You are here

Adult Education Quarterly

Adult Education Quarterly

A Journal of Research and Theory

eISSN: 15523047 | ISSN: 07417136 | Current volume: 74 | Current issue: 3 Frequency: Quarterly

The Adult Education Quarterly (AEQ) is an international, scholarly, refereed journal committed to advancing the understanding and practice of adult and continuing education. The journal strives to be inclusive in scope, addressing topics and issues of significance to scholars and practitioners concerned with diverse aspects of adult and continuing education across the globe. AEQ publishes research employing a variety of methods and approaches, including (but not limited to) survey research, experimental designs, case studies, ethnographic observations and interviews, grounded theory, phenomenology, historical investigations, and narrative inquiry as well as articles that address theoretical and philosophical issues pertinent to adult and continuing education. Innovative and provocative scholarship informed by diverse orientations is encouraged, including (but not limited to) positivism, post-positivism, constructivism, critical theory, feminism, race-based/Africentric, gay/lesbian, and poststructural/postmodern theories. AEQ aims to stimulate a problem-oriented, critical approach to research and practice, with an increasing emphasis on inter-disciplinary and international perspectives. The audience includes researchers, students, and adult and continuing education practitioners of many orientations including teachers, trainers, facilitators, resource persons, organizational developers, community organizers, and policy designers.

Features

In addressing a broad array of issues and practices in adult and continuing education, AEQ features the following orientations and types of articles:

  • Inquiry orientations including (but not limited to): positivism, post-positivism, constructivism, critical theory, feminism, race-based/Africentric, gay/lesbian, and poststructural/postmodern theories
  • Research reports including (but not limited to): survey research, experimental designs, case studies, ethnographic observations and interviews, grounded theory, phenomenology, historical investigations, and narrative inquiry
  • Theoretical and philosophical analyses
  • Critical integrative reviews of adult and continuing education literature
  • Forum essays (position statements or reasoned critiques of articles previously published in AEQ)
  • Essay reviews (commissioned by the editors)
  • Book reviews (contact the book review editor)
  • "To the Editor" comments and contributions
  • Editorials

Audience

The audience includes researchers, students, and adult and continuing education practitioners of many orientations including teachers, trainers, facilitators, resource persons, organizational developers, community organizers, and policy designers.

 

The Adult Education Quarterly (AEQ) is an international, scholarly, refereed journal committed to advancing the understanding and practice of adult and continuing education. The journal strives to be inclusive in scope, addressing topics and issues of significance to scholars and practitioners concerned with diverse aspects of adult and continuing education across the globe. AEQ publishes research employing a variety of methods and approaches, including (but not limited to) survey research, experimental designs, case studies, ethnographic observations and interviews, grounded theory, phenomenology, historical investigations, and narrative inquiry as well as articles that address theoretical and philosophical issues pertinent to adult and continuing education. Innovative and provocative scholarship informed by diverse orientations is encouraged, including (but not limited to) positivism, post-positivism, constructivism, critical theory, feminism, race-based/Africentric, gay/lesbian, and poststructural/postmodern theories. AEQ aims to stimulate a problem-oriented, critical approach to research and practice, with an increasing emphasis on inter-disciplinary and international perspectives. The audience includes researchers, students, and adult and continuing education practitioners of many orientations including teachers, trainers, facilitators, resource persons, organizational developers, community organizers, and policy designers.

Coordinating Editor
Lisa R. Merriweather University of North Carolina at Charlotte, USA
Editors
Edith Gnanadass The University of Memphis, USA
Dianne Ramdeholl Empire State University, USA
Ralf St. Clair University of Victoria, Canada
Editorial Assistant
Jacob Frankovich University of North Carolina at Charlotte, USA
Book Review Editor
Dianne Ramdeholl Empire State University, USA
Consulting Editors
Mary V. Alfred Texas A&M University, USA
Geleana Drew Alston North Carolina A&T State University, USA
Per Andersson Linkoping University, Sweden
Susan Barcinas North Carolina State University, USA
Alisa A. Belzer Rutgers University, USA
Jim Berger Georgia College and State University (replace Western Kentucky University)
Stephen Billett Griffith University, Australia
Ellen Boeren University of Glasgow, UK
Jeremy Bohonos Texas State University, USA
Bo Chang Ball State University, USA
Maureen Coady St. Francis Xavier University, Canada
Simone C. O. Conceição University of Wisconsin-Milwaukee, USA
Joellen E. Coryell Texas State University - San Marcos, USA
Andrea D. Ellinger University of Texas-Tyler
Andreas Fejes Linkoping University, Sweden
Fergal Finnegan National University of Ireland, Maynooth
António Fragoso Universidade do Algarve, Portugal
Elisabeth Gee Arizona State University, USA
Michelle Glowacki-Dudka Ball State University, USA
Edith Gnanadass The University of Memphis, USA
Patricia Gouthro Mount Saint Vincent University, Canada
Wendy Green Cleveland State University, Cleveland, Ohio
Daphne Greenberg Georgia State University, USA
Anke Grotluschen University of Hamburg, Germany
Shibao Guo University of Calgary, Canada
Lilian H. Hill University of Southern Mississippi, USA
Chad Hoggan North Carolina State University, USA
John D. Holst The Pennsylvania State University, USA
E. Paulette Isaac-Savage University of Missouri-St. Louis, USA
Jaye Jones Lehman College, USA
Kaela Jubas University of Calgary, Canada
Bernd Kaepplinger Institute for Education Science, Germany
Carol E. Kasworm North Carolina State University, USA
Junghwan Kim Texas A&M University, USA
Suehye Kim Gangneung-Wonju National University, South Korea
Tetyana Hoggan- Kloubert University of Augsburg, Germany
Clarena Larrotta Texas State University-San Marcos, USA
Ming-yeh Lee San Francisco State University, USA
Xi Lin East Carolina University, USA
Larry G. Martin University of Wisconsin, Milwaukee, USA
Lisa R. Merriweather University of North Carolina at Charlotte, USA
Elana Michelson Empire State College (SUNY), USA
Marcela Milana University of Verona, Italy
Mitsunori Misawa University of Tennessee, Knoxville, USA
Robert Mizzi University of Manitoba, Canada
Mpoki Mwaikokesya University of Dar-es-Salaam, Tanzania
Aliki Nicolaides University of Georgia, USA
Daphne W. Ntiri Wayne State University, USA
Esther S. Prins Penn State University, USA
Daryll Privott Morehead State University, USA
Dianne Ramdeholl Empire State University, USA
Sarah Ray George Washington University, USA
Robin Redmon Wright Penn State Harrisburg, USA
Petra Robinson Louisiana State University, USA
Kevin Roessger University of Arkansas, USA
Amy D. Rose Northern Illinois University, USA
Jovita M Ross-Gordon Texas State University - San Marcos, USA
Steven Schmidt East Carolina University, USA
Tom Schuller University College London, UK
Stephanie Sisco University of Minnesota, USA
M. Cecil Smith Southern Illinois University, USA
Ralf St. Clair University of Victoria, Canada
Mark Tennant University of Technology, Sydney, Australia
Nisha Thapliyal University of Newcastle, Australia
Elizabeth J. Tisdell Penn State Harrisburg, USA
Maria A. Vetter Thrive Advocacy Group, USA
Jude Walker University of British Columbia, Canada
Shirley Walters University of Western Cape, South Africa
Baiyin Yang Jiangnan University, China
  • Abstract Journal of the Educational Resources Information Center (ERIC)
  • Clarivate Analytics: Current Contents - Physical, Chemical & Earth Sciences
  • Contents Pages in Education (T&F)
  • EBSCO: Vocational & Career Collection
  • ERIC Current Index to Journals in Education (CIJE)
  • MLA International Bibliography
  • MasterFILE - Ebsco
  • NISC
  • Periodical Abstracts - ProQuest
  • ProQuest Education Complete
  • ProQuest Education Journals
  • ProQuest: CSA Sociological Abstracts
  • Professional Development Collection - Ebsco
  • Psychological Abstracts
  • SafetyLit
  • Scopus
  • Social SciSearch
  • Social Sciences Citation Index (Web of Science)
  • Social Services Abstracts
  • TOPICsearch - Ebsco
  • Wilson Education Index/Abstracts
  • Manuscript submission guidelines can be accessed on Sage Journals.

    Individual Subscription, Print Only


    Institutional Subscription, E-access


    Institutional Subscription & Backfile Lease, E-access Plus Backfile (All Online Content)


    Institutional Subscription, Print Only


    Institutional Subscription, Combined (Print & E-access)


    Institutional Subscription & Backfile Lease, Combined Plus Backfile (Current Volume Print & All Online Content)


    Institutional Backfile Purchase, E-access (Content through 1998)


    Individual, Single Print Issue


    Institutional, Single Print Issue