ethanporcaro/eric-fulltext-meta huggingface dataset:
Paper Copters and Potential: Leveraging Afterschool and Youth Development Trainers to Extend the Reach of STEM Programs
Author: Lingwood, Stephanie A.
Date: 2014-00-00
Type: Journal Articles
Subjects: After School Programs,Youth Programs,STEM Education,Student Interests,Discovery Learning,Volunteers,Training,Inquiry,Science Education,Competence,Staff Development,Action Research,Planning,Curriculum,Workshops,Facilitators (Individuals)

October 6, 2012: 109 adults simultaneously threw their heads back and shouted &quot;I discovered!&quot; at the top of their lungs. Slightly mangled bright-green paper helicopters littered the floor. The class was six minutes into a daylong journey of discovery, during which this group of volunteer trainers would learn to facilitate a curriculum that uses inquiry-based science to teach youth development concepts. What would it take to increase the number of youth-serving volunteers who can competently lead science, technology, engineering, and math (STEM) activities? This question has guided the authors work in the Inquiry in the Community project, launched in 2008. Along with Girl Scout staff colleagues and many dedicated volunteers, the authors have created a system for embedding inquiry-based science into a youth development organization. They achieved this goal by training staff and volunteers on inquiry facilitation techniques and then building support networks to reinforce these new skills. When co-author Stephanie was accepted into the National Afterschool Matters STEM Practitioner Fellowship, the authors decided to use the action research component of the fellowship to dive deeper into a facet of Inquiry of the Community they hadn&apos;t yet been able to investigate: the experience of volunteers participating in the project&apos;s train-the-trainer program. The lessons learned in the resulting action-research project can apply to other train-the-trainer efforts in afterschool and youth development. Stephanie takes over the story in this article to describe how she and co-author Jen Sorensen implemented the program and how Stephanie&apos;s action research examined the volunteers&apos; experience.
Improving Speaking Accuracy through Awareness
Author: Dormer, Jan Edwards
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,English Language Learners,Student Motivation,Language Proficiency,Error Correction,Adult Learning,Error Patterns,Language Skills,Teaching Methods,Student Attitudes,Change Strategies,Receptive Language

Increased English learner accuracy can be achieved by leading students through six stages of awareness. The first three awareness stages build up students&apos; motivation to improve, and the second three provide learners with crucial input for change. The final result is &quot;sustained language awareness,&quot; resulting in ongoing self-correction and improvement.
Reaching a Culturally Diverse Immigrant Population of Adult English Language Learners
Author: Johnson, Joan
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Diversity,Adult Students,Adult Learning,English (Second Language),Second Language Instruction,Teaching Methods,Culturally Relevant Education,Caring,Cultural Influences,Educational Environment,Native Language

Culturally Responsive Teaching (CRT) is a framework to help adult English as a second language (ESL) educators renovate their practices into effective, culturally responsive programs, readily accessible to adult learners. Four CRT strategies that can be used include (a) validation through caring, (b) valuing cultural experiences, (c) creating a safe learning environment, and (d) integrating the learner&apos;s native language skills. These instructional strategies can be used to incorporate adult students&apos; cultures and cultural identities in a second language learning environment.
Culture and Place: A Legacy Darrell Kipp Helped Create
Author: Conti, Gary J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Education,Heritage Education,Place Based Education,Cultural Maintenance,Change Agents,College Programs,Program Descriptions,American Indian Culture,American Indian Education,American Indian Languages,Immersion Programs,Transformative Learning,Field Trips,Educational Quality,Continuing Education,Recognition (Achievement)

Darrell Robes Kipp was a Blackfeet elder who was a national leader in the language immersion movement. He co-founded the Piegan Institute, and its schools have become a model for those seeking to preserve and promote their native language. In addition, he served as a Visiting Native American Scholar at Oklahoma State University. In that role, he helped the Adult Education graduate program infuse culture as a natural part of the learning process. From this base, the Adult Education program created a course called Culture and Place and which was taught several times. This course was based on the assumption that culture and place are inseparable and that they reinforce each other. Following campus-based preparation, this course involved students traveling to on-site locations in Montana to interact with local adult educators and to Highlander Research Center in Tennessee. The students found this experience a transformational event in both their education and their lives.
Transforming Professional Development to Professional Learning
Author: Stewart, Chelsea
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Development,Professional Education,Teacher Collaboration,Training Methods,Best Practices,Faculty Development,Communities of Practice,Adult Basic Education,Instructional Improvement,Learning Strategies,Partnerships in Education,Educational Principles,Learning Activities,Teaching Methods

This article reviews teacher professional development norms as they are shifting toward collaborative practice. It is posed that passive and individual practices are inadequate to prepare teachers to integrate the academic skills that learners need for both workforce and college readiness. Promising practices in professional development are identified. Specifically, learning in a professional community is considered to be more effective than traditional professional development methods. This paper discusses aspects of professional learning communities that could be incorporated into Adult Basic Education programs to improve teaching and learning.
LULAC: Mexican-American Adult Learning, Collectivism, and Social Movement
Author: Rook, Brian W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Mexican Americans,Adult Learning,Collectivism,Social Change,Adult Students,Group Dynamics,Social Influences,Immigrants,Activism,Civil Rights,United States History

The development of the League of United Latino American Citizens (LULAC) is often viewed as a method of cultural assimilation through adult education. However, LULAC can be viewed through a collectivist's lens wherein the members established a shared philosophy, teaching adults to mobilize and expand their cause quickly and effectively. The social movement that followed the collectivist expansion employed campaign tactics, variable of performance, and displays of worthiness, unity, numbers, and commitment. The combination of a collectivist philosophical paradigm and calculated social movements contributed to the long-term establishment and success of the organization.
Pairing the Adult Learner and Boutique Wineries
Author: Holyoke, Laura
Date: 2013-00-00
Type: Journal Articles
Subjects: Adult Learning,Learning Experience,Interviews,Workplace Learning,Manufacturing Industry,Alcohol Education,Entrepreneurship,Interpersonal Relationship,Barriers,Performance Factors,Reflection,Psychological Patterns,Transformative Learning,Learning Theories,Cooperative Learning,Qualitative Research,Phenomenology,Semi Structured Interviews

This study explored connections between adult learners and their experiences in the context of small boutique wineries operating in the start-up phase of the organizational life cycle. The research objective was to gain insight regarding the pairing of adult learners with the entering of a specialty industry. Fourteen individuals from four wineries were interviewed in the workplace. Six themes emerged from the adult learning in the specific context the boutique wine industry: (1) Developing an Entrepreneurial Sense, (2) Relationships, (3) Challenges, (4) Learning, (5) Joy or Enjoyment, and (6) Reflection.
Experiences That Enable One to Become an Expert Strategic Thinker
Author: Mellon, Judi
Date: 2013-00-00
Type: Journal Articles
Subjects: Qualitative Research,Change Strategies,Best Practices,Interviews,Expertise,Strategic Planning,Thinking Skills,Mentors,Spiritual Development,Educational Attainment,Reading,Clergy,Learning Experience,Work Experience,Cultural Awareness,Learning Theories,Repetition,Peer Relationship,Achievement Need

Strategic thinking is a skill needed by leaders at all levels of the organization. In this qualitative study, 10 experienced ministers were interviewed and identified the characteristics that were most important to the development of their expertise. The eight key experiences contributing to the development of the ability to think strategically for the study's participants were Being Mentored, Other Ministers, Spiritual Discernment, Education, Practical Ministry Experience, Challenging Experiences, Experience in Other Cultures, and Reading Books. Recommendations are made for developing strategic thinking skills.
Andragogy and Metagogy: The Evolution of Neologisms
Author: Peterson, Claudette M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Andragogy,Adult Learning,Educational History,Intellectual History,Instruction,Adult Education,Semantics,Educational Development,Pragmatics

Although the Greek roots of the word pedagogy refer to teaching children, until the second half of the 20th century it was applied to any teaching-learning transaction regardless of the age of the learner. Some educators still use pedagogy in this generic way. A neologism is a newly coined word or phrase that is just emerging into mainstream use, and the educational term andragogy has evolved relating to adult learning. Finally, the term metagogy is introduced as a way to blend aspects of both pedagogy and andragogy in a way that meets the needs of adult learners depending on their needs in a specific educational context.
Hopa Mountain and the Idea of Highlander: A Mission Driven by a Philosophy
Author: Branch, Kirk
Date: 2013-00-00
Type: Journal Articles
Subjects: Community Change,Indigenous Knowledge,Indigenous Populations,Organizational Objectives,Organizational Theories,Institutional Mission,Community Leaders,Leadership Training,Educational Philosophy,American Indian Reservations,American Indian Education,Nonprofit Organizations,Rural Areas,Adult Education

Hopa Mountain is a nonprofit organization committed to developing citizen leaders in rural and tribal communities in the Northern Rockies. The mission of Hopa Mountain is rooted in the principle that the local people have within themselves the strength and wisdom to bring about community change. This mission was inspired by the broader philosophy of Myles Horton that has been implemented for over 80 years at Highlander Folk School. This philosophy challenges individuals and organizations to work toward creating a world as it &quot;ought to be&quot; rather than on how it is presently.
An Examination of the Self-Directed Learning Practices of ESL Adult Language Learners
Author: Grover, Kendra S.
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),English Instruction,English Language Learners,Adult Learning,Independent Study,Language Proficiency,Educational Practices,Student Surveys,Educational Resources,Adult Educators,Teacher Role,Learning Strategies,Teaching Methods,Likert Scales,Adult Education

Self-directed learning is one of the preeminent theories in the field of adult education. This study explored how English as a Second Language learners directed their own learning outside of the formal classroom through the use of practices that potentially advance their English language proficiency. Results from a survey of over 400 ESL students revealed that practices and resources identified by researchers are being used on a limited or infrequent basis. Implications for adult educators and their role in developing self-directedness in their ESL students are discussed.
The Continuous Quality Improvement Book Club: Developing a Book Club to Promote Praxis
Author: Lyons, Becky
Date: 2014-00-00
Type: Journal Articles
Subjects: Total Quality Management,Praxis,Models,Clubs,Adult Reading Programs,Theory Practice Relationship,Communities of Practice,Group Dynamics,Best Practices

This article poses a model for developing a book club to promote praxis. This model is built upon a basic four step framework for developing book clubs and includes specific recommendations to focus the book club on reflection of theory and how to incorporate it into practice. This model will be used to start a book club examining Continuous Quality Improvement.
Relating Training to Job Satisfaction: A Survey of Online Faculty Members
Author: Hoekstra, Brian
Date: 2014-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Faculty Development,Online Surveys,Online Courses,Teacher Surveys,Community Colleges,Statistical Analysis,Statistical Significance,Predictor Variables,Gender Differences,Age Differences,Correlation,Learning Modules,Incidence,Educational Needs,Regression (Statistics)

The purpose of this study was to determine whether training affected the job satisfaction reported by online faculty members. A convenience sample of 492 Iowa Community College Online Consortium (ICCOC) faculty members were invited to participate in a quantitative survey, and 148 responded. Overall Job Satisfaction was operationalized through the use of the Index of Job Satisfaction (IJS), which was created by Brayfield and Rothe (1951). The study was unable to find a statistically significant relationship for Training either as a dichotomous variable (p = 0.463 &gt; 0.05) or a continuous variable (p = 0.330 &gt; 0.05) and Overall Job Satisfaction, controlling for age and gender.
Youth in Transition: Are They Adult Learners?
Author: Shaw, Lester H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Youth Opportunities,Adult Learning,At Risk Persons,Young Adults,Learning Strategies,Program Descriptions,Daily Living Skills,Qualitative Research,Statistical Analysis,Interviews,Focus Groups,Participant Characteristics,Learner Controlled Instruction,Empowerment,Participatory Research,Action Research,Learning Motivation,Andragogy,Youth Programs,Educational Practices,Educational Strategies,African Americans

Since at-risk youth are in transition to adulthood, major adult learning concepts can be applied to them. The purpose of this study was to describe the learning strategies of youth in transition to adulthood in the urban life skills program of A Pocket Full of Hope®. Both qualitative and quantitative data collecting methods were used. Assessing the Learning Strategies of AdultS (ATLAS) was also used to gather quantitative data, and individual interviews and focus groups were used to collect qualitative data. Youth in transition to adulthood in A Pocket Full of Hope® were found to have learning characteristics that were adult-like. The conclusions and recommendations related to ways of empowering students by creating learner-centered environments that will allow them to develop their full potential.
The Relationship between Reading Proficiency and Reading Strategy Use: A Study of Adult ESL Learners
Author: Huang, Jiuhan
Date: 2014-00-00
Type: Journal Articles
Subjects: English Language Learners,Reading Instruction,Reading Strategies,Reading Skills,Reading Achievement,Problem Solving,Adult Students,Prediction,Personal Autonomy,Learning Strategies,Reading Tests,Measures (Individuals),Statistical Analysis,Statistical Distributions,Predictor Variables,Multivariate Analysis,English (Second Language),Multiple Regression Analysis

This article explores the relationship between reading strategy use and reading proficiency among 121 adult ESL learners. Reading strategy use was measured by the SORS, and reading proficiency was determined by the CASAS Reading Test and BEST Literacy Test. Findings of the study reveal that (a) adult ESL learners are active strategies users; (b) they favor problem-solving strategies more than other strategies; (c) high intermediate learners use the most strategies and advanced learners use the least strategies; and (d) problem-solving and support strategies are more predictive of the reading proficiency. These findings provide implications for teachers of adult ESL students.
A New Framework for Massive Open Online Courses (MOOCs)
Author: Schoenack, Lindsie
Date: 2013-00-00
Type: Journal Articles
Subjects: Adult Education,Online Courses,Electronic Learning,Synchronous Communication,Formative Evaluation,Summative Evaluation,Social Networks,Adult Learning,Virtual Classrooms,School Orientation,Computer Assisted Testing

The challenges that massive open online courses (MOOCs) bring to the learning arena spur adult educators to improve delivery. A framework for a new type of MOOC is presented to address some of the challenges presented by earlier models. This new MOOC, called a mesoMOOC, can bridge several challenges that hinder current effective delivery of MOOCs and utilize proven strategies in online learning to better implement MOOCs. The framework for the mesoMOOC calls for MOOC designers to address the orientation process, embed a connectivist synchronous component to the classroom, provide online formative and summative assessment, and develop subsections within classes.
&quot;Writing Is Not Really Something I Do&quot;: Engaging Reluctant Male Writers
Author: Garlid, Steven W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Males,Writing (Composition),Learner Engagement,Writing Instruction,After School Programs,Elementary School Students,Student Attitudes,Program Development,Student Surveys

The difficult relationship between boys and writing is well documented; its causes and solutions are the source of passionate debate. Of the many trends the author has observed in 20 years as a classroom teacher, one of the most disheartening has been a deteriorating interest in writing among male students. Their disengagement manifests in many ways, from quiet malaise to blunt verbalization. Despite the author's focus, over the last decade, on &quot;process&quot; rather than &quot;product&quot; in writing, the majority of boys taught continued to show a lack of enthusiasm. Writers' workshop models that focused on developing &quot;seed moments&quot; through personal narratives did little to spark their interest. The author prodded them to write descriptive, clearly organized essays, but they showed little commitment. As a result, he saw well-organized writing that was fairly impressive, but behind it was an absence of passion and a growing disdain for the subject. To explore the problem further, the author joined the Afterschool Matters Practitioner Research Fellowship program in Seattle through School's Out Washington, a local nonprofit advocacy group for out-of-school time instruction. Supported by the National Institute on Out-of-School Time and the National Writing Project, the fellowship brought teachers like together with afterschool practitioners. Inspired by this collaboration, the author began to see new solutions to the problem of dwindling engagement among male writers. He began to realize that the school-time context of writing instruction contributed to the problem. The pressures on students and teachers to meet deadlines, reach achievement goals, and address standards encouraged more compliance than creativity. What if students could write in a more liberated context--where grades, products, and achievement goals were no longer factors? These questions led the author to develop Write After School, an afterschool writing program. Write After School offers choice within structure and encourages interaction in ways designed to engage reluctant male writers. Kids choose their own topics, receive feedback, and have chances to share and talk about their work. The struggles boys face with writing and the afterschool writing program are described in this article.
Enhancing ESL Vocabulary Development through the Use of Mobile Technology
Author: Nisbet, Deanna
Date: 2013-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Technology Uses in Education,Handheld Devices,English Language Learners,Courseware,Computer Software Reviews,English Instruction,Instructional Effectiveness,Learning Strategies,Teaching Methods

Applications, or apps, that are available for both smart phones and tablets can be an effective tool for promoting vocabulary development among adult learners in English as a second language programs. An app is a software program for a mobile phone or computer operating system. Examples of such apps are provided along with practical recommendations for their use by teachers and students.
Learning to Develop Presence Online: Experienced Faculty Perspectives
Author: Casey, Rae L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Online Systems,Experienced Teachers,College Faculty,Social Networks,Network Analysis,Qualitative Research,Online Courses,Teaching Methods,Best Practices,Interviews,Course Descriptions,Communication Strategies,Teacher Collaboration,Independent Study,Learning Activities,Interpersonal Relationship,Teacher Surveys,Curriculum Development,Curriculum Design

Presence describes the ways in which human beings interact with each other. This qualitative study sought to understand the techniques experienced online teachers learned in order to be &quot;present&quot; with their students. Data were gathered primarily through interviews and syllabus reviews. The findings included techniques the teachers used when organizing and planning their courses, communicating with students, incorporating collaborative work and encouraging student self-direction, and developing learning relationships in their online courses.
Reflections of a Lifelong Learner Teaching in Italy
Author: Kroth, Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Teaching Experience,Adult Learning,Learning Theories,Concept Teaching,Program Descriptions,Overseas Employment,Learning Processes,Global Education,Phenomenology,Transformative Learning

This article describes and summarizes the author's experience of teaching in Italy for three months and the impact it had on him and his learning. The author, at the age of 61, lived in Italy for three months and here he reflects on what he learned and how it relates to adult learning theory concepts.