Open Access. Powered by Scholars. Published by Universities.®
- Discipline
- Publication
- Publication Type
Articles 31 - 60 of 106
Full-Text Articles in Education
"My Disability Is Part Of Me:" Disclosure And Students With Visible Disabilities, Tonette S. Rocco
"My Disability Is Part Of Me:" Disclosure And Students With Visible Disabilities, Tonette S. Rocco
Adult Education Research Conference
Self-disclosure is "any information exchange that refers to the self, including personal states, dispositions, events in the past, and plans for the future" (Derlega & Grzelak, 1979, p. 152). An individual's disclosure creates comfort or discomfort in the person receiving the information in the disclosure (Chelune, 1979). The level of (dis)comfort created affects the response the receiver of the disclosure has. Disclosure can increase interpersonal intimacy and decrease interpersonal distance however it can produce the opposite effect, rejection (Wright, 1982). It is also assumed to be reciprocal in ordinary social relationships. The work done on disclosure and disability most often …
Evocative Narrative As Educational Research, Peter Grein Renner
Evocative Narrative As Educational Research, Peter Grein Renner
Adult Education Research Conference
After thirty years of teaching others how to teach, I enter a doctoral program to explore the question of how lived experience informs professional practice. Moving into the centre of my own doubts, I discover multiple selves, suffer death and rebirth, and ruminate on the nature of transformational learning.
Helping Adult Learners Overcome Alienation: What Can I Do If Most Of My Learners/Participants Are Not Pre-Literate, Brazilian Peasant Farmers?, Mary Anne Phelan Penner
Helping Adult Learners Overcome Alienation: What Can I Do If Most Of My Learners/Participants Are Not Pre-Literate, Brazilian Peasant Farmers?, Mary Anne Phelan Penner
Adult Education Research Conference
This theory-building research paper describes the ideal environmental framework in which to help adult learners overcome alienation. It includes the theoretical background and tools for assessing any participatory group environment for its proximity to this ideal.
Roots And Culture As A Basis For Transformation In Adult Education, Gerri Outlaw, Cathy Stanley
Roots And Culture As A Basis For Transformation In Adult Education, Gerri Outlaw, Cathy Stanley
Adult Education Research Conference
This paper discusses the completed indepth interviews of six youth who participated in hip-hop and reggae critical music reflection sessions. The group process experience and the voices of the youth are reported in this presentation. Hip-hop and Reggae cultural movements provide a medium for learning and presents possibilities for social transformation through the generation of new voice and knowledge.
A Re-Examination Of The Role Of Power And Politics In The Planning Of Adult Education, Robert Nolan, Randal Ice
A Re-Examination Of The Role Of Power And Politics In The Planning Of Adult Education, Robert Nolan, Randal Ice
Adult Education Research Conference
This historical study of the political interplay of the federal government and a states' rights governor illustrates Cervero and Wilson's (1994) thesis of the importance of context in program planning. Contrary to their thesis, the study presents an historical illustration of the primacy of theory over context.
The Political Economy Of Civil Society: Implications For Adult And Community Education, Mark Murphey
The Political Economy Of Civil Society: Implications For Adult And Community Education, Mark Murphey
Adult Education Research Conference
No abstract available.
The Struggle Over Lifelong Learning: A Marxist-Feminist Analysis, Shahrzad Mojab, Rachel Gorman
The Struggle Over Lifelong Learning: A Marxist-Feminist Analysis, Shahrzad Mojab, Rachel Gorman
Adult Education Research Conference
The concept of lifelong learning has become both an ideological distraction that shifts the burden of increasing adaptability to the worker, and a ray of hope for a more democratic and engaged citizenry. The purpose of this paper is to provide a Marxist-feminist analysis of the responses of the field of adult education to the concept of lifelong learning.
The Intricacies Of Initiate-Response-Evaluate In Adult Literacy Education, Patsy Medina
The Intricacies Of Initiate-Response-Evaluate In Adult Literacy Education, Patsy Medina
Adult Education Research Conference
The results of a study of adult literacy education classroom dynamics found that the predominant mode of instruction closely parallels the initiation-response-evaluation (IRE) mode that Mehan (1979) identified in his study of an elementary education classroom. The initial conclusion of this study was that adult literacy education closely parallels elementary education. A closer analysis of the data, generated some interesting differentiations.
Spirituality And Social Action: An Exploration Of Committed Environmental Activists, Barbara Mcdonald
Spirituality And Social Action: An Exploration Of Committed Environmental Activists, Barbara Mcdonald
Adult Education Research Conference
This paper examines the spirituality of committed environmental activists. Eight descriptors of spirituality are offered, and spirituality's relationship to adult learning is explored.
Negotiating Curriculum In A Critical Pedagogy, Peter G. Malvicini
Negotiating Curriculum In A Critical Pedagogy, Peter G. Malvicini
Adult Education Research Conference
Through critical reflection and dialog on experiences in participatory planning, curricula that values participatory democracy can be fostered. An empirical study, using participatory research, demonstrates that students and faculty can move toward a more critical and inclusive pedagogy by reflecting on cultural diversity.
Managing Power: The Practical Work Of Negotiating Interests, Christie Knittel Mabry, Arthur L. Wilson
Managing Power: The Practical Work Of Negotiating Interests, Christie Knittel Mabry, Arthur L. Wilson
Adult Education Research Conference
The purpose of this study was to investigate how adult educators negotiate power and interests in program planning for training and development in a corporate setting. The research methodology was a descriptive qualitative study of typical program planning practices of adult educators in a multi-national corporation. The chief finding was that planners' "practical" strategic action for negotiating interests and power varied according to specific situations and how planners perceived the involvement of various stakeholders.
Cultural Mentors: Exploring The Role Of Relationships In The Adaptation And Transformation Of Women Educators Who Go Overseas To Work, Carol R. Lyon
Cultural Mentors: Exploring The Role Of Relationships In The Adaptation And Transformation Of Women Educators Who Go Overseas To Work, Carol R. Lyon
Adult Education Research Conference
The overseas experiences of thirteen women educators in adult and higher education were characterized by four chronological stages: departure, first three months, after three months, and re-entry. Four stages of relationships emerged to coincide with the chronological contexts. The line between personal and professional relationships was often blurred.
Modal-Ontological Status Of Subjectivity In The Context Of Adult Education: Possibilities And Dilemmas, Antonina Lukenchuk
Modal-Ontological Status Of Subjectivity In The Context Of Adult Education: Possibilities And Dilemmas, Antonina Lukenchuk
Adult Education Research Conference
This paper intends to demonstrate the importance of metaphysical arguments for interpretations of the nature of adult and adult education and to connect these arguments with current theories of adult learning, development and transformation. Broadly conceived, this research represents theorizing from the literature that may shed an additional light on the problems of personal identity in the context of adult education.
Enrolment And Retention In Adult Basic Education Programs Some Theoretical Implications Of A National Study Follow-Up Study, Ellen Long
Adult Education Research Conference
Using the findings of a national follow-up study (n=338), this paper discusses the factors associated with nonenrolment and dropping out of literacy and upgrading programs. In addition to illuminating the complexity of low enrolment and high drop out rates, the paper moves toward a more integrated understanding of the structural and agency-related explanations for these patterns.
Voices From Within-Homemakers As Agents For Social Change, Shu-Chuan Liao
Voices From Within-Homemakers As Agents For Social Change, Shu-Chuan Liao
Adult Education Research Conference
This study is to document how Taiwanese women learned from participating in social action. The focus is on homemakers who are socially marginalized but are involved in private as well as public spheres and speak out on various issues which relate to their everyday lives. The findings suggest that ordinary people can be agents for social change via social movement learning.
The Skewed Voices And Lost Meaning: The Reflections Of Multilingual Issues In The Cross-Cultural Context, Ming-Yeh Lee
The Skewed Voices And Lost Meaning: The Reflections Of Multilingual Issues In The Cross-Cultural Context, Ming-Yeh Lee
Adult Education Research Conference
The purpose of this paper is to discuss the correlative effects of multilingualism, as it is associated within a cross-cultural context. Strategies that were used to assure language accuracy and reliability of the study will also be discussed.
Collaborative Inquiry: Expanding The Boundaries Of Knowledge Construction In Graduate Adult Education Research, Randee Lipson Lawrence, Jane West Walsh, Nadira K. Charaniya
Collaborative Inquiry: Expanding The Boundaries Of Knowledge Construction In Graduate Adult Education Research, Randee Lipson Lawrence, Jane West Walsh, Nadira K. Charaniya
Adult Education Research Conference
The purpose of this roundtable session is to share ideas about collaborative inquiry as a research methodology. Facilitators include a faculty member from a doctoral program that encourages collaborative learning and collaborative inquiry, and two students, from the same doctoral program, who completed a fully collaborative doctoral research project.
Separate But (Unequal)? A Critical Investigation Of Disabled Adults' Access To Online Education, Linda Klimczyk
Separate But (Unequal)? A Critical Investigation Of Disabled Adults' Access To Online Education, Linda Klimczyk
Adult Education Research Conference
Online distance education technology has the potential to include adults with disabilities by allowing for the use of adaptive technology in order to provide an accessible learning environment. Paradoxically, however, online distance education can also be a barrier to access.
Oppositional Feminist Ethnography: What Does It Have To Offer Adult Education?, Jodi Kaufmann
Oppositional Feminist Ethnography: What Does It Have To Offer Adult Education?, Jodi Kaufmann
Adult Education Research Conference
In this paper I struggle to understand oppositional feminist ethnography and examine what it may offer us in Adult Education, as it appears to have the propensity to multiply difference and deal with complexity without collapsing it into the normative.
Adult Learner Experiences Of An Accelerated Degree Program, Carol Kasworm
Adult Learner Experiences Of An Accelerated Degree Program, Carol Kasworm
Adult Education Research Conference
This qualitative case study explored the experiences of adult learners in an undergraduate accelerated degree program. Key beliefs of the experience focused upon four themes: 1) the adult degree program as a supportive world, 2) fellow students as a family, 3) successful adult students are dedicated, and 4) the paradoxical involvement in learning in an accelerated program.
Learning Culture, David Jones
Learning Culture, David Jones
Adult Education Research Conference
This paper aims to develop a theoretical framework for analysing the ways in which adult education can contribute to the development of cultural values and cultural identity.
Comparison Of Power Relations Within Electronic And Face-To-Face Classroom Discussions: A Case Study, Laurel Jeris
Comparison Of Power Relations Within Electronic And Face-To-Face Classroom Discussions: A Case Study, Laurel Jeris
Adult Education Research Conference
Numerous aspects of design and delivery of online instruction are well researched but little exists on power relations of electronic versus face-to-face discussions and consequences for learning. This case study centers on the experiences of participants in a graduate course in human resource management. Implications for reconsidering prevailing views of adult education are discussed.
"Place": Classrooms And Cyberspace--A Discourse Analysis Of How Place Shapes Interaction And Learning, Hyungmi Hyun, Susan Strauss
"Place": Classrooms And Cyberspace--A Discourse Analysis Of How Place Shapes Interaction And Learning, Hyungmi Hyun, Susan Strauss
Adult Education Research Conference
This is a cross-environmental study focusing on how interactants in two distinct learning settings communicate and engage in course-related planning and problem solving-activities as members of their particular academic community. One setting is a face-to-face class; the second is the identical course offered on-line. The primary methodological approach is discourse analysis.
Editorial Introduction, Gordon Wells
Editorial Introduction, Gordon Wells
Networks: An Online Journal for Teacher Research
In this issue of Networks, there are articles by both classroom teachers and university-based practitioners. All are, in one way or another, concerned with the critical role of dialogue and discussion in effective learning and teaching. The issue concludes with the continuation of the exploration of the ethics of practitioner research that was introduced in the contribution to the previous issue by Jane Zeni.
From Desks To A Quest: Understanding The Process Of Teacher Research, Denise I. Dabisch
From Desks To A Quest: Understanding The Process Of Teacher Research, Denise I. Dabisch
Networks: An Online Journal for Teacher Research
I conducted my first teacher research study in the spring of 2000 as a requirement for a class I was taking at Arizona State University. This one teacher research study has profoundly changed what I think about teaching. Teaching for me, has become a quest: a never-ending pursuit for those things that matter most to my students and me as we work together in my classes. This essay is my story of how I went from seeking the answer to a rather simple question about my teaching practice to pursuing teaching as a quest. It is a story that shows …
Infusing Computer Technology: A Novice Teacher User Meets The Challenge With High School Esl Students, Shelia Baldwin
Infusing Computer Technology: A Novice Teacher User Meets The Challenge With High School Esl Students, Shelia Baldwin
Networks: An Online Journal for Teacher Research
This account is a continuing exploration of my integration of computer technology that expanded to include specifically the use of Hyperstudio, Power Point, and the Internet with ESL students in an American Culture Studies class, an ESL I Reading class, and a Reading remediation class.
The Inherent Desire To Learn: Intrinsically Motivating First Grade Students, Lara Hansen
The Inherent Desire To Learn: Intrinsically Motivating First Grade Students, Lara Hansen
Networks: An Online Journal for Teacher Research
It was a simple question, innocently asked by one of my first grade students that served as the inspiration and motivation for this study. My class was preparing to begin a project for a math unit. After I explained and discussed the directions, guidelines, and expectations for this project, Kate raised her hand and asked, "What do we get when we are done?" Acting confused (in reality I was not-- I knew exactly what she meant) I asked her to explain the meaning behind her question. Quite matter-of-factly she went on to make clear that she was simply curious as …
Promoting Research Use Among Undergraduate Students Through Service Learning, Laura Dreuth, Martha Dreuth-Fewell
Promoting Research Use Among Undergraduate Students Through Service Learning, Laura Dreuth, Martha Dreuth-Fewell
Networks: An Online Journal for Teacher Research
In this article, we, the authors, examine a model of service learning for pre-service counselors enrolled in a research methods class. In a review of the counseling and human services literature, we found many references to teaching research methods; only a few articles, however, demonstrated using service learning in counselor or human services education. The students in this project joined a public health department, eight rural elementary schools, and university-based researchers to study bullying and school safety. The undergraduate students supported this project by conducting behavioral observations and informal interviews in the local schools. Positive responses were received from undergraduate …
The Story Of Their Lives: Understanding Our Students' Literacy Practices And Events, Linda S. Bausch
The Story Of Their Lives: Understanding Our Students' Literacy Practices And Events, Linda S. Bausch
Networks: An Online Journal for Teacher Research
The relationship between teacher and student, teacher and class, and teacher, student and class has been acknowledged as one of the most influential structures in a students' life which can effect their identity, their cognition, and their fundamental humaneness within the societal structure of their culture. The foundation of this paper is to investigate and honor students' shared understanding of literacies both in and out of school, utilizing the knowledge they bring from sociocultural contexts. I believe this vision holds great promise as an avenue of extending the literacy paradigm currently available to children in school.
Teacher/Researchers In Early Childhood: Ethical Responsibilities To Children, Helen Hedges
Teacher/Researchers In Early Childhood: Ethical Responsibilities To Children, Helen Hedges
Networks: An Online Journal for Teacher Research
The 'teacher as researcher' model has been extensively described in other education sectors (eg. Fueyo & Koorland, 1997; Henson, 1996). This model considers the teacher as a researcher in terms of advancing systematic, professional inquiry (Carr & Kemmis, 1986) by focusing inquiry on teaching and learning practices (Keyes, 2000) and problem-solving (Henson, 1996). Knowledge generated by practitioners will be owned by them and perhaps be more likely than formal research to bring improvement to the profession. Teacher/researchers have a vested interest in the outcome of the research, and are likely to continue to review, evaluate and improve practice after the …