ethanporcaro/eric-fulltext-meta huggingface dataset:
Secondary Level Re-Entry of Young Canadian Adult Learners
Author: MacGregor, Cassandra
Date: 2011-04-00
Type: Journal Articles
Subjects: Adult Education,Adult Learning,Young Adults,Adult Students,Foreign Countries,Gender Differences,Predictor Variables,Individual Characteristics,Student Characteristics,Socioeconomic Influences,Dropouts,Age Differences,Barriers,Reentry Students,Secondary Education

This paper illuminates and details some of the traits, pressures and semi-autonomy of the young adult between the ages of 18 and 24 who must confront the barriers and challenges upon returning to secondary school within the high school and the adult education centre context. Focusing on these young adults is fundamentally important to begin to understand and appreciate the many variables such as gender, early school-leaving, re-entry and needs that impact students who are re-entering secondary school. We present the negative experiences that many of our young adult students have had in a manner that is summative yet touches on the underlying socio-economic challenges that have forced their hand and placed them not only at risk but caused them to leave the secondary school program before program completion. A number of personal insights and qualitative collective observations present an accurate picture of the situation in one central Ontario (Canada) site.
Older Adults' Training Courses: Considerations for Course Design and the Development of Learning Materials
Author: du Plessis, Karin
Date: 2011-04-00
Type: Information Analyses
Subjects: Older Adults,Foreign Countries,Instructional Materials,Instructional Design,Cognitive Ability,Aging (Individuals),Sensory Experience,Adult Education

Demographic trends indicate that older adults live longer and maintain active lifestyles. The majority are educated and many enjoy the stimulation that ongoing learning opportunities present. In order for these older adults to benefit from learning opportunities, circumstances specific to these individuals (e.g. age-related decline) need to be considered. The current paper reviews cognitive literature to establish older adults' ability to learn. This is followed by a discussion of training programs as well as suggestions for course design specifically focused on older adults.
Centres &quot;Down Under&quot;: Mapping Australia's Neighbourhood Centres and Learning
Author: Rooney, Donna
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Outcomes of Education,Adults,Community Centers

The overarching aim of this paper is to &quot;talk up&quot; learning in the Australian neighbourhood centre sector, realising this aim is premised on a need to understand neighbourhood centres themselves. Hence, the paper tentatively offers a mapping of the sector by first asking: &quot;What is a neighbourhood centre?&quot;. Next, the paper provides an introductory scoping of learning in centres in an effort to invite further consideration. Two important conclusions are made. The first is that centres' capacity for continual re-shaping, while retaining some very particular values, marks them in ways that differ from organisations for which adult education is the primary purpose. The second is that the range of learning possibilities in centres is far-reaching, and makes significant and valuable contributions to individuals and communities, and ultimately to the Australian nation. (Contains 1 endnote.)
Leisure Activities as a Source of Informal Learning for Older People: The Role of Community-Based Organisations
Author: MacKean, Rowena
Date: 2011-07-00
Type: Journal Articles
Subjects: Informal Education,Interviews,Leisure Time,Older Adults,Foreign Countries,Qualitative Research,Aging (Individuals),Role,Life Style,Community Organizations

The significance of findings from a qualitative Tasmanian study, which investigated the part played by informal learning in positive ageing, is highlighted by the increasing proportion of the Australian population in the &quot;Third Age&quot; cohort of active, independent people aged 65 years and over. Semi-structured interviews, conducted by a researcher of a similar age, allowed respondents to speak freely about their perceived needs and expectations for a satisfying lifestyle, in the context of their membership of community-based organisations. Findings revealed the benefits that older people perceive they derive from participation in the &quot;leisure activities&quot; available through these organisations, and the informal learning which they enjoy. The study found that learning taking place is appropriate to the phase in life which is characterised by loss of paid employment and of relationships, and that this learning plays an important role in helping older people stay positive, and maintain independence and social engagement. (Contains 2 tables.)
Learning in Social Action: The Informal and Social Learning Dimensions of Circumstantial and Lifelong Activists
Author: Ollis, Tracey
Date: 2011-07-00
Type: Journal Articles
Subjects: Communities of Practice,Community Development,Socialization,Activism,Social Action,Adult Learning,Foreign Countries,Social Environment,Epistemology,Informal Education,Interviews,Personality

This paper explores the informal and social learning dimensions of activists as they learn skills and knowledge through participating in social action. In doing this I draw on Lave and Wenger's epistemology of situated learning and Bourdieu's theory of &quot;habitus&quot;. I argue activists learn an array of community development skills in the social environment of activism. I claim activists' learning is cognitive, embodied and situated in practice. This paper is based on empirical research in Australia, where in-depth interviews were conducted with activists to uncover their important pedagogy. It explores the learning dimensions of two groups of activists. &quot;Lifelong activists&quot; who have generally been involved in student politics and have participated in activism over many years, and &quot;circumstantial activists&quot; who become involved in protest due to a series of life circumstances. This paper claims that while both groups' learning is social and informal, lifelong activists tend to develop their skills incrementally by being involved in the fertile site of student politics. On the other hand, circumstantial activists, not having had the benefit of early immersion in a community of practice, are rapid learners. They are frequently taken out of their comfort zone as activists and need to acquire new knowledge and skills urgently in order to practise effectively. Some circumstantial activists remain on the periphery of activism and never fully immerse themselves in the practices of activism. I argue there is much to be gained from understanding learning in social action, an epistemology of adult learning which deserves greater prominence in current adult education discourse. (Contains 4 endnotes.)
The Educative Role of a Regional Newspaper: Learning to Be Drier
Author: Campbell, Coral
Date: 2011-07-00
Type: Information Analyses
Subjects: Foreign Countries,Climate,Rural Areas,Newspapers,Natural Resources,Water

Throughout the world, people have to deal with the issues of global warming and other more direct consequences of environmental change. This paper considers how a local newspaper has an educative function in a small community in advising people of specific issues and learning how to deal with changing resources. Across the period of several months in 2009, the Buloke Times, a local newspaper in the Wimmera-Mallee region of Victoria, Australia, was scanned for articles relating to the issue of water scarcity. In the 24 editions of the paper, 68 articles of various themes were found. The articles/themes were analysed along a number of lines: frequency across time, frequency within each issue, prominence of articles and unusual events. This research paper develops an overview of the role of the newspaper and its capacity to influence and educate the people who constitute its readership. (Contains 3 tables and 1 figure.)
Corporate Sector Practice Informs Online Workforce Training for Australian Government Agencies: Towards Effective Educational-Learning Systems Design
Author: McKay, Elspeth
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Web Based Instruction,Online Courses,Electronic Learning,Instructional Design,Courseware,Workplace Learning,Adult Learning,Staff Development,Training Methods,Instructional Effectiveness,Outcomes of Education,Program Evaluation,Educational Practices,Corporations,Barriers,Negative Attitudes,Government Employees,Educational Technology,Public Sector,Public Agencies,Educational Research,International Education,Comparative Education,Vocational Education,Work Environment,Organizational Climate

The purpose of this paper is to outline government online training practice. We searched individual research domains of the human-dimensions of Human Computer Interaction (HCI), information and communications technologies (ICT) and instructional design for evidence of either corporate sector or government training practices. We overlapped these domains to investigate primary research outcomes. Corporate sector and government employees encounter barriers to their adoption of web-mediated training. One such barrier is a lack of enthusiasm, possibly due to ineffective instructional design, which in turn affects motivation towards online learning. Although the Australian Government offers training incentives to the general community, a negative attitude towards online training persists in the community, particularly throughout the government sector. Adoption of effective ICT training tools is a critical issue for the corporate sector and government agencies worldwide. This paper presents a compelling case for courseware designers to develop sound instructional design principles to enhance web-mediated learning programmes. (Contains 2 tables.)
Friendship and Relationships in Virtual and Intercultural Learning: Internationalising the Business Curriculum
Author: Crossman, Joanna
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Learner Engagement,Social Influences,Teamwork,College Curriculum,Cultural Pluralism,Business Administration Education,College Students,Cooperative Learning,Intercultural Communication,Interaction,Learning Experience,Communication Skills,Social Networks,Electronic Publishing,Web Sites,Case Method (Teaching Technique),Instructional Effectiveness,International Education,Friendship,Student Attitudes,Qualitative Research,Computer Mediated Communication,Computer Assisted Instruction,Grounded Theory,Interviews,Questionnaires

Graduates need to be prepared for working in global organisations that increasingly rely on virtual, culturally diverse teams. This paper reports on a qualitative research study concerned with the perceptions of university business students who collaborated on a virtual and international project to learn about intercultural communication. The findings indicated that participants capitalised on the opportunity the project presented to find friends and to negotiate and deepen relationships. In addition, the analysis revealed that social interaction also characterised and influenced the learning experience itself and had implications for engagement. The paper concludes that the subjectivities of social interaction are powerfully embedded in the learning process and may play a part in engagement. Second, the project was perceived as a valuable way of preparing students for workplaces where developing intercultural communication skills and online, culturally diverse team relationships are required.
Informal Learning in the Workplace: A Review of the Literature
Author: Le Clus, Megan
Date: 2011-07-00
Type: Information Analyses
Subjects: Informal Education,Literature Reviews,Educational History,Learning Processes,Communities of Practice,Workplace Learning,Adult Learning,Work Environment,Incidental Learning

In the last few decades, the workplace has been increasingly recognised as a legitimate environment for learning new skills and knowledge, which in turn enables workers to participate more effectively in ever-changing work environments. Within the workplace, there is the potential for continuous learning to occur not only through formal learning initiatives that are associated with training, but also through informal learning opportunities that are embedded within everyday work activities. This paper surveys the growing body of literature on informal learning, makes some critical observations about the importance of informal learning, and explains the various ways that informal learning can occur in the workplace.
Brothers Inside: Fathering Workshops with Aboriginal Prisoners
Author: Hammond, Craig
Date: 2011-07-00
Type: Journal Articles
Subjects: Indigenous Populations,Discussion Groups,Fathers,Males,Parent Education,Correctional Institutions,Institutionalized Persons,Parent Role,Parenting Skills,Skill Development,Program Descriptions,Workshops

This paper describes a fathering program that has been operating for a number of years for Aboriginal men in the corrective system. The discussion groups focus on how the men see their role as fathers whilst in jail. The discussions examine ways of changing and developing new skills for them on release. The basis of the program is that just because they are incarcerated does not mean that they are bad fathers or not a father at all. The discussions involve learning from each other. We sit down and listen to each other about stories of being a father with a group of Aboriginal men. A lot of them are from the same background--where they grew up, how they grew up and their lifestyle. The fathers' program is an environment where no-one is judged for their behaviour, their answers or how they talk.
Ruth Flockart and Dr Wood: A Crucial Relationship in the Development of Melbourne Methodist Ladies' College Music Program
Author: Jenkins, Louise
Date: 2011-00-00
Type: Journal Articles
Subjects: Oral History,Music Education,Music,Music Teachers,Work Ethic,Principals,Higher Education,Interviews,Singing

This paper explores the notion that particular working relationships within school music programs can have a significant affect on the program's development and progress. To explore this notion the research focussed on the working relationship of a music teacher at Melbourne Methodist Ladies' College (MLC), Ruth Flockart (1891-1985) and the principal Doctor A. Harold Wood (1896-1989). The research included an analysis of personal memorabilia, music manuscripts, newspaper articles, magazines and relics. Also, a range of oral history interviews were completed with family members, friends and former students of Flockart and Wood. The paper discusses the reasons for Flockart and Wood's significant influence upon the MLC music program. A shared religious devotion, a strong work ethic, excellent communication and the provision of mutual support were crucial to their successful working relationship. Significantly, a shared vision of the school music program was also vital. School music programs to this day rely upon the relationship between the school principal and the music teacher, hence the findings of this research can speak to contemporary schools with music programs. The findings may encourage understandings about working relationships in school music programs and lead to better outcomes for music. (Contains 9 footnotes.)
Non-Formal Learning: Clarification of the Concept and Its Application in Music Learning
Author: Mok, On Nei Annie
Date: 2011-00-00
Type: Journal Articles
Subjects: Nonformal Education,Music Education,Music,Outcomes of Education,Models,Learning,Music Teachers,Mentors,Churches

The concept of non-formal learning, which falls outside the categories of informal and formal learning, has not been as widely discussed, especially in the music education literature. In order to bridge this gap and to provide supplementary framework to the discussion of informal and formal learning, therefore, this paper will first summarize various literature in this area and then an operational concept about non-formal learning which is applicable in music learning-practices will be formulated. In summary, Non-formal learning refers to a kind of learning which is relatively systematic and (but not necessarily) pre-planned, with a clear intention on the part of the learner and teacher to accomplish a particular learning task. It should be noted that assessment and the intended learning outcomes have not been clearly highlighted. The paper will then present various community music-making activities around the world which belong to this non-formal type of learning under this operational concept.
Parental Support in the Development of Young Musicians: A Teacher's Perspective from a Small-Scale Study of Piano Students and Their Parents
Author: Margiotta, Mimia
Date: 2011-00-00
Type: Journal Articles
Subjects: Private Schools,Student Attitudes,Musicians,Learning Processes,Parent Participation,Instruction,Music,Music Education,Case Studies,Outcomes of Education,Parent Child Relationship,Feedback (Response),Musical Instruments,Scores,Correlation,Educational Attainment,Tuition,Attendance

This article focuses on the influence of parental support and interactions on the young musicians' learning processes. In an attempt to corroborate the findings of the wider research, a case-study has been carried out comprising observations of 34 parents and 34 piano students taught by the author in three different locations (private studio, private school and music conservatorium). The study explores the influence of parental support, during both lessons and practices, on the student's learning outcomes. The attitudes of children towards the parents' support during the lessons and practice are also investigated. The influence of aspects of the learning environment and salient characteristics of students are examined. (Contains 6 tables and 2 figures.)
German Lieder in the Perception of the Modern Australian Listener and/or Singer: A Survey at the 30th National Liederfest
Author: Nafisi, Julia
Date: 2011-00-00
Type: Journal Articles
Subjects: Audiences,Foreign Countries,German,Teaching Methods,Surveys,Romanticism,Music Education,Musicians,Poetry,Singing,Music,Music Appreciation

German Romantic Art Songs or German &quot;Lieder&quot; constitute a consistent part of every aspiring classical singer's repertoire around the world. This study investigates a contemporary Australian audiences' appreciation of the genre; it asks further what role the various Romantic characteristics play in German &quot;Lieder&quot; genre, gauges respondents' awareness of stylistic characteristics of &quot;Lieder&quot; and explores the importance of the &quot;German-ness&quot; of &quot;Lieder&quot;. A survey conducted at the prestigious annual competition National Liederfest elicited surprisingly passionate responses which suggest new ways of teaching &quot;Lieder&quot; in Australia.
Cultural Diversity in Australia: Promoting the Teaching and Learning of South African Music
Author: Joseph, Dawn
Date: 2011-00-00
Type: Journal Articles
Subjects: Music Education,Music,Cultural Pluralism,Foreign Countries,Music Teachers,Reflection,Interviews,Ethnic Groups,African Culture,Immigrants,Folk Culture,Culture,Indigenous Populations

Australian society is increasingly multicultural, and this article provides some theoretical perspectives on multiculturalism, cultural diversity and the teaching and learning of African music. It identifies the need for teachers, practitioners and artists to jointly work together to create a community of practitioners where pedagogy meets practice. Through reflection and interview data of an artist in schools, a primary music specialist and a tertiary music educator, the &quot;how&quot; and &quot;why&quot; about teaching South African music and culture is discussed through pedagogy. Whilst this article discusses a particular culture and music, it has implications for education within a wider sphere and calls for further investigation when using different music from diverse cultures. (Contains 1 note.)
An Engaged Approach to Redesigning a Bachelor of Music Education
Author: Collins, Anita
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Music Education,Music,Music Teachers,Educational Experience,Teaching Methods,Bachelors Degrees,Higher Education,Models,Surveys,Research Projects,Foreign Countries,Musical Instruments,Teacher Education

Education degrees are constantly shifting in order to remain relevant and contemporary within changing curriculums and teaching paradigms. This change is vital to ensure the degrees meet the requirements of a practicing teacher in today's schools. One method of informing such changes is to investigate the views and mine the wisdom of practicing teachers. As part of a review of the Bachelor of Music Education degree at the University of Canberra, a survey of music educators working across all school sectors in the ACT was undertaken. The aim of this research was to ascertain the relative importance of a variety of musical skills and understandings that new music educators needed to have upon exiting the degree and entering the teaching profession. Yet the act of engaging in this research project yielded a far richer result than just the redesign of a single university degree. This research served as a launching pad to rekindle strong connections between practicing music educators and their training institutions that has the capacity to deliver a far superior educational experience to the students. (Contains 1 table and 1 figure.)
There's a Fine Line between Pleasure and Pain: Why Students Enrol in Higher Degrees in Music and Music Education
Author: Harrison, Scott D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Music Education,Music,Musicians,Motivation,Music Teachers,Teaching Methods,Enrollment,Research,Doctoral Programs,Higher Education,Personal Narratives,Doctoral Degrees,Masters Degrees,Masters Programs

For many musicians and music educators, finding the time and inclination to undertake further studies can be stumbling blocks to engaging in a program of research. Without self-development of this kind, understanding and rejuvenation of teaching and performance practices are unlikely to occur. Furthermore, as the academy ages, there is a responsibility on the part of those who support research students to replace themselves. The paper reports on a qualitative study undertaken with students in research higher degrees at masters and doctoral level. As part of a larger study, students were asked about their motivation to engage with music research. Students in the sample included composers, teachers, performers and songwriters. Most were enrolled in traditional thesis-based programs, but a small number were enrolled in programs with multi-exegetical outcomes. Voicing the concerns of students in research programs, the paper touches on such themes as intrinsic motivation, relationship to content, love of learning, and the access the academy provides to knowledge, people and facilities. (Contains 1 figure.)