2003 Conference (Columbus, Ohio : Ohio State University)
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Item Professionalism, Ethics, And Welfare Reform: The Importance Of Ethical Competence(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Ianinska, SilvanaThis paper examines the professional ethics of welfare reform providers to determine its role in the achievement of welfare reform goals and to suggest an alternative context, based on professional ethics, for discussing the success or failure of welfare reform. Four themes emerged from the analysis of literature. First, patriarch authority keeps welfare women at the bottom of society. Second, different political interests weaken partnerships and services at the expense of welfare recipients. Third, welfare recipients are unjustly stereotyped and perceived as deficit-driven and as the single cause for their economic situation. Fourth, teachers’ beliefs, relationships, and learning environments hold a key to sustained and successful engagement and participation in welfare-to-work programs.Item Challenging The Lure Of The Protean Career(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Truty, DanielaIn this paper I call attention to unique perspectives among workers and reassert that “worker” does not denote a categorical monolith, but rather a unique human being who perceives the same phenomena differently from everyone else. I position my assertion within the context of the seemingly unquestioned notion of the protean career. Referring to stories by people who participated in a qualitative study I conducted in 2001, I caution that the “emancipatory” qualities of the protean career might not be universally accepted; rather, for personal reasons of one’s own, these same characteristics could be perceived as disruptive of the order that one has constructed. Conclusions suggest that there may be workers like the people in the study I conducted, who find themselves engaged in the protean environment against their will. Even though on the surface they could be said to be taking their place among the residents of “free agent nation”, they might have preferred uninterrupted citizenship in the company wherein they were employed. Implications point to the importance of problematizing the blind acceptance and generalizability of the protean career.Item Adult Development Matters In Adult Education(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Scheer, Scott D.All to often in adult education settings, the learning strategies and methods that we use are tailored as one size fits all. A key component of effective adult learning that can be easily overlooked is the role of adult development with adult learning. This oversight is possible among adult educators because our knowledge base is grounded in education as compared to human development or developmental psychology. The point being made that the developmental characteristics of the adult learners should influence the teaching-learning strategies that are implemented. In other words, developmental differences between a 22 and 77 year-old should be accounted for in a community-learning setting.Item Guiding The Work Of Writing: Reflections On The Writing Process(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Rocco, Tonette S.; Parsons, Michael D.; Bernier, Judith; Batist, CarlosThe phenomenon of teaching and learning the writing for publication process was examined from the perspectives of instructors and the students.Item Evaluating Instructors Sitting At The TABLE (Technology Access For Better Learning And Employment)(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Moore, Maria Hruby; Bingham-Catri, Deborah; McMasters, RosemaryThis paper focuses on the Technology Access for Better Learning and Employment Checklist developed by the authors. This evaluation tool was created and then used to measure eight instructors’ability to use technology in their teaching in four adult programs sponsored in part by the Ohio Cooperative Extension Service and a partner, Godman Guild, a settlement house located in a Columbus, Ohio neighborhood identified as located in an empowerment zone. Funding through the Federal Department of Education for a Community Technology Center was granted for this project which required an instructor pre and post evaluation component to be conducted by the Center on Education and Training for Employment. The data collected using this instrument was then used to design customized professional development plans and interventions to address technology usage as well as general instructional competencies for effective adult teaching for learning. The contribution of this paper is the TABLE Checklist and professional development system designed for this project.Item Calculating, Interpreting, And Reporting Cronbach’s Alpha Reliability Coefficient For Likert-Type Scales(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Gliem, Joseph A.; Gliem, Rosemary R.The purpose of this paper is to show why single-item questions pertaining to a construct are not reliable and should not be used in drawing conclusions. By comparing the reliability of a summated, multi-item scale versus a single-item question, the authors show how unreliable a single item is; and therefore it is not appropriate to make inferences based upon the analysis of single-item questions which are used in measuring a construct.Item Creating Self-Awareness Of Learning That Occurs In Community(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Imel, Susan; Stein, DavidLearning that occurs in naturally forming communities can be more effective if those who engage in such groups are aware of it. Adult education practitioners who work with groups have an opportunity to assist group participants realize that learning occurs through engagement with issues of importance to them. Adults may consider learning to be knowledge acquisition, but the concept of social capital can be used to help them realize another level of learning. The purpose of this paper is to raise awareness among adult education practitioners about a potential role in furthering learning that occurs in naturally forming groups.Item Adult Literacy Programs: Producing Adult Literacy Research That Informs Policy(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Martin, Larry G.During the past decade, state and federal policy makers have made significant changes in domestic policies that significantly affect how adult literacy programs are organized, what potential students are considered eligible for classes, how long students can participate in classes and programs,who pays for classes, and other programmatic decisions. However, these policy decisions, although based on some research, are oftentimes not informed by adult education research. This paper addresses the issue of developing an adult literacy research agenda that effectively informs federal and state policy decisions particularly as these relate to adult education and the U.S. opportunity structure, the challenge to the GED diploma, welfare reform and adult literacy, family literacy programs, and adult literacy and multicultural learners.Item Institutional Ethnography: A Tool For Merging Research And Practice(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Wright, Ursula T.Institutional ethnography draws from ethnomethodology focusing on how everyday experience is socially organized. Power is critically important as an analytic focus which crosses boundaries providing researchers a view of social organization that illuminates practices that marginalize.Item Online CPE: Real Estate Professionals’ Reasons For Participation(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Solomon, Karen J.This study examined the reasons for participation in online learning among real estate professionals. The significance of this study concerns how online continuing professional education (CPE) can be focused to meet the needs of professionals by learning about the motivators to participation. Courses for online CPE geared towards real estate professionals are being introduced daily designed to meet personal needs and to meet state re-licensure requirements. State licensing boards are granting approvals to real estate schools to provide online continuing education courses at a record pace. Industry-wide there are no identifiable reasons as to why real estate professionals participate in online education