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Adult Education Quarterly

Adult Education Quarterly

2018 Impact Factor: 1.438
2018 Ranking: 124/243 in Education & Educational Research
Source: Journal Citation Reports (Web of Science Group, 2019)
A Journal of Research and Theory

Editors
Ellen Boeren University of Glasgow, UK
Kevin Roessger University of Arkansas, USA
Elizabeth Roumell Texas A&M University, USA
Editor


eISSN: 15523047 | ISSN: 07417136 | Current volume: 69 | 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.

Editorial Assistant
Daniel Parker University of Arkansas, USA
Book Review Editor
John D. Holst The Pennsylvania State University, USA
Social Media Coordinator
Xi Lin East Carolina 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
Lisa M. Baumgartner Texas A&M University, USA
Hal Beder Rutgers University, USA
Alisa A. Belzer Rutgers University, USA
Jim Berger Western Kentucky University, USA
Stephen Billett Griffith University, Australia
Marcie Boucouvalas Virginia Polytechnic Institute and State University, USA
Ann Brooks Texas State University-San Marcos, USA
Heather Brown University of North Carolina-Charlotte, USA
Bo Chang Ball State University, USA
Darlene Clover University of Victoria, Canada
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
Julie Gedro Empire State College, USA
Elisabeth Gee Arizona State University, USA
Tara Gibb University College- Fraiser College, Canada
Michelle Glowacki-Dudka Ball State University, USA
Patricia Gouthro Mount Saint Vincent University, Canada
André P. Grace University of Alberta, Canada
Wendy Green Cleveland State University, Cleveland, Ohio
Daphne Greenberg Georgia State University, USA
Anke Grotluschen University of Hamburg, Germany
Lucy Madsen Guglielmino Florida Atlantic University, USA
Ulrike Hanemann Independent international literacy and education specialist, Germany
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
Carrie Johnson National-Louis University, USA
Kaela Jubas University of Calgary, Canada
Bernd Kaepplinger Institute for Education Science, Germany
Haijun Kang Kansas State University, USA
Elizabeth Kasl California Institute of Integral Studies, USA
Carol E. Kasworm North Carolina State University, USA
Suehye Kim UNESCO, Korea
Clarena Larrotta Texas State University-San Marcos, USA
Ming-yeh Lee San Francisco State University, USA
Rebecca N. Lekoko University of Botswana, Botswana
Xi Lin East Carolina University, USA
Larry G. Martin University of Wisconsin, Milwaukee, USA
Marilyn McKinley Parrish Millersville University, USA
Olutoyin Mejiuni Obafemi Awolowo University
Sharan B. Merriam University of Georgia, USA
Lisa R. Merriweather University of North Carolina, Charlotte, USA
Jonathan Messemer Cleveland State University, USA
Elana Michelson Empire State College (SUNY), USA
Aliki Nicolaides University of Georgia, USA
Daphne W. Ntiri Wayne State University, USA
Margaret Patterson Research Allies, Austria
Esther S. Prins Penn State University, USA
John R. Rachal University of Southern Mississippi, USA
Robin Redmon Wright Penn State Harrisburg, USA
Tonette S. Rocco Florida International University, FL
Amy D. Rose Northern Illinois University, USA
Jovita M Ross-Gordon Texas State University - San Marcos, USA
Jennifer A. Sandlin Arizona State University, USA
Steven Schmidt East Carolina University, USA
Vanessa Sheared Dean, College of Education, Sacramento State University, USA
M. Cecil Smith West Virginia University, USA
Ralf St. Clair University of Victoria, Canada
Ann L. Swartz Penn State Harrisburg, USA
Edward W. Taylor Penn State Harrisburg, USA
Kathleen Taylor St. Mary's College of California
Mark Tennant University of Technology, Sydney, Australia
Lyn Tett University of Edinburgh and Huddersfield, UK
Patricia M. Thompson Penn State Harrisburg, USA
Elizabeth J. Tisdell Penn State Harrisburg, USA
Maria Alicia Vetter Northern Illinois University, USA
Jude Walker University of British Columbia, Canada
Pierre Walter University of British Columbia, Vancouver, Canada
Shirley Walters University of Western Cape, South Africa
Michael Wilkerson University of Texas Health Science Center at Houston, USA
Gongli Xu Social Development, Canada
Baiyin Yang Tsinghua University, China
Susan M. Yelich Biniecki Kansas State University, USA
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    EDITORIAL POLICY

    AEQ  Mission Statement
    The Adult Education Quarterly (AEQ) is a 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. 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.

    General Information

    Journal Address:

    Adult Education Quarterly
    University of Arkansas
    102 Graduate Education Building
    College of Education and Health Professions
    Fayetteville, AR 72701

    Phone: 479.575.4758
    Email:
    AEQJournal@uark.edu

    Organizational Sponsorship:
    American Association for Adult and Continuing Education (AAACE) Commission of Professors of Adult Education (CPAE) 1011 Martin Luther King Jr. Highway, Suite 200C Bowie, MD 20720 USA Phone: +1 301.459.6261 Fax: +1 301.459.6641

    Scope:
    AEQ is a blind-review scholarly journal committed to the dissemination of research and theory that advances the understanding and practice of adult and continuing education.

    Types of Articles Published:

    • Research approaches including (but not limited to): survey research, experimental designs, case studies, ethnographic observations and interviews, grounded theory, phenomenology, historical investigations, and narrative inquiry.
    • Inquiry orientations including (but not limited to): positivism, postpositivism, constructivism, critical theory, feminism, race-based/Africentric, gay/lesbian, and poststructural/postmodern theories
    • Theory building and philosophical analysis
    • Critical integrative reviews of adult and continuing education literature
    • Forum includes shorter position papers related to the field or reasoned critiques of articles previously printed in AEQ
    • Essay reviews commissioned by the editors
    • Book reviews (contact the book review editor; see the book review section)
    • "To the Editor" comments and contributions

    Editorial Style:
    Publication Manual of the American Psychological Association (sixth edition).

    Publisher:
    SAGE Publishing 
    https://journals.sagepub.com/home/aeq

    General Guidelines for Contributors

    The Adult Education Quarterly is committed to the dissemination of knowledge produced by disciplined inquiry in the field of adult and continuing education. Three criteria are used in the review and selection process. First, articles must significantly advance knowledge and practice. Second, all material must be accurate and technically correct. Finally, articles must be well crafted and well written. To facilitate the preparation and submission of manuscripts, we offer the following information, guidelines, and procedures.

    Preparation for Submission

    Prospective authors might consider the following strategies in preparing manuscripts for AEQ:

    • Study this page and its sections on guidelines to ensure that your manuscript falls within the scope of the journal and meets the stylistic requirements.
    • Consider the “Review Criteria” section in developing and crafting your manuscript.
    • Study back issues of AEQ focusing especially on articles of purpose and form similar to your manuscript.
    • Ask at least two colleagues who are insightful and constructive in their appraisals to critically review the manuscript before submitting it to AEQ.
    • For additional editing, translation, or formatting help, please visit: http://languageservices.sagepub.com/en/

    Technical and Stylistic Requirements
    For the editorial process to begin, all submissions must meet the following requirements:

    Typed copy:
    Submit typed, double-spaced copy with numbered pages, using one inch margins on all sides. 
    Please submit all typed manuscript documents in Microsoft Word format (.doc or .docx).

    Article Length:
    Articles generally should not exceed 7500 words, including charts, tables, references, and endnotes.

    Title Page:
    On the title page, indicate the following: title of paper; full name(s) of author(s), author titles and institutional affiliations, postal addresses, phone numbers, fax numbers, and email addresses; brief acknowledgement of the contribution of colleagues or students, if warranted; statement of place and date of previous oral presentation, if any; and date of submission. Please indicate the corresponding author.

    Abstract:
    In 150 words or less, summarize the purpose, approach, and conclusions of the paper in an abstract immediately following the title page. Include only the title of the paper on this and subsequent pages.

    Text:
    Repeat a shortened version of the title of the manuscript (a running head) on the top of each page of the text. The name of the author(s) must not appear on any page, other than through standard reference usage.

    Stylistic Requirements:
    Manuscripts submitted to AEQ must be grammatically correct and stylistically consistent. AEQ uses the Publication Manual of the American Psychological Association, sixth edition. Consult this publication for rules governing references and citations as well as other elements of grammar and style.

    Authors may only submit manuscripts that are original work and have not been accepted for publication by another periodical. Articles (including tables, figures, photographs, and other illustrative material) may not infringe on the copyright or statutory rights of others or contain libelous statements. Please note, editorial board members, staff, and officers of AAACE are indemnified against costs, expenses, and damages arising from any breach of the foregoing in regard to the manuscript.

    Manuscripts submitted to AEQ should not be under consideration for publication by any other journals, nor should they have been published previously in any form. A paper may, however, have been presented at a meeting or conference. In such cases, the author should state where and when such a paper was presented. After acceptance, a paper may not be published elsewhere without written permission from AAACE.

    Letter of Transmittal:
    Attach a letter addressed to the editors indicating the title of the manuscript, date of submission, and all authors with their institutional affiliations.

    Self-citation

    Double-blind peer review is important to Adult Education Quarterly. We take great measure in ensuring a fair review process.

    If possible, remove any reference to works by the authors of the manuscript. Otherwise, refer to your own work by removing your name(s) and replace with the appropriate formula below, where AUTHOR 2 is the second author of the manuscript and [date] is the publication date of the reference.

    For a single authored source:

    AUTHOR 1. ([date]) (publication details withheld for anonymity)

    AUTHOR 2. ([date]) (publication details withheld for anonymity)

    For a source with two authors:

    AUTHOR 3 & ANOTHER. ([date]) (publication details withheld for anonymity)

    For a source with three or more authors:

    AUTHOR 1 & OTHERS. ([date]) (publication details withheld for anonymity)

    These references should be listed alphabetically in the reference list under “AUTHOR”—not where authors' own name(s) would fall.

    In-text citations should correspond to the reference list.

    Submission Process

    When manuscript is ready for submission, upload one copy to SAGETRACK at the website http://mc.manuscriptcentral.com/aeq

    Editorial Procedure

    AEQ editorial staff initially reviews all manuscript submissions for compliance with AEQ editorial policy. If the manuscript fails to fall within the scope and stylistic guidelines of the journal, it is returned to the authors. If a manuscript is in accord with the scope of the journal and meets submission guidelines, all references to the author name and institution are removed from the manuscript, and it is submitted for blind reviews to three AEQ consulting editors. Each consulting editor is a professional scholar judged competent to appraise such manuscripts. In compliance with advice of consulting editors, the editors make one of four decisions: accept; conditional accept, contingent upon major revisions; revise and resubmit; or reject. In the case of conditional acceptance, the editors will specify necessary revisions in writing to the author. When revisions are completed and the editors accept a manuscript, the editors will then notify and inform the author(s) about the next steps in the publication process.

    Review Criteria

    In seeking to advance the understanding and practice of adult and continuing education, the journal strives to be inclusive in scope and aims to stimulate a problem-oriented, critical approach to research and practice, with an increasing emphasis on inter-disciplinary and international perspectives. The following are used to review scholarly papers submitted to AEQ:

    Importance of the Problem:
    A problem or subject addressed by a manuscript should contribute to knowledge or theory pertinent to adult and continuing education. Importance is enhanced when a paper promotes understanding or improvement of practice.

    Background:
    Through the abstract and a brief introduction, readers should be provided with sufficient background information/literature to understand the problem being addressed.

    Problem/Purpose:
    The purpose of the paper should be clearly and unambiguously stated. This typically requires a clearly described research problem.

    Literature Review:
    Research and scholarship should be linked to relevant empirical and theoretical literature. The applicability of the research and the quality of the discussion are more important than the length of the literature review.

    Methodology:
    The approach and procedures must be appropriate for addressing the stated research problem(s) and purpose(s).

    Findings:
    Findings must be presented and documented to show clear relationships to the purpose(s) and research question(s). Evidence needed to support conclusions must be clearly identified and amply arrayed, including (but not limited to) the presentation of statistics, charts, and graphs; use of quotations; observational data; references; and citations.

    Conclusions:
    Conclusions and logical inferences should be pertinent, clearly drawn, and convincingly supported by evidence.

    Readability:
    All manuscripts must be well-organized, well-written, and readable.

    Book Reviews

    The book review editor(s) solicit, edit, and manage the book review process. Suggestions for books to be reviewed or nominations to review books should be submitted to:

    John D. Holst
    Lifelong Learning and Adult Education
    Pennsylvania State University
    305E Keller Building
    University Park, PA 16802
    USA

    1-814-863-3499
    jdh91@psu.edu

    Read the AEQ Book Review Policy here.

    SAGE Choice and Open Access

    If you or your funder wish your article to be freely available online to nonsubscribers immediately upon publication (gold open access), you can opt for it to be included in SAGE Choice, subject to payment of a publication fee. The manuscript submission and peer review procedure is unchanged. On acceptance of your article, you will be asked to let SAGE know directly if you are choosing SAGE Choice. To check journal eligibility and the publication fee, please visit SAGE Choice. For more information on open access options and compliance at SAGE, including self author archiving deposits (green open access) visit SAGE Publishing Policies on our Journal Author Gateway.

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

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