Education Commons^™

Mandated Continuing Education And The Competency Of Illinois Physical Therapists, Denise Lynn Hunter Ethington

Walden Dissertations and Doctoral Studies

Continuing education (CE) mandate laws are passed by states because it is in the public interest. The intent behind the passage of Illinois's CE law for physical therapists is to protect public health and safety through ensuring the competency of providers. However, studies into the impact of mandated CE on competency have been mixed. The problem addressed by this study was whether Illinois's CE law was effective in improving the competency of physical therapists and its impact on patient care. The purpose of this study was to understand what role mandated CE played in developing the competency of physical therapists …

Relationship Between Internships And Employment Competencies Of Degreed Professionals Who Completed A College Internship, Shawn Barnwell

Walden Dissertations and Doctoral Studies

An estimated 1.5 million underemployed or unemployed college graduates have one or more college degrees, and many have high loan debt. Policy makers, students, and institutions of higher education are all concerned with the question of how prepared students are to enter the workforce upon graduation, yet little is known about whether internships are a strategy to improve career preparedness and gainful employment after graduation. Guided by Dewey and Kolb's experiential learning theory, the purpose of this nonexperimental study was to evaluate the impact of internships on career preparation from the perspective of graduates, specifically to evaluate whether graduates perceive …

Certification For What? Practitioner Perspectives On The Changing Landscape Of Adult Literacy Education, Suzanne Smythe

Adult Education Research Conference

The responses of 63 adult literacy educators to an online survey suggest that professional development and training to meet the diverse contexts and practices in the field must attend to the embedded inequalities in access to quality literacy education for low income learners, and the marginalization of adult literacy work, which persists even as successive governments hail the importance of literacy education for citizenship and employment.

Corporate, Political, And Academic Perspectives On Tennessee Higher Education Accountability Policy, Andrew Quentin Morse

Masters Theses

The purposes of the research are (1) to identify the similarities and differences among corporate, political, and academic leaders in Tennessee on postsecondary education accountability policy and (2) to investigate ways for improving accountability policy as evidenced by the various stakeholders. The two following research questions will be adapted from the larger, ongoing study by Bogue et al. (2009) on accountability:

· What differences and similarities exist among corporate, political, and academic stakeholders on the issues of collegiate mission and issues of accountability definition and evidence?

· What are the most important steps that institutions of higher education can take …

From The Margins To The Mainstream And Back Again: A Comparison Of Lifelong Learning In South Korea And The United States, In Tak Kwon, Fred M. Schied

Adult Education Research Conference

This paper compares the development of lifelong learning in South Korea and the United States. The paper examines how and why lifelong learning has achieved mainstream status in Korea while remaining on the margins in the US.

The Third Way To Adult Education, Judith Walker

Adult Education Research Conference

This paper examines how Third Way politics play out in policy discourse in adult education in Canada and New Zealand. It then places these findings in the larger context of the debates on “second modernity.”

Build It But They May Not Come: Subjective Factors In Participation Decisions Among Under-Represented Groups, Ralf St. Clair

Adult Education Research Conference

This discussion presents a model for thinking about participation in learning for under-represented groups. The model is designed specifically to be useful for thinking about this question in the context of policymaking rather than a re-theorization of participation itself.