2003 Conference (Columbus, Ohio : Ohio State University)

Permanent URI for this collection

https://hdl.handle.net/1805/281

Browse

Browsing 2003 Conference (Columbus, Ohio : Ohio State University) by browse.metadata.dateaccessioned

Filter results by year or month
Now showing 1 - 10 of 48
  • Thumbnail Image
    Item
    An Interactive Approach To Economic Development Among African American Former Welfare Recipients: Shattering The Myth Of The Work-First Approach
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Alfred, Mary V.
    This study explored the experiences of African American women as they transition from welfare to work and the barriers and challenges that impede their move to a position of economic selfsufficiency. The study found three systems of barriers to impede the women's progress. These include W-2 systems barriers, workplace barriers, and personal barriers. Removing the barriers must first be addressed before families can become self-sufficient.
  • Thumbnail Image
    Item
    Working In The Margins Of Critical Race Theory And HRD
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Bernier, Judith D.; Rocco, Tonette S.
    Sixteen articles published in Human Resource Development Quarterly about diversity issues relating to race, gender, and women were examined through the lens of critical race theory. CRT provides a new paradigm to discuss diversity and equity in the field of human resource development.
  • Thumbnail Image
    Item
    Grounded Practice: Exploring Criticalities In A Job Re-Education Setting
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Boxler, Heather M.
    The author uses an interpretive ethnographic method to study criticality as a classroom phenomenon within a job-reeducation program. Two central ideas used include criticality as multiple, intertwined criticalities and the notion of working in spaces. Focusing on critical reflection and ideology critique, the author examines spaces in which criticality can be fostered, forms it might take, and pedagogies that reflected classroom practices. Finally, she discusses the challenges involved with working in an institution, ethics, and the strategic nature of teaching for criticality.
  • Thumbnail Image
    Item
    University Policies That Increase And/Or Decrease Access For African-American Women Seeking Advanced Degrees
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Bailey-Iddrisu, Vannetta
    The policies of most universities show a lack of dedication in addressing the needs of their non-traditional graduate students, particularly African-American women seeking advanced degrees. As African-American women return to the academy to pursue doctoral degrees,universities must address the issues facing women in general and African-American women in particular. The double-jeopardy that African-American women encounter in terms of race and sex is viewed by some Black feminists as a reason for conducting research specifically on Black women and their role contributions to American society (Brown, 2001).
  • Thumbnail Image
    Item
    The Problem With Problem-Solving Training In Industry
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Brockman, Julie L.
    This paper challenges the inherent assumptions reflected in the design and administration of the current problem-solving training model using evidence from empirical research, understanding of the realities of worker’s knowledge, skill and ability; the realities of their work environment; and the strong theoretical base within the adult learning literature about adult learners.
  • Thumbnail Image
    Item
    Development Of Self-Directed Learning Skills In Students Enrolled In ESL/Adult Education Classes
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Churpina, Larissa
    The purpose of this table-top presentation is to fill the gap between the everyday practical concerns of English language teaching professionals and research in the fields of Adult Education, Educational Psychology, and Teaching English as a Second language with respect to self-direction. Being prompted by research in these fields, the presenter proposes to teach self-directed learning skills explicitly in ESL classes. By choosing this approach, ESL students take responsibility for their own learning process, learn about their learning styles and develop knowledge how to learn, how to plan, how to achieve outcomes, and how to transfer that knowledge into new, real life situations. A self-directed component in ESL class enhances students’ motivation and independence. Adult students are usually serious learners once motivated.
  • Thumbnail Image
    Item
    An Evaluation Of The Use Of Learning Objects As An Instructional Aid In Teaching Adults
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Conceição, Simone; Lehman, Rosemary
    The purpose of this study was to investigate the effectiveness of learning objects in the CD-ROM format for the teaching of introductory American Sign Language to adult learners. A controlled experiment was used to evaluate the effectiveness of the use of the learning objects to enhance student learning. Findings suggest that there was no indication that the use of learning objects on a CD-ROM affected students’ scores at any level of assessment. Reasons for the learning objects not affecting student outcomes were found in the qualitative comments that the students made in the survey. The reasons included: learners’ inexperience in using the technology and the difference between signs being taught in the classroom and on the CD-ROM. Recommendations for the future application of learning objects as instructional aids are presented.
  • Thumbnail Image
    Item
    Using Critical Race Theory: An Analysis Of Cultural Differences In Healthcare Education
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Coello, Helena M.; Casanas, Jorge A.; Rocco, Tonette S.; Parsons, Michael D.
    Critical Race Theory (CRT) was used as a lens of analysis to examine cultural competency in healthcare. Fourteen articles were found related to race/ethnicity and equity. Four themes emerged from our thematic analysis, which were cultural differences, access to healthcare, healthcare disparities, and healthcare education. It is evident that disparities do exist within healthcare and vary among cultures. The healthcare industry must continue to address issues of race, ethnicity and equity through cultural competency. Although there is no simple solution to achieve cultural competency, it can be fostered within healthcare practitioners and education to change the way different cultures are viewed. Healthcare institutions and healthcare professionals must bridge the gaps that still exist between individuals to provide fair, equal and impartial care.
  • Thumbnail Image
    Item
    A Comparison Of Faculty Evaluation Systems Between China And Canada
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Brook, Paula A.; Chen, Wei; Luo, Qi
    This paper discusses characteristics between two different universities in different countries in terms of the teaching evaluation systems. A brief background to the Chinese institution is offered to help set the context for comparison. The Canadian University is a typical large, urban, public research university located in Western Canada. The paper analyzes commonalities and differences in faculty evaluation and suggests that each university can learn and/or adopt some improvement from the other.
  • Thumbnail Image
    Item
    Toward A Unifying Framework Of Recruiter Performance And Organizational Effectiveness
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Barnard, Joni K.
    Recruiting qualified employees is a challenge for organizations. As researchers we need to help practitioners by synthesizing research on recruiter training to develop a starting point in which to frame ideas for recruiter training. In this article I propose a unifying framework for looking at recruiter performance in relationship to organizational effectiveness. A review of the literature on applicant impressions of recruiter behaviors and recruiting activities and recruiter goals and training, identified opportunities for recruiter training and performance. Implications and future research directions pertaining to recruiter training are also reviewed.