Adult learning in the context of African‐American women's voluntary organizations‡     

Jovita M. Ross‐Gordon  William D. Dowling 《International Journal of Lifelong Education》2013,32(4):306-319

The purpose of this research was to examine non‐formal adult education and informal learning within contemporary African‐American women's voluntary organizations. Face‐to‐face interviews were conducted with 28 women who were members of six different organizations. A semi‐structured interview process was used to elicit their perceptions regarding their (1) involvement in the education of others, (2) learning within the context of performing group membership roles and projects, (3) learning needs, and (4) comparisons of learning in this context with that in more formal educational settings. The findings of the research are discussed in relation to other research on learning in voluntary associations and the workplace. As with other studies of the voluntary association context, respondents did not seem to have given a great deal of prior thought to the nature of their learning within the context, having been more focused on the successful performance of their leadership and service roles than on what is learned from that work. They were none the less able to report numerous examples of how their work helped educate others and how they learned through their experiences. While instances of more systematic non‐formal education (e.g. orientation sessions, lectures and leadership training) were reported, the learning experiences reported more frequently and identified as most valuable seemed to reflect more informal, frequently incidental learning. This significant learning often reflected a perceived change in skills and abilities related to interacting with and working with others toward common goals, or a changing sense of self, in terms of growing self‐confidence and/or sense of connectedness to group members and the community which they sought to serve. Respondents who were quite well educated as a group, nevertheless generally indicated their preferences for the kind of interactive, experiential and situated learning that occurred as an outgrowth of group participation over the more abstract, teacher‐controlled learning they associated with formal education. These findings are discussed in terms of their importance to our understanding of informal learning, particularly that which occurs within the voluntary sector. Exploring this learning in a context specific to African‐American women is also seen as a way of moving beyond the culturally biased sampling often criticized in adult learning research.

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Beyond the FIFA's World Cup: an ethnography of the ‘local’ in South Korea around the 2002 World Cup     

Cho Han Hae‐joang 《Inter-Asia Cultural Studies》2013,14(1):8-25

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Editorial     

Jane Miller 《Changing English: An International Journal of English Teaching》2011,18(2)

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Chinese Mothers and Adolescents’ Views of Authority and Autonomy: A Study of Parent–Adolescent Conflict in Urban and Rural China     

Min Chen‐Gaddini 《Child development》2012,83(6):1846-1852

Eighty‐five dyads of eighth‐grade adolescents (mean age = 14.15 years, SD = 0.39) and their mothers in China (30 dyads from urban one‐child families, 27 from urban multiple‐children families, and 28 from rural multiple‐children families) were interviewed individually. They described daily parent–adolescent conflicts, justified their perspectives on disputes, and evaluated conflict resolutions. The results indicated that across urban and rural areas, for both one‐child and multiple‐children families, adolescents differed significantly from their mothers in their views of parental authority and individual autonomy. The results also showed several regional differences, pointing to the importance of considering the specific context in which conflicts occur.  相似文献   

Got content,get attention     

Diane SCOTT‐LICHTER 《Learned Publishing》2011,24(4):245-246

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Academic publishers' time‐loop: another mechanism to manipulate impact factors?     

Frank‐Thorsten KRELL 《Learned Publishing》2012,25(2):153-154

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Reliability,Dimensionality, and Internal Consistency as Defined by Cronbach: Distinct Albeit Related Concepts          下载免费PDF全文

Ernest C. Davenport  Mark L. Davison  Pey‐Yan Liou  Quintin U. Love 《Educational Measurement》2015,34(4):4-9

This article uses definitions provided by Cronbach in his seminal paper for coefficient α to show the concepts of reliability, dimensionality, and internal consistency are distinct but interrelated. The article begins with a critique of the definition of reliability and then explores mathematical properties of Cronbach's α. Internal consistency and dimensionality are then discussed as defined by Cronbach. Next, functional relationships are given that relate reliability, internal consistency, and dimensionality. The article ends with a demonstration of the utility of these concepts as defined. It is recommended that reliability, internal consistency, and dimensionality each be quantified with separate indices, but that their interrelatedness be recognized. High levels of unidimensionality and internal consistency are not necessary for reliability as measured by α nor, more importantly, for interpretability of test scores.  相似文献   

The Effect of Sampling-Time Variation on Latent Growth Curve Models     

Matt L. Miller  Emilio Ferrer 《Structural equation modeling》2017,24(6):831-854

Longitudinal data are often collected in waves in which a participant’s data can be collected at different times within each wave, resulting in sampling-time variation that is unaccounted for when waves are treated as single time points. Little research has been reported on the effects of this temporal imprecision on longitudinal growth-curve modeling. This article describes the results of a simulation study into the effect of sampling-time variation on parameter estimation, model fit, and model comparison with an empirical validation of the model fit and comparison results.  相似文献   

Building a Culture of Continuous Improvement through Professional Development          下载免费PDF全文

Beth Kania‐Gosche  David W. Wilson 《Assessment Update》2017,29(6):5-12

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Neural Oscillation Reveals Deficits in Visuospatial Working Memory in Children With Developmental Coordination Disorder          下载免费PDF全文

Chun‐Hao Wang  Yu‐Ting Tseng  Dang Liu  Chia‐Liang Tsai 《Child development》2017,88(5):1716-1726

The electroencephalographic (EEG) oscillations associated with visuospatial working memory (VSWM) were examined in children with developmental coordination disorder (DCD; 10–11 years; N = 29) and typically developing (TD) children (10–11 years; N = 29). Behaviorally, DCD showed poorer VSWM than TD, which coincided with the diminished ability of DCD in modulating neural oscillations. Furthermore, prestimulus oscillatory alpha activity was correlated with VSWM performance. The results suggest that children with DCD might have a reduced ability to encode and recognize new information, and in particular have difficulty in maintaining task‐relevant information, resulting in poorer VSWM. This study thus concludes that changes in oscillatory EEG activity reflect some of the problems leading to cognitive deficits in DCD.  相似文献