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Full-Text Articles in Education

Major Elements Of Re-Orienting A Higher Education Institution Toward A Focus On Lifelong Learning: An Update, John A. Henschke Edd Jun 2005

Major Elements Of Re-Orienting A Higher Education Institution Toward A Focus On Lifelong Learning: An Update, John A. Henschke Edd

IACE Hall of Fame Repository

This paper focus on making a shift from a traditional higher education institution toward a focus on lifelong learning, including the following: Research on the background and experiences of various institutions in this regard, developing a policy statement on elements of this re-orientation as a product of a worldwide conference, and ultimately constructing "measurable performance indicators" for the seven elements - overacting frameworks, strategic partnership, and linkages research, teaching and learning, processes, administration policies and mechanism, decision support systems, and student support systems and services.


Mapping A Journey To Change: Teachers And Facilitator Learning Together, Lorna B. Williams May 2005

Mapping A Journey To Change: Teachers And Facilitator Learning Together, Lorna B. Williams

Doctoral Dissertations

This study describes the perceptions of workshop participants’ experience and their perceptions of their facilitator in four workshops held in three separate settings where we worked together to collaboratively construct knowledge. The purpose of the study was to learn about my practice through critically reflecting on how my personal history, experiences, practical theory and assumptions influenced my role as facilitator and to learn about my practice through the reflected gaze of workshop participants. Data were derived from three sets of daily journals from three workshops and from one focus group interview. I separated the quotes from each workshop into two ...


The Experience Of Participants In An Online Collaborative Learning Environment, Gina Phipps Roberts May 2005

The Experience Of Participants In An Online Collaborative Learning Environment, Gina Phipps Roberts

Doctoral Dissertations

This study explored the experience of participants in an online collaborative learning environment, including the experience of the technical facilitator. The study was conducted from an action research perspective using Peters' (1997, 2002) DATA-DATA model and a qualitative case study methodology.

Data were collected through participant interviews, document analysis, and participant observation. The inductive analysis model of Hatch (2002) was employed to reveal five themes that describe participants' experience of the online collaborative learning environment: establishing a comfortable environment, perceptions of other participants, participating in collaborative learning, making sense of the experience, and learning outcomes.

The experience of the participants ...


Razor Wire Cuts Both Ways: Teaching Inside A Juvenile Institution, Betty B. Ragland May 2005

Razor Wire Cuts Both Ways: Teaching Inside A Juvenile Institution, Betty B. Ragland

Doctoral Dissertations

The researcher is an educator working in a juvenile correctional facility. In this study she invited 12 of her colleagues as co-researchers to explore their shared practice and to foster change in the workplace culture. Each participant engaged in a phenomenological interview designed to elicit perceptions of teaching in a correctional institution. The researcher then facilitated group sessions in a collaborative learning effort to construct shared meaning of their joint practice. Follow-up interviews, as well as thematic and language analysis of data obtained from audiotaping and transcribing interviews and group sessions, suggest changes in participants' perceptions of their practice and ...


Broaden The Spectrum Of Elements For Re-Orienting An Educational Institution Toward A Focus On Lifelong Learning, John A. Henschke Edd Apr 2005

Broaden The Spectrum Of Elements For Re-Orienting An Educational Institution Toward A Focus On Lifelong Learning, John A. Henschke Edd

IACE Hall of Fame Repository

This session focuses on making a shift from a traditional educational institution toward a focus on lifelong learning, including the following: background and experiences of various educational institution in this regard, developing a policy statement on elements of this re-orientation as a product of a worldwide conference, and ultimately constructing "measurable performing indicators" for the seven major elements. The elements are - overarching frameworks, strategic partnerships and linkages, research, teaching and learning processes, administration policies and mechanisms, decision support systems, and, student support systems and services.


Major Elements Of Re-Orienting An Educational Institution Toward A Focus On Lifelong Learning, John A. Henschke Edd Mar 2005

Major Elements Of Re-Orienting An Educational Institution Toward A Focus On Lifelong Learning, John A. Henschke Edd

IACE Hall of Fame Repository

This paper focuses on making a shift from a traditional higher education institution toward a focus on lifelong learning, including the following: Research on the background and experiences of various institutions in this regard, developing a policy statement on elements of this re-orientation as a product of a worldwide conference, and ultimately constructing "measurable performance indicators" for the seven elements - overarching frameworks, strategics partnership and linkages, research, teaching and learning processes, administration policies and mechanisms, decision support systems, and, student support systems and services.


An Analysis Of The Reasons Offered By Post-Graduate Diploma In Education Students In Botswana For Opting For A Teaching Career, Waitshega Tefo Smitta Dibapile Jan 2005

An Analysis Of The Reasons Offered By Post-Graduate Diploma In Education Students In Botswana For Opting For A Teaching Career, Waitshega Tefo Smitta Dibapile

Educational Psychology & Counseling Publications and Other Works

The purpose of this paper was to investigate and analyze the reasons advanced by Post Grade Diploma in Education students (PGDE) for choosing teaching as a career. The subjects of the study were 102 students of which 58 were females and 44 were males. The average age for this group of students was 23. Data were collected using a questionnaire in which a quantitative approach was employed using closed and open-ended questions. The findings of the study revealed that, PGDE students choose the teaching profession mainly for extrinsic reasons such as job security and economic advancement. The paper also indicated ...


What Happens When We Read: Picturing A Reader’S Responsibilities, Laurence Musgrove Jan 2005

What Happens When We Read: Picturing A Reader’S Responsibilities, Laurence Musgrove

The Journal of the Assembly for Expanded Perspectives on Learning

A graphic representation of reading as a process enables students to respond more fully and responsibly to literature by attending to what they contribute to the act of reading, what the world to the text can offer, what kinds of responses are available to them, and what they can do to make sure they have responded as thoughtfully as possible.


Jaepl, Vol. 11, Winter 2005-2006, Kristie S. Fleckenstein, Linda T. Calendrillo Jan 2005

Jaepl, Vol. 11, Winter 2005-2006, Kristie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Kami Day. We Learn More Than Just Writing.

In a composition class, students learn a great deal more, for good or ill, than just strategies for writing. This article shows that, as students and teachers learn to recognize and value their own inner teachers, they can also develop relationships with each other that nourish their spirits as well as their intellects.

Gina DeBlase. 'I Have a New Understanding': Critical Narrative Inquiry as Transformation in the English-History Classroom.

This case study highlights what roles classroom discussion and activity around literature, history, and society play in developing one student’s understanding ...


We Learn More Than Just Writing, Kami Day Jan 2005

We Learn More Than Just Writing, Kami Day

The Journal of the Assembly for Expanded Perspectives on Learning

In a composition class, students learn a great deal more, for good or ill, than just strategies for writing. This article shows that, as students and teachers learn to recognize and value their own inner teachers, they can also develop relationships with each other that nourish their spirits as well as their intellects.


Headstands, Writing, And The Rhetoric Of Radical Self-Acceptance, Geraldine Deluca Jan 2005

Headstands, Writing, And The Rhetoric Of Radical Self-Acceptance, Geraldine Deluca

The Journal of the Assembly for Expanded Perspectives on Learning

By emphasizing the importance of patient practice as an end in itself, yoga offers a model teaching and learning writing that can help students move forward in a context of self-acceptance and find the sources of their own talents and values.


Poetry And The Art Of Meditation: Going Behind The Symbols, Stan Scott Jan 2005

Poetry And The Art Of Meditation: Going Behind The Symbols, Stan Scott

The Journal of the Assembly for Expanded Perspectives on Learning

Combining reader-response theory with spiritual teachings, this article explores how reading poetry may serve as an introduction to the art of meditation.


Front Matter Jan 2005

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editors' Message

Inner Work: Teaching and Learning (from) Within

”There lives the dearest freshness deep down things,” Gerald Manley Hopkins writes in God’s Grandeur, capturing in this line, as he sought to reveal through the marvelously unique sounds and rhythms of his poetry, the “inscape” or the unique inner essence of all natural things. “The dearest freshness deep down things” is also Parker Palmer’s focus in The Courage to Teach, where he argues for a teacher’s and a learner’s inner work: exploring “the inner landscape of the teaching self” because “[t]he more familiar we are ...


“I Have A New Understanding”: Critical Narrative Inquiry As Transformation In The English-History Classroom, Gina Deblase Jan 2005

“I Have A New Understanding”: Critical Narrative Inquiry As Transformation In The English-History Classroom, Gina Deblase

The Journal of the Assembly for Expanded Perspectives on Learning

This case study highlights what roles classroom discussion and activity around literature, history, and society play in developing one student’s understanding of complex social issues, and what ways of talking and thinking develop over time.


Back Matter Jan 2005

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.


Connecting, Helen Walker, Louise Morgan, Amy Wink, Marcia Nell, Gergana Vitanova, Judy Huddleston Jan 2005

Connecting, Helen Walker, Louise Morgan, Amy Wink, Marcia Nell, Gergana Vitanova, Judy Huddleston

The Journal of the Assembly for Expanded Perspectives on Learning

Louise Morgan—Street Science: An English Teacher’s Introduction to Street Life.

Amy Wink—'In the Middle of Difficulty Lies Opportunity'— Albert Einstein

Marcia Nell—The New Partnership

Gergana Vitanova—Negotiating an Identity in Graduate School as a Second Language Speaker.

Judy Huddleston—A Cat in the Sun: Reflections on Teaching.


Reviews, Edward J. Sullivan, Gabriele Rico, Megan Brown, Kim Mccollum-Clark Jan 2005

Reviews, Edward J. Sullivan, Gabriele Rico, Megan Brown, Kim Mccollum-Clark

The Journal of the Assembly for Expanded Perspectives on Learning

Reviews

Edward J. Sullivan. Ken Wilber: Thought as Passion. (Frank Visser, 2003).

Gabriele Rico. A Way to Move: Rhetorics of Emotion and Composition Studies. (Ed. Dale Jacobs and Laura R. Micciche, 2003).

Megan Brown. Living the Narrative Life: Stories as a Tool for Meaning Making. (Gian S. Pagnucci, 2004).

Kim McCollum-Clark. Personally Speaking: Experience as Evidence in Academic Discourse. (Candace Spigelman, 2004).


Idioms As Cultural Commonplaces: Corporeal Lessons From Hokkien Idioms, Sue Hum Jan 2005

Idioms As Cultural Commonplaces: Corporeal Lessons From Hokkien Idioms, Sue Hum

The Journal of the Assembly for Expanded Perspectives on Learning

This essay uses idioms, especially Hokkien idioms, to counter the western predisposition of separating mind and body, arguing that they underscore the mind-body shift that occurs with the acquisition of academic discourses.


Mindfulness, Buddhism, And Rogerian Argument, Alexandria Peary Jan 2005

Mindfulness, Buddhism, And Rogerian Argument, Alexandria Peary

The Journal of the Assembly for Expanded Perspectives on Learning

Use of Buddhist mindfulness practices with Rogerian argument highlights Roger’s ideas of empathy and conscious listening which help develop a rhetorical imagination in the student.