ارزیابی وضعیت مراکز یادگیری محلی آموزش بزرگ‌سالان استان مازندران و ارائه راهکارهای بهبود کمی و کیفی آن‌ها

Ahmadi, S., Tahmasbzadeh, D., & Mir-Arab Razi, R. (2025). Analyzing the opportunities and challenges of personalized learning based on artificial intelligence in Iranian higher education. Educational Planning Studies, 13(26), 7-33. [in Persian] https://doi.org/10.22080/eps.2025.28091.2292

Assefa, Y., Moges, B. T., Tilwani, S. A., Shah, M. A., & Majeed, H. (2024). Rethinking adult education in Ethiopia: the quest for interventions to overcome implementation challenges and foster effectiveness. Studies in the Education of Adults, 1-22.‏ https://doi.org/10.1080/02660830.2024.2422754

Aziz, S., Mahmood, M., & Rehman, Z. (2018). Implementation of CIPP Model for Quality Evaluation at School Level: A Case Study. Journal of Education and Educational Development, 5(1), 189-206. ‏https://doi.org/10.22555/joeed.v5i1.1553

Belete, S., Duke, C., Hinzen, H., Owusu-Boampong, A., & Khau, H. P. (2022). Community Learning Centres (CLCs) for Adult Learning and Education (ALE): development in and by communities. International Review of Education, 68(2), 259-290.‏ https://doi.org/10.1007/s11159-022-09954-w

Bickert, M. (2024). “When my teacher quits, I’ll quit too.”–A mixed methods study on trust and (dis-) continuation in adult basic education. International Journal of Lifelong Education, 1-16.‏ https://doi.org/10.1080/02601370.2024.2412590

Biniecki, S. M. Y., & Schmidt, S. W. (2021). Organization and administration of adult and continuing education programs. In The handbook of adult and continuing education (pp. 119-127). Routledge.‏ https://www.taylorfrancis.com/chapters/edit/10.4324/9781003447849-16/organization-administration-adult-continuing-education-programs-susan-yelich-biniecki-steven-schmidt

Boldureanu, G., Ionescu, A. M., Bercu, A. M., Bedrule-Grigoruță, M. V., & Boldureanu, D. (2020). Entrepreneurship education through successful entrepreneurial models in higher education institutions. Sustainability, 12(3), 1267.‏ https://doi.org/10.3390/su12031267

Brookfield, S. D. (2018). The epistemology of adult education in the United States and Great Britain: A cross-cultural analysis. In Theory and practice in the study of adult education (pp. 141-173). Routledge.‏ https://www.taylorfrancis.com/chapters/edit/10.4324/9780429436758-7/epistemology-adult-education-united-states-great-britain-stephen-brookfield

Carter, S. J., Henrichsen, L. E., & Eggett, D. L. (2023). Programme and classroom factors affecting attendance patterns for Hispanic participants in adult ESL education. Studies in the Education of Adults, 55(1), 44-65.‏ https://doi.org/10.1080/02660830.2022.2055815

Chadwick, A. (2018). Some current issues in the training of adult educators. In Training Adult Educators in Western Europe (pp. 207-218). Routledge.‏ https://www.taylorfrancis.com/chapters/edit/10.4324/9780429430022-17/current-issues-training-adult-educators-alan-chadwick

Chen, Z., & Murphy, I. (2023). Domain and pedagogical competency and currency: A framework for capability development of adult educators. Journal of Adult and Continuing Education, 29(1), 273-293.‏ https://doi.org/10.1177/14779714221125494

Collins, R. A. (2020). Interdisciplinarity in adult and continuing education. In The handbook of adult and continuing education (pp. 31-37). Routledge.‏ https://www.taylorfrancis.com/chapters/edit/10.4324/9781003447849-5/interdisciplinarity-adult-continuing-education-royce-ann-collins

Crouch, M. C., Miller-Roenigk, B. D., Schrader, S. W., Griffith, F., Simmons, S., & Gordon, D. M. (2024). Potentially Traumatic Events of Women of Color in an Urban Adult Basic Education Program. Journal of Aggression, Maltreatment & Trauma, 33(4), 432-450.‏ https://doi.org/10.1080/10926771.2023.2231384

Daniels, D. (2023). Adult education as care work in a South African prison: the role of adult educators. Perspectives in Education, 41(4), 143-161.‏ https://doi.org/10.38140/pie.v41i4.6924

Deggs, D., & Boeren, E. (2020). Access, participation, and support of adult learners. In The handbook of adult and continuing education (pp. 100-106). Routledge.‏ https://www.taylorfrancis.com/chapters/edit/10.4324/9781003447849-13/access-participation-support-adult-learners-david-deggs-ellen-boeren

Dehghani, M. (2024). Identifying the dimensions and skills required for effective teaching in virtual education from the perspective of university professors: A phenomenological study using the Georgi method. Journal of Education and Learning Studies, 16(1), 316-289. [in Persian] https://doi.org/10.22099/jsli.2024.7658

Desjardins, R. (2019). The labour market benefits of adult education from a global perspective. International Review of Education, 65(6), 955-973.‏ https://10.1007/s11159-019-09813-1

Eryanto, H., Swaramarinda, D. R., & Nurmalasari, D. (2019). Effectiveness of entrepreneurship practice program: using CIPP program evaluation. Journal of Entrepreneurship Education, 22(1), 1-10.‏ https://www.researchgate.net/publication/331689011_Effectiveness_of_Entrepreneurship_Practice_Program_Using_CIPP_Program_Evaluation

Field, J. (2017). Comparative issues and perspectives in adult education and training. In International and Comparative Education (pp. 100-112). Routledge.‏ https://www.taylorfrancis.com/chapters/edit/10.4324/9781315563091-9/comparative-issues-perspectives-adult-education-training-john-field

Grotlüschen, A., Stammer, C., & Sork, T. J. (2020). People who teach regularly: What do we know from PIAAC about their professionalization?. Journal of Adult and Continuing Education, 26(1), 125-148.‏ https://doi.org/10.1177/1477971419898493

Hadianfard, H. (2019). A study on people's attitudes towards public participation in the implementation and expansion of adult literacy. Curriculum Research, 9(1), 54-74. [in Persian] https://doi.org/10.22099/jcr.2019.5215

Han, E. S. (2021). Teacher wage penalty and decrease in teacher quality: Evidence from career-changers. Labor Studies Journal, 46(3), 251-285.‏ https://doi.org/10.1177/0160449X20929083

Han, S. W., & Borgonovi, F. (2020). Students' teaching career expectations by gender and ability levels in science and math: The role of salary and numeracy skills. European Journal of Education, 55(3), 405-427.‏ https://doi.org/10.1111/ejed.12407

Jacobson, E. (2022). Adult Literacy and the Work of Community Building. In A Field Guide to Community Literacy (pp. 11-22). Routledge.‏ https://www.taylorfrancis.com/chapters/edit/10.4324/9781003228042-3/adult-literacy-work-community-building-erik-jacobson

Jenkins, A., & Wiggins, R. D. (2015). Pathways from adult education to well-being: The Tuijnman model revisited. International Review of Education, 61, 79-97.‏ https://doi.org/10.1007/s11159-015-9468-y

Kaysin, A., Antoniello, P., Agarwal, S., & Perry, H. (2024). Strategies for Sustained Empowerment of Community Health Workers: A Qualitative Analysis of the Comprehensive Rural Health Project in Jamkhed, India. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 61, 00469580241235059.‏ https://doi.org/10.1177/00469580241235059

Khaksar, M., Kiany, G. R., & ShayesteFar, P. (2023). Using a CIPP-Based Model for Evaluation of Teacher Training Programs in a Private-Sector EFL Institutes. Language Teaching Research Quarterly, 38, 65-91.‏ https://doi.org/10.32038/ltrq.2023.38.04

Manship, S. (2014). The perceptions of ontario radiation therapists and their managers regarding continuing professional development. Journal of Medical Imaging and Radiation Sciences, 45(2), 85-91.‏ https://doi.org/10.1016/j.jmir.2014.01.005

Martin, A., & Muders, S. (2018). The benefit of cooperation for adult education centres. Zeitschrift für Erziehungswissenschaft, 21, 383-405.‏  https://doi.org/10.1007/s11618-017-0779-6

Mirzazadeh, A., Gandomkar, R., Hejri, S. M., Hassanzadeh, G., Koochak, H. E., Golestani, A., ... & Razavi, S. H. E. (2016). Undergraduate medical education programme renewal: a longitudinal context, input, process and product evaluation study. Perspectives on medical education, 5, 15-23.‏ https://doi.org/10.1007/s40037-015-0243-3

Murray-Johnson, K., & Ross-Gordon, J. M. (2023). Overview of the Field of Adult Education. In Career Pathways in Adult Education (pp. 11-23). Routledge.‏ https://www.taylorfrancis.com/chapters/edit/10.4324/9781003259602-3/overview-field-adult-education-kayon-murray-johnson-jovita-ross-gordon

Norouzi Daini, M., Salehi, K., & Dehghani, M. (2022). Criteria and indicators for assessing original assignments in primary school: A qualitative study. Curriculum Studies, 18(69), 157-194. [in Persian] Dor: 20.1001.1.17354986.1402.18.69.5.8

Osuchukwu, N. P., & Nebolise, N. L. (2019). Women in Adult Education Program for Sustainable Development: Challenges and Implications for Library and Information Services. Evidence Based Library and Information Practice, 14(1), 22-32.‏ https://doi.org/10.18438/eblip29366

Owusu-Agyeman, Y. (2019). An analysis of theoretical perspectives that define adult learners for effective and inclusive adult education policies. International Review of Education, 65(6), 929-953.‏ https://doi.org/10.1007/s11159-019-09811-3

Pourjamshidi, M, & Mozaffari, O. (2014). Application of Artificial Intelligence Technologies in STEAM Educational Program. Educational Planning Studies, 13(26), 34-56. [in Persian] https://doi.org/10.22080/eps.2025.28359.2303

Powell, L. (2019). An Exploratory Examination of Changing Perceptions of Careership: The Implications for the Management of the Continuing Professional Development of Teachers. In Lifelong and Continuing Education (pp. 119-141). Routledge.‏ https://www.taylorfrancis.com/chapters/edit/10.4324/9780429435386-8/exploratory-examination-changing-perceptions-careership-implications-management-continuing-professional-development-teachers-loraine-powell

Prakash, R., Sharma, N., & Advani, U. (2019). Learning process and how adults learn. International Journal of Academic Medicine, 5(1), 75-79.‏ https://doi.org/10.4103/IJAM.IJAM_41_18

Prins, L., Pauchulo, A. L., Brooke, A., & Corrigan, J. (2015). Learning at the center: A proposal for dynamic assessment in a combined university and community adult learning center course. Adult Learning, 26(2), 59-65.‏ https://doi.org/10.1177/1045159515573018

Ray, S. M., Wagner, W., & Bagby, L. (2024). Democratic Civic Engagement in Occupational Therapy. Adult Learning, 35(4), 191-203.‏ https://doi.org/10.1177/10451595231201399

Rizal, F., Verawardina, U., Nadawina, N., Sutadji, E., Kuntadi, I., & Nawi, M. N. M. (2023). Optimization Of CIPP Evaluation Model as An Escalation of Educational-Industrial Collaboration Program. PaperASIA, 39(6b), 106-115.‏ https://doi.org/10.59953/paperasia.v39i6(b).44

Rizaty, M. A., & Aswin, T. A. (2019). Evaluation of the dompet dhuafa economic empowerment programs: Zakat, Infaq, And Shadaqah based (ZIS-based). In Challenges of the Global Economy: Some Indonesian Issues (pp. 167-181). Nova Science Publishers, Inc..‏ https://scholar.ui.ac.id/en/publications/evaluation-of-the-dompet-dhuafa-economic-empowerment-programs-zak

Rodriguez Correa, M., & Rivadulla-Lopez, J. C. (2018). Perceptions of adult education. Analysis on training educational practice and professional profile. EDUCAR, 54(2), 431-448.‏ http://hdl.handle.net/2183/38099

Rüter, F., & Martin, A. (2022). How do the timing and duration of courses affect participation in adult learning and education? A panel analysis. Adult education quarterly, 72(1), 42-64.‏ https://doi.org/10.1177/07417136211019032

Salehi Omran, E. (2024). Organizing Higher Vocational Education: Merging and Consolidating Technical and Vocational Universities and Applied Science Universities. Educational Planning Studies, 13(25), 3-27. [in Persian] https://doi.org/10.22080/eps.2020.2514

Sands, D. I., Hughes, B., & Kalmus, T. (2023). Methods: Case Studies from Insiders' Perspectives. In Equitable Adult Learning (pp. 23-33). Routledge.‏ https://www.taylorfrancis.com/chapters/edit/10.4324/9781003286998-2/methods-deanna-iceman-sands-bob-hughes-ted-kalmus

Schmiedeknecht, K., Perera, M., Schell, E., Jere, J., Geoffroy, E., & Rankin, S. (2015). Predictors of workforce retention among Malawian nurse graduates of a scholarship program: a mixed-methods study. Global Health: Science and Practice, 3(1), 85-96.‏ https://doi.org/10.9745/GHSP-D-14-00170

Teich, K., Loock, V. S., & Rummel, N. (2024). Meeting the challenges of continuing education online courses: Can we promote self‐regulated learning strategies with adaptive support?. British Journal of Educational Technology, 55(4), 1437-1455.‏ https://doi.org/10.1111/bjet.13453

Toosi, M., Modarres, M., Amini, M., & Geranmayeh, M. (2021). Context, Input, Process, and Product Evaluation Model in medical education: A systematic review. Journal of education and health promotion, 10(1), 199.‏ https://doi.org/10(1), 199.‏ 10.4103/jehp.jehp_1115_20

Tuckett, A. (2017). How National, Regional, and Global Associations Influence Adult Learning Policy. In Mapping the Field of Adult and Continuing Education (pp. 517-521). Routledge.‏ https://www.taylorfrancis.com/chapters/edit/10.4324/9781003445944-3/national-regional-global-associations-influence-adult-learning-policy-alan-tuckett

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Zakeri, M., & Sabahizade, M. (2021). Identifying Challenges in the Field of Performance and Providing Strategies for Strengthening Local Learning Centers of the Literacy Movement: A Case Study of Hormozgan Province. Iranian Evolutionary Educational Psychology Journal, 3(2), 148-164.‏ https://doi.org/10.52547/ieepj.3.2.148

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