright | Penn State Harrisburg, USA |
| Delores Rice | Texas A&M University-Commerce |
| Petra Robinson | Louisiana State University, USA |
| Elice C. Rogers | Cleveland State University, USA |
| Amy D. Rose | Northern Illinois University, USA |
| Dionne Rosser-Mims | Troy University, USA |
| Michael L. Rowland | University of Kentucky, USA |
| Stephen Schmidt | East Carolina University, USA |
| Ellen Scully-Russ | The George Washington University, USA |
| Arlene F. Serrano | Texas State University, USA |
| Todd Sherron | Texas State University, USA |
| Mattyna L. Stephens | Texas State University, USA |
| Gabriele Strohschen | DePaul University, USA |
| Qi Sun | University of Tennessee, Knoxville, USA |
| Ann L. Swartz | Penn State Harrisburg, USA |
| Jonathan E. Taylor | Troy University, USA |
| Rachel Wlodarsky | Cleveland State University, USA |
| Susan M. Yelich Biniecki | Kansas State University, USA |
| Jill Zarestky | Colorado State University, USA |
Adult Learning
Published in association with American Association for Adult and Continuing Education
| Editors | |
| Davin Carr-Chellman | University of Dayton, USA |
| Lilian H. Hill | University of Southern Mississippi, USA |
| Carol Rogers-Shaw | University of Dayton, USA |
| Editorial Assistant | |
| Dorca Kisare-Ressler | University of Minnesota, USA |
| Reflections Editor | |
| Catherine A. Cherrstrom | Texas State University, USA |
| Resources Editor | |
| Kelly McKenna | Colorado State University, USA |
Inquiries
For questions: AdultLearningjournal@gmail.com
To submit online: http://mc.manuscriptcentral.com/al
Articles for Submission
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, adult basic education, adult literacy, workplace learning, health care, government, community and nonprofit organizations, higher education, 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 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, Davin Carr-Chellman, Lilian H. Hill & Carol Rogers-Shaw at adultlearningjournal@gmail.com.
Note that the word length includes references, but it does not include the abstract & keywords. The title page must include a brief author biography. The editors will not send a submission to peer review if it is over the word length, does not include author biographies on the title page, or lacks specific adult education references.
Original Articles (Double-anonymize Peer Review) include two formats:
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. 4,000-5,000 words.
Innovations in Practice (Double-anonymize Peer Review) 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.
Personal Reflections (Editorial Review) are 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.
Resources (Editorial Review) Reviews evaluate books, YouTube videos, TEDtalks, 99 Percent videos, RSA animations, documentaries, software, resource manuals and workbooks that are useful to teaching adults. Full reviews are 500-750 words and notices of new resources are no more than 200 words.
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, Davin Carr-Chellman, Lilian H. Hill or Carol Rogers-Shaw at adultlearningjournal@gmail.com.
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 anonymize review. The site contains links to an online user's guide (Get Help Now) for help navigating the site.
Formatting Guidelines
- Use current 7th Edition 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.
- Do not use identifying information (such as the name, or initials of the author) to name the manuscript, table, figure, or any other uploaded supplemental document.
- Anonymize the author’s name, program/institutional affiliation, and any other identifying features. If the author’s work is cited, it should be anonymized as (AUTHOR, 2013) or (AUTHORs et al., 2013). It should be included in the references the same way without the article information as “AUTHOR, 2013.”
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 and be anonymized to protect the author’s identity.
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.
Publication Ethics
AL is committed to upholding the integrity of the academic record. We encourage authors to refer to the Committee on Publication Ethics’ International Standards for Authors and view the Publication Ethics page on the Sage Author Gateway. Authors will be asked to provide details of authorship, ethics committee approval, clinical trial registration documentation, and conflict of interest forms and statements.
Authorship
All parties who have made a substantive contribution to the article should be listed as authors. Principal authorship, authorship order, and other publication credits should be based on the relative scientific or professional contributions of the individuals involved, regardless of their status. A student is usually listed as principal author on any multiple-authored publication that substantially derives from the student’s dissertation or thesis. The Corresponding Author will take primary responsibility for communication with the journal during the manuscript submission, peer review, and publication process. The corresponding author will sign the publishing agreement on behalf of all of the authors and list contact details are included on the article. They should be available after publication to respond to critiques of the work and cooperate with any requests from the journal for data or additional information should questions about the paper arise after publication.
Please note that AI chatbots, for example ChatGPT, should not be listed as authors. For more information see the policy on Use of ChatGPT and generative AI tools.
Peer Review Policy
AL follows a double-anonymize peer review process for (a) Original articles and (b) Innovations in Practice. Articles submitted to AL typically receive 2 to 3 reviews per manuscript. An editorial review process is used for Personal Reflections and Resources articles. Please note that as part of the submission process you may be asked to provide the names of a number of peers who could be called upon to review your manuscript. Recommended reviewers should be experts in their fields and should be able to provide an objective assessment of the manuscript. Please be aware of any conflicts of interest when recommending reviewers. Examples of conflicts of interest include (but are not limited to) the below:
- The reviewer should have no prior knowledge of your submission
- The reviewer should not have recently collaborated with any of the authors
- Reviewer nominees from the same institution as any of the authors are not permitted
Please note that the journal’s editors are not obliged to invite any recommended/opposed reviewers to assess your manuscript.
Peer Review Guidance
AL asks our peer reviewers to utilize the Resources for Reviewers guide prior to completing their review.
For more information, please refer to the Sage Manuscript Submission Guidelines.