Browsing by Author "Martin, Larry G."

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    Adult Education In The Urban Context: Serving Low Income Urban
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Martin, Larry G.
    A review of the literature on “urban education” reveals that the urban context is considered an important determinant of practice for K-12 teachers and administrators located in urban schools. Several professional journals, such as, the Journal of Urban History, the Urban Education Review, Urban Education, and others routinely publish articles that address research, theory, policy, and practice concerns of K-12 urban professionals. Yet there is a dearth of literature that addresses the issues and concerns faced by adult education professionals in urban communities.
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    Adult Literacy Programs: Producing Adult Literacy Research That Informs Policy
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Martin, Larry G.
    During the past decade, state and federal policy makers have made significant changes in domestic policies that significantly affect how adult literacy programs are organized, what potential students are considered eligible for classes, how long students can participate in classes and programs,who pays for classes, and other programmatic decisions. However, these policy decisions, although based on some research, are oftentimes not informed by adult education research. This paper addresses the issue of developing an adult literacy research agenda that effectively informs federal and state policy decisions particularly as these relate to adult education and the U.S. opportunity structure, the challenge to the GED diploma, welfare reform and adult literacy, family literacy programs, and adult literacy and multicultural learners.
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    Learning About Race And Ethnic Diversity On Campus: A Critical Incident
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Martin, Larry G.
    The research project utilized a critical incident survey to investigate two research questions regarding employee diversity on a large urban university campus: What types of racial and ethnic issues and concerns exist among the university’s faculty and staff? To what extent do members of the campus community perceive that their race and ethnicity related issues and concerns were successfully resolved?” Three general themes emerged from the data: no race or ethnicity related incidents to report; positive incidents embracing diversity; and negative or problematic issues.