Despite the professional learning benefits that may be realised through participation in research, many institutions and teachers are reluctant to get involved. They (correctly) anticipate that it will require some time, effort, and commitment. They may understand that research is important for improving education practices but more direct and…

This paper examines the results of research into the learning experiences of a group of adult learners in a university preparation programme in a college of Technical and Further Education in Sydney, NSW, Australia. The research was conducted over a three year period by the author as a teacher-researcher and is grounded in the phenomenological…

Researchers from a government agency and a university collaboratively studying workplace learning examined their own interactions in planning. A surprising finding was their difficulty legitimizing a focus on their own workplace learning. The two groups had different assumptions about acceptable public disclosure. Keys to workplace learning were…

A survey of 11 adult literacy practitioner research networks in the United States, United Kingdom, Australia, and Canada indicated the following: primary purposes were professional development and outlet for practitioner voice; predominant methods were action and participatory research; 10 had government funding; and challenges included lack of…

This publication presents five reports that represent research conducted by adult educators. "Supporting Adult Educators in Researching Their Practice" (Janelle Davis, Jean Searle) presents results of four action research projects related to developing literacies for disadvantaged groups or groups with special needs. "Towards Mutual…