ethanporcaro/eric-fulltext-meta huggingface dataset:
Capitalism, Identity Politics, and Queerness Converge: LGBT Employee Resource Groups
Author: Githens, Rod P.
Date: 2009-00-00
Type: Journal Articles
Subjects: Social Systems,Employees,Private Sector,Organizational Change,Sexuality,Public Sector,Corporations,Labor Force Development,Human Resources,Homosexuality,Social Support Groups

Lesbian, gay, bisexual, and transgender (LGBT) employee resource groups have brought about substantial organizational change within corporations. Capitalist structures have enabled these changes to occur more quickly in the private sector than within the public sector. In this article, I explore how capitalism has converged with two approaches of organizing around sexuality: identity politics and queerness. As a result of this convergence, human resource development has occurred at the individual, organizational, and societal levels. Due to current forms of capitalism, employers have a need to keep employees happy and enable them to seek meaning through their jobs. As a result, LGBT employees and their allies have seized upon the opportunity by creating spaces that enable social support and working toward organizational change. Danger and promises of employee resource groups are also considered. (Contains 4 footnotes.)
Efforts of Bifurcation and Liberation: Deconstructing the Story of a Turn-of-the-Century Lesbian, Part One
Author: Tyler, Jo A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Homosexuality,Personal Narratives,Feminism,Identification

This manuscript takes as its centerpiece fragments of the author's personal story of growing up as a closeted lesbian in school, in the Fortune 500, in the community, and a number of years attempting to integrate her lesbian identity into her professional persona--outside of the closet. This manuscript makes an attempt at a "duality search" (Boje, 2001, p. 23), deconstructing the story as it examines the bifurcation between personal and public, and in this case more exactly, professional and sexual orientation identities. The tension between closeted outsider and the prevailing expectations for promising "insiders" in organizational settings is also viewed in this paper through two related frames, both of which draw from lesbian feminist theory. The first is the concept of the Borderlands, as articulated by Gloria Anzaldua (1987). The second is Adrienne Rich's (1979, 1994) work and perspective on lying. (Contains 1 footnote.)
A Personal Narrative of LGBT Identity and Activism
Author: Gedro, Julie
Date: 2009-00-00
Type: Journal Articles
Subjects: Homosexuality,Personal Narratives,Gender Bias,Consciousness Raising,Activism,Work Environment,Social Attitudes,Social Bias,Equal Opportunities (Jobs),Adult Education

This essay connects part of a life story--mine--with part of a reflection upon practice. Delighted as I was to be invited to write an essay for this journal on the practice of lesbian, gay, bisexual, and transgender (LGBT) workplace training, it became evident to me that in order to fully address LGBT workplace training "practice," it would befit such a piece to include a personal narrative of coming to terms with being a lesbian. The primary reason for this is that my lesbianism is what drew me to becoming an LGBT workplace equality activist, educator, and trainer. I did not seek out that as a "cause" but rather through my own life experiences, I learned about what it means to traverse through life in the late 20th century (and hopefully, well into the 21st century) as a lesbian. Additionally, I have learned how to negotiate an arguably successful life as a lesbian, including career success. I have learned about sexism, heterosexism, homophobia; I have learned and witnessed the discriminatory effects of wage discrimination as Badgett (1995) and Badgett and Frank (2007) have studied and empirically proven, and, importantly from a practice perspective, I have learned how to model for others compassion, self-confidence, and an inquisitive and curious nature. The purpose of this essay, therefore, is to describe my individual journey of LGBT identity and how that journey has informed my LGBT activism as manifested in the LGBT training and education work that I do.
From the Sidelines to Center Stage: Opportunities to Discover Voice and Empowerment through Web 2.0 and New Media for LGBTQ Adult Learners
Author: King, Kathleen P.
Date: 2009-00-00
Type: Journal Articles
Subjects: Adult Students,Homosexuality,Sexual Orientation,Sexual Identity,Internet,Nonprint Media,Audio Equipment,Empowerment,Computer Uses in Education

While many adult learners may feel hesitant to voice their opinions in a classroom, lesbian, gay, bisexual, transgender, and queer (LGBTQ) adults are especially aware that they are functioning in a critical, heteronormative society. However, in a climate of respect and safety they can gain confidence in sharing their true selves and opinions. An additional means of accomplishing this goal is through Web 2.0 technologies. This essay describes how LGBTQ communities have used podcasting to gain voice and empowerment on a mass scale and how lessons learned form this experience can be utilized in our adult learning classrooms. Web 2.0 new media is a vibrant opportunity to change classroom spectators to vital participants, content creators, and empowered adults. (Contains 3 online resources.)
Inter-Generational Differences in Individualism/Collectivism Orientations: Implications for Outlook towards HRD/HRM Practices in India and the United States
Author: Ghosh, Rajashi
Date: 2009-00-00
Type: Journal Articles
Subjects: Individualism,Foreign Countries,Labor Force Development,Human Resources,Models,Cross Cultural Studies,Cultural Influences,Age Differences,Subcultures

This article proposes a conceptual model to explore the effects of intergenerational transition in individualism/collectivism orientations on the outlook towards different human resource development (HRD) and management practices. It contributes to the existing cross-cultural research in HRD by defining three prominent generations in India and by proffering a comparative cross-cultural study of the effect of generations on individualism/collectivism orientations and preferences for human resource practices in India and the United States. (Contains 1 figure.)
A Conceptual Framework for Examining Knowledge Management in Higher Education Contexts
Author: Lee, Hae-Young
Date: 2009-00-00
Type: Journal Articles
Subjects: Knowledge Management,Higher Education,Leadership,Organizational Culture,Information Technology,Measurement

Knowledge management is an on-going process that involves varied activities: diagnosis, design, and implementation of knowledge creation, knowledge transfer, and knowledge sharing. The primary goal of knowledge management, like other management theories or models, is to identify and leverage organizational and individual knowledge for the organization and its members to perform better and, consequently, sustain competitive advantage. This literature synthesis provides a conceptual framework for examining knowledge management in USA higher education contexts.
An Assessemnt of Graduate Adult Education and Human Resource Development Programs: A U.S. Perspective
Author: Akdere, Mesut
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Adult Education,Human Resources,Graduate Study,Labor Force Development,Fused Curriculum,Unified Studies Curriculum,Interdisciplinary Approach,College Programs,Educational Indicators,College Outcomes Assessment,Curriculum Research

Due to recent changes in the workplace, the workforce and higher education have driven academic programs of adult education (AE) and human resource development (HRD) in the U.S. to become more integrated as part of the mission of institutions of higher education. In this exploratory study, existing graduate programs in AE and HRD in the U.S. were investigated based on the "Peterson's Graduate Schools in the U.S." (2006) to assess the current status of these academic programs in both fields. Results indicate that some of these programs already coexist and collaborate at the institutional level. Implications for the future of academic programs of AE and HRD are discussed. (Contains 5 tables.)
The Impact of NAFTA on Training and Development in Mexico: The Perspective of Mexican Senior Government Agency Officials
Author: Ruiz, Carlos Enrique
Date: 2009-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Foreign Countries,Public Agencies,Labor Force Development,Public Officials,Educational Practices,International Trade,Educational Opportunities,Human Capital,Systems Analysis,Program Implementation,Economic Impact,International Cooperation,Interviews,Competition,National Programs

This study explored the perceptions of Mexican senior government agency officials with regard to the impact of NAFTA on training and development practices in Mexico. This study was conducted using a phenomenological tradition within qualitative research. The major findings of the study indicate that Mexican senior government agency officials consider NAFTA as a driver for the implementation/development of training and development practices in Mexican companies. According to the participants' perceptions, NAFTA motivated the creation and development of national programs for training and development. The Mexican government has found in these programs a means to provide support to Mexican companies to increase their competitiveness.
Shaping Their Own Destiny: Understanding Scotland's Approach to Adult Literacy Education. Perspectives on Practice
Author: Goulet, Gail
Date: 2009-00-00
Type: Journal Articles
Subjects: Literacy,Foreign Countries,Adult Literacy,Adult Education,Educational Methods,Educational Practices,Educational Assessment,Educational Indicators,Reflection,Teaching Methods,Social Influences,Context Effect

Scotland has a strong learner-centred system of adult literacy and numeracy education. Examination of the Scottish system can usefully highlight the issues associated with application of this approach in adult education more generally. Two important aspects are the need for highly skilled educators and the difficulty of evaluating such systems. The authors conclude that the Scottish system is at a critical point in its development and may move closer to a more traditional model if the current approach is not deliberately maintained and developed.
What Becoming Pilot-in-Command Taught Me about Teaching Adults
Author: Erickson, Diane
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Motivation,Adult Students,Empathy,Adult Education,Adult Educators,Flight Training,Teacher Role,Teacher Attitudes,Teacher Student Relationship,Teacher Effectiveness,Student Evaluation,Feedback (Response)

This essay outlines the key lessons I re-learned about teaching adults when I decided to earn my private pilot license. I faced a steep learning curve and needed to conquer my fear of falling from the sky when learning required flight maneuvers. The lessons are not about adult development or learning theories or instructional techniques. The lessons are more basic and central to our daily work as educators. These lessons are about empathy, understanding, and building relationships in order to enhance an adult learner's motivation to learn and foster a passion for continued learning.
Effects of Various Methods of Assigning and Evaluating Required Reading in One General Education Course
Author: Hilton, John L., III
Date: 2010-00-00
Type: Journal Articles
Subjects: Reading Assignments,Homework,Study Habits,Time on Task,Reading Motivation,Undergraduate Students,Grades (Scholastic),Learning

Different approaches to creating out-of-class reading assignments for university general education courses might affect the amount of time students actually spend reading. Five instructors of a required religion/philosophy class used different approaches to assign out-of-class reading. Subsequently, their students (n = 504) were surveyed about their reading completion, their motivation to read, and ways that out-of-class readings affected their learning and personal study habits. Results showed that students who were assigned to read for a specific number of minutes outside of class completed the task more consistently than those who received other forms of reading assignments. Results also indicated that students who were graded on their outside reading completed it more frequently than those who were not graded. (Contains 7 tables.)
Finding "Sponsorship" in the Academy: Three Case Studies of First-Year Writing Students
Author: Hollander, Pam
Date: 2010-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Basic Writing,Case Studies,Interviews,College Freshmen,Writing Instruction,Self Concept,Discourse Analysis,Student Attitudes,Academic Discourse,Remedial Instruction

Herrington & Curtis (2000), building on Goldblatt's (1995) idea of the "sponsoring institution," (p. 48) showed students' need for a personal sense of connection with a "sponsoring discourse" when writing in the academy. As Herrington and Curtis, as well as Goldblatt point out, these "sponsoring discourses" often come from outside the academy. Students may find other discourses in or outside the curriculum more compelling than the social constructivist discourses introduced in the class. This study of three first-year basic writing students suggests that students' previous identities, which make up what Ivanic calls the "autobiographical self," (p. 24), seem to impact how they reacted to the social constructivist elements of the curriculum.
Pedagogy of Inclusion: Integrated Multicultural Instructional Design
Author: Higbee, Jeanne L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Multicultural Education,Instructional Design,College Instruction,Teaching Methods,Course Content,Academic Support Services,Student Evaluation,Pilot Projects,Course Evaluation

This article presents integrated multicultural instructional design (IMID), a new pedagogical model that is responsive to the growing student diversity in postsecondary institutions in the U.S. and throughout the world. This work builds on previous research articles in the &quot;Journal of College Reading and Learning&quot; related to assessing our commitment to multiculturalism. Course evaluation results from a pilot implementation project involving 5 faculty members are also discussed, and the PIRIMID course evaluation template is provided. (Contains 1 table and 2 figures.)
Collaborative Strategic Reading with University EFL Learners
Author: Zoghi, Masoud
Date: 2010-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Reading Comprehension,Student Attitudes,Group Activities,Pretests Posttests,Reading Instruction,College Freshmen,Instructional Effectiveness,Cooperative Learning,Questionnaires,Foreign Countries

The present study was an attempt to probe into the feasibility and effectiveness of a reading instructional approach called MCSR--Modified Collaborative Strategic Reading. Based on a pretest-posttest design, MCSR was implemented with 42 university-level EFL freshmen. They met once a week and received EFL reading instruction according to MCSR for 90 minutes over six weeks. A researcher-developed reading comprehension test was group-administered at pretest and posttest. Upon completion of the study, students' perceptions regarding MCSR were also evaluated by means of an Opinionnaire[R]. Quantitative results indicated that participating students did not demonstrate significant gains in reading comprehension skills. However, qualitative evaluation revealed that students did have positive attitudes towards MCSR. Overall, the conclusion was that EFL students' strong preference for communicative and cooperative activities runs counter to the popular thinking that disapproves group work due to students' long-standing conventional learning tradition. (Contains 2 tables and 1 figure.)
Picture a World without Pens, Pencils, and Paper: The Unanticipated Future of Reading and Writing
Author: Bromley, Karen
Date: 2010-00-00
Type: Journal Articles
Subjects: Futures (of Society),Educational Trends,Reading,Writing (Composition),Speech,Electronic Publishing,Computer Mediated Communication,Literacy,Plagiarism,English,Language Usage

This article discusses the future of reading and writing. It includes a brief history of reading and writing, shows the reader how digital text has quietly evolved and threatens to take over traditional notions of what it means to be literate, and suggests that speech will emerge as a dominant way of communicating. The three ideas developed here are: (a) Pens, pencils and paper will soon be artifacts of the past; (b) Electronic reading and writing will be pervasive, collaborative, and social events; and (c) Speech will replace most writing. Recently, while thinking about the impact of technology on writing, I stopped short of predicting the future of literacy (Bromley, 2006, 2008). I wrote about how technology is changing our ways of writing and communicating as we combine paper and pencil with technology. I wrote about how electronic journals were augmenting paper journals and texts. I wrote about how technology affects written conventions. But, I did not explore the future of reading. This article goes beyond that earlier work to offer three ideas to kindle your interest and explore some of the challenges related to the future of reading and writing.
Note Launchers: Promoting Active Reading of Mathematics Textbooks
Author: Helms, Josh W.
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics,Textbooks,Reading,Guides,Reading Processes,Reading Comprehension,Undergraduate Students,Student Attitudes

Note launchers, an instructor-designed reading guide, model how to select, decide, and focus upon what textbook material is important to learn. Reading guides are specially-designed study aids that can steer students through difficult parts of assigned readings (Bean, 1996) while encouraging advance preparation. As an example of a reading guide, note launchers can be a useful technique for facilitating mathematics textbook comprehension and getting students to read carefully and critically. In this study, although students sometimes grumbled about the amount of extra effort at the outset, many of them eventually recognized that note launchers make them more efficient studiers. At the very minimum, note launchers compel students to stay active during the reading process. Moreover, they provide students a framework for the kind of information--objectives, fundamental concepts, vocabulary, examples--they should seek in their textbooks, a skill that students can transfer to reading assignments in other courses. (Contains 1 table and 5 figures.)
Academic Fit: Is the "Right" School the Best School or Is the "Best" School the Right School?
Author: Mattern, Krista D.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Applicants,College Choice,Criteria,College Admission,Educational Policy,Grade Point Average,Student School Relationship,Student Educational Objectives,Academic Ability,Personality Theories,College Students,Satisfaction,Qualifications,Predictor Variables,School Holding Power

The purpose of the current study was to examine the academic consequences of attending an institution that is not considered an "academic fit" for a student. The results from the current study show that more able students perform better in college in terms of first-year GPA and retention to their second year regardless of the institution they attend. Additionally, after controlling for ability, students attending more selective institutions perform better in college. However, the results do not support an academic fit effect above and beyond individual and school effects. The results have implications for higher education admission policies. Specifically, institutions that want to maximize the percentage of admitted students that are successful and return for their second year should not minimize the academic qualifications of the applicants. They should not be worried about selecting "overqualified" applicants, who they believe may be bored or not challenged enough at their institution, as these students earn higher college first-year GPAs and are more likely to return for their second year. On the other hand, students who are not academically qualified are more likely to earn lower grades and leave the institution. (Contains 3 endnotes, 6 tables, and 3 figures.)
The &quot;Stepping Stone Phenomenon&quot;: Exploring the Role of Positive Attrition at an Early College Entrance Program
Author: Heilbronner, Nancy N.
Date: 2010-00-00
Type: Journal Articles
Subjects: Acceleration (Education),Student Attrition,Gifted,College Students,Student Attitudes,Individual Differences,Student Surveys

This study explored the differences between students who remained at one early college acceleration program and those who left. Students who left appeared to seek what they perceived as a greater academic challenge or more specialized academic majors than were provided by the host college, a phenomenon that lends credence to the notion of positive attrition. Programs and their host institutions need to acknowledge and consider whether positive attrition is acceptable and then structure their screening policies accordingly. Programs would also do well to ensure that screening takes into account students' talents and interests, for by ensuring an appropriate match, or &quot;fit,&quot; between the candidate, the program, and the host college or university, administrators and staff may help to improve retention and the overall quality of the experience for the early college accelerant. Appropriate screening is the key to improving academic fit, and the first step in improving screening may be for an institution to determine whether positive attrition is desirable or not. It is important during the screening process to match students' interests and talents with academic courses and opportunities offered by the college or university. Level of challenge is also a consideration, and part of the screening process should consider whether courses offered at the college are sufficiently challenging for the candidate. Administrators of these programs may wish to consider expanding current course offerings to include more majors and courses or recruiting the strongest students into the most challenging courses and majors that they currently offer. Participants enter early entrance programs at a very young age and may not be academically ready to select a major or a career in their teens, so more career counseling may be required than is normally provided at many colleges. (Contains 8 tables.)