The COABE Journal is a theme-oriented and practitioner-focused journal that is published semi-annually. The COABE Journal seeks contributions from Adult Education professionals to share best practices, research, innovations, reflections, and reviews for the Fall 2022 edition, focusing on the impact of the COVID-19 pandemic on adult education.
The Novel Coronavirus (2019-nCoV) otherwise known as COVID-19 and subsequent variants have had a profound worldwide impact. Among these was the sudden and unexpected spring 2020 shutdown of many industries and essential services, including adult education programs. As we have passed the two-year anniversary of the initial shutdowns, society and the manner in which business is conducted has changed significantly.
The “Lessons From The Pandemic” edition seeks article submissions focusing on how adult education programs, classrooms, practitioners, and students have been impacted by COVID and how the pandemic has resulted in innovations in instruction, program delivery, budgets, and teacher development and training.
The submission deadline is May 17, 2022.
All submissions must follow the criteria and style of the 7th edition of the Publication Manual of the American Psychological Association. Check here for general paper formatting, grammar, and citation and references guidelines. Please review and apply the principles outlined in the COABE Journal Style Guide prior to submitting your article.
Instructional Practices and Learner Engagement and Program Development and Innovations submissions should focus on best innovative practices for engaging learners in instructional settings and/or programs with unique characteristics or innovative characteristics that yield exceptional adult learner outcomes. These should provide the reader with evidence of effectiveness and positive impact on adult learners that administrators and practitioners can replicate such innovations into their practice and should range between 2,000 and 5,000 words.
Original Research and Theory to Practice submissions include original quantitative and qualitative research and/or the effective integration of educational theory to practice. The purpose of these pieces is to inspire others to apply these findings and/or practices into their adult education settings or contexts and should range between 3,000 and 5,000 words.
Innovative/Effective Material Integration submissions should focus on innovative or cutting-edge practices that integrate print, electronic, software, or other technologies that demonstrate effectiveness in student understanding and outcomes. Manuscripts should present concise overviews of the technologies/materials including relevant publication, URL, or other information for acquiring/accessing the resource. Readers of these pieces should be able to effectively integrate these materials into their adult education settings with the expectation of similar learner impact and outcomes and should range between 1,000 and 2,000 words.
Reflection Essays include thoughtful discussions on issues (societal, policy, political, theoretical, etc.) and their impact on adult education administrators, practitioners, learners, or other stakeholders. These pieces may be written in first-person narrative form with the intent of provoking thoughtful reflection of the reader and should range between 1,000 and 1,200 words.
Review Essays should be a discussion of recently published books or instructional materials or online instructional resources (websites, YouTube, TED Talks, etc.) that adult education administrators, practitioners, learners, or other stakeholders might find useful in their practice. These materials may include commercially available resources; however, such reviews should focus on the utility of the materials in adult education settings and should not be submitted by the resources’ author or an employee or affiliate of the project or publisher. Submissions should range between 800 and 1,200 words.
If you are writing a reflection piece, please contact email@example.com before you begin writing. This is an important step in the process.