Author(s): |
Tauber, Sarah M. |
Source: |
Journal of Jewish Education, v79 n1 p24-48 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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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.)
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Author(s): |
Field, John |
Source: |
British Journal of Educational Studies, v61 n1 p109-119 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Equal Education; Lifelong Learning; Foreign Countries; Generational Differences; Age Differences; Adult Learning; Educational Sociology
Abstract:
This exploratory paper considers the concept of generation in the context of learning across the life course. Although researchers have often found considerable inequalities in participation by age, as well as strongly articulated attitudinal differences, there have so far been only a handful of studies that have explored these patterns through the perspective of generational formations. The paper is primarily conceptual, exploratory and reflective, setting out a number of approaches to the concept of generations, most of which derive largely from debates with the ghost of Karl Mannheim; it then considers how these concepts of generation have been applied to understandings of educational inequalities in recent research in Germany and the Nordic nations. It then examines the dynamics of inter-generational relations in learning, drawing on research undertaken as part of the Teaching and Learning Research Programme. The paper argues that although inter-generational dynamics are a relatively neglected dimension of Anglophone research on life chances and learning, there is a strong case for understanding their dual roles in both inequality and cohesion. It concludes by outlining some themes and areas for further investigation in the future.
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Evidence; Adult Learning; Lifelong Learning; Investment; Labor Market; Outcomes of Education; Transitional Programs; Employment Potential; Economic Opportunities; Employment Opportunities; Longitudinal Studies; Foreign Countries; Surveys; Context Effect
Abstract:
Despite the expansion of post-school education and incentives to participate in lifelong learning, institutions and labour markets continue to interlock in shaping life chances according to starting social position, family and private resources. The dominant view that the economic and social returns to public investment in adult learning are too low to warrant large-scale public funding has been challenged by recent LLAKES research that shows significant returns to participants in lifelong learning with improvements in both their employability and employment prospects. It is argued that, under conditions of growing social polarisation and economic uncertainty, lifelong learning can have a significant protective effect by keeping adults close to a changing labour market. In this paper we review research from different disciplinary and epistemological traditions, providing evidence of the beneficial effects of lifelong learning, especially when taking into account the dynamics of the life course. Transitions and turning-points in youth and in adult life are markers of diversification of the life course; how far these diversifications amount to "de-standardisation" of the life course is debated. They involve biographical negotiation, in which any decision is consequential upon previous decisions and involves the exercise of contextualised preferences as well as the calculations of "rational choice". Gaining a better understanding of how changing demands are negotiated at different life stages offers a new perspective, moving from narrow versions of rational choice theory towards models of biographical negotiation as promising avenues for effective policy-making. (Contains 5 tables and 9 notes.)
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Prior Learning; Evidence; Experiential Learning; Portfolios (Background Materials); Adult Students; Adult Learning; Higher Education; Undergraduate Students; Undergraduate Study; Career Development; Outcomes of Education; Academic Achievement; Career Planning; Continuing Education
Abstract:
There are many types of student portfolios used within academia: the prior learning portfolio, credentialing portfolio, developmental portfolio, capstone portfolio, individual course portfolio, and the comprehensive education portfolio. The comprehensive education portfolio (CEP), as used by the authors, is a student portfolio, developed over time, that includes examples of educational knowledge, skills, experiences, and achievements as well as professional development related to the learning outcomes. The contents provide evidence of the individual's knowledge and analytical, research, technology, and communications skills and applications, along with reflections on experiential learning beginning with the undergraduate experience. This article briefly reviews the importance of the comprehensive education portfolio. The benefits that students, particularly adult students, can obtain from constructing the CEP in terms of contents and process when it includes a career focus are highlighted. (Contains 1 table.)
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Pub Date: |
2013-03-15 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
Adult Learning; Adult Students; Best Practices; Critical Thinking; Student Attitudes; Teacher Attitudes; Teaching Methods
Abstract:
In an age in which information is available almost instantly and in quantities unimagined just a few decades ago, most educators would agree that teaching adult learners to think critically about what they are reading, seeing, and hearing has never been more important. But just what is critical thinking? Do adult learners agree with educators that there is a need to think critically? What types of skills does a critical thinker possess? Can these skills be taught? If so, what are some strategies that educators can use to teach these skills? The purpose of this paper is to attempt to answer these questions before concluding with a proposed model of best practices for teaching critical thinking to adult learners. (Contains 1 figure.)
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Full Text (100K)
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Tutoring; Adult Literacy; Adult Learning; Adult Students; Reading Instruction; Reading Programs; Phonological Awareness; Scores; Pretests Posttests; Adults; Literacy; Reading; Intervention; Decoding (Reading); Reading Skills; Reading Fluency
Abstract:
To obtain a fuller picture of the efficacy of reading instruction programs for adult literacy learners, gains by individual students were examined in a sample (n = 148) in which weak to moderate gains at the group level had been obtained in response to tutoring interventions that focused on strengthening basic decoding and fluency skills of low literate adults (Sabatini, Shore, Holtzman, & Scarborough, 2011). Learners were randomly assigned to receive one of three tutoring programs for an average of 44 h of instruction. We used within-individual gains replicated over tests (WIGROT) as the method for identifying gainers, who were defined as students whose reading levels increased from pretest to posttest by a half year or more on at least two of four measured aspects of reading proficiency. The 46 % of the sample who met the criterion had higher pretest scores than non-gainers on measures of reading (d = 0.42, p less than 0.01) and phonological awareness (d = 0.47, p less than 0.01), and included fewer adults with a history of special education (43 vs. 61 %, phi = 0.19, p less than 0.05), regardless of which instructional condition had been received. The findings suggest that basic skills instruction can lead to a meaningful degree of benefit for many adult learners who persist in reading programs for several months. Supplementing group level results with analyses of individual growth, such as WIGROT, appears to be useful in evaluating the efficacy of literacy interventions.
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