ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Capital: A Key Ingredient in the Development of Physical Activity Leadership
Author: Wenner, Julianne A.
Date: 2019-07-00
Type: Reports - Research
Subjects: Social Capital,Physical Education Teachers,Elementary School Teachers,Instructional Leadership,Physical Activities

Purpose: This research investigated how social capital relates to physical education (PE) teachers' abilities to facilitate physical activity (PA) outside of PE class in their schools. Methods: Twenty-seven elementary PE teachers were interviewed. Data were analyzed using a multistep qualitative coding process ending in a cross-case analysis. Results: Among the three components of social capital (trustworthiness, norms, and information networks), positive norms around PE, and more broadly, PA, were most important for creating a physically active culture in schools. Trustworthiness was important, but less so than positive norms, and information networks were relatively unimportant for creating a culture of PA. Time was a limiting factor, because without it, PE teachers could not develop the social capital needed to promote PA. Conclusions: Becoming a PA leader is not just a function of will and motivation; rather, PE teachers must be supported with time and positive norms around PE and PA, which requires engagement of district and school leaders. [This paper was published in &quot;Journal of Teaching in Physical Education&quot; Jul 2019 (EJ1222598).]
Increasing the Learning Performance and Experiences of the Accreditation and Equivalency (A&amp;E) Learners through MELMA (Mobile-Based Enhancement Learning Material)
Author: Villenes, Rejulios
Date: 2018-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Teaching Methods,Instructional Materials,Material Development,Program Implementation,Computer Oriented Programs,Program Design,Program Development,Program Evaluation,Foreign Countries

To make Alternative Learning System (ALS) more flexible and inclusive, the researchers aimed to explore the possibilities of utilizing mobile learning as a delivery mode and tool in increasing the delivery of instruction and enhancing learning experiences of its clienteles of the Accreditation and Equivalency (A&amp;E) Program. This study is divided into three (3) folds composed of the following: (a) first phase -- design and development of the Mobile-based Enhancement Learning Material (MELMA); (b) second phase -- implementation and experiment of the developed learning material; and, (c) learning experience assessment. The researchers employed sequential mixed method research design and involved the use of both quantitative (content, technical and aesthetic acceptability level checklist; pre- and post-test; significance assessment questionnaire) and qualitative (document analysis; in-depth interviews) instruments. Three groups of respondents were also purposively selected composed of the following: (a) first phase -- fifty (50) product validators; (b) second phase -- fifteen (15) A&amp;E learners; and, (c) third phase -- ten (10) A&amp;E learner and teacher-respondents. Using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) Model, the analyzed data went through quantitative (mean, t-test, analysis of variance) and qualitative (consensual qualitative research) means. The first phase yielded acceptable and excellent ratings for the developed mobile learning material. The second phase showed a significant difference on the pre- and post-test results of the participating learners. It helped them increase their learning performance with the aid of the developed material. The third phase also revealed that there is a positive experience both from the teachers and learners because of the flexible learning and differentiated instruction designs. [Paper presented at International Research Conference on Higher Education (4th, 2017)]
Adult Education and Training Participation Trends by the Middle-Aged Adults in the U.S. and Selected OECD Countries
Author: Cummins, Phyllis A.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Participation,Adults,Lifelong Learning,Older Adults,Skill Development,Foreign Countries,Employment,Unemployment,Economic Climate,Adult Literacy,Surveys,Education Work Relationship

Participation in adult education and training (AET) programs is increasingly important for people of all ages and is necessary to remain competitive in a world experiencing rapid technological advances. Lifelong learning activities are especially important for middle-aged and older adults who intend to work at older ages to ensure they have the skills desired by employers. This study used data from three international surveys conducted between 1994 and 2015 to examine patterns of AET participation for ages 45 to 65 by employment status, comparing the US with Canada, Italy, and Norway. To contextualize these data, we also compared AET participation with employment and unemployment rates in the survey years for each of the countries. In all countries, the 45 to 54 age group participated in AET at higher rates than did the 55 to 65 age group and the employed participated at higher rates than did the unemployed and those not in the labor force. [For the full proceedings, see ED597456.]
African Cultures and the Challenges of Quality Education for Sustainable Development
Author: Amponsah, Samuel
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Sustainable Development,Cultural Influences,Equal Education,Educational Quality,Lifelong Learning,Barriers,Educational Policy,Foreign Countries,African Culture

In 2015, the world, through UNESCO adopted the 2030 agenda for sustainable development floated on 17 Sustainable Development Goals (SDGs) to &quot;transform our world.&quot; SDG4 titled &quot;Quality Education&quot; seeks to &quot;ensure inclusive and equitable quality education for all and promote lifelong learning.&quot; An ordinary look at SDG4 would make it appear as an extension of &quot;Education for All.&quot; However, there are differences. One difference that stands out is the undercurrent of the need to connect education to the key indicators of existence in its context especially through learning and equity. SDG4, as indeed many policies and agenda at the global level, tends to face challenges peculiar to the uniqueness of the African continent. Most governments struggle to include such goals in their national plans in ways that connect the real context of their people. One major area of concern for us is the area of culture where most programmes introduced into Africa, including into schools, are dressed in cultures foreign to the receiving communities. The authors of this paper argue that for SDG4 and similar programmes to fulfill their objective; they must find ways of embracing and adapting authentic African culture. The authors theorise in literature and use African cultures to drive its analysis. We conclude that African culture is the most viable framework for ensuring quality education that causes and sustains development along the lines envisaged by SDG4. [For the full proceedings, see ED597456.]
Adult and Continuing Education Students&apos; Success and Intergenerational Socio-Economic Mobility in Era of Rapid Global Technology
Author: Balderas, Elizabeth S.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Students,Adult Education,Continuing Education,Human Capital,Resilience (Psychology),Postsecondary Education,Sustainability,Social Mobility,Global Approach,Information Technology,Emotional Response,Cognitive Processes,Critical Thinking

We are now in a knowledge-based age and economy. Through this new era, we have seen the ascension of socioeconomic globalization, or the interconnectedness of the world economies. The vast reach of globalization and technology have had both positive and negative effects on adult, continuing, and postsecondary education. For instance, college access is at an all-time high (Kenworthy and Marx, 2017) as globalization and technology have revolutionized access to education, yet, there are still ever-growing disparities in wealth and socioeconomic mobility across the globe (Atkinson and Lakner, 2013). In response to this, this paper suggests the theories of Human Capital, Resilience, Family Systems, and Humanistic Adult Learning can be combined to make a holistic integrative model. The researchers of this paper have hypothesized that this integrative model is profoundly relevant and incorporate foundational elements that adult, continuing, postsecondary education students ought to master to achieve sustainable intergenerational socioeconomic mobility; and therefore, help combat the negative effects (implicit and explicit) of globalization and technology (Bastedo, Altbach, &amp; Gumport, 2016) (Doménech-Betoret, Abellán-Roselló, and Gómez-Artiga, A. 2017). [For the full proceedings, see ED597456.]
Adult Education and the Import of Critical Thinking in a Global Era of Accelerated Technology
Author: Bauer, Michelle M.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Critical Thinking,Global Approach,Educational History,Social Justice,Educational Responsibility,Higher Education,Educational Trends,Futures (of Society)

In the 21st century, globalization has ruled the drive behind adult education. While adult education, throughout much of the world, historically has its roots in addressing social inequities and social justice, globalization has caused a shift into more economic driven approaches in years of late. Through experience and observation in the field of adult education there is a constant drive to provide stackable credentials and quick pathways to employment. It is important that adult education find balance with the demands of today's world and the foundation upon which it was built. An exploration of terms and approaches related to and relevant to adult education and critical thinking provide a springboard for its continued role in today's world. Adult education has a duty to continue to incorporate criticality and social awareness as a foundational function of its work. This can be done through a myriad of approaches that apply to the many various adult education settings. This work has great import to today's world and our future. [For the full proceedings, see ED597456.]
Fostering Transformative Professional Development: The Process of a Training Perspectives Questionnaire Development
Author: Tino, Concetta
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Test Construction,Questionnaires,Trainers,Consultants,Colleges,Professional Development,Transformative Learning,Foreign Countries,21st Century Skills,Figurative Language,Organizational Culture

This work-in progress research design focuses on the development process of a &quot;Training Perspectives Questionnaire&quot; to investigate how trainers and consultants conceive training and to promote awareness about themselves as trainers. The study was developed within the project &quot;Soft Skills: Aware, Competent and Competitive&quot;, led by an Italian training centre in cooperation with the University of Padova. Twenty-four professionals were involved in a 24-hour training program that proposed methods and techniques inspired by experiential learning and outdoor training to promote their professional development. This research connects the literature on and practice of professional development in the field of training and consultancy with Transformative Learning theory. A mixed method approach including a sequential exploratory strategy (QUAL-quant) was used to develop the instrument. The themes from the interviews have been integrated with dimensions identified through the literature review process and are presented here. (Cranton &amp; King, 2003; This paper presents a work-in-progress research design focused on a professional development program for to technical trainers and consultants to improve their generic skills and enhance awareness of their consulting styles and approaches. This research connects two main theoretical foci: first, &quot;Organizational Development&quot; to identify research and tools developed to investigate and recognize consulting and training styles (Bierema, 2014; Block, 2011; Cockman, et al., 1996; Lippitt &amp; Lippitt, 1986; Schein, 1987); and, second, Transformative Learning theory and research developed under this frame in the field of professional development King, 2004). [For the full proceedings, see ED597456.]
Emerging Sustainability Leaders: Assessing Long-Term Impacts of Sustainability Education
Author: Griswold, Wendy
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Sustainability,Leadership Responsibility,Leadership Qualities,Careers,Attitudes,Career Choice,Ecology,Climate,Conservation (Environment),Energy Conservation,Undergraduate Students,Social Responsibility

We live in an era in which it is increasingly apparent that climate change is a threat to humanity. Worldwide, we are in need of professionals with the values, knowledge, and skills to implement solutions to the threat of climate change and other serious environmental issues resulting from humanity's current way of living on our planet. Efforts to create such professionals lack documentation of the longterm impacts of sustainability education. This presentation builds upon past research conducted with developing professionals during an undergraduate research experience (URE) focused on sustainable energy. Program participants from 2009-2014 were involved in a mixed methods study to explore impacts on their educational and career paths, involvement in sustainability careers, and evolving attitudes and perceptions of sustainability. Reporting on the qualitative portion of the study, key findings indicate that many past participants are working in sustainability-related careers and are all are actively engaged in sustainability roles that involve education and exemplify their leadership skills and dedication to the creation of sustainable societies. They are developing strategies to overcome the resistance they receive as sustainability-minded professionals. [For the full proceedings, see ED597456.]
Critical Consciousness and Empowerment Issues in Undergraduate Classrooms: A Study at Taif University in Saudi Arabia
Author: Alajlan, Sarah M.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Student Empowerment,Consciousness Raising,Critical Theory,Undergraduate Students,Student Attitudes,Gender Differences,Critical Thinking,Public Colleges,Problem Solving,Dialogs (Language),Schools of Education,Classroom Communication

This study aims to discover undergraduate students' perceptions about the practice of critical consciousness in the classroom at Taif University, Saudi Arabia. The research also determines if there is a difference, by gender, among the undergraduate students' perceptions of the practice of critical consciousness in the classroom. Paulo Freire's conceptualization of critical consciousness is used as the study's theoretical framework. That conceptualization is focused on critical thinking, dialogue, and problem-solving. In this study, empowerment issues relate to students who practice silence, marginalization, and dependence. A quantitative approach is utilized with a self-administered questionnaire in collecting data from the respondents. The results of this study indicated that Saudi undergraduate students' perspective was positive about the practice of the three elements of critical consciousness in the classroom. The problem-posing pedagogy was the highest practice. Furthermore, there were statistically significant differences at (a = 0.05) among undergraduate students' perspective on the practice of critical consciousness, including dialogue, critical thinking, and the total practice based on their gender. The direction of the differences was a benefit for females. However, in problem-posing pedagogy and the empowerment issues section, there were no statistically significant differences at a = 0.05 among undergraduate students' perspective based on their gender. [For a related article, see EJ1208546. For the full proceedings, see ED597456.]
Capacity Building Index of Lecturers and Strategies for Effective Adult Education Programmes in the Era of Technological Innovation in South-East Nigeria
Author: Umezulike, Nneka A.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Capacity Building,Adult Education,Educational Strategies,Program Effectiveness,Specialists,Teacher Attitudes,Adult Educators,Educational Technology,Technological Literacy,Computer Literacy,Teaching Methods,Videoconferencing,Seminars,Workshops,Faculty Development,Foreign Countries,Teacher Role

Constant advancement in technology demands that all users upgrade their competence for relevance. In most cases, the degree and the strategies needed for such upgrading are usually lacking to guide one's effort against waste of resources, energy and time. This research studied capacity building index of lecturers and strategies for effective adult education programmes in the era of technological innovation in South-East Nigeria. Four objectives guided the study which made use of survey research design. The population for the study was 56 lecturers of adult education in universities in South East Nigeria. A 54-item questionnaire was used for data collection. The instrument was validated by three experts. Cronbach Alpha reliability coefficient of 0.76 was obtained as the internal consistency of the questionnaire items. The findings revealed that lecturers of Adult Education needed capacity building in operating computer, uploading of text on Internet, the use of interactive white-board for teaching and learning and videoconferencing for effective adult education programme in the era of technological innovation in South-East, Nigeria. The findings also revealed 10 strategies that could be adopted by lecturers for effective adult education programmes in the era of technological innovation. It is recommended that the findings of this study be packaged and used by Ministry of Education in Abia State for retraining lecturers of adult education through seminar, workshop or shot duration courses for effective service delivery in universities in South-East Nigeria. [For the full proceedings, see ED597456.]
Freire&apos;s Conscientization and the Global Student: Towards Emancipatory Transformation
Author: Dawson, Rahsaan
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Global Approach,Teaching Methods,Educational Philosophy,Problem Based Learning,Transformative Learning,Educational Change,Critical Theory,Neoliberalism,Social Systems,Business

Globalization continues to influence the focus, method, and pace of education across different levels. This paper draws attention to the challenges globalization poses and its impact on the individual and learning. Also, highlighting a &quot;new school structure&quot; based on the logical relation between transformative emancipatory learning and critical pedagogy. The new structure uses problem-based classrooms to cultivate students as co-creators of useable knowledge. The paper draws extensively from Freire's liberating pedagogy and concludes that it is the task of educators to change the educational school structures and pedagogy. To set students free from the ontological bondage of the neoliberal, market-dominated societal construct accentuated by globalization. [For the full proceedings, see ED597456.]
Integrating Technology to Adult and Distance Learning in Botswana, Nigeria, and South Africa: Prospects, Challenges, and Mitigations
Author: Oduaran, Akpovire
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Technology Integration,Adult Education,Distance Education,Internet,Barriers,Access to Education,Energy,Investment,Faculty Development,Research and Development

The technology utilization gap experienced almost one decade ago in many African countries had by June 2017 become a thing of the past when different African governments began to repudiate investment in fixed-line infrastructure in favor of the mobile infrastructure. Many networks providers have since migrated from 3G to LTE-based services. Telecommunication technology has been changing the way Africans do business in commerce, agriculture, health management and, largely, education. Botswana, Nigeria and South Africa have been actively engaged in enforcing Internet penetration such that by June 2017, there were 923, 528 (39.4%) Internet users reported for Botswana, 91, 598, 757 (47.7%) users for Nigeria, and 29, 935, 634 (54.0%) users for South Africa (Miniwatts Marketing Group, 2017). Whilst it might be correct to say that the improvement in Internet penetration in the three countries could imply major prospects for its integration to adult and distance learning, there are challenges related to energy supplies, availability of hardware, expertise, cybersecurity and many others that can impede success in effectively digitalising program offers. This paper briefly examines the major prospects of integrating technology to adult and distance learning, possible challenges, and how best these might be mitigated so as to enhance the prompt entry of all three countries into the era of technology enriched provision of adult learning programs for personal and national development. [For the full proceedings, see ED597456.]
Popular and Non-Formal Education in Guatemala and Guinea-Bissau: The Legacies of Freire and Cabral
Author: Winfrey, Danesha N.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Popular Education,Informal Education,Power Structure,Individual Development,Freedom,Learning Theories,Foreign Countries,Cross Cultural Studies,Educational Strategies,Social Change,Disadvantaged,Comparative Analysis,Democracy,Educational Philosophy,Lifelong Learning,Adult Education,Poverty,Adult Learning,Violence,Community Role,Access to Education,Social Action

This paper explores liberation movement theory from educational and historical standpoints. Liberation movement theory is defined as a theory in which the oppressed seek personal, political, and social development through freedom from domination. In this paper, liberation, non-formal education, and popular education are learning theories that are viewed from the lenses of Paulo Freire and Amílcar Cabral. The more specific focus is Latin American liberation movement theory with emphasis on Guatemala (Latin America) and Guinea-Bissau (Africa). Historically, both Guatemala and Guinea-Bissau have been heavily involved in the liberation movement using various strategies of non-formal learning and popular education. Paulo Freire and Amílcar Cabral operationalized these strategies in the 20th century. This paper further explores the Latin American liberation movement of the twentieth century as it relates to education for liberation in order to deeply engage in how and why marginalized groups learn what they value as an education, and what they constitute as an education that liberates. This paper concludes with a comparison of both Guatemala and Guinea-Bissau to analyze how these nation-states have contemporarily operationalized liberation movement theory, and to explore if the tenets of this theory have promoted contemporary education for democratic participation in Guatemala and Guinea-Bissau. [For the full proceedings, see ED597456.]