Review Essay     

Colin Griffin 《International Journal of Lifelong Education》2013,32(2):183-187

This article provides a critical sociological analysis of trends and perspectives pervasive during the emergence of North American adult education (1919–1970). In discussing transitions during the first 50 years of what is considered modern practice, it draws on Webster E. Cotton's (1986, On Behalf of Adult Education: A Historical Examination of the Supporting Literature. Boston, MA: Center for the Study of Liberal Education for Adults) periodization model—modified a few years later—to organize people, politics, and ideas as categories shaping North American adult education. In exploring this complexity, the article reflects on the perennial difficulty of answering the question ‘What is adult education?’ Following brief considerations of periods one (1919–1929) and two (1930–1946) in the field’s emergence, the article focuses on period three (1947–1970) in more detail, providing critical perspectives on field expansion during the perceived corporate age of adult education. It considers how adult education and constituent higher adult education were each affected as the field of study and practice negotiated the knowledge–culture–language–power nexus where it sought presence and place. Then, comparing the historical example of post-World War II North American adult education and the contemporary example of lifelong learning in neoliberal times, the article concludes by considering how cultural change forces have placed educational formations into reactive modes over time and tides.  相似文献   

The development of the Khmer acculturation scale     

Kaine V. Lim  Elaine Heiby  Richard Brislin  Bion Griffin 《Int J Intercult Relat》2002,26(6)

The purpose of this investigation was to develop a multidimensional, culture-specific acculturation measure, the Khmer acculturation scale (KAS), for use with Cambodians living in the United States. The KAS development was guided by Berry's [W. H. Holtzman, T. Z. Bornemann (Eds.), (1990) Mental health of immigrants and refugees, Hogg Foundation for Mental Health, Austin, TX, pp. 90–102] framework and involved two studies. The first study involved the derivation of 130 questionnaire items and demonstration of content validity using 22 expert informants and judges, relevant literature on Cambodian and American cultures, and existing acculturation scales that had been developed for other ethnic groups. Items were created for two KAS subscales written in both English and Khmer, the Khmer orientation scale (KOS) and Anglo-American orientation scale (AOS). The second study inspected reliability and validity of KAS scores obtained from 410 Cambodian participants living in nine states. The two subscales were reduced in length via factor analyses and were found to have high internal consistency and stability reliability. Criterion validity was supported by a modest significant correlation between the KAS and scores on the Suinn–Lew Asian self-identity acculturation scale [Suinn, Rikard-Figueroa, Lew, & Vigil, Educ. Psychol. Meas. 47 (1987) 401]. Construct validity evidence for the KAS was indicated by its factor structure and support for the following predictions derived from Berry's acculturation framework: (1) Those who were in the higher SES and educational levels, of a younger generation, and employed were more acculturated compared to their counterparts; (2) Lower psychological distress as measured by the Hopkins Symptom Checklist-25 [Mollica, Wyshak, de Marneffe, Khuon, & Lavelle, Am. J. Psych. 144(4) (1987b) 497] was associated with greater acculturation; (3) Those who acculturate in the integration mode, on average, scored in the normal range on the HSCL-25, while those in the separation mode scored, on average, in the clinical range.  相似文献   

Starting From Ground Zero: Establishing a Collection for a New Doctoral Program     

Karin L. Griffin 《Behavioral & Social Sciences Librarian》2013,32(4):223-245

This article reports a librarian's collection development efforts to support her institution's first independent doctoral degree (Ed.D., Educational Leadership) via a citation analysis comparing information usage by education doctorate dissertation authors from six peer institutions nationally. This analysis is part of a long-term examination of library collection use among California State University, Long Beach (CSULB) doctoral students. Key findings include the relative young age among the information resources in educational leadership, which resource formats were cited, what serial titles were cited the most, and where they are available electronically. The ultimate aim is the creation of an essential collection in the subject discipline.  相似文献   

The handbook of leadership and professional learning communities     

Darlene Ciuffetelli Parker  Tiffany L. Gallagher  Shelley M. Griffin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):503-522

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Primary School Headship: A Response     

Peter Griffin 《School Leadership & Management》2013,33(1):81-82

While recognising the limitations of published government ‘league tables’ as an appropriate method of comparing the relative effectiveness of schools, an analysis of the data they provided on the 1992 examination results notes the apparent success of Catholic schools. A summary of some of the limited available research evidence on Catholic school effectiveness is given and the suggestion made that a rigorous study of their organisation and ethos could provide knowledge of value for improving the effectiveness of all schools.  相似文献   

Still flies in buttermilk: black male faculty,critical race theory,and composite counterstorytelling     

Rachel Alicia Griffin  LaCharles Ward  Amanda R. Phillips 《International journal of qualitative studies in education》2013,26(10):1354-1375

Driven by critical race theory, this essay employs composite counterstorytelling to narrate the experiences of black male faculty on traditionally white campuses. Situated at the intersections of race and gender, our composite counterstory is richly informed by 11 interviews with black male faculty alongside critical race scholarship that documents the omnipresence of black misandric ideology. Through our protagonist Dr Timesnow, a black male Assistant Professor, we reflect on how his daily experiences incite racial battle fatigue, feed into imposter syndrome, and circumvent an inclusive campus community.  相似文献   

WORKING OUT     

Patricia S. Griffin 《Quest (Human Kinetics)》2013,65(1)

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Ebony in the Ivory Tower: Examining Trends in the Socioeconomic Status,Achievement, and Self-Concept of Black,Male Freshmen     

Kimberly A. Griffin  Uma M. Jayakumar  Malana M. Jones  Walter R. Allen 《Equity & Excellence in Education》2013,46(2):232-248

Despite the educational challenges African American males face, there is a sizeable population successfully finishing high school and entering college. This study provides an overview of how a national sample of black male freshmen embodied the cognitive, social, and institutional factors related to college access between 1971 and 2004. Data reveal that black, male freshmen today have more affluent family backgrounds, better academic records, and greater confidence in their skills and abilities than their peers who entered college in earlier decades. Trends indicate that men with lower incomes, less confidence, and less ideal academic records are increasingly unlikely to be present on college campuses.  相似文献   

Student Success in Developmental Mathematics Courses     

Linda Reichwein Zientek  Z. Ebrar Yetkiner Ozel  Carlton J. Fong  Mel Griffin 《Community College Journal of Research & Practice》2013,37(12):990-1010

Mathematics is a particular stumbling block for community college students in developmental course work. The present study empirically investigated student-level and teacher-level factors that influence the success of community college students enrolled in developmental mathematics courses. Specifically, numerous variables in one statistical model were examined, which included student self-efficacy (SE) beliefs in various aspects of academic engagement, previous course difficulties, full-time teaching status, and class attendance policies. Multiple regression results show that attendance was the largest predictor for higher course grades, followed by repeating a mathematics course and students’ sense of SE. In the hierarchical line modeling (HLM) model, teachers’ full-time status was a significant predictor in the model, but when teaching status was controlled for, the remaining student belief variables in the model were not statistically significant except SE in Cognitive Strategies, Self-Regulated Learning, and Motivational Strategies. The results provide empirical support for increased communication between full- and part-time faculty members, implementation of attendance policies, academic interventions prior to students’ failures, and the need to address students’ sense of SE.  相似文献   

What Do I Want to Be with My PhD? The Roles of Personal Values and Structural Dynamics in Shaping the Career Interests of Recent Biomedical Science PhD Graduates     

Kenneth D. Gibbs  Jr.  Kimberly A. Griffin 《CBE life sciences education》2013,12(4):711-723

Interest in faculty careers decreases as graduate training progresses; however, the process underlying career-interest formation remains poorly defined. To better understand this process and whether/how it differs across social identity (i.e., race/ethnicity, gender), we conducted focus groups with 38 biomedical scientists who received PhDs between 2006 and 2011, including 23 women and 18 individuals from underrepresented minority (URM) backgrounds. Objective performance and quality of advisor relationships were not significantly different between scientists with high versus low interest in faculty careers. Career interests were fluid and formed in environments that generally lacked structured career development. Vicarious learning shaped similar outcome expectations about academic careers for all scientists; however, women and URMs recounted additional, distinct experiences and expectations. Scientists pursuing faculty careers described personal values, which differed by social identity, as their primary driver. For scientists with low interest in faculty careers, a combination of values, shared across social identity, and structural dynamics of the biomedical workforce (e.g., job market, grant funding, postdoc pay, etc.) played determinative roles. These findings illuminate the complexity of career choice and suggest attracting the best, most diverse academic workforce requires institutional leaders and policy makers go beyond developing individual skill, attending to individuals’ values and promoting institutional and systemic reforms.  相似文献