Moreover, I would have expected a review of the past ten years of Adult Education Quarterly to reveal a dramatic increase in submissions related directly to the impact of technology on distance adult learning. As Taylor brings up the importance of international voices in the AEQ, educators are realizing the need for international curricula if not student bodies. What Taylor found in a 1989 to 1999 content analysis was not surprising, given the temporal and historical context of the research. For example, a gentle rise in the numbers of published female-authored articles is not surprising but the discrepancy between female-authored submissions and acceptances remains disturbing. Research conducted today would, or at least should, reveal less gender...
Adult education is one of the most exciting areas within the rubric of educational studies. I would have expected more papers published on educational philosophies, given the scope of changes that might occur over ten years of publication. Similarly, more papers on assessment methods would have been expected, given the unique needs of adult learners. Addressing the needs of adult learners cannot be accomplished by focusing on a handful of core subjects. Adult learners hail from various ethnic and linguistic backgrounds, and those backgrounds might impact learning. Gender and diversity are becoming more important as areas of specialization in research in adult education, as Taylor pointed out. However, gender and diversity issues may become more embedded into general topic areas.
