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Reviews adult learning literature and early high school exits, highlighting transformative learning theory and reflective inquiry as potential lenses for analyzing collected data. Frames the study’s intent to describe a methodological narrative inquiry process and to extend discussion of ethics shaping research practice and participant understanding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/journey-of-re-entry-to-adult-education-programs-abstract-research-proposal/595981/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/journey-of-re-entry-to-adult-education-programs-abstract-research-proposal/595981.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What population does the research focus on?","Question",{"text":112,"@type":113},"Adults over the age of 45 who decide to re-enter a high school program to complete grade 12.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research approach and theoretical lenses are considered?",{"text":117,"@type":113},"The study intends to use narrative inquiry and references transformative learning theory and reflective inquiry as possible theories for understanding the data and informing ethics.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper connect adult re-entry to literacy and pedagogy?",{"text":121,"@type":113},"It examines challenges of returning to adult education spaces and considers how teaching methods and instruction affect learners’ literacy experiences, motivation, and skill development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595981,1792189789,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Under Construction:  \nJourney of Re-entry to Adult Education Programs  \nShelley Kokorudz  \nAbstract  \nMy research is a work in progress. This paper discusses the potential project that will utilize narrative inquiry to learn about the lived experiences of adults over the age of 45 who have made the decision to re-enter a high school program to complete grade 12. I review the literature surrounding adult learning and early exits from high school. Transformative learning theory and reflective inquiry are also mentioned as possible theories in the understanding of the data that will be collected and as a means to extend thinking about ethics that ultimately will impact the research process.  \nThis paper discusses the literature surrounding adult learning. It examines the challenges associated with re-entry to adult education spaces and briefly discusses some of the theories associated with adult learning. The paper also describes the potential research project that will involve a narrative inquiry to better understand the lived experiences of adults who re-enter highschool spaces later in life. The intention of the paper is to describe the methodological process for the narrative inquiry and review the literature associated with adult learners  \nContextualizing the Project  \nFor nearly a decade, I have worked with adult learners who have returned to an adult learning center to complete their high school diplomas. My intrigue rests with mature adult learners over the age of 45. I am fascinated by their decision to re-enter high school and complete a piece of their education from which they chose to exit prematurely many years earlier in their lives. At a time when North American culture might suggest that this group of individuals should be planning or  \nconsidering retirement, their journey assumes a different direction, one with educational overtones. I am on a quest to learn more about the experiences of adult learners during this time of re-entry. I expect to gain new insight from their stories that might extend the literature surrounding adult learners and create some tension in the “mosaic of theories, models, sets of principles, and explanations that, combined, compose the knowledge base of adult learning” (Merriam, 2001, p.  \n3) .  \nAs well, I am interested in learning about their pedagogical experiences. Taylor & Trumpower (2014) linked their learners’ negative past experiences to teaching methods that were “neither relevant nor meaningful” (p. 3) . I wonder whether my research participants’ return to an adult highschool space is an enjoyable and fulfilling adventure. In particular, I am curious about their learning experiences as they apply to literacy, because “Canada’s economic future requires finding new ways to increase literacy and essential skills”(Taylor & Trumpower, 2014, p. 3) . Using Wlodokowski’s Motivational Framework for Culturally Responsive Teaching as a model in their research with two adult high school programs in Eastern Ontario, Taylor & Trumpower (2014) discussed engaging pedagogical practices that promote meaningful and motivational engagement of adult learners in their re-entry to high school programs. One of my research aims is to learn more about my Manitoba participants’ responses to their literacy experience, since teacher instruction influences the students’ response and skill development surrounding literacy.  \nBrief Overview of the Literature  \nThe American Council on Education (ACE, 2007) studied “the changing demographics of adults aged 55 to 79, their motivations for participating in higher education, and the obstacles that prevent broader participation” (p. 3) . Because of advancements in health care, many more people are living into their 80s and 90s. Therefore, instead of retiring, adults 55 to 79 years old “are entering the third age of life   defined by personal achievement and learning for selfdevelopment – with new plans for their later years in mind” (ACE, p. 4) . The change in dem","cbCaikm430La0NoS","https://ap.wps.com/l/cbCaikm430La0NoS","pdf",397190,"English","# Abstract\n## Contextualizing the Project\n## Brief Overview of the Literature","[{\"question\":\"What population does the research focus on?\",\"answer\":\"Adults over the age of 45 who decide to re-enter a high school program to complete grade 12.\"},{\"question\":\"What research approach and theoretical lenses are considered?\",\"answer\":\"The study intends to use narrative inquiry and references transformative learning theory and reflective inquiry as possible theories for understanding the data and informing ethics.\"},{\"question\":\"How does the paper connect adult re-entry to literacy and pedagogy?\",\"answer\":\"It examines challenges of returning to adult education spaces and considers how teaching methods and instruction affect learners’ literacy experiences, motivation, and skill development.\"}]","Journey of Re-entry to Adult Education Programs - Abstract - Research Proposal | PDF",1792082227,18]