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Editorial

Editorial Journal of Adult and Continuing Education 2021, Vol. 27(2) 139–140 © The Author(s) 2021 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/14779714211054131 journals.sagepub.com/home/adu Michael Osborne University of Glasgow, UK This issue of JACE coincides with the world moving towards the end of the second year of the COVID-19 pandemic, and as is evident not also from the academic literature, but only in the popular media, the education sector and learning more generally, has been par- ticularly challenged. It is appropriate therefore that we begin this issue with an account from psychologists, Lorentz Neuwirth, Svetlana Jovic´ and B Runi Mukherji from the State University of New York (SUNY) Old Westbury, of how a public institution at the centre of the pandemic can respond to needs of a diverse student population. Many of the other articles in this issue are also from other researchers and practitioners in the US, perhaps reflecting the proportionately larger population of authors in the country working in the field of adult education. Moving further south in the US, the next article from Christopher Bennett, E-Ling Hsiao, Dianne Dees, Daesang Kim and Michael Bochenko considers the impact of the TRIO programme, a well-known national initiative to support the retention http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Adult and Continuing Education SAGE

Editorial

Osborne, Michael
Journal of Adult and Continuing Education , Volume 27 (2): 2 – Nov 1, 2021
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Publisher
SAGE
Copyright
© The Author(s) 2021
ISSN
1477-9714
eISSN
1479-7194
DOI
10.1177/14779714211054131
Publisher site
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Abstract

Journal of Adult and Continuing Education 2021, Vol. 27(2) 139–140 © The Author(s) 2021 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/14779714211054131 journals.sagepub.com/home/adu Michael Osborne University of Glasgow, UK This issue of JACE coincides with the world moving towards the end of the second year of the COVID-19 pandemic, and as is evident not also from the academic literature, but only in the popular media, the education sector and learning more generally, has been par- ticularly challenged. It is appropriate therefore that we begin this issue with an account from psychologists, Lorentz Neuwirth, Svetlana Jovic´ and B Runi Mukherji from the State University of New York (SUNY) Old Westbury, of how a public institution at the centre of the pandemic can respond to needs of a diverse student population. Many of the other articles in this issue are also from other researchers and practitioners in the US, perhaps reflecting the proportionately larger population of authors in the country working in the field of adult education. Moving further south in the US, the next article from Christopher Bennett, E-Ling Hsiao, Dianne Dees, Daesang Kim and Michael Bochenko considers the impact of the TRIO programme, a well-known national initiative to support the retention

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Journal of Adult and Continuing Education – SAGE

Published: Nov 1, 2021

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