ethanporcaro/eric-fulltext-meta huggingface dataset:
Relating &quot;Knowing&quot; and &quot;Doing&quot; in Language Teacher Professional Learning: An In-Service Teacher Workshop for Language Teachers
Author: Nicholas, Howard
Date: 2011-09-00
Type: Journal Articles
Subjects: Applied Linguistics,Prior Learning,Program Effectiveness,Teacher Workshops,Educational Change,Foreign Countries,Teaching Methods,Faculty Development,Inservice Teacher Education,Graduate Study,Metalinguistics,Educational Theories,Lesson Plans,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers

The paper outlines a practical six-hour workshop and assessment activity for students enrolled in a Graduate TESOL/Applied Linguistics program at La Trobe University, Australia. The program attracts teachers from preschool to university contexts from many different countries. The workshop draws explicit connections between in-service teachers' awareness of language, education theory and classroom practice. The first part focuses on language teaching, learning and practice in which in-service teachers explore their views and situate themselves within theoretical debates. The second engages in-service teachers in structured activities around the joint preparation and planning of language lessons for different learners. These language lessons highlight prior learning in current teaching practice, how grammar is taught to different age-cohorts, and the interconnection of theory and practice. The assessment activity consolidates student learning and provides insight into how individual students are positioned so that program lecturers can develop subsequent activities and assessment tasks to engage with teachers' different points of learning. We end with some suggestions of ways in which the approach that we take could be used in other teacher development contexts. (Contains 2 figures, 1 table, and 1 footnote.)
Visiting &quot;Home&quot;: Contacts with the Homeland, Self-Reflexivity and Emergent Migrant Bilingual Identities
Author: Williams, Alan
Date: 2011-09-00
Type: Journal Articles
Subjects: Immigrants,Familiarity,Foreign Countries,Cultural Context,English (Second Language),Second Language Learning,Bilingualism,Self Concept,Language Proficiency,Student Attitudes,Language Teachers,Second Language Instruction,Adult Students,Acculturation,Interviews

There has been increasing interest recently in the way that additional language learners' identities are affected and changed by their experiences in developing proficiency in another language. In the case of migrants, this is also affected by familiarity with their new country and language, and their transition into life in a new social and cultural environment. National and linguistic elements of identity are only part of people's multifaceted identities. However, these are of particular significance for language teachers and central to identity shifts involved in language acquisition and settlement in a new country. We present data from two adult EAL (English as an additional language) learners' accounts of their developing bilingual identities in the Adult Migrant Education Program (AMEP). In particular, we focus on one student's self-reflexivity as she described how her experiences of travelling back to her homeland of People's Republic of China (PRC) contributed to the development of her emerging bilingual identity. This is supported by a shorter extract from a Colombian student's experience, as she described her difficulties in communicating something of her Australian experience to her family in Colombia. The study suggests ways in which language teachers can assist their adult immigrant learners to explore this aspect of their growth as bilingual speakers in their new language. (Contains 4 footnotes.)
Meeting Curriculum, Learning and Settlement Needs: Teachers&apos; Use of Materials in Courses for Adult Migrants
Author: Wette, Rosemary
Date: 2011-09-00
Type: Journal Articles
Subjects: Second Language Learning,Instructional Materials,Foreign Countries,Refugees,English (Second Language),Teaching Methods,Adult Students,Immigrants,Media Selection,Acculturation,Land Settlement,Student Needs,Curriculum,Student Evaluation,Language Teachers,Material Development

This article examines how four teachers of ESOL selected and used instructional materials in courses for adult refugees and new migrants. To date, scholarly literature on this topic has largely comprised advice about the principles of teaching and second language learning on which materials should be based, and on-going debate about the merits and shortcomings of commercial texts. Due to the dominance of reconstructionist approaches in adult migrant resettlement TESOL in Australia and New Zealand, recent attention has focused on the development of objectives-based curricula, and as yet relatively little is known about how teachers select and use materials in their classroom practice. Findings of this study highlight teachers' flexible, pragmatic practices, and their primary goal of meeting the learning and settlement needs of students in their classes. The influence of particular principles of practice, performance-based curriculum and assessment goals, and context constraints are explored. The study confirms the importance of ensuring that teachers have sufficient time, resources and independence for them to be able to devise appropriate materials for their classes. (Contains 1 table and 1 figure.)
Adults' Participation in Informal Learning Activities: Key Findings from the Adult Education Participation Survey in Taiwan
Author: Lai, Horng-Ji
Date: 2011-11-00
Type: Journal Articles
Subjects: Informal Education,Adult Education,Foreign Countries,Educational Background,Participation,Learning Experience,Individual Characteristics,Demography,Income,Age Differences,Generational Differences,Workplace Learning,Lifelong Learning,Statistical Distributions,Data Analysis,Incidence,Statistical Surveys,Educational Opportunities,Adult Learning,Learning Activities

This study investigated the informal learning experiences expressed by Taiwanese adults (aged from 16 to 97) and examined their involvement related to selected socio-demographic characteristics. Data of the 2008 Adult Education Participation Survey in Taiwan and Fujian Area were used to look at different variables of adults' demographic characteristics in relation to their informal learning participation. Results were based on the responses of 10,000 adults to the survey. The key findings indicated that the percentage of adults who had, or had not, participated differed by gender, age, educational background and annual income. Taiwanese adults' preferred method of workplace informal learning was interpersonal communications and sharing. Similarities and differences between this study and past international research are also discussed. (Contains 6 tables.)
Role Reversal: Educators in an Enabling Program Embark on a Journey of Critical Self-Reflection
Author: McDougall, Jenny
Date: 2011-11-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Educators,Transformative Learning,Reflective Teaching,Teacher Role,Postsecondary Education,Access to Education,Adoption (Ideas),Rewards,Student Attitudes

While much has been written about the transformative potential of adult education from the student perspective, little research has been done into the experiences of those who teach in such contexts. This paper draws on the reflections of three academics who work in an enabling program in regional Australia. We embarked on a process of critical self-reflection, not unlike the kind of activity we ask of our students, as we considered the challenges as well as the rewards inherent in our experiences. Brookfield's (1998) concept of critical reflection was used as a vehicle for examining underlying assumptions about what we do and how we are positioned within the broader University community. Though we are cautious about describing our learning as "transformative", we contend that the process of critical reflection has led to a heightened awareness, and has enabled us to articulate perceptions of professional and personal growth.
Promoting Literacy for Adults with Intellectual Disabilities in a Community-Based Service Organisation
Author: Moni, Karen B.
Date: 2011-11-00
Type: Journal Articles
Subjects: Mental Retardation,Lifelong Learning,Literacy,Adult Literacy,Community Based Instruction (Disabilities),Educational Needs,Needs Assessment,Skill Analysis,Skill Development,Community Organizations,Community Services,Improvement Programs,Interest Inventories,Educational Opportunities,Older Adults,Foreign Countries,Educational Environment,Measures (Individuals)

Despite the importance of and advocacy for developing literacy skills for successful and rewarding participation in the community, there remains a common perception that becoming literate is not possible for people with intellectual disabilities. Until recently, limited research has been undertaken to investigate the literacy skills of adults with intellectual disabilities. In particular, research related to opportunities for lifelong learning in community-based organisations, and to the kinds of literacy activities that might be both developmentally and socially appropriate to assist adults with intellectual disabilities to remain active as they age, is limited in relation to older adults with intellectual disabilities. This exploratory project used a range of instruments to gather information about the literacy skills of older adults to identify their literacy needs and wants, and to consider opportunities to enhance and maintain literacy skills existing in an ongoing activity program in one community-based service organisation. (Contains 4 tables.)
Utopian Scenario Sketching: An Imaginal Pedagogy for Life Giving Civilisation
Author: Willis, Peter
Date: 2011-11-00
Type: Journal Articles
Subjects: Nonformal Education,Creative Activities,Adult Learning,Imagination,Logical Thinking,Informal Education,Community Programs,Access to Education,Story Telling,Teaching Methods

This paper argues that learning for human flourishing needs a balance between small-scale, convivial experiences, imaginary and creative expression, logical, rational planning and autonomous, purposive practices. It is the second one--imaginary and creative expression--which is particularly of interest in this paper. The focus is on the capacity of playful stories around relevant learning themes to promote informal adult learning and capacity building in community settings. Informal and non-formal learning programs in community settings can often engage reluctant and wounded people for whom the learning projects--language, health care, childcare and the like--are as necessary as they are difficult. People in community settings are often embarrassed, hesitant and nervous about being singled out and shamed. In these contexts, stories of learners--even fictional ones--seem at least sometimes to be able to create a kind of softening and optimistic experience, engaging educator and learner in a playful yet insightful experience relevant to some of the actual learning projects in which people are attempting to engage.
Learning to Manage: Transformative Outcomes of Competency-Based Training
Author: Hodge, Steven
Date: 2011-11-00
Type: Journal Articles
Subjects: Learning Theories,Transformative Learning,Adult Learning,Competence,Competency Based Education,Administrator Education,Learning Experience,Foreign Countries,Participant Satisfaction,Learning Strategies,Teaching Methods,Educational Practices

Transformative learning theory is a dominant approach to understanding adult learning. The theory addresses the way our perspectives on the world, others and ourselves can be challenged and transformed in our ongoing efforts to make sense of the world. It is a conception of learning that does not focus on the measurable acquisition of knowledge and skills, but looks rather to the dynamics of self-questioning and upheaval as the key to adult learning. In this article, transformative learning theory is used as a lens for studying learning in a competency-based, entry-level management course. Instead of asking which knowledge and skills were developed and how effectively, the research enquired into deeper changes wrought by the learning experiences. The research found that for some learners the course contributed to significant discontent as they discovered that management practices they took to represent the norm fell dramatically short of the model promoted in the training.
Learning about Health
Author: Geertshuis, Susan
Date: 2011-11-00
Type: Journal Articles
Subjects: Patients,Decision Making,Anxiety,Predictor Variables,Competence,Health Behavior,Information Sources,Health Education,Health Promotion,Cognitive Psychology,Hypothesis Testing,Questionnaires,Mail Surveys,Client Characteristics (Human Services),Knowledge Level,Likert Scales,Learning Processes,Foreign Countries

This paper examines the extent of patients' health-related learning from a range of sources and aims to identify psycho-cognitive variables that predict learning. Using a survey design, we found that people higher in perceived health competence were lower in anxiety and took a more logical approach to decision making. Low perceived health competence was associated with avoidant decision making. Levels of learning were predicted by perceived health competence, decision-making orientations and anxiety. Perceived health competence was a significant positive predictor of both learning from health professionals and of learning from other sources, such as the internet. Rational decision-making orientation and anxiety, however, were not associated with learning from medical professionals but were predictive of levels of learning from other sources. Highly dependent decision makers reported learning more from their medical professionals. The implications for theory and practice are explored. (Contains 2 tables and 1 figure.)
Time and Meaning in Later-Life Learning
Author: Russell, Helen
Date: 2011-11-00
Type: Journal Articles
Subjects: Retirement,Phenomenology,Older Adults,Qualitative Research,Learning Experience,Investigations,Information Technology,Computer Attitudes,Time Perspective,Interviews,Hermeneutics,Performance Factors,Learning Strategies,Social Indicators,Adult Learning,Life Satisfaction

With an increase in life expectancy in modern complex communities, there will be a prolonged period, post-retirement, in which older adults will seek meaningful projects. Juxtaposed with the longer period after retirement is the realisation that life is nearing the end. This paper draws on research undertaken from 2003-2010. The purpose of the research was to investigate the lived experiences of Information and Communication Technologies (ICT) learners. The participants identified as being in the post-work phase of their lives and their ages ranged from the mid-70s to the early 90s as at 2010. The study used a qualitative methodology and interpretations were elicited from a phenomenological perspective. A significant finding from the study was that the existential concept of time was at the core of the learning experiences and their need to develop and grow.
Principles and Practices of Mature-Age Education at U3As
Author: Siedle, Rob
Date: 2011-11-00
Type: Journal Articles
Subjects: Foreign Countries,Tutors,Social Services,Educational Practices,Educational Principles,Student Educational Objectives,Expectation,Best Practices,Adult Learning,Adult Education,Experiential Learning,Program Descriptions,Educational Opportunities,Cultural Education

A movement known as the Universities of the Third Age (U3As) provides educational, cultural and social services for mature-age people in Australia and internationally. This paper focuses on the educational courses run by U3As and discusses two basic questions: What are the expectations of learners who enrol in these classes? and How can tutors best meet these expectations? In 2011, there were 97 U3As in Victoria, with an aggregate of 24,800 members. All tutors are voluntary, and members of U3As pay a modest annual fee of only $40-$60 which entitles them to attend any of the courses on offer.
Barriers to Adult Learning: Bridging the Gap
Author: Falasca, Marina
Date: 2011-11-00
Type: Journal Articles
Subjects: Lifelong Learning,Adult Learning,Barriers,Learning Processes,Institutional Characteristics,Organizational Climate,Organizational Culture,Best Practices,Change Strategies,Adult Education,Performance Factors,Foreign Countries

A fundamental aspect of adult education is engaging adults in becoming lifelong learners. More often than not, this requires removing barriers to learning, especially those relating to the actual organisational or institutional learning process. This article explores some of the main barriers to adult learning discussed in the literature and examines some practical guidance on how to overcome them.
Physical Activity Patterns and Psychological Correlates of Physical Activity among Singaporean Primary, Secondary, and Junior College Students
Author: Wang, C. K. John
Date: 2011-00-00
Type: Journal Articles
Subjects: Physical Activities,Physical Activity Level,Foreign Countries,Age Differences,Gender Differences,Incidence,Psychological Patterns,Correlation,College Students,Elementary School Students,Secondary School Students,Multiple Regression Analysis,Predictor Variables,Intention,Health Behavior,Life Style,Self Disclosure (Individuals),Check Lists

The purpose of this research was to examine physical activity patterns and psychological correlates of physical activity among primary, secondary, and junior college students in Singapore. A sample of 3,333 school students aged 10 to 18 years took part in the study. Results showed that the younger students had significantly higher physical activity levels compared to the older students. In contrast, the older students had significantly higher prevalence of sedentary activity compared to their younger counterparts. Multiple regression analyses showed that the predictors of physical activity intention were different for the three age groups but similar between the two genders. Overall, these findings confirmed the characteristics of physical activity participation in school students and showed that physical activity and sedentary behaviors among students in Singapore were not inversely related to each other. In addition, results also showed that the psychological correlates were different for different age groups. (Contains 5 tables.)
Effects of the Coordination Exercise Program on School Children's Agility: Short-Time Program during School Recess
Author: Yasumitsu, Tatsuo
Date: 2011-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Elementary School Students,Exercise,Grade 3,Psychomotor Skills,Recess Breaks,Program Effectiveness,Comparative Analysis,Intervention,Pretests Posttests,Scores,Foreign Countries

This study examined the impact of a short-time coordination program conducted during recess periods on improving agility in elementary school students. The subjects consisted of 60 third grade students, who were randomly assigned to an experimental group (n = 29) and a control group (n = 31). The experimental group completed a coordination program intended to improve agility during 20-minute recesses, two to three times a week for five weeks, whereas the control group participated in usual activities such as mini soccer games and tag games during the recess. Repetitive side steps, an indicator of agility, were measured for both groups at the beginning and end of the intervention period. While the test scores indicated no difference between the two groups in the pretest, the posttest indicated a significant difference in the test scores in favor of the experimental group, t (59) = 2.90 and p less than 0.005. The results indicated that the short-time coordination program can be effective in improving agility in elementary school students. (Contains 2 figures.)
Multiculturalism in Teaching Physical Education: A Review of U.S. Based Literature
Author: Choi, Wonseok
Date: 2011-00-00
Type: Information Analyses
Subjects: Preservice Teacher Education,Physical Education,Multicultural Education,Teacher Education Curriculum,Racial Identification,Field Experience Programs,Cultural Pluralism,Physical Education Teachers,Knowledge Base for Teaching,Pedagogical Content Knowledge,Student Diversity,Teaching Skills,Literature Reviews,Culturally Relevant Education,Cultural Awareness,Acculturation

The purpose of this paper was to review extant literature on multicultural education in the context of teaching physical education. More specifically, the article was designed to review the literature on physical education teachers' knowledge and skills related to teaching culturally diverse students. The findings revealed teachers' knowledge and skills in multicultural education to embrace cultural competency, cultural sensitivity, culturally responsive pedagogy, and racial identity, and indicated multicultural education coursework and field experiences in teacher education programs to be important avenues for the development of positive attitudes toward cultural diversity. Other findings from this review point to limited previous research studies that focused on multiculturalism in physical education, and further that physical education teachers have varying degrees of knowledge and understanding of multicultural education. The outcomes of these studies underscore the important role physical education teacher education has in preparing pre-service teachers for diversity in schools. (Contains 1 table and 1 figure.)
The First Step: Assessing the Coaching Philosophies of Pre-Service Coaches
Author: Collins, Karen
Date: 2011-00-00
Type: Journal Articles
Subjects: Education Courses,Content Analysis,Athletic Coaches,National Standards,Preservice Teacher Education,Coaching (Performance),Beliefs,Ideology,Educational Philosophy,Position Papers,Educational Psychology,Preferences,Student Teacher Attitudes

Coaches are influential in creating positive and achievement-oriented sport environments and the development of a sound philosophy is the key to successful coaching (Martens, 2004). Yet, few coaches spend significant time early in their careers developing and modifying their philosophical beliefs (Wilcox & Trudel, 1998). While coaching educators have consistently recognized the importance of a well-honed coaching philosophy, little research has examined the beliefs of pre-service coaches. Therefore, this study examined written coaching philosophy statements of 35 pre-service coaches (PSCs) prior to enrollment in an intensive 15-week coaching education course. An inductive content analysis revealed several emergent dimensions and priorities: Coaching Behavior, Defining Success, Development, Expectations, Fun, Life Lessons Learned Through Sport, and Relationships. It was clear that these young coaches have strong expectations of the sport experience. What was less clear was their role in creating positive sport experiences, which highlights the importance of coaching education in transforming philosophy into action.
Engaging Experiential Service Learning through a Co-Curricular Club: The Chase Charlie Races
Author: Judge, Lawrence W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Clubs,Service Learning,Learning Experience,Experiential Learning,Learning Activities,Program Evaluation,Pretests Posttests,School Community Programs,After School Programs,Program Effectiveness,Physical Fitness,Physical Education,Sport Psychology,Athletics,Measures (Individuals)

The efficacy of the "Chase Charlie Races" (an experiential learning activity) was demonstrated via program assessment. This was achieved via post-event evaluations of race participants and student club members, and with fitness assessments of 76 elementary students who participated in an eight-week training program. Paired sample t-tests revealed significant differences between the pre-test (M = 11.9 laps, SD = 7.3) and post-test (M = 21.3 laps, SD = 11.5) scores t = 9.504, p less than 0.001. Beneficial outcomes from this learning experience were identified for stakeholders including the students, faculty sponsors, the co-curricular club, the university, and the community. (Contains 3 tables.)