2005 Conference (Milwaukee, Wisconsin : University of Wisconsin-Milwaukee)

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    The Immigrant As Outsider-Within: Exploring Identity And Place In Academe
    (2006-08-21T15:09:35Z) Alfred, Mary V.
    Perhaps the least visible and understood experience in the academy is that of immigrant women of color This absence is connected to issues of power, privilege, discourse, and practices that silence nonwestern voices in an increasingly globalized world. This paper explores the creative tension immigrant women of color face as they try to negotiate identity and place in US higher education.
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    Profiles Of Internet Use In Adult Literacy And Basic Education Classrooms
    (2006-08-21T15:09:09Z) Berger, Jim
    This study sought to create profiles of adult literacy and basic education (ALBE) instructors and their use of the Internet in their classrooms. Rogers’ theory of Diffusion of Innovations (2003) provided the theoretical framework for this study. A set of 50 surveys was mailed out to each of the fifty states. Twenty-four states distributed 1200 surveys and returned 219 surveys for a response rate of 18.25%. Of the respondents, 81% indicated they had computers available, 32.0% indicated they used e-mail with their class, and 67.3% indicated they used the Internet. Five scales were developed and used to construct profiles of ALBE instructors. Two profiles were developed that mirrored each other. The first profile showed instructors liked the Internet, used it often, found positive consequences, were neutral on negative consequences and did not find many barriers to using it. The second profile did not like the Internet, did not use it much, found few positive consequences, were neutral on negative consequences, and found many barriers to using it. Significant differences were found between the two groups based on average number of computers, use of e-mail in the classroom, average number of days using the Internet, average number of students served.
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    Leadership Characteristics Of Adult Educators
    (2006-08-21T15:10:12Z) Bartling, Frederick; Bartlett, Kenneth
    The purpose of this study was to assess self-perceived leadership behaviors and related leadership styles practiced in a sample of adult educators. Adopting transformational leadership theory embodied in the Full Range of Leadership Model the leadership characteristics of adult educators were examined using the Multifactor Leadership Questionnaire Form 5x (Bass & Avolio, 2000). The possibility of significant differences between respondent gender, age, and their preferred leadership style was also explored. The entire membership (n = 199) of a regional professional association of adult educators was sent a mailed questionnaire. A total of 124 surveys were returned representing a 63% response rate. Results showed that transformational leadership was greater than the mean for transactional leadership which in turn was greater than the mean for laissez-faire leadership. An examination of gender differences in leadership profiles showed that females tended to be more transformational whereas males reported higher transactional scores. The laissez-faire leadership style tended to be higher for females but of the three leadership types only transactional produced a significant gender difference. No statistical significant difference was found with leadership and age. The findings are discussed for their implications for professional development and the future leadership of the adult education field.
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    Concept Mapping: A Neuro-Scientific Approach
    (2006-08-21T15:09:53Z) Baley, Charles
    Rarely if ever are the boundaries of any scholarly body of knowledge or theory integrated in an inter-disciplinary collaboration, yet there are arguably some situations where just such a symbiotic relationship is quite compelling. One such example was recognized in the remarkable similarities that exist between complex high-tech design and the logical function and design of the human brain. An even better example exists involving the processes of learning and the potential implication for collaboration between neuroscience and adult education.