Enhancing Meaning In Learning: A Case Study Of Adult Developmental Mathematics,
2010
San Francisco State University
Enhancing Meaning In Learning: A Case Study Of Adult Developmental Mathematics, Tim Glasser
Adult Education Research Conference
This case study, at the focal site of the Art Institute of San Francisco, involves a yearlong study of adult developmental mathematics courses influenced by vocational instructor feedback and meaningful learning theory. Learner surveys on learning outcomes show negative learning progress compared to a national database of similar developmental courses. This contradicts the general hypothesis that meaning in instruction and learning correlate with successful learning outcomes. It may be that due to a history of rote learning and mathematical frustration, some adult learners show signs of cognitive overload on constructivist tasks.
If Physicians “Don’T Ask” And Lgbt Patients “Don’T Tell,” Then Who’S Talking ?: Educational Strategies For Addressing Health Care Disparities Facing Lgbt Patients,
2010
University of Connecticut
If Physicians “Don’T Ask” And Lgbt Patients “Don’T Tell,” Then Who’S Talking ?: Educational Strategies For Addressing Health Care Disparities Facing Lgbt Patients, Dana Dudzinska-Przesmitzki, Matthew A. Eichler
Adult Education Research Conference
Numerous disparities exist in the provision of health services to LGBT people. The utilization of theoretical-grounded and empirically- tested adult educational strategies (e.g., deliberate practice and concept mapping) within medical education may improve the quality of health services offered to LGBT people.
African-American Male Identities In Adult Basic Education And Literacy Programs [Theorizing From The Literature],
2010
Pennsylvania State University
African-American Male Identities In Adult Basic Education And Literacy Programs [Theorizing From The Literature], Brendaly Drayton
Adult Education Research Conference
This paper proposes that the relationship between literacy and identity holds potential for illuminating African-American men’s participation in ABEL programs and providing opportunities for learning.
Adult Learners And Short-Term Study Abroad: Formation Or Transformation?,
2010
Michigan State University
Adult Learners And Short-Term Study Abroad: Formation Or Transformation?, John M. Dirkx, Robert Spohr, Laura Tepper, Susan Tons
Adult Education Research Conference
This paper reports on the identity work in which adult learners engage who are participating in a graduate, short-term, study-abroad program in higher and adult education.
“It’S Like A Prison Without Bars”: Experiences In A Mandatory Ged Program,
2010
University of Tennessee
“It’S Like A Prison Without Bars”: Experiences In A Mandatory Ged Program, C. Amelia Davis, Ron Mottern, Mary F. Ziegler
Adult Education Research Conference
The purpose of this phenomenological research study was to describe how adult students experience a legally coerced GED program in a community alternative to prison program. A phenomenological-hermeneutical approach was used to derive common themes that represented essence of the students’ experiences.
Exploring The Power Of Poetry For Fostering Critical Reflection: Adult Poetry Readers And Self-Reflexivity,
2010
University of Texas at San Antonio
Exploring The Power Of Poetry For Fostering Critical Reflection: Adult Poetry Readers And Self-Reflexivity, Joellen E. Coryell, Robin Redmon Wright
Adult Education Research Conference
This paper summarizes the results of a study of 22 self-identified poetry readers. The project was designed to discover the reasons why adults read poetry, how the love of poetry was inspired, and what they learn from poetry. Through qualitative data analyses, findings indicate that through multiple reading strategies and reflective personal engagement with the prose, our participants construct changed and enhanced personal meaning in their lives. Implications on how poetry and embodied, emotional, and spiritual knowing can be effective learning resources for critical adult educators are provided.
Who Are Digital Immigrants?,
2010
Western Washington University
Who Are Digital Immigrants?, Christopher Zwolenski
Adult Education Research Conference
In short, the point I am making is that rejection of the philosophy and practice of traditional education sets a new type of difficult educational problem for those who believe in the new type of education. We shall operate blindly and in confusion until we recognize this fact; until we thoroughly appreciate that departure from the old solves no problems. (Dewey, 1938/1997, p. 25)
A Bridge From Behind Bars: A Look At Prison Literacy Programs1,
2010
Texas A&M University
A Bridge From Behind Bars: A Look At Prison Literacy Programs1, Dominique T. Chlup, Irene C. Baird
Adult Education Research Conference
The purpose of this paper is to illustrate—using four U.S. based case examples—how writing and literacy education practices are connected to prisoner self-reflection, knowledge development, and re-visioning of prisoner lives. While we explore prisons as sites for literacy education, we also complicate the picture by acknowledging that education for prisoners needs to go beyond adult basic education and literacy.
It’S Slippery Out There’: Outsider's Perspectives Of The Navigational Skills Of African American Undergraduates In A Predominantly White Midwestern University,
2010
University of the West Indies
It’S Slippery Out There’: Outsider's Perspectives Of The Navigational Skills Of African American Undergraduates In A Predominantly White Midwestern University, Mervin E. Chisholm, Mona Kingston
Adult Education Research Conference
In this qualitative research study conducted at a predominantly white institution in the Midwest USA, thirteen successful African American college students were interviewed about their in-class and out-of-class experiences at the institution. The research focus was how they were experiencing college and how they were navigating the higher education terrain. The results provided evidence of an exclusionary curriculum, racial and microagressions, verbal abuse, problematic psychosocial environment and yet the defying of the odds to survive and thrive.
Studying International Students’ Cyclical Transformation,
2010
University of Wyoming
Studying International Students’ Cyclical Transformation, Fujuan Tan
Adult Education Research Conference
Research on transformation has focused mostly on linear transformation in one direction. Little research has been conducted regarding transformation that can occur as a result of international students re-entering their home cultures, and the continuing potential for transformation as this cycle repeats itself. Further research should be developed to include more complex concepts of cyclical, as well as traditional linear transformation. This research acknowledges and discusses the need, benefits and possible directions of such research.
The Intersecting Roles Of Religion, Culture, And Spirituality In Emancipatory Adult Education,
2010
Springfield College
The Intersecting Roles Of Religion, Culture, And Spirituality In Emancipatory Adult Education, Nadira K. Charaniya, Jane West Walsh, Felicia Brown-Haywood, Elizabeth J. Tisdell
Adult Education Research Conference
This paper discusses why considering the intersection of religion, spirituality, and culture is important in emancipatory education efforts and provides discussion of approaches for doing so in practice.
Creating Novel Strategies: Understanding Theory Development In Adult Learning,
2010
Texas State University - San Marcos
Creating Novel Strategies: Understanding Theory Development In Adult Learning, Sandria S. Stephenson
Adult Education Research Conference
There are a numerous “theories” associated with adult learning and adult education. However, to date, there is not one single theory that adequately describes adult learning. Rather there are several theories, models, and frameworks used in advancing the ideologies of adult learning and the characteristics of the adult learner. This paper advances and table presentation advances the discussion about the elements of good theory development in the practice of adult education.
Knowledge Construction As Socially Embedded Collective Learning,
2010
Kansas State University Libraries
Knowledge Construction As Socially Embedded Collective Learning, Bo Chang
Adult Education Research Conference
This paper discusses how knowledge construction is a socially embedded collective learning through analyzing learning embodied in five specific patterns of knowledge construction. The analysis reveals that knowledge construction is socially imbedded in the empirical world and is generally a collective activity.
African American Women In The Workplace: Models Of Career Development,
2010
Texas A&M University
African American Women In The Workplace: Models Of Career Development, Delores Rice
Adult Education Research Conference
Research and literature addressing the career development of African American women in the workplace are scant, relative to the dominant group whose patterns of work and living are generalized to those of Black women. This session will discuss and critique traditional theories of career development and their relevance to our understanding of Black women's career development in White dominated organizations. Current emerging and more appropriate models will also be discussed.
Cultural Orientation, Cross-Cultural Communication, And Responsive Pedagogy: Considerations For Inclusive Classrooms In Adult Education,
2010
Texas A&M University
Cultural Orientation, Cross-Cultural Communication, And Responsive Pedagogy: Considerations For Inclusive Classrooms In Adult Education, China Carter-Jenkins, Mary Alfred
Adult Education Research Conference
In this paper, we explore the relationship between cultural orientation, cross-cultural communication and culturally-responsive pedagogy in university classrooms. Due to the rise of foreign-born learners and citizens of color in higher education institutions, educators should consider the dynamics of individualist and collectivist orientations and how they influence classroom communication. Drawing from the literature and our own practice, we explore ways to make the classroom more welcoming for students of nonwestern social and educational traditions.
Capturing The Voices Of Learners From Non-Western And Indigenous Cultures: Links To Learning In Adulthood,
2010
Cornell University
Capturing The Voices Of Learners From Non-Western And Indigenous Cultures: Links To Learning In Adulthood, Thomas Della Porta, Rosemary S. Caffarella
Adult Education Research Conference
Reviewed in this roundtable session are different frames of knowing and learning from non-western and indigenous cultures, and how these cultures contrast to those of western societies. A discussion follows of what these differences mean for teaching and organizing programs for adult learners.
Adults With Add Or Adhd And Their Perceptions Of Distance Learning: A Plan For Future Research,
2010
Western Washington University
Adults With Add Or Adhd And Their Perceptions Of Distance Learning: A Plan For Future Research, Brandi Petz
Adult Education Research Conference
Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder are becoming more commonly recognized in adults, though it used to be held as an adolescent issue. Many people still believe these disorders only affect young people, but “experts estimate that as many as one third of adolescents who have been diagnosed with ADHD will carry the disorder with them into adulthood.” (ADHD Among College Students, n.d.) Some symptoms of ADD and ADHD are: difficulty paying attention, difficulty concentrating, extreme levels of activity, and being very easily distracted. These disorders in adults affect relationships and can cause problems at work and in …
Becoming Gender Relevant: A Pre/Post Examination Of University Students’ Attitudes And Perceptions Of Gender Constructs In Education And Society,
2010
California State University
Becoming Gender Relevant: A Pre/Post Examination Of University Students’ Attitudes And Perceptions Of Gender Constructs In Education And Society, Sherrie Carinci
Adult Education Research Conference
Colleges and universities have many lofty goals and objectives. One such mission is to enlighten our country’s future leaders on social, economic, and political complexities of our diverse society, while engaging our students to be innovative thinkers and agents of social change (Atwell, 1993; Carinci & Wong, 2009; Pierce, 2003). In order to help students gain an understanding of issues of race, class, and gender, university courses have been created to help with the dialogue on social justice and inclusion of all in our society. Though there is minimal research on the subject, it is this scholar’s opinion that students …
Exploring Ways To Investigate Instructors’ Roles In Facilitating Transformative Learning Processes For International Students,
2010
Morehead State University
Exploring Ways To Investigate Instructors’ Roles In Facilitating Transformative Learning Processes For International Students, Lee W. Nabb, Kristi Archuleta Frush
Adult Education Research Conference
The purpose of this roundtable session is to identify, and develop ideas and methods to research ways in which face-to-face and online instructors of international students can most effectively facilitate positive transformation. The transitions and challenges that international students often experience will be discussed as well as varying perspectives about how these adult learners can be optimally supported. The benefits and limitations of previous research methods used to investigate international students’ transformation will be explored.
Viewing Cultural Barriers As Opportunities To Enhance Learning: An International Perspective,
2010
Cornell University
Viewing Cultural Barriers As Opportunities To Enhance Learning: An International Perspective, Rosemary S. Caffarella
Adult Education Research Conference
I argue in this paper that although it is important to understand the key cultural barriers that can inhibit learning in international settings, it is also critical to think differently about these barriers as opportunities to enhance learning. Major cultural factors that influence the formation of these barriers, and examples of cultural barriers and strategies to turn these barriers into opportunities for positive action are discussed.
