ethanporcaro/eric-fulltext-meta huggingface dataset:
Scheherazade's Secret: The Power of Stories and the Desire to Learn
Author: Willis, Peter
Date: 2011-12-00
Type: Journal Articles
Subjects: Adult Education,Educational Practices,Story Telling,Classroom Communication,Outcomes of Education,Information Dissemination,Instruction,Transformative Learning,Communication (Thought Transfer),Identification,Time,Personal Narratives,Discourse Modes,Praxis,World Views,Holistic Approach,Perspective Taking,Racial Bias

In this paper I use a story to introduce the idea of stories in adult educational practice. Telling stories seems to be as old as human culture. MacIntyre referred to humans as "story-telling animals" (1981: 201). The secret is the ways in which this storytelling capacity can be used in a holistic humanistic pedagogy. Education, the process of assisting others to learn, can be pursued by seeking to pass on information (propositional pedagogy); by showing how to do something (skilling pedagogy) and by inviting learners to become different (transformative pedagogy). Many actual educational exchanges involve learners in more than one kind of learning where the educational event has elements of information and skills transfer, often combined at least tacitly with an invitation to become different. In this paper I suggest that the telling of stories that capture the imagination and move the heart is a powerful pedagogy in inviting learning not so much to do with gaining new information, although this can often happen, nor transferring skills, which again can also occur, but with a deeper transformative form of learning, which is really more about learners changing their identity, their way of seeing and acting upon the world.
Communities of Practice in a Voluntary Youth Organisation: Reaching for the Sky and Building Social Capital
Author: Chan, Bill
Date: 2011-12-00
Type: Journal Articles
Subjects: Communities of Practice,Educational Change,Foreign Countries,Personal Narratives,Social Capital,Youth Programs,Voluntary Agencies,Observation,Organizational Development,Organizational Theories,Group Dynamics,Case Studies,Institutional Characteristics,Social Change,Community Action,Community Characteristics,Community Development,Aviation Education,Adult Learning

The study is situated within a national youth organisation called the Australian Air League Inc (Air League). We examine the recent progress of the Air League in South Australia, starting as a loose network of volunteers engaged in a sporadic array of activities, to become a learning community that worked collaboratively and then developed further as a potential community of practice. This process involved sharing across boundaries in a way that was previously construed as undesirable as local achievement was seen as more important than the development of the larger community. In part, this paper takes the form of a personal narrative and draws insights from observations and interpretations during 2009-2010. Highlighting issues arising from the complexity of developing collaborative models of practice across organisational boundaries and competitive entities, we delve into challenges around maintaining devotion to one's immediate unit while sharing experience and building capacity in the wider community. This includes gaining agreement to action, facing the fear of sharing diverse knowledge with new people, being found wanting, and working across organisational hierarchies in a setting characterised by uniform and a disciplined rank structure. (Contains 1 table and 1 figure.)
Launching a Career or Reflecting on Life? Reasons, Issues and Outcomes for Candidates Undertaking PhD Studies Mid-Career or after Retirement Compared to the Traditional Early Career Pathway
Author: Stehlik, Tom
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Federal Aid,Graduate Students,Nontraditional Students,Maturity (Individuals),Student Motivation,Student Characteristics,Human Capital,Productivity,Capacity Building,Reflection,Career Education,Transformative Learning,Outcomes of Education,Career Development,Praxis,Role of Education

The Commonwealth government provides fee exemption for any Australian who undertakes a PhD. This policy is presumably based on the &quot;clever country&quot; assumption that an educated population will develop and contribute to social and economic capital. Enrolment numbers therefore continue to increase, and a PhD is no longer an elite qualification. In addition, the characteristics and demographics of PhD students are changing. In the School of Education, University of South Australia, a significant number of PhD students are not early career researchers or recent honours graduates, but mid-to-late-career education practitioners and retirees, and the majority are women. These mature-age and third-age candidates are undertaking doctoral research not to launch their career, but in most cases to reflect on it, with many experiencing transformative learning in the process. In this paper I will explore why people undertake a PhD later in life, what the learning process is like for them, what the outcomes are, and the benefits to society. (Contains 1 figure.)
The Learning Projects of Rural Third Age Women: Enriching a Valuable Community Resource
Author: Lear, Glenna
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Older Adults,Females,Rural Population,Lifelong Learning,Individual Development,Community Change,Change Agents,Adult Education

As a third age PhD candidate with a passion for learning, I wanted to explore the learning of other rural third age women who live on the Lower Eyre Peninsula (LEP) of South Australia. This reflects the methodological stance of heuristic inquiry, which requires the researcher to have a passionate interest in the phenomena under investigation, and in this case includes my tacit knowledge as a third age learner and long-term resident of the region. I deliberately chose six very influential women over 50 years of age who have transformed their rural communities into vibrant &quot;can do&quot; societies better able to cope with the economic, environmental and social changes of the last two decades. I wanted to know how they adjusted to the lifestyle changes in their middle years, after their children left home, their third age, how they adapted to the social and economic changes in rural life, and what they learned as community change agents and leaders of community organisations, boards and community development committees. My research methodology gave them the opportunity to reflect on their autobiographies as co-researchers during our two informal conversations about their learning. I discovered that, at different stages in their lives, these midlife women intuitively realised that they needed to do something for themselves in the wider world, independent of the farm and their family, which required them to learn and change. They are passionate lifelong and lifewide learners, continually searching for something that challenges, excites and extends them. This paper discusses their lifewide learning and personal development in community activities and formal educational institutions, which has been personally rewarding and enormously beneficial for community viability and wellbeing. Although the numbers are low and the women come from a small remote region of South Australia, there are similar women of action in almost every community, both rural and urban, who continue to make a difference.
Is the Use of Video Conferencing and Supporting Technologies a Feasible and Viable Way to Woo Farmers Back into Farmer Education?
Author: Brown, Margaret
Date: 2011-12-00
Type: Journal Articles
Subjects: Electronic Learning,Video Technology,Agricultural Occupations,Investigations,Distance Education,Adult Vocational Education,Foreign Countries,Videoconferencing,Delivery Systems,Instructional Effectiveness,Program Effectiveness,Technology Uses in Education,Adult Students,Student Participation,Student Attitudes

North Dakota State University (USA) have been using video conferencing as a delivery mode for farmer education for about twenty years and report that their farmers find this delivery method both practical and worthwhile. With the number of New Zealand farmers attending learning events decreasing, due mainly to time and cost, maybe it is time to use different approaches to engage farmers in learning. A study called &quot;FeedSmart&quot;, which looked into the ways farmers preferred to learn, identified that e-learning is worth further investigation as a learning delivery approach. In this paper we report on three small-scale trials that investigated the viability and effectiveness of generating and delivering information to farmers via a video-conferencing-based learning approach. This study showed that e-learning of this type has potential as a learning approach for farmers and is worthy of further investigation.
Arnold Hely and Australian Adult Education
Author: Morris, Roger
Date: 2011-12-00
Type: Journal Articles
Subjects: Adult Education,Foreign Countries,Context Effect,Educational Development,Educational History,Change Agents,Change Strategies,Educational Change,Profiles,Universities,International Organizations,Professional Associations

Arnold Hely (1907-1967) was a most significant figure in the history of adult education in New Zealand, in Australia and internationally. Arnold Hely, a New Zealander, Director of Tutorial Classes (later Adult Education) at the University of Adelaide from 1957 to 1965, was the prime mover in the establishment in 1964 of the Asian South Pacific Bureau of Adult Education (ASPBAE) and was, until his most untimely death in 1967, its General Secretary. He previously had played, as an impartial newcomer/outsider, a leading role in the formation in 1960 of ALA (then called AAAE). In this paper I will focus on Hely's efforts to bring Australian adult education into the mainstream of world adult education. In telling Hely's story I will explore the context of Australian adult education in the 1950s and 1960s.
Art, Disability, Learning and the Dance of My Life
Author: Thorley, Faith
Date: 2011-12-00
Type: Journal Articles
Subjects: Transformative Learning,Artists,Disabilities,Adult Education,Resistance (Psychology),Art

I use my passion and skills as an artist to deal with my various disabilities resulting from brain tumour surgery. The "artvantages" of this approach have been many: improved self-esteem and a greater sense of wellbeing, to name just two. On reflection and after revisiting the experiences of my healing journey, I now know when this journey began. Today I've come to recognise its beginning as the onset of my personal transformation. My aim in this paper is to explain how I believe my personal transformation happened after my brain tumour surgery and to describe the transformative learning process that followed. I will support these explanations with valuable insights that I've gained from research in adult education and my involvement with others with disabilities. Next, I will introduce my interpretation of a phenomenon that I call "arts-based resistance learning". This has been a major phase in my personal transformative journey and the subject of my current PhD inquiry. I am strongly committed to my research inquiry because it is uncovering new ways of using art to enhance life, which gives me hope, and may inspire and so assist other like afflicted people, health professionals and concerned individuals.
Looking Forward: Community Gateways at Victoria University
Author: Mountford, Christine
Date: 2011-12-00
Type: Journal Articles
Subjects: Career Education,Academic Achievement,Adult Education,Prior Learning,Education Work Relationship,Educational Opportunities,Counseling Psychology,Workshops,Training,Skill Analysis,Outreach Programs,Community Education,Delivery Systems,Program Effectiveness,Community Benefits,Community Cooperation,Partnerships in Education

The mission and values of Victoria University provide the underlying criteria for the development and implementation of the Community Gateways initiative, which aims to transform the lives of those living in the west of Melbourne through the power of further education. Community Gateways takes the university into the community by providing career education and counselling, skills recognition, recognition of prior learning, workshops and short training opportunities to engage the community "on their own turf", and to support their access and success through career-aligned course choice. To be truly effective in the community, Community Gateways has utilised a cooperative approach to engage with over forty community organisations, including community centres, neighbourhood houses, local councils, youth centres, libraries, and ACE and ACFE providers. A resurgence of interest in values associated with community, social cohesion and cultural diversity has provided the platform for these relationships to develop. Community Gateways strengthens access to learning and employment in the region for many people who currently are unsure of how to access education and training opportunities. Through the provision of complimentary, professional careers counselling, community members are encouraged to consider their career options as the basis for making appropriate training or further study decisions. In this paper I will explore the development of the program and share the learning and achievements to date. (Contains 2 tables.)
Student Perceptions of Wikipedia as a Learning Tool for Educational Leaders
Author: LaFrance, Jason
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Research,Instructional Leadership,Qualitative Research,Encyclopedias,Student Attitudes,Electronic Publishing,Collaborative Writing,Web Sites,Information Sources,Computer Uses in Education,Reliability,Graduate Students,College Faculty,Web 2.0 Technologies,Accuracy,Student Surveys

This non-experimental qualitative study examined archival survey data collected to evaluate the efficacy of a research assignment utilizing Wikipedia. Respondents were 14 doctoral students enrolled in Educational Leadership coursework during Fall 2011. There is limited research available on this topic, as Wikipedia has been minimally utilized as a legitimate learning tool in the education setting. Parker and Chao (2007) noted that Wikis are one of many Web 2.0 components that could be used to enhance the learning process. The primary purpose of this study was to investigate doctoral student's perceptions of Wikipedia as an instructional tool in Educational Leadership coursework. The researchers also examined if completing this assignment changed students' understanding and anticipated future use of Wikipedia. Students responded that they felt Wikipedia was as effective or more effective than traditional research assignments for meeting learning objectives. In addition, their perceptions and expected use changed as a result of this assignment. Data suggested that students anticipated use expanded from primarily personal use to applications in academic and professional settings. (Contains 7 figures and 1 footnote.)
Teaching about the Principal and School Counselor Relationship: ELCC 2.1a
Author: Carnes-Holt, Kara
Date: 2012-00-00
Type: Journal Articles
Subjects: School Counselors,Instructional Leadership,Principals,Interpersonal Relationship,Learning Modules,Graduate Study,Certification,Administrator Education,Literature Reviews,Administrator Attitudes,Attitude Measures,Counselor Role

This instructional module, which is used in a principal certification graduate class entitled School and Community Relations, is fixed within the literature that describes school stakeholders' confusion about the explicit roles of school counselors, especially principals. The authors begin by creating a framework for the lesson activity in which the literature is reviewed surrounding the principal and counselor relationship with special attention paid to the perceptions of each about the roles of the school counselor. The authors provide an activity in which educational leadership faculty engage pre-service principals in a discussion around the appropriate and inappropriate duties of school counselors. (Contains 1 table.)
Legal Research in the Context of Educational Leadership and Policy Studies
Author: Sughrue, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Information Retrieval,Resource Materials,Court Litigation,Research Methodology,Graduate Students,Role,Educational Policy,Educational Practices,Law Related Education,Educational Legislation,School Law,Research,Administrative Principles,Teacher Responsibility,Higher Education,Theory Practice Relationship,Competence,Federal State Relationship

Legal research methodology is not included in the cluster of research and design courses offered to undergraduate and graduate students in education by traditional departments of research and foundations, so it becomes the responsibility of education law faculty to instruct students in legal methodology. This narrow corridor of opportunity for learning how to conduct legal research is sometimes and unnecessarily disconcerting to students because they fear this line of inquiry is too obscure. Our purpose here is three-fold: (a) to assert the critical role legal research plays in education policy and practice and (b) to explain the general principles and applications of traditional legal research to practitioners, graduate students, and education researchers who are unfamiliar with it, and (c) to describe some examples that illustrate the usefulness of legal research to practitioners and graduate students in educational leadership. (Contains 2 footnotes.)
The Relationship between the High School's Performance and Students' College Attendance Rates
Author: Lowe, Gary
Date: 2012-00-00
Type: Journal Articles
Subjects: College Attendance,College Entrance Examinations,Enrollment Rate,Test Score Decline,Academic Standards,High School Graduates,Predictive Validity,Predictor Variables,College Admission,Developmental Studies Programs,Performance Based Assessment,Achievement Rating,Schematic Studies

Declining college admission test scores during the 1970s raised concerns that America's primary schools were inadequately preparing students for college or the workforce. Rock's (1985) analysis of SAT scores indicated that seniors in 1980 scoring at the 50th percentile for vocabulary would have placed at the 41st percentile in 1972. Mathematics scores at the 50th percentile in 1980 were equivalent to scores at the 45th percentile in 1972. (Contains 3 tables.)
ISLLC/ELCC Standards Implementation: Do Educational Administration Faculty Practice What They Preach?
Author: Machado, Crystal
Date: 2012-00-00
Type: Journal Articles
Subjects: Leadership,Standards,Mixed Methods Research,Educational Administration,Instructional Leadership,Alignment (Education),Theory Practice Relationship,Graduates,Leadership Training,College Faculty,Trainers,Change Strategies,Graduate Students,Teacher Attitudes

Both the 1996 Interstate School Leadership Licensure Consortium (ISLLC) standards and the 2002 Educational Leadership Constituent Council (ELCC) standards, adopted by preparation programs nationwide have a strong emphasis on democratic ideals. By aligning their programs with these standards education administration faculty have taken a step in the right direction. This paper, as part of a larger mixed method study examines the degree to which faculty's perception of the change environment, the attitudes and dispositions they exhibited during the implementation process, and their choice of program-standard alignment strategies reflected the democratic ideals they wish to instill in graduates of their programs. The findings of this study confirm that a collaborative, collegial atmosphere prevailed. While the attitudes and dispositions that faculty exhibited demonstrated democratic ideals, this was not always evident from their choice of strategies. Much of the work was done by faculty, or by committees comprised primarily by faculty. Group differences were observed in strategies used and found to be beneficial, when compared across accreditation and Carnegie classification status. To ensure that the program modification process is both democratic and inclusive, faculty should adopt a more proactive approach in engaging graduates of the program, current graduate students, superintendents, principals, and teachers in the actual process of program review, evaluation, and development. (Contains 6 tables.)
Teachers' Perceptions of High School Principal's Monitoring of Student Progress and the Relationship to Student Achievement
Author: Chappelear, T. C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Academic Achievement,Rating Scales,Statistical Analysis,Principals,Achievement Rating,Achievement Gains,Teacher Attitudes,Administrator Behavior,Performance Based Assessment,Statistical Significance,Educational Practices,Effective Schools Research,Mail Surveys,Schematic Studies,Management Information Systems

Principals in school buildings are under immense pressure to improve outcomes for all students. Recent literature suggests this accountability may be at least partly warranted, as there is overwhelming evidence that building principals can positively impact student achievement through their behavior as effective instructional leaders. Much of the evidence for this emanates from the elementary school level. The problem is that little research exists at the high school level to examine the relationship between building principals monitoring student progress and student achievement. This study examined the relationship between teachers' perceptions of principal behavior in monitoring student progress and student achievement. The Principal Instructional Management Rating Scale was used to collect teacher perceptions of principal behaviors in the subscale of Monitor Student Progress. Proxies of student achievement consisted of each high school's Performance Index. Analysis of variance (ANOVA) was used to determine that a statistically significant relationship exists between teachers' perceptions of principals' monitoring student progress and student achievement. This research could guide the practices of several groups of stakeholders from the local level through the state level. (Contains 9 tables.)
Investigating the Construct Validity of the ISLLC 2008 Standards through Exploratory Factor Analysis
Author: Ramaswami, Soundaram
Date: 2012-00-00
Type: Journal Articles
Subjects: Superintendents,Surveys,Leadership,Standards,Construct Validity,Factor Analysis,Statistical Analysis

This paper presents and discusses the statistical analysis of the responses from an online survey administered to a sample of US superintendents (n=225) in an attempt to explore and authenticate the construct validity of the ISLLC 2008 Standards through exploratory factor analysis. Using a Principal Axis Factor method, 6 factors were extracted representative of the six ISLLC Standards. Thirteen items loaded on the 1st factor that represented items mainly from Standards 1, 2 &amp; 3. Standard 4 was split between the 2nd &amp; 6th factor and Standard 5 between factors 4 &amp; 5. The 3rd factor consisted of 4 items from Standard 3. These results confirm to some extent the construct validity of the ISLLC 2008 Standards with the exception of Standard 6, which had only three items represented in factors 2 &amp; 3. Moreover, Standards 4 &amp; 5 each exhibited two additional dimensions, which might suggest a need for the development and adoption of supplemental &quot;footprint&quot; standards. (Contains 9 tables and 2 footnotes.)