Charlotte Journals
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The Science of Learning: Transferring Learning to Novel Problems
Get PDFThe fourth Key Question posed in the Deans for Impact report (2015) asks, “How does learning transfer to new situations in or outside of the classroom?â€Â DFI (2015) propose two cognitive principles addressing the question. This paper dissects each of the cognitive principles to distill the following themes educators should employ in the K-12 and Higher Education classrooms to foster students’ ability to transfer learning to novel problems: 1) Students should participate in deep initial learning experiences as described earlier in this review that will enable them to see relevance and meaning both in-context and beyond the context of the problem at hand. 2) Learners should develop the ability to decipher signal, relevant details and perspectives, from the noise. 3) Learners need to develop mental maps that make connections between existing knowledge and new knowledge. 4) Students should also have flexibility in applying knowledge to novel problems using an abstract systems perspective
Reforming adult education through content and teaching approaches
Get PDFThis paper reviews the recent book published by David Greene. Greene provides a great overview and critique of adult education, and building on his years of experience he suggests ways to transform adult education programs
Interview with Dr. Talmadge C. Guy
Get PDFThe following is an interview with Dr. Talmadge C. Guy, to his friends and colleagues in adult education; he is Tal. Recently retired from The University of Georgia, Athens, Georgia following a 40 year career in adult education, the last 23 of which he spent at the University of Georgia. He received his doctorate in adult education from Northern Illinois University, a master of arts in social ethics from Northwestern University, and a Bachelor of Arts degree in sociology from Fisk University. At the University of Georgia, Tal worked with masters and doctoral level students in graduate research. Through his career he has conducted research on diversity and inclusion in adult education and learning settings with special expertise in multicultural adult education, history of adult education, and socio-historical analysis of the African American experience in adult education with a focus on the early 20th century. A particular focus has been the representation of race and gender through media and pop culture and the critical educational responses to those representations. Among his awards, Tal was co-recipient of the Ian Fleming Social Justice Award (2011), UGA President’s Fulfilling the Dream Award (2005), Cyril O. Houle Scholar (2001), and Outstanding Service Award (1992) from the Illinois Adult & Continuing Education Association. He has published in the Journal of Lifelong Learning, Adult Education Quarterly, Journal of Educational Telecommunications and his most recent work is as co-editor of volumes 1 & 2 of Swimming Upstream: Black Males in Adult Education, New Directions publications. http://www.wiley.com/WileyCDA/WileyTitle/productCd-1119021804.htm
Where Is Katniss When You Need Her?
No full textA reflection on what the elction of Donald Trump means for American citizens and adult educators
Human Services/Social Work Students with Criminal Justice Involvement and Internships: A Closer Look at the Prison to College to Career Pathway
Get PDFThis qualitative study looks at the issues and dilemmas that confront human services students who have had contact with the criminal justice system, through interviews with students and professionals in the field who typically supervise interns.  Researchers note an increase in the numbers of students, many of who are adult learners, with criminal justice histories, and who have an interest in the helping professions. Interviews reveal unanticipated roadblocks when students must be placed in internships. Thus, justice involved students may encounter unforeseen barriers to a career in human services, in spite of the open access community colleges provide, and the human services professional emphasis on social justice. Students describe the process of disclosing their justice involvement as both arduous and healing and profoundly important for themselves, their fellow students, and future clients. Researchers also note that agencies do not have a coherent policy around accepting justice involved student interns
Helping Preschoolers Develop Phonemic Awareness Skills Using Sound Boxes
Get PDFThe purpose of this study was to examine the effects of sound boxes as a supplemental instructional technique on improving phoneme segmentation performance for a sample of preschoolers enrolled in a Head Start program. Sound boxes activity coupled with modeling, guided practice, and corrective feedback was implemented and gradually faded as students mastered phoneme segmentation skills. A multiple probe across participants design was used to compare children’s phoneme segmentation performance during baseline and sound boxes intervention conditions. All children’s performance on phoneme segmentation tasks during sound boxes intervention was above their baseline performance levels. Children were able to maintain their high phoneme segmentation performance levels after modeling, guided practice, and eventually the sound boxes were gradually removed. In addition, children were able to generalize segmenting some of the phonemes when they were presented within words that were not directly taught during sound boxes activity. Implications for using sound boxes in the classroom and at home are provided. Â
How Do Students Understand New Ideas? In Response to the Deans for Impact Report (DFI)
Get PDFThe first Key Question posed in the Deans for Impact report (2015) asks “How do students understand new ideas?" This question emerged from research that produced 3 cognitive principles regarding learning, particularly learning new information. Those principles are: 1) students learn new ideas by reference to ideas they already know. 2) To learn, students must transfer information from working memory to long-term memory. 3) The mastery of new concepts occurs in “fits†and “startsâ€. Sequencing the curriculum in order to ensure that students have the necessary prior knowledge to connect to new concepts, scaffolding by modeling and using worked examples to support problem solving, and integrating multiple modalities that complement each other into instructional presentations, can increase the effectiveness of teaching and learning in the educational environment
Prisons, Pedagogy, and Possibilities: An Application of Freire and hooks’ Educational Philosophies
Get PDFThis paper calls attention to educational opportunities inside of correctional facilities. Literature correlates a direct relationship between education and reduced recidivism (Esperian, 2010; Rand Corp., 2014; DOJ, 2016b). Using Freire and hooks’ educational philosophies I discuss how I engaged critical pedagogy while teaching incarcerated juvenile offenders. I found that the youth I worked with were eager for an educational experience that allowed them to critically engage with our social world and analyze their lived experiences. Teaching in this controlled environment was challenging. My autonomy was encroached upon, which offered me a unique insight into the daily lives of the inmates. Through dialogical interactions, my perceptions and assumptions about incarcerated youth were confronted and changed. A radical and transformative pedagogy created a space where the notion of freedom could be negotiated