Browsing by Subject "Adult Educators"

Now showing 1 - 6 of 6
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    CLAIMING A SACRED FACE: A QUALITATIVE STUDY OF THE ROLE OF SPIRITUAL EXPERIENCE IN CLAIMING A POSITIVE CULTURAL IDENTITY
    (2005-09-27T17:44:53Z) Tisdell, Elizabeth J.
    This paper discusses the results of a qualitative study where the purpose was to examine the role of spirituality in developing a positive cultural identity among a multicultural group of 31 adult educators, and then considers what the finding suggest for the further development of culturally relevant teaching practices within adult and higher education settings. In recent years, there has been much discussion about dealing with culture, race, gender, class, sexual orientation in teaching for social change and greater equity in society (Guy, 1999; Hayes & Colin, 1994; Hayes & Flannery, 2000; Johnson-Bailey, 2001). There has also been some discussion of the role of spirituality in adult development and learning (English & Gillen, 2000; Tisdell, 2000), and some limited discussion on the connection between spirituality and teaching for social justice related to cultural issues ( Hart & Holton, 1993; Tisdell, Tolliver, and Villa, 2001; Tolliver & Tisdell, 2002). Most of these discussions have been conceptual in nature, and there has been only limited discussion of the role of spirituality in developing a positive cultural identity from a data-based research perspective. Thus, the purpose of this paper is (1) to discuss the results of a qualitative study where the purpose was to examine the role of spirituality in developing a positive cultural identity among a multicultural group of 31 adult educators; and (2) to discuss the implications the findings of the study have for the further development of culturally relevant teaching practices within adult and higher education settings.
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    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.
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    Evaluating Instructors Sitting At The TABLE (Technology Access For Better Learning And Employment)
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Moore, Maria Hruby; Bingham-Catri, Deborah; McMasters, Rosemary
    This paper focuses on the Technology Access for Better Learning and Employment Checklist developed by the authors. This evaluation tool was created and then used to measure eight instructors’ability to use technology in their teaching in four adult programs sponsored in part by the Ohio Cooperative Extension Service and a partner, Godman Guild, a settlement house located in a Columbus, Ohio neighborhood identified as located in an empowerment zone. Funding through the Federal Department of Education for a Community Technology Center was granted for this project which required an instructor pre and post evaluation component to be conducted by the Center on Education and Training for Employment. The data collected using this instrument was then used to design customized professional development plans and interventions to address technology usage as well as general instructional competencies for effective adult teaching for learning. The contribution of this paper is the TABLE Checklist and professional development system designed for this project.
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    Leadership Characteristics Of Adult Educators
    (2006-08-21T15:10:12Z) Bartling, Frederick; Bartlett, Kenneth
    The purpose of this study was to assess self-perceived leadership behaviors and related leadership styles practiced in a sample of adult educators. Adopting transformational leadership theory embodied in the Full Range of Leadership Model the leadership characteristics of adult educators were examined using the Multifactor Leadership Questionnaire Form 5x (Bass & Avolio, 2000). The possibility of significant differences between respondent gender, age, and their preferred leadership style was also explored. The entire membership (n = 199) of a regional professional association of adult educators was sent a mailed questionnaire. A total of 124 surveys were returned representing a 63% response rate. Results showed that transformational leadership was greater than the mean for transactional leadership which in turn was greater than the mean for laissez-faire leadership. An examination of gender differences in leadership profiles showed that females tended to be more transformational whereas males reported higher transactional scores. The laissez-faire leadership style tended to be higher for females but of the three leadership types only transactional produced a significant gender difference. No statistical significant difference was found with leadership and age. The findings are discussed for their implications for professional development and the future leadership of the adult education field.
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    Learning Her Way In: The Life History Of A Latina Adult Educator
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Hatcher, Denise L.
    This paper explores the various learning experiences of a bilingual and bicultural woman of Mexican heritage. The data collection and data analysis were performed with the intent of creating a life history and allowing recurrent themes to emerge. These three recurrent themes were identified as interplay among learning, survival, and spirituality; health, health care, and parish nursing; and multiple and competing contexts. The essential structure that connected all of the recurrent themes was the participant’s learning and the impacts that it had on her lived experiences. In this way, Monica and her life history are the story of a Latina who has learned her own way into a second culture.
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    New Diversity Publishing Outlet: Adult Educators Overcome Exclusionary Policies
    (Midwest Research-to Practice Conference in Adult, Continuing, and Community Education, 2004) Armstrong, Keith B.; Nabb, Lee W.
    Research strongly supports the notion that publishing houses lack sufficient diversity in both high and middle-level staff members to allow for a diverse philosophical outlook and appreciation to fairly support underrepresented groups wishing to publish their research findings in multiculturalism, gender/sexual orientations studies, race and class. Resultantly, these biases confront both adult educators and other authors writing in the areas of social justice and diversity. This presentation will investigate the historical factors of exclusion in the publishing industry, and more specifically within university presses, to explain an initiative (praxis) launched to open access by way of creating a progressively new adult education publishing concern at the University of Wyoming: the College of Education Monograph Series’ American Adult Educators.