Education Commons^™

A Mixed-Methods (Quantitative-Qualitative) Study To Identify The Perceived Level Of, Zeky Zardo

Dissertations

Different approaches to developing leaders have been established through various forms of self-assessment, action learning, and education and training activities (Smither et al., 2005). The existing body of research on the impact and success of college and university leadership development programs focuses heavily on undergraduate leadership programs and not graduate-level programs such as the Master of Business Administration (MBA) or the doctorate. The purpose of this mixed-methods (quantitative–qualitative) study was to identify the perceived level of transformational leadership skill development by students enrolled in a doctoral program in organizational leadership. In addition, it was the purpose of this study to …

Planning For Veterans’ Success: The Degree Map As An Advising Solution, Tracey M. Richardson, Jason M. Ruckert, James W. Marion Jr

Tracey M Richardson

Due to the expected influx of veterans attending college, it is critical that higher education not only be cognizant of the projected growth but also take a proactive stand and properly plan for these students’ success. Academic planning begins with advising professionals developing open communications and becoming equipped to guide veteran students through the matriculation process. Veteran students often have difficulty interpreting university scheduling and frequently have access to only a limited advising staff for course selection information, which may prompt some to not persist in an online degree program. This study’s findings suggest the degree map is a powerful …

Do Degree Maps Facilitate Student Success?, James W. Marion Jr, Jason M. Ruckert, Tracey M. Richardson

Tracey M Richardson

The purpose of this mixed method study was to explore the potential impact of degree maps on facilitating student success. The concept grew out of quantitative evidence suggesting students using degree maps are more likely to enroll in our programs, continue in our programs, register for more classes per term, and have better graduation rates than those students who do not use a degree map. Our methodology included qualitative coding of focus group responses (n = 28) then using those emerging themes to inform a survey instrument to collect student perceptions about the degree map’s impact (n = 211). This …

Migration And Parent Involvement: Ethiopian Immigrants In Chicago, Daniel Hasso Shashe

College of Education Theses and Dissertations

ABSTRACT

My study examines the experiences and perceptions of Ethiopian immigrants in Chicago particularly as they relate to their involvement in their children’s schooling. Through narrative interviews I was able to hear stories of migration, education, and life changes within families as they emigrated from Ethiopia and (eventually) settled in the US. Migration, conditioned by political contexts at home, circumstances of mobility, and available support structures, is translated into life experiences that are infused with emotion (of various sorts), hardship (and various strategies to understand it and deal with it), an evolving vision of life in the US, and a …

Disappointment For Kansas Ged® Students Transitioning To Postsecondarythe Black Hole Of Developmental Education, Jeff Zacharakis

Adult Education Research Conference

This research uses national and state studies to inform quantitative analysis of adult education students who successfully transition into a postsecondary program. The complexity of this issue precludes making simple causal relations between GEDs enrolling in developmental education courses and successfully earning a certificate and degree.

Social Justice Adult Educationcomparative Perspectives From Poland And The United States, Susan M. Yelich Biniecki, Marzanna Pogorzelska

Adult Education Research Conference

This paper examines and compares how social justice adult education currently is situated within two nation statesPoland and United States. Vocabulary, conceptual frameworks, and several themes are compared. The discussion broadens our understanding of how social justice education is positioned within two, complex socio-cultural contexts and suggests implications for practice.

Engaging Community College Facultythe Benefit Of Learning Communities, Deanne Grier Yates

Adult Education Research Conference

Community college faculty engagement encouraged by the creation and support of learning communities will be explored. The focus will be on current literature outlining the unique challenges facing community college faculty and the creation and application of learning communities in the community college setting.

Promoting Adult Student Success At Four-Year Higher Education Institutions, Heidi A. Watson-Held

Adult Education Research Conference

This study surveyed four-year institutions to examine the extent to which different categories of four-year institutions are meeting adult students’ needs and thereby promoting their success.

Luis Emilio Recabarreneducator Of The Chilean Working Class, Maria Alicia Vetter

Adult Education Research Conference

This paper is based on a philosophical and historical inquiry into the educational vision of Luis Emilio Recabarren, a working-class leader and organizer of the early 20th century in Chile.

A New Culture Embracing Sustainability For Apparel And Textiles Educational Programs, Grit Vece

Adult Education Research Conference

This paper examines an interdisciplinary body of literature to highlight social change theory and its significance to apparel and textiles educational programs in promoting change in behavior towards a sustainable future. This research concludes consumer education is needed and that education can create social change.

Critical Educational Gerogogy: Towards Enlightenment And Emancipation, Manuel Solomon, Lorenzo Bowman, Glenn Anthony Palmer

Adult Education Research Conference

: This paper examines how critical educational gerogogy (CEG) can be used to expose ageism and relationships of power and inequality in the lives of older adults. The current literature in CEG is reviewed. The authors conclude by advancing a counterhegemonic approach which embraces transformative and emancipative education for older adults.

Adults’ Readiness To Learn And Skill Acquisition And Use: An Analysis Of Piaac, M Cecil Smith, Amy D. Rose, Thomas J. Smith, Jovita M. Ross-Gordon

Adult Education Research Conference

This study examined the relationship between adults’ readiness to learn (RtL) and skill acquisition and use in the US sample of the PIAAC. RtL showed significant effects on each of the observed skill use outcomes. It was the strongest predictor of reading and writing skill use at home.

What Is The Transformational Learning Experience Of Secondary Teachers Who Have Dealt With Burnout?, Dr. Julius R. Sims

Adult Education Research Conference

Burnout is a syndrome consisting of emotional exhaustion (EE) and depersonalization (DPZ) (Yong & Yue, 2007). Educators who fall victims to burnout are likely to be less sympathetic toward learners, have a lower tolerance for disruptions within the learning process, be less apt to prepare adequately for content delivery and student interaction, and feel less committed and dedicated to their work (Fisher, 2011). A phenomenological study explored the burnout experiences among eight secondary teachers and their strategies for coping. Using in-depth interviews, the researcher was able to understand the personal meanings, expressed opinions, feelings, and other detailed descriptions of the …

Resolanapaving Paths Toward Transformation With Incarcerated Women, Carolyn L. Sandoval, Lisa M. Baumgartner

Adult Education Research Conference

The purpose of this study was to elicit the experiences of women who participated in a gender-responsive program in jail. Results indicate the holistic programming and learning environment was an emancipatory container where transformation could occur through interpersonal and intrapersonal engagement. Findings have implications for the education of incarcerated women.

Faculty Perception Of “Presence” In The Online Environment, Anita Samuel

Adult Education Research Conference

Like students, faculty also experience isolation in the online learning environment. This session presents the findings of a pilot study into faculty sense of alienation and the strategies that faculty have employed to “be there” and “be together” with their students in the online environment.

Faculty In Adult Degree Programs As Teachers Of Adults And As Adult Learners, Jovita M. Ross-Gordon, Kayon Murray-Johnson

Adult Education Research Conference

In this study we sought to discover how faculty working in the context of adult degree programs make sense of teaching adult learners. Research questions focused on how they perceived adult learners as well as how teaching in an adult-oriented degree program has influenced their teaching beliefs and practices.

Culturally Responsive Teaching With Adult Language Learners, Christy M. Rhodes

Adult Education Research Conference

This study examined how frequently adult education English for Speakers of Other Languages (ESOL) and English for Academic Purposes (EAP) teachers in Florida used specific culturally responsive teaching practices and how important they believed those practices were to their teaching. Using Ginsberg and Wlodkowski’s Motivational Framework for Culturally Responsive Teaching, an online survey of 17 teaching practices was developed, validated, and administered to 143 adult ESOL and EAP teachers in Florida. This article describes the findings of this study, examining which practices were used with the highest and least frequency, as well as the practices described as most and least …

How Is U.S. Adults’ Health Related To Literacy, Numeracy, Technological Problem-Solving Skills, And Adult Education? A Piaac Analysis, Esther Prins, Shannon Monnat, Carol Clymer, Blaire Willson Toso

Adult Education Research Conference

This paper uses U.S. data from the Program for the International Assessment of Adult Competencies (PIAAC) to analyze the relationship between self-reported health and (a) literacy, numeracy, and technological problem-solving skills, and (b) involvement in adult education, and to determine whether those relationships vary by race/ethnicity and educational attainment.

“I Was The ‘Energizer Bunny’ And Now I’M The Turtle’The Effect Of Fatigue On The Identity Of People Living With Multiple Sclerosis, Katharine Preissner, Lisa M. Baumgartner

Adult Education Research Conference

Issues of identity among people with fatigue from multiple sclerosis were explored. Participants experienced changes in self-perception and struggled with not seeing themselves as busy and active as before MS. Some described a mourning process which led to resolution of a new identity. The findings have implications for health educators.

Low Skilled Workforce In The U.S.: Key Findings From The Program For International Assessment Of Adult Competencies (Piaac), Emily Pawlowski

Adult Education Research Conference

This paper provides an overview of the Program for International Assessment of Adult Competencies (PIAAC), a large-scale international assessment of adult skills. Results on the literacy, numeracy, and digital problem solving skills of the low-skilled U.S. workforce will also be presented.

Learning Identity A Sociocultural Perspective, Hyewon Park

Adult Education Research Conference

This study examines the sociocultural perspective as the initial step to discovering an appropriate theoretical framework for describing how people learn identity. By illustrating the relation between the sociocultural perspective and identity, it suggests implications to overcome the limitations of existing adult learning studies to understand identity construction.

Validating Community Of Inquiry Framework In Adult Learningfindings From An Empirical Investigation In A University Organized Literacy Programme In Nigeria, Kester Osegha Ojokheta

Adult Education Research Conference

Community of Inquiry (CoI) Framework is one of the leading models guiding online teaching and learning. There is the general consensus that the framework enhances learning outcomes and provides meaningful support among learners. This study was conducted to ascertain the validity of the CoI in adult literacy programme in Nigeria.

The Games Men Play: How Two-Year College Men Use Video Games To Construct Masculinity, Eric Niemi

Adult Education Research Conference

Video games are cultural artifacts that promote learning and development. This study sought to examine how male students enrolled at two year institutions of higher education use video games to construct their masculinity. Additionally, it challenges the assumption that video games offer little to no educational benefits and it challenges the stereotypes associated with playing video games.

Examining The Boundary-Spanning Behaviors Of Community-Based Adult Educatorsan Empirical Examination, Casey D. Mull

Adult Education Research Conference

: Community-based adult educators span multiple boundaries, balancing needs of learners, groups, organizations, and institutions. This study contributes not only to the theoretical framework of boundary spanning, but also supports the practice of these adult educators in negotiating a challenging environment.

Using Communities Of Practice To Enhance Diabetes Education, Catherine H. Monaghan

Adult Education Research Conference

This session presents the results of a pilot study in Diabetes education using a model, SystemCHANGE™ within a Communities of Practice. Communities of Practice can be incorporated effectively in patient health education to produce sustainable behavioral changes to affect an individual’s ability to manage a chronic disease in a positive manner.

Educational Technologybridging The Gap Between Youth And Adult Learners Of The 21st Century, Joshua Lane Miller

Adult Education Research Conference

21st Century learners require activities that move beyond the traditional teacher-centered transmission model of education. This speculative essay considers education through an emphasis on collaboration, cooperation, and communication. This focus holds the capacity to bridge K-12 learning theories with those of Adult Education through the effective integration of educational technology.

Interrogating What Remainsinviting Learners To Explore Cultural Artifacts From The Past, Marilyn Mckinley Parrish, Carla Rineer

Adult Education Research Conference

This paper explores the theoretical basis for the practice of investigating cultural artifacts in order to gain deeper understanding about the values, meanings and contexts of other time periods and cultures. Adult learners are invited to view culture from the margins through an exploration of the lives of people whose race, class, and gender form the basis of oppression by the powerful. Texts and narratives that provide evidence of daily-ness and ordinary-ness will be featured and implications of this engagement for adult learners will be explored.

"For People Who Aren't Sure Who They Are, Theatre Is A Great Place To Be: Narratives Of Actors And Their Sexual Identities, Theodore Mccadden

Adult Education Research Conference

: This narrative study of male actors who identify as other-than-heterosexual explores the participants' stories of sexual identity development and the relationship between acting and identity development. Framed in D'Augelli's (1994) lifespan developmental model, the study illustrates themes of acting as safe space, acting as an embodied experience, acting as an influence on relationships, and acting as a politic.

“The Best Place We Can Learn From Is Ourselves”The Development, Implementation And Use Of An Online Patient-Based Community Of Practice For People With Type 2 Diabetes, Glenn Mason

Adult Education Research Conference

This paper reports on the development, implementation and use of a patient-centred online community of practice for people with type 2 diabetes mellitus. In this qualitative study, the theoretical framework of activity theory is adopted to describe the complexity of the use of the system and to frame the evaluation of the use of the learning environment.

Situated Learning And On-Farm Apprenticeships: Political Implications Of Negotiating Apprentice Identity, Lorien E. Macauley, Kim L. Niewolny

Adult Education Research Conference

By drawing upon the tradition of situated and activity perspectives of adult learning, this mixed methods study underscores the sociocultural and politicized processes by which farmer/learners negotiate apprentice identity. Our findings offer implications for the formation of equitable apprenticeship learning experiences and career pathways.