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Reflections on AERC 2016: Drawing Tomorrow’s Blueprint from Today’s Inkwell
No full textThis reflective essay is based on my contribution to the closing panel of the 2016 Adult Education Research Conference (AERC) in which we were tasked to reflect on the conference and share insights on how we draw tomorrow’s blueprint for adult education from today’s inkwell. My reflections are based on a selection of papers from the conference which I read and the sessions I attended. The basis for my comments, like that for any reflections, is selective, partial, and biased toward my interests in the radical adult education tradition which I define very broadly to include those within the field who are explicitly dedicated to investigating, promoting and engaging in adult education for progressive, social democratic, or socialist transformation
Battered Not Broken
Get PDFThis reflection offers thoughts, ideas and strategies to create dialogue following the 2016 voting season
“We Are Here for the Kidsâ€: A Case Study About Including Children with Disabilities in Head Start
No full textA substantial number of children with disabilities are enrolled in Head Start and it is therefore important to understand how they are included in this context. The inclusion of children with disabilities in eight classrooms across one Midwestern Head Start program is examined in this exploratory case study. How Head Start teachers plan and adapt activities with the needs of all children in mind, how they collaborate with others on behalf of children, and how children with disabilities participate in inclusive classrooms is described. Findings were presented in four cross-case themes: 1) Planning for Children, 2) Adapting Activities for Children with Disabilities, 3) Including All by Facilitating Peer Interactions, and 4) Connecting in a Community. Implications for practice are presente
Unhealthy Weight Status in Head Start Preschoolers: The Role of Hispanic Culture
Get PDFObesity rates among low-income Hispanic preschoolers are higher than those of low-income whites, highlighting the need for understanding the culturally factors that may contribute to obesity. Utilizing a community-based approach, a survey was distributed to Hispanic Head Start families; preschooler body mass index (BMI) was calculated. Two discussion groups examined caregiver perceptions about weight status and meal practices. Caregivers perceived “thinness†as a disadvantage, favored home-cooked meals, and expressed a desire for children to assimilate to mainstream foods, but these practices could contribute to unhealthy weight status. Obesity prevention within Head Start must account for caregiver perceptions of healthy weight and incongruities between cultural values, meal practices and weight guidelines. Findings provide considerations for Head Start programs when designing culturally-relevant obesity prevention programs that are responsive to Hispanic families’ cultural needs and perceptions
Implementing University Change: Intersections of Academic Policy and Institutional Culture
Get PDFOrganizational culture is a key aspect for higher education leaders as they make decisions. This paper examines a policy change process at a large, research university using Bolman and Deal’s (2013) symbolic frame as a lens through which to examine aspects of the institution and the policy change process. Results reveal that attention to stakeholders and stakeholder-tailored communication are important when implementing policy change, and institutional culture matters in whether that change is implemented successfully. The results of this study are useful for academic leaders, directors, administrators, faculty members, and other institutional members at colleges and universities who are engaged in innovative change efforts and policy implementation at their institution.Â
Teachers Can Untangle the Truth from Myth in the Classroom: Using an Interdisciplinary Approach to “Developing the Brain.†An Application of Deans for Impact (2015)
Get PDFAn interdisciplinary partnership between cognitive scientists, neuroscientists, college professors, and professional educators conducting research and implementing best practices in the classroom may potentially enhance the science of developing and nurturing the brain, the science of learning. This article discussed three practical implications: (a) understanding and teaching with learning differences in mind; (b) recognizing student interest and motivation; and (c) assessing and building prior knowledge to influence positive outcomes. In conclusion, examples of current cohort model research and opportunities for collaboration between neuroscientists, cognitive scientists, and classroom teachers are highlighted
Empowering the Marginalized: The Challenges and Opportunities of Teaching Communication in a Women’s Detention Facility
Get PDFSocial justice can often be measured by how a society treats its incarcerated citizens. In a promising development, public opinion has evolved recently away from a punitive attitude toward criminal justice to one of rehabilitation and recovery. In turn, communication scholars are uniquely equipped to contribute to the process of reconstructing just discourses related to inmate rehabilitation. This pedological exploration takes a narrative approach to how instructors communicatively construct their experiences behind bars. Through the perspective of six volunteer instructors, we offer a unique glimpse into the complexities that can arise from teaching in incarceration settings. Our collective narratives revealed three primary themes: pedagogical paradox, connection seeking, and forward focus. Â
How Do Students Solve Problems? In Response to the Deans for Impact Report, The Science of Learning
Get PDFThis article explores the third Key Question presented by the 2015 Deans for Impact (DFI) report, “How do students solve problems?†The DFI authors noted working memory and long-term memory as critical to solving problems cognitively. Additionally, the DFI authors found feedback to be an important part of the problem-solving process. This paper examines the literature used to support the two principles and provides additional information from a review of current literature to further strengthen each of the cognitive principles presented by the DFI report (2015). The literature revealed that a major component of problem solving is the cognitive process. Examining how self-regulated learning and cognitive load theory impact problem solving provides the necessary support to justify the importance and application of the cognitive principles presented in the report