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Descriptors:
Adult Learning; Jews; Teacher Characteristics; Clergy; Adult Educators; Religious Education; Profiles; Empowerment; Interpersonal Relationship

Abstract:
Almost no literature in the academic field of Jewish education exists that studies congregational rabbis as teachers of adults. This article seeks to contribute to filling the gap in the extant literature base. Using portraiture, the study describes and analyzes the aims of rabbinic teaching of adults in a synagogue setting. The findings suggest that regularly facilitating learners' intellectual and religious development, democratically guiding their communities' evolution through an emphasis on learning, and collaboratively joining their congregants in shaping the construction of personal and communal Jewish narratives are central aims of congregational rabbinic teaching of adults. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Preservice Teachers; Adult Educators; Internet; Web Sites; Computer Literacy; Web Browsers; Competence; Distance Education; Gender Differences; Electronic Learning; Questionnaires

Abstract:
The study investigated the Web-browsing competencies of pre-service adult facilitators in the southeast geopolitical zone of Nigeria. Survey design was adopted for the study. The population consists of all pre-service adult facilitators in all the federal universities in the southeast geopolitical zone of Nigeria. Accidental sampling technique was used in selecting 234 pre-service adult facilitators. The instrument for data collection was a four-point scale questionnaire titled "WEBCQ" (Web-browsing Competencies Questionnaire). WEBCQ consists of 43 Web-browsing competencies. The reliability coefficient of the instrument was established by using Crombach Alpha which came up to 0.78. Two research questions and one null hypothesis guided the study. Mean and standard deviation were used to answer the research questions, while t-test statistics was used to analyze the null hypothesis. The findings of the study showed that the pre-service adult facilitators have Web-browsing competencies to an average level and that male adult facilitators have significantly higher competencies than their female counterparts. Based on the findings, some recommendations were made which include that the country just like most developed nations should embrace the innovative distance learning in the form of online learning, e-learning, virtual classroom, and online counseling knowing that most of the current pre-service facilitators have average Web-browsing competence. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transfer of Training; Cultural Influences; Race; Ethnicity; Adult Education; Cultural Differences; Racial Differences; Adult Educators

Abstract:
Baldwin and Ford (1988) specifically include learner characteristics as one of three key inputs into the learning transfer process but infrequently (actually almost never) has race, ethnicity, or culture been included as a variable when describing trainee characteristics. For the most part one is left to speculate as to the potential influence that race, ethnicity, or cultural differences might have on the learning transfer process. Caffarella (2002) is one of the very few adult educators who address learning transfer and identify cultural difference as a factor that may influence transfer. It is time to consider this more deeply. This chapter introduces and explores thoughts on how racial or cultural differences can potentially influence learning transfer. The chapter explores theoretical, anecdotal, and the limited empirical evidence for the influence of these factors and their implications for learning transfer in adult education practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Adult Education; Adult Educators; Teacher Qualifications; Foreign Countries; Professional Development; Educational Research; Professional Identity; Learning Processes; Faculty Development; Adult Students; Teaching (Occupation); Interviews; Personal Narratives

Abstract:
The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their "Plan B", a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator's qualification path. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Refugees; Adult Educators; English (Second Language); Professional Development; Semi Structured Interviews; Professional Education; Case Studies; Tutors; Literacy Education; Adult Literacy; Literacy; Adult Learning; Teacher Certification; Data Collection

Abstract:
In this qualitative case study, we explore local adult educators' preparation to teach refugees, along with their professional development needs. This analysis focuses on 10 tutors and instructors in a midsize Southeastern city. Data collection involved an open-ended questionnaire, semi-structured interviews, and observations; analysis involved open coding, theme generation, data matrices, and participant checking. Findings indicated that most participants had some level of preparation, although the amount and nature of this preparation varied widely; yet, even those with teaching certification felt un- or under-prepared to teach ESL and/or literacy to adult refugees. Participants needed relevant training, opportunities to connect with "people resources", and other supports. We discuss implications for offering ongoing, targeted professional development for adult ESL educators. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Educators; Measures (Individuals); Labor Force Development; Law Enforcement; Facilitators (Individuals); Organizational Culture; Educational Practices; Questionnaires; Program Attitudes; Teacher Attitudes; Participant Satisfaction; Organizational Objectives; Organizational Theories; Workplace Learning; Educational Opportunities; Foreign Countries

Abstract:
Many organizations, whether private or public, invest extensively in training and development. Such investment in training and development does not guarantee that the organization is perceived as a learning organization. This study examined law enforcement adult educators' (training facilitators') perceptions of their organization promoting learning practices and culture. The theoretical framework guiding this study is based on Watkins and Marsick's framework of learning organization. A total of 29 adult educators were administered the Dimensions of Learning Organization Questionnaire. The results and data revealed that of the 21 items on the questionnaire, 16 (76.2%) means were lower than 3 and the highest mean was 3.41, which suggest the adult educators (instructors) within this training academy do not perceive the organization as one that promotes learning practices and learning culture. Furthermore, as it relates to rank, years of services, and gender, there was no significant difference in their perceptions. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acquired Immunodeficiency Syndrome (AIDS); Sexually Transmitted Diseases; Adult Education; Experiential Learning; Adult Learning; Adult Students; Adult Educators; Creativity; Educational Innovation; Concept Mapping; Social Bias; Negative Attitudes

Abstract:
Significant stigma exists to marginalize persons living with HIV/AIDS (PLWHA). Research has demonstrated it is possible to reduce stigma and prejudice through the development of meaningful and innovative education. The purpose of this article is to explore the ways in which the creative and purposeful use of AIDS Artwork as an educational tool may reduce stigma about HIV/AIDS and help adult learners to regulate their own prejudices about the diseases. Using Jarvis's model for experiential learning as a framework for understanding, this article discusses some of the literature on HIV/AIDS education and the use of socially informed art in adult education. Eight potential educational exercises using AIDS Artwork are suggested and explained. The Critical Senses Conceptual Map is proposed as a helpful framework for adult educators who wish to include these exercises in curriculum designed for the reduction of prejudice and stigma about HIV/AIDS. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Justice; Community Education; Adult Education; Social Change; Foreign Countries; Adult Educators; Neoliberalism; Cultural Influences; Critical Theory; Activism; Social Networks; Educational Objectives; Goal Orientation; Educational Policy; Educational Finance; Financial Support; Educational Change

Abstract:
This article analyses key events in the history of adult and community education in Aotearoa New Zealand. It draws on historical sources to examine the role of grassroots community activism and local and national networking in upholding a broad vision of adult and community-based education, in the face of a hostile policy climate. The authors suggest practical and theoretical lessons from their historical analysis: first, the possibilities for adult education that exist beyond the state and its apparatus; second, the need to recognize the power of the state to support or attempt to strangle adult education by controlling or withdrawing funding; third, the need for broadly based alliances across and beyond education. Drawing on critical adult education theory, the authors suggest a range of political and pedagogical actions that adult educators and their allies might take to advance adult education's contribution to social change and social justice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Foreign Countries; Lifelong Learning; Religion; Ceremonies; Confucianism; Scholarship; Graduate Students; Professional Identity; Professional Development; Performance Contracts; Universities; Masters Degrees; Courses; Measures (Individuals); Readiness; Undergraduate Students; College Faculty; Administrators; Test Validity; Test Reliability; Study Abroad; Foreign Workers; Andragogy; Educational History; Educational Philosophy; Cognitive Style; Cultural Differences; Cross Cultural Studies; Adult Students; Older Adults; Coping; Theories; Aging (Individuals); Adult Programs; Program Effectiveness; Job Skills; Personnel Selection; Surveys; Research; English Only Movement; Bilingual Education; Labor Force; Productivity; Academic Libraries; Special Libraries; Adult Educators; College Programs; Nonformal Education; Womens Education; Rural Education; Geographic Regions; Differences; Regional Characteristics; Attitudes; Competence; Comparative Analysis; Focus Groups; Interpersonal Competence; Cultural Pluralism; Armed Forces; Measurement

Abstract:
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Neurolinguistics; Numeracy; Adult Students; Mathematics Achievement; Mathematics Instruction; Instructional Innovation; Adult Educators; Teacher Effectiveness; Pretests Posttests; Instructional Effectiveness; Language Patterns; Hypnosis; Nonverbal Communication; Family Counseling; Foreign Countries

Abstract:
Case study research suggests that NLP [neuro-linguistic programming] influencing strategies benefit teacher effectiveness. Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the relationship between teacher and learner does not reflect sensitivity to attitudes, beliefs and emotions (areas in which advocates of NLP claim effectiveness). The present study investigated these claims and the combined effect of such approaches using a pre- and post-treatment test design with 173 adult numeracy learners. Teachers were randomly allocated to three conditions, these were: (1) teachers given no training (control condition); (2) teachers trained in innovative maths pedagogy (including more frequent higher-order questioning, challenge, problem solving and collaborative learning); and (3) teachers trained in both NLP and the innovative maths pedagogy. NLP training included suggestion using language patterns modelled from hypnosis, body language modelled from family therapy and spatial anchoring for emotional state management. A significant within-subject mean difference in maths test scores for the innovative maths pedagogy group (MD = 10.97, t(66) = 7.292, less than 0.0005, eta[superscript 2] = 0.446) was nearly twice that of the control (MD = 5.67, t(42) = 3.099, p = 0.003, eta[superscript 2] = 0.186). Although an attainment gap between pre- and post- treatment scores for the innovative treatment group alone (without NLP) appeared to close over time post hoc between-group contrasts indicated differences between pre- and post-treatment means were not statistically significant (p = 0.404 and p = 0.689, respectively). However, with the addition of NLP training, post hoc contrasts showed mean maths attainment had significantly improved compared to the control (p = 0.040) with mean difference, pre- and post-treatment attainment, increased to over three times that of the control (MD = 18.35, t(62) = 9.552, less than 0.0005, eta[superscript 2] = 0.595). CfBT Education Trust carried out this research with funding from the Learning and Skills Improvement Service. (Contains 2 endnotes, 3 tables, and 2 figures.) [Funding for this research was provided by the Learning and Skills Improvement Service.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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