Page 188 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 188
ure 10. ESL prevention in mainstream education and role of andragogical knowledge
Methodology
In the process of reviewing the literature in fields of andragogy, andragog-
ical knowledge and its role in mainstream education and fighting ESL, we
first conducted a literature search of the scientific EBSCOhost online re-
search databases (Academic Search Complete, ERIC, PsycARTICLES,
PsycBOOKS, PsycINFO, and SocINDEX with full text databases). Since
our focus was on investigating practical use of andragogical knowledge in
mainstream education for ESL prevention, we also searched for related re-
sults online. The main key words initially used in both cases were: adult
education, andragogy, andragogical knowledge, andragogical principles,
principles of adult education, student-centred learning, and andragogi-
cal knowledge in mainstream education. Given that we were also interest-
ed in comparing the pedagogical and adult education principles, we also
searched for results in those areas. In addition, we examined references cit-
ed in doctoral dissertations, reviewed articles, curriculum implementa-
tions in different countries, and project reports. Texts taken into account
had to meet the following criteria: the topic needed to address andragog-
ical principles, use of those principles in mainstream education, or learn-
er-centred practices.
188
Methodology
In the process of reviewing the literature in fields of andragogy, andragog-
ical knowledge and its role in mainstream education and fighting ESL, we
first conducted a literature search of the scientific EBSCOhost online re-
search databases (Academic Search Complete, ERIC, PsycARTICLES,
PsycBOOKS, PsycINFO, and SocINDEX with full text databases). Since
our focus was on investigating practical use of andragogical knowledge in
mainstream education for ESL prevention, we also searched for related re-
sults online. The main key words initially used in both cases were: adult
education, andragogy, andragogical knowledge, andragogical principles,
principles of adult education, student-centred learning, and andragogi-
cal knowledge in mainstream education. Given that we were also interest-
ed in comparing the pedagogical and adult education principles, we also
searched for results in those areas. In addition, we examined references cit-
ed in doctoral dissertations, reviewed articles, curriculum implementa-
tions in different countries, and project reports. Texts taken into account
had to meet the following criteria: the topic needed to address andragog-
ical principles, use of those principles in mainstream education, or learn-
er-centred practices.
188
