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Epistemological development and critical thinking in post secondary

Author: Jennifer Ouellette-Schramm, Hamline University Minnesota, & St. Catherine University Minneapolis

Edition: Volume 55, Number 1, April 2015

Summary:  Using Kegan’s constructive-developmental theory, this study explores to what extent epistemological development is a factor in critical thinking performance and learning in reading and writing among a diverse group of six adult learners. Analysis of a developmental interview, a summative assessment and participant surveys indicated
that learners constructing meaning from earlier developmental perspectives demonstrated lower critical thinking in reading and writing, and expressed successes and challenges in accordance with their developmental perspectives. Implications are discussed for supporting critical thinking growth for developmentally diverse adult learners.

Keywords: Adult development; critical thinking; reading/writing; academic literacy; constructive-developmental theory

 

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This article is part of AJAL, Volume 55_1. The entire volume is available in .pdf for purchase here.

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The WEA in Australia 1913 – 2013

(i) One Hundred years of the WEA

Author: Denis Binnion, WEA Adelaide CEO (Retired)

(ii) A century of learning: WEA Sydney 1913 – 2013

Author:  Michael Newton

(iii) The WEA in Sydney, 1913 – 2013: Achievements, controversies and an inherent difficulty

Author: Roger Morris

 

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These articles are part of AJAL, Volume 53_3. The entire volume is available in .pdf for purchase here.

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The Parks High School – a brief history

Author: Barbara Sedorkin, Adelaide

Edition: Volume 46, Number 3, November 2006

Summary: This report has been submitted by Barbara who is writing a book on the history of The Parks High School. It is an extract from her Chapter 6, ‘Decline and closure’.

Keywords: history

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An assessment of the status of teachers and the teaching profession in Nigeria

Authors: A U Osunde and F E O Omoruyi, University of Benin, Benin City, Nigeria

Edition: Volume 45, Number 3, November 2005

Summary: The study attempted to obtain empirical evidence on the status of teachers and the teaching profession in Nigeria. To undertake this study, 400 post-primary school teachers were randomly drawn from 40 post-primary schools in Midwestern Nigeria. The teacher’s status questionnaire was the main instrument used for data collection. Results of the study indicated, among others, that teachers are not well financially remunerated and that they are looked down upon because of delay in payment of salaries and allowances, thereby having a loss of sense of belonging. This situation has resulted in the low esteem and status of the teachers and the teaching profession in the society. Findings also revealed that poor conditions of service, wider negative influences and teachers’ negative personal and professional behaviour are critical factors responsible for teachers’ low status. Some recommendations to enhance the image and status of the Nigerian teachers and the teaching profession were made.

Keywords: post-primary, questionnaire, belonging, conditions of service

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Competent coppers: an analysis of the standards and practices of adult education within the Australian Federal Police

Author: Michelle Berzins, Doctoral candidate, University of Canberra

Edition: Volume 45, Number 2, July 2005

Summary:  The paper examines how the educational environment within the Australian Federal Police (AFP) has changed over their 25 year history. The case study was used as a methodological framework through which content analysis and interviews were conducted. It was found that due to the changing nature of their profession, the involvement of police personnel in ongoing personal and professional development is essential. Further, the educational environment fostered within the AFP was found to be one that keeps abreast of general advances in education, encourages further education of their personnel and delivers quality adult education through its accreditation as a Registered Training Organisation and a provider of nationally approved VET courses.

Keywords: AFP, Australian Federal Police, professional development, personnel, accreditation, RTO

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Organisational learning about depression in the workplace: a community of practice of silence and avoidance

Author/s: Lisa Davies

Edition: Volume 46, Number 1, April 2006

Summary: The economic and social impact of depression on the Australian workforce (Hickie 2002; Hawthorne, Cheok, Goldney and Fisher 2003) is only recently being acknowledged. In 2004 I undertook semi-structured interviews with people with human resource responsibilities in the deregulated sector of information technology in South Australia. The interviews focused on their accessibility to work-based education about depression and asked their opinions regarding the merit of such education.

Keywords: depression, Australian workforce, human resources, work-based education

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Keep in mind the quality, Sir, when you go with width!

Author/s: Silvia McCormack

Edition: Volume 47, Number 3, November 2007

Summary: Australian universities need to maintain their high reputation for quality in order to attract and retain buyers of Australian education-related products. Learners are becoming increasingly discerning in terms of what they are buying and why they should buy it. Thus, quality is a critical issue for Australian university programs in general as well as university foundation programs in particular. This paper describes the quality assurance process for the Monash University Foundation Year, a pre-tertiary pathway program for international students into Monash University Australia, Malaysia or Monash College Diploma 1 or Diploma 2 programs. The program is managed by a commercial arm of Monash University (Monash College Pty. Ltd.) and delivered by licensed providers offshore and in Australia. Quality assurance is seen as a means to improve and enhance the learning experience of students as well as a risk management strategy.

Keywords: education-related products, Australian university programs, quality assurance, Monash University Foundation, risk-management

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