From Theory to Practice: A Quantitative Content Analysis of Adult Education's Language on Meaning Making

Autor/in	Roessger, Kevin M.
Titel	From Theory to Practice: A Quantitative Content Analysis of Adult Education's Language on Meaning Making
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 67 (2017) 3, S.209-227 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713617700986
Schlagwörter	Theory Practice Relationship; Content Analysis; Adult Education; Language Usage; Discourse Analysis; Scholarship; Periodicals; Educational Policy; Public Policy; Concept Formation; Policy Analysis; Incidence; Statistical Analysis + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Inhaltsanalyse; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Sprachgebrauch; Diskursanalyse; Scholarships; Stipendium; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Politics of education; Bildungspolitik; Öffentliche Ordnung; Concept learning; Begriffsbildung; Politikfeldanalyse; Vorkommen; Statistische Analyse
Abstract	Translating theory to practice has been a historical concern of adult education. It remains unclear, though, if adult education's theoretical and epistemological focus on meaning making transcends the academy. A manifest content analysis was conducted to determine if the frequency of meaning making language differed between the field's U.S. scholarly journals, practitioner journals, and federal policy writings. This study found the field's leading U.S. practitioner journal and its federal policy agencies used meaning making language less so than the field's leading U.S. scholarly journals. Scholarly and practitioner journals, however, showed increased use since 2003. Implications for increasing meaning making language in practice and policy are discussed. Limitations for generalizing findings and interpreting authors' intentions are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01