Citations (7)
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Read on this site (3)
David A. Housel. (2023) An Exploratory Study of Instructors Who Became Administrators of Post-Secondary ESOL Programs in the United States. The Journal of Continuing Higher Education 71:3, pages 299-313.
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David A. Housel. (2023) A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Students in Adult Education Programs in the United States. The Journal of Continuing Higher Education 71:2, pages 119-133.
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David A. Housel. (2021) From Immigrants to University Students: Perceptions of Instructor Effectiveness Among Adult Emergent Bi/Multilingual Learners in the United States. The Journal of Continuing Higher Education 69:2, pages 71-86.
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Articles from other publishers (4)
David A Housel. (2023) In plain sight: Oppressive dynamics and learning challenges in adult ESOL programs in the United States. Equity in Education & Society 2:1, pages 94-109.
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David A Housel. (2022) Instructors reflect on how their preservice preparation and ongoing professional development prepared them to address oppressive dynamics in adult ESOL programs in the United States. Equity in Education & Society 1:2, pages 186-201.
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Narges Safdari & Davood Ghorooneh. (2022) The process of using mentoring in the professional development of school principals. Quarterly Journal of Managing Education In Organizations 10:4, pages 61-94.
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Yangyi Kwon. (2018) Effects of Organizational Climates on the Self-Efficacy of Practitioners in Continuing Higher Education in Korea. Performance Improvement Quarterly 31:2, pages 141-163.
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