ethanporcaro/eric-fulltext-meta huggingface dataset:
Adult Continuing Education and Human Resource Development: Present Competitors, Potential Partners
Author: Smith, Douglas H.
Date: 2006-00-00
Type: Journal Articles
Subjects: Adult Learning,Adult Students,Continuing Education,Labor Force Development,Human Resources,Relevance (Education),Educational Needs,Educational Development,Educational Change,Change Strategies,Partnerships in Education,Performance Factors,Educational Resources

Adult Continuing Education (ACE) and Human Resource Development (HRD) have grown tremendously in the last quarter century. ACE experienced tremendous growth in the 60s and 70s, with over 17 million attending colleges and universities, and local school and community adult education programs by the end of the 1970s. More ACE programs were started than in any other time in history. With increased governmental support, large registrations, and recognition by central administrators, ACE was increasingly becoming a prime provider of enrollments and revenue. On the other hand, HRD is considered now as the most rapidly growing program in adult learning. While all this growth in HRD has gone on, what has ACE been doing? ACE continues to primarily offer courses for the individual learner. While notable successes are reported in the development of contractual relationships with companies and agencies, the attempt to provide contract courses for the most part have not been widely successful. The present structure and orientation of most ACE programs is one of competition with other programs, including HRD, for the education of the adult learner. Because of the attitude of business toward education, the collective force of consultants, and the mediocre marketing of ACE, schools, colleges, and universities are losing the race. Many ACE programs are walking backwards into the 21st century, looking at what they did so successfully in the 60s and 70s and not willing to turn around and acknowledge that orientation no longer works. Unless a substantial reorientation is made, many programs will be minimal providers or even terminated before the end of this century. What can ACE do? The author presents ten recommendations to be considered. (Contains 2 tables.) [This article was originally published in "Livelong Learning," v12, n7, p13-17 (May 1989).]
Perspectives on Adult Education, Human Resource Development, and the Emergence of Workforce Development
Author: Jacobs, Ronald L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Adult Education,Human Resources,Labor Force Development,Intellectual Disciplines,Intellectual History,Educational Development,Fused Curriculum,Educational Change,Relevance (Education),Educational Attitudes,Retraining,Program Improvement,Program Effectiveness,Work Environment

This article presents a perspective on the relationship between adult education and human resource development of the past two decades and the subsequent emergence of workforce development. The lesson taken from the article should be more than simply a recounting of events related to these fields of study. Instead, the more general lesson may be to illustrate again the dynamic of how applied fields of study emerge. That is, as societal issues of importance occur, existing processes and information are often used out of necessity by practitioners to address the issues, which in turn promotes reflections mostly from the academic community about what was done. For some professionals, the evolving cycle is painful to experience because it often calls for fundamental change in their known intellectual territory. Alternately, such change should be embraced to ensure the continuing societal relevance of the field of study.
Establishing Conceptual Boundaries: What Is an Adult Education Project?
Author: Stein, David S.
Date: 2006-00-00
Type: Journal Articles
Subjects: Adult Education,Adult Learning,Research Projects,Educational Research,Labor Force Development,Social Justice,Social Capital

In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace.
Bridging the Gap between Human Resource Development and Adult Education: Part One, Assumptions, Definitions, and Critiques
Author: Hatcher, Tim
Date: 2006-00-00
Type: Journal Articles
Subjects: Scholarship,Adult Education,Human Resources,Critical Theory,Definitions,Unified Studies Curriculum,Alignment (Education),Labor Force Development,Interdisciplinary Approach,Educational Philosophy,Performance Factors,Change Strategies,Educational Change,Criticism,Educational Principles

Human resource development (HRD) as a scholarly endeavor and as a practice is often criticized in the adult education (AE) literature and by AE scholars as manipulative and oppressive and, through training and other interventions, controlling workers for strictly economic ends (Baptiste, 2001; Cunningham, 2004; Schied, 2001; Welton, 1995). Similarly, although less vocal and antagonistic, HRD scholars have been critical of AE's "academic" and "theoretical" elitism vs. the pragmatic and socially responsive practice of AE. To address the tension resulting from the lack of harmony between the disciplinary conceptual foundations that exists between HRD and AE, and assuming this tension results in a lack of understanding and possible beneficial cooperation, we propose that critical traditions (critical theory and criticality) may provide a bridge between the two disciplines. To fully define and provide support for this proposition, this paper is divided into and presented in two parts. [For part 2, see EJ983779.]
An Instrument Development Model for Online Surveys in Human Resource Development and Adult Education
Author: Strachota, Elaine M.
Date: 2006-00-00
Type: Journal Articles
Subjects: Adult Education,Research Methodology,Human Resources,Online Surveys,Labor Force Development,Schematic Studies,Evaluation Methods,Test Construction,Participant Satisfaction,Psychometrics,Evaluation Problems,Research Problems,Performance Factors,Research Design,Evaluation Research,Program Descriptions,Test Content,Models

This article describes the use of a schematic model for developing and distributing online surveys. Two empirical studies that developed and implemented online surveys to collect data to measure satisfaction in various aspects of human resource development and adult education exemplify the use of the model to conduct online survey research. The steps of the model used for online survey development and implementation, descriptions of the two case studies, and recommendations for the use of online surveys are presented. (Contains 1 figure.)
Autonomous Learning from a Social Cognitive Perspective
Author: Ponton, Michael K.
Date: 2006-00-00
Type: Journal Articles
Subjects: Self Efficacy,Independent Study,Learning Theories,Epistemology,Social Cognition,Persistence,Heuristics,Personal Autonomy,Learning Motivation,Beliefs,Intention,Models

The current perspective of autonomous learning defines it as the agentive exhibition of resourcefulness, initiative, and persistence in self-directed learning. As a form of human agency, it has been argued in the literature that this perspective should be consistent with Bandura's (1986) Social Cognitive Theory (SCT). The purpose of this article is to present an alignment between salient aspects of autonomous learning theory and SCT, thereby providing a heuristic position that guides future research in adult learning. Topics such as self-efficacy, cognitive motivation, and conation will be addressed. In addition, current research from the literature in autonomous learning will be discussed. (Contains 1 figure.)
Bridging the Gap between Human Resource Development and Adult Education: Part Two, the Critical Turn
Author: Hatcher, Tim
Date: 2006-00-00
Type: Journal Articles
Subjects: Scholarship,Adult Education,Human Capital,Human Resources,Labor Force Development,Culturally Relevant Education,Alignment (Education),Critical Theory,Educational Opportunities,Performance Factors,Unified Studies Curriculum,Educational Practices

Human resource development (HRD) as a scholarly endeavor and as a practice is often criticized in the adult education (AE) literature and by AE scholars as manipulative and oppressive and, through training and other interventions, controlling workers for strictly economic ends (Baptiste, 2001; Cunningham, 2004; Schied, 2001; Welton, 1995). The reasons for this disapproving perspective are numerous and include HRD's primary conceptual foundations as being performative and based on human capital theory that tends to situate humans within the rubric of expendable resources. Additional support for this critique comes from an assumption that HRD as a whole is embedded within a rational/functional paradigm that tends to support "any means to profit" over democratic treatment of people in the workplace. Similarly, although less vocal and antagonistic, HRD scholars have been critical of AE's "academic" and "theoretical" elitism versus the pragmatic and socially responsive practice of AE. [For part 1, see EJ983776.]
"Now the Pieces Are in Place...": Learning through Personal Storytelling in the Adult Classroom
Author: Clark, M. Carolyn
Date: 2006-00-00
Type: Journal Articles
Subjects: Adult Learning,Adult Students,Personal Narratives,Experience,Story Telling,Teaching Methods,Autobiographies,Concept Formation,Relevance (Education),Educational Environment,Emotional Response,Self Disclosure (Individuals),Writing Assignments

This article examines the potential of personal storytelling as a pedagogical method. When incorporated into the educational experience, autobiographical stories serve as a primary and fruitful link between lived experience and curricular content, a connection integral to adult learning. These stories enable learners to identify congruencies and incongruencies between their meaning systems and the concepts being learned. They also give adult learners increased insight into their own learning and development. In this article we discuss the "truth" of these stories, examine some important issues related to their use in the adult classroom, and then give a detailed example of one particular method, that of concept-focused autobiographical writing.
City as Text[C] Applied to an Honors Study Abroad Program: Exploring Madrid
Author: Carvajal, Manuel J.
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,College Programs,Honors Curriculum,College Curriculum,Experiential Learning

The purpose of this paper is to discuss, evaluate, and illustrate the experiences of a City-as-Text[C] exploration in partial fulfillment of the requirements of an honors study abroad program in Spain. First, the nature and procedures of City as Text[C] as a learning tool are explained, followed by a list of necessary conditions for its application. Then the honors college in question is introduced, along with its special study abroad programs, and the experiences of various explorations are discussed and evaluated.
Collaborative Learning and Dialogue: Democratic Learning in Adult Education
Author: Armstrong, Joseph
Date: 2006-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Adult Educators,Learning Experience,Adult Education,Educational Practices,Intention,Democratic Values,Teaching Styles,Autobiographies,Educational Environment,Emotional Intelligence,Perspective Taking,Discourse Communities,Connected Discourse

Building on the framework of Peters and Armstrong's (1998) three Types of Teaching/Learning, this article explores the use of dialogue to foster a collaborative and democratic learning experience. There are three conditions under which dialogue can be facilitated as a part of the collaborative learning experience: (a) intent, (b) a dialogical space, and (c) a shared sense of the other. Each of these conditions is examined in detail, and examples from the authors practice as adult educators illustrate the application of these ideals.
Understanding Responsibility: A Self-Directed Learning Application of the Triangle Model of Responsibility
Author: Kohns, Jonathan W.
Date: 2006-00-00
Type: Journal Articles
Subjects: Independent Study,Research Needs,Construct Validity,Goodness of Fit,Responsibility,Individual Characteristics,Instrumentation,Models,Cognitive Psychology,Cognitive Development,Educational Opportunities,Learning Strategies,Adult Education

Personal responsibility has long been considered an important component in self-directed learning. And yet, a theoretical understanding of personal responsibility that could lead to meaningful instrumentation has eluded the field. The present study considers the merits of the Triangle Model of Responsibility (TMR) (Schlenker, Britt, Pennington, Murphy, & Doherty, 1994) as a useful construct for the field of self-directed learning. This study considers how well the TMR fits with other theoretical constructs and considers possibilities for future research. (Contains 1 figure.)
What's Going on in This Picture? Visual Thinking Strategies and Adult Learning
Author: Landorf, Hilary
Date: 2006-00-00
Type: Journal Articles
Subjects: Adult Students,Teaching Methods,Curriculum,Thinking Skills,Art Education,Visual Literacy

The Visual Thinking Strategies (VTS) curriculum and teaching method uses art to help students think critically, listen attentively, communicate, and collaborate. VTS has been proven to enhance reading, writing, comprehension, and creative and analytical skills among students of all ages. The origins and procedures of the VTS curriculum are described, and the applicability of the VTS curriculum for adult learners is explored.
Connecting with Students Using SMS
Author: Broinowski, Ian
Date: 2006-00-00
Type: Journal Articles
Subjects: Class Activities,Learning Activities,Teaching Methods,Educational Practices,Instructional Innovation,Computer Mediated Communication,Guidelines,Educational Technology,Technology Uses in Education

In this article Ian Broinowski explores creative and interesting ways to incorporate text messaging (SMS) into his teaching practices. Using a computer he is able to send messages related to classroom activities and share ideas and resources with students. He also examines some of the protocols associated with the use of mobile phones and draws the conclusion that used wisely it is a useful and effective adjunct to teaching.
Exploring the Links between Adult Education and Human Resource Development: Learning, Risk-Taking, and Democratic Discourse
Author: Reio, Thomas G., Jr.
Date: 2007-00-00
Type: Journal Articles
Subjects: Adult Education,Labor Force Development,Learning,Risk,Democracy,Problem Solving,Role of Education,Interdisciplinary Approach,Educational Philosophy,Foundations of Education

Learning is indeed an integral component of adapting successfully to an everchanging world, one full of intriguing possibilities and insidious barriers. Democratic societies establish educative systems where learning and development is promoted to advance a citizenry of skillful problem solvers, knowledgeable decision makers, incisive risk takers, and proactive participants in the democratic process. Learning and its unequivocal support are thus vital for an evolving democratic society where its citizens are mindful of and committed to the social good. The fields of adult education (AE) and human resource development (HRD) play particularly significant roles in providing quality learning and development opportunities for adults, yet both are underrated in terms of their contributions to society as a whole. In this paper, I explore AE and HRD as closely related, but underestimated parts of a greater educative system. Both fields' perceived marginal role as educative system participants may be a function of unnecessarily fractious debates among scholars and practitioners in their respective fields. Unfortunately, differences and not similarities are promoted too often at the expense of useful cooperation and one unified voice.
The Effects of Racial Conflict on Organizational Performance: A Search for Theory
Author: Byrd, Marilyn Y.
Date: 2007-00-00
Type: Journal Articles
Subjects: Racial Relations,Conflict,Performance,Leadership,Labor Force Development,Theories,Interdisciplinary Approach,Research,Critical Theory,Race,Story Telling,Models

This article addresses the effect of racial conflict on organizational performance as an issue that needs theoretical support in the foundational theories of human resource development (HRD). While the field of HRD recognizes theories from multiple disciplines, the field lacks a theoretical framework to inform leadership in managing racial conflict. In this article literature across multiple disciplines was reviewed to identify research and theory that links racial conflict, racial groups, organizational groups, and performance outcomes. The findings indicate Critical Race Theory (Bell, 1993; Delgado, 1995; Ladson-Billings & Tate, 1995) and Embedded Group Theory (Alderfer & Smith, 1982) provide useful frameworks for addressing inter-group conflict by offering counter discourse through storytelling. This article also suggests a conceptual framework for HRD to begin theory-building research of its own. (Contains 2 figures and 1 table.)
Professional Development through Faculty Learning Communities
Author: Glowacki-Dudka, Michelle
Date: 2007-00-00
Type: Journal Articles
Subjects: Faculty Development,Communities of Practice,Professional Development,Educational Opportunities,Teacher Participation,Educational Benefits,Teacher Attitudes,Attribution Theory,Teacher Characteristics,Intermode Differences,Mail Surveys,Demography,Program Effectiveness,Program Evaluation,Achievement Gains,Achievement Need

Faculty learning communities (FLC) provide opportunities for professional development and personal growth within university settings. Some FLC are structured; others are unstructured. Faculty at a mid-sized Midwestern state university were asked a series of close- and open-ended questions that examined the reasons for and benefits from their participation in both structured and unstructured FLC. This exploratory study compared survey responses related to participation in structured and unstructured FLC. The reasons why faculty participated in learning communities were consistent in both structured and unstructured formats. However, while the benefits from participating in structured FLC were strongly related to professional goals with immediate application, the benefits from unstructured FLC participation were more related to personal goals with long-term application. (Contains 2 tables.)
Survey Nonresponse Bias in Social Science Research
Author: Reio, Thomas G., Jr.
Date: 2007-00-00
Type: Journal Articles
Subjects: Social Sciences,Social Science Research,Research Methodology,Response Rates (Questionnaires),Participation,Research Problems,Predictor Variables,Demography,Participant Characteristics,Bias,Social Desirability

Surveys continue to be one of the primary research methods in social science research, as they have been useful for exploring subjects ranging from attitudes and intentions to motivations and behaviors, to name but a few. Notwithstanding, response rates in survey research continue to decline despite the development of more systematic procedures to optimize study participation like Dillman's Tailored Design Method (Dillman, 2007). Web-based surveys have drawn researcher attention, too, because they seem to be a relatively fast and inexpensive means to conduct research, yet often they are plagued by even lower response rates than conducted via traditional surveys. By understanding how survey respondents compare with nonrespondents on key demographic and research variables, researchers can generalize their findings more accurately and confidently. In this article, the author discusses survey nonresponse bias in social science research. He points out that nonresponse in survey research does not necessarily mean that there is nonresponse bias. Survey nonresponse is typically classified into four discrete categories: (1) inaccessibility; (2) inability; (3) carelessness; and (4) noncompliance.
The Tyranny of Technology: A Critical Assessment of the Social Arena of Online Learning
Author: Callahan, Jamie L.
Date: 2007-00-00
Type: Journal Articles
Subjects: Adult Education,Higher Education,Electronic Learning,Social Theories,Access to Education,Learner Engagement,Income

Educators and learners in adult education have been sentenced to online learning before we have truly explored the verdict of whether online learning is all it is touted to be. The vast majority of online learning dialogue has extolled the virtues of cybereducation as not only the future but the salvation of education (Brabazon, 2002; Menchik, 2004). Davison (2004), however, suggests we have not mindfully considered how technology transcends mere use and intertwines with our sense of self and the world. In this article we critically question this dominant view of technology, using Bourdieu's (e.g., 1977) theory of practice to inform our challenge of dominant discourses around online education. We present a brief review of Bourdieu's theory of practice, followed by an overview of the dominant discourses associated with cybereducation and our Bourdieusian interpretation of cybereducation. We conclude with implications for the future of online learning for the field of adult education.
Andragogical and Pedagogical Orientations of Adult Learners Learning English as a Foreign Language
Author: Deveci, Tanju
Date: 2007-00-00
Type: Journal Articles
Subjects: Adult Learning,Adult Students,Orientation,Andragogy,Instruction,Evening Programs,Second Language Learning,English (Second Language),Foreign Countries

This study aimed to study the andragogical and pedagogical orientations of adults learning English as a foreign language. The Turkish version of the Educational Orientation Questionnaire (Christian, 1983) was used. Sixty adults at evening classes in Turkey were included in the study. The results of the study revealed that the subjects were more andragogically oriented. However, the wide range of scores suggested that they were not rigid in their orientations and tended to hold pedagogical tendency towards learning too. (Contains 1 table.)
"History, Huh, Yeah. What Is It Good for? Absolutely Nothing" ... or Is It?
Author: Truty, John D.
Date: 2007-00-00
Type: Journal Articles
Subjects: Human Resources,Labor Force Development,Working Class,Productivity,History,Labor Force,Managerial Occupations,Perspective Taking

Human resource development (HRD) professionals have an obligation to provide programs/products with the highest probability of success. The exclusion of workers' perspectives, from "their" standpoint, would seem to produce suboptimal results. Therefore, consulting workers' literature, labor and working class histories, management histories, and other sources that represent the workers' lived experiences would, on the face of it, provide additional data that would help gain insights into the root cause failure of past programs and increase the probability of success. These data sources also raise awareness of topics not typically found in a managerial discourse. Suggested sources are included. (Contains 16 notes.)