The document discusses the future of adult education and the American Association for Adult and Continuing Education (AAACE). It identifies several themes for the future success of the field and organization, including being flexible in program delivery and responsive to learner needs, using technology wisely, partnering with other organizations, promoting the field to share successes, and focusing on professional sustainability through mentoring the next generation. The author is optimistic that these strategies position the field and AAACE well for future opportunities in adult education.
Educational Leadership and the University of Guyana: A Critical Look Premier Publishers
In recent decades, Educational Leadership has been receiving considerable attention from all interested parties and education stakeholders within the educational landscape. Educational institutions around the world have been carrying out research endeavours in order to boost leadership and leadership practice and improve didactic efforts in those educational establishments. Considering the afore-mentioned, this critique paper, which also is a review paper, examines issues in Educational Leadership in the context of the University of Guyana (the only national university in Guyana, South America). This critique paper is the first of its kind to be written about this University. It takes a critical look at the governance and institutional culture of the University. Attention is paid to Educational Leadership and what it entails. The issues discussed, with specific reference to the above-mentioned higher education institution, are the University’s Aim, Mission and Vision in the changing context of Educational Leadership; Shared Leadership; Pedagogic Leadership; Transformational Leadership; Ethical Leadership; Professional Development; Professional Learning Community, and Quality Education. The review highlights that the different kinds of Educational Leadership practices and activities at the University of Guyana are not as effective as they ought to be, and this is causing the institution to not live up fully to its mandate. It is emphasised and recommended that effective Educational Leadership has to be the nucleus of its educational practices if the University of Guyana is expected to provide cutting-edge, high-quality 21st century pedagogy.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Educational Leadership and the University of Guyana: A Critical Look Premier Publishers
In recent decades, Educational Leadership has been receiving considerable attention from all interested parties and education stakeholders within the educational landscape. Educational institutions around the world have been carrying out research endeavours in order to boost leadership and leadership practice and improve didactic efforts in those educational establishments. Considering the afore-mentioned, this critique paper, which also is a review paper, examines issues in Educational Leadership in the context of the University of Guyana (the only national university in Guyana, South America). This critique paper is the first of its kind to be written about this University. It takes a critical look at the governance and institutional culture of the University. Attention is paid to Educational Leadership and what it entails. The issues discussed, with specific reference to the above-mentioned higher education institution, are the University’s Aim, Mission and Vision in the changing context of Educational Leadership; Shared Leadership; Pedagogic Leadership; Transformational Leadership; Ethical Leadership; Professional Development; Professional Learning Community, and Quality Education. The review highlights that the different kinds of Educational Leadership practices and activities at the University of Guyana are not as effective as they ought to be, and this is causing the institution to not live up fully to its mandate. It is emphasised and recommended that effective Educational Leadership has to be the nucleus of its educational practices if the University of Guyana is expected to provide cutting-edge, high-quality 21st century pedagogy.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Preparing Youth of Today for the Workforce of 2030Michael Horwitz
How we can prepare the youth of today to be leaders of tomorrow: A model to measure youth development programs that contribute to leadership development
ANALYSIS OF TEACHING AS A PROFESSION IN THE CONTEXT OF HIGHER EDUCATION; and a review of challenges that teachers in the 21st century need to address, due to diverse societal and technological advancement.
Economic Gardening through Entrepreneurship Education
`
For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
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Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
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City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
High Quality Family Engagement: 2018 National Title I ConferenceChris Shade
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
Center for Excellence in Teaching and Learning at WSSU: Towards an Effective ...Alvaro Galvis
This paper presents a case study that can be helpful for higher education leaders who are struggling with the creation, implementation, or improvement of academic support units that seek to enhance quality of teaching and learning in higher education institutions. The Center for Excellence in Teaching and Learning (CETL) at Winston-Salem State University (WSSU) is a case of faculty development initiatives devoted to foster academic excellence in a middle-sized historically black higher education university. The document includes: Analysis of the context in which this case study occurs, a literature review, and a case study of CETL itself. The study also includes lessons learned about the ways in which organizations such as CETL can be effective and viable.
This paper was published by JHEM, Vol 25, No 1, 2010, pp. 40-73
This multimedia presentation was created to highlight and review the different responsibilities of educational leaders, such as principals and assistant principals. This presentation works as a reflection of my completed coursework through the American College of Education.
In early childhood context, administration and management turns out to be quite challenging.
This Management in the Early Years paper will take a close look at the role of manager and how the setting of early years can be managed successfully. A good example of early year’s management is the Effective Provision of Pre-School education Project based on the fact that it has strong connection on qualifications and excellence of service provided by a manager in early setting.
The Year in Review report offers a glance at the work of the departments and areas that comprise Student Affairs. There is much beyond what's contained here, however. We continue to look for ways to collaborate among departments and with our colleagues across the university in efforts to creating an inclusive campus environment and a signature undergraduate experience.
Preparing Youth of Today for the Workforce of 2030Michael Horwitz
How we can prepare the youth of today to be leaders of tomorrow: A model to measure youth development programs that contribute to leadership development
ANALYSIS OF TEACHING AS A PROFESSION IN THE CONTEXT OF HIGHER EDUCATION; and a review of challenges that teachers in the 21st century need to address, due to diverse societal and technological advancement.
Economic Gardening through Entrepreneurship Education
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
High Quality Family Engagement: 2018 National Title I ConferenceChris Shade
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
Center for Excellence in Teaching and Learning at WSSU: Towards an Effective ...Alvaro Galvis
This paper presents a case study that can be helpful for higher education leaders who are struggling with the creation, implementation, or improvement of academic support units that seek to enhance quality of teaching and learning in higher education institutions. The Center for Excellence in Teaching and Learning (CETL) at Winston-Salem State University (WSSU) is a case of faculty development initiatives devoted to foster academic excellence in a middle-sized historically black higher education university. The document includes: Analysis of the context in which this case study occurs, a literature review, and a case study of CETL itself. The study also includes lessons learned about the ways in which organizations such as CETL can be effective and viable.
This paper was published by JHEM, Vol 25, No 1, 2010, pp. 40-73
This multimedia presentation was created to highlight and review the different responsibilities of educational leaders, such as principals and assistant principals. This presentation works as a reflection of my completed coursework through the American College of Education.
In early childhood context, administration and management turns out to be quite challenging.
This Management in the Early Years paper will take a close look at the role of manager and how the setting of early years can be managed successfully. A good example of early year’s management is the Effective Provision of Pre-School education Project based on the fact that it has strong connection on qualifications and excellence of service provided by a manager in early setting.
The Year in Review report offers a glance at the work of the departments and areas that comprise Student Affairs. There is much beyond what's contained here, however. We continue to look for ways to collaborate among departments and with our colleagues across the university in efforts to creating an inclusive campus environment and a signature undergraduate experience.
Sattam Al shamary
HED 6503
Mid-term Exam
Dr. Pratt
1.)Describe the changes that you believe colleges will need to make over the next 3-7 years to adapt to the following groups in order to be effective in facilitating emotional, physical, intellectual, social, and spiritual development: Homelanders, Millenial students, and Adult learners. In the next few years colleges will need to change to the learning styles of new generations such as Homelanders, Millenial students, and adult learners. Virtual assistants, flipped classrooms and the quantified self are three of the six technological developments that will have a significant impact on higher education within the next five years. Instructors have presented information by lecture since Socrates to the benefit only of linguistic learners. If you're visual or hands-on you've been teacher disabled. Helping students learn according to their learning styles and multiple intelligence preference is finally becoming accepted as an instructional strategy. Many students naturally learn how to learn when they realize they learn better from one resource or strategy over another. For many learners, this concept is too refined or it flies in the face of the teacher authority. Young children like to learn with hands-on methods, but the system quickly moves them to learn by listening. Parents try to help by pointing to smart students and suggesting that their offspring emulate the learning strategies that work for others. Following the path set by others won't work. In fact, we all learn differently. It's a wise parent and facilitative instructor who realizes this and helps the student identify their strategies to meet it. As we work extensively in technology, we see that learners now have access to a variety of instructional strategies. In many cases, the learner selects the path to the strategy. The search for knowledge becomes the learner's intrinsic reward, rather than an extrinsic reward provided by external authority. This may make the learner more motivated because they find it easier to learn. Research in learning technologies may eventually show us that students learn more quickly and deeply so that they apply the information and solve problems. A school can be in the worst neighborhood, but a satellite dish on the roof and fast Internet access on ten classroom computers, positively impacts learning. It could be that we're saving generations of children. Many learning style models exist; my favorite is Albert Canfield's. It has a strong research base, uses clear language, reports in percentiles, and helps stude.
Gregory Fowler, a speaker at the marcus evans University Leadership Summit 2022, discusses the changing landscape of online learning experiences, and how to meet student needs.
The Future of Learning and How to Ensure Student Success-Gregory Fowler, Univ...marcus evans Network
Ahead of the marcus evans University Leadership Summit 2022, read here an interview with Gregory Fowler on the changing landscape of online learning experiences, and how to meet student needs.
Career education & guidance in schools Premanand Rai
Predictions about participation in the 21st-century workforce are being proven accurate every day. It does demand lifelong learning and an enduring capacity to manage change. Globalization has created even more challenges as well as opportunities for everyone. Young people are entering a more complex and dynamic environment where the interface between work and other facets of life is constantly being reappraised.
As the world changed and opportunities grew, the matching process became more complex. More young people had to decide whether to continue their education or get a job. They had to think about the longer-term consequences of their decisions as well as their next steps. So, careers work changed and young people began to receive some careers education in preparation for their ‘end of school’ guidance interview. This was normally a handful of lessons giving information about the opportunities on offer and advice on how to complete application forms and construct CVs.
Earlier the World of Career was quiet different - In the early days, careers work focused on matching individuals to specific opportunities in education and work. As choice was limited, many young people simply followed in their family’s footsteps. Making decisions about the next steps was a straightforward process, taking little time and requiring little preparation. For most students, an ‘end of school’ careers guidance interview with the Youth Employment Service was generally sufficient.
:: Technology, globalization and other developments have continued to transform the world, and change has become a feature of daily life. In schools, curriculum change meant that young people had some choice about which subjects to study in Years 10 and 11. To help them make these ‘career choices’, most schools extended their careers education lessons into Year 9 and gave young people earlier access to careers guidance.
:: International interest in career education and guidance is increasing as governments acknowledge the personal, social and economic benefits of equipping school students with the attitudes, knowledge and transferable skills they will need to become self-reliant career management and lead positive and fulfilled lives.
Business leaders claim that the generation of students entering the workplace lacks many critical "soft" skills like problem solving and critical thinking, abilities that contribute to an individual's and an organization's success. Explore Junior Achievement's new proposed model that links a foundation of recognized knowledge, skills and attitudes to measurable engagement and achievement activities. The application of this model can potentially lead to a student who is credentialed to be "workforce ready," fully prepared to contribute meaningfully upon entering a 21st century global workplace.
https://www.juniorachievement.org/documents/20009/0/Are+Students+Prepared+for+the+Workplace.pdf/c1b75524-016d-4bd1-b8aa-74395f51021a
Tajuk-tajuk dalam fail ini merupakan bahan-bahan asas yang anda perlu ada dalam bahagian ISL folio pembelajaran anda. Anda digalakkan untuk membuat rujukan tambahan lagi dan masukkan dalam bahagian ini.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. ADULT LEARNING May 2013
are the days when adults stayed in one job for their
entire lives. Now, people change jobs and entire career
paths on a regular basis. Often, they need education
as part of these transitions. Furthermore, demographic
shifts mean retiring baby boomers are looking for lei-
sure-time learning activities. Social justice issues in our
world continue to evolve. The demand for adult basic
skills education continues to increase. As adult educa-
tors, we need to be flexible in response to the changing
needs of adult learners and ready to provide the educa-
tional opportunities they need, when they are needed.
Flexibility means we at AAACE must continually eval-
uate the products and services we offer our members
and make changes when appropriate. The recent addi-
tions of the Special Interest Group on Sustainability and
Environmental Aduli Education and the Special Interest
Group for Labor/Workforce Education are good exam-
ples of responsiveness to the changing field of adult
education and new needs of our members. We must be
open to the opportunities that present themselves as
the field of adult education evolves.
The Future Means Using Technology Wisely
As noted above, technology has changed the way
we educate adults. It has also changed the way we
communicate. We al AAACE are always looking for
better ways to communicate with members and now
use Facebook, Twitter, and Linkedin and continuously
work to improve the AAACE website. However,
we do not want to overwhelm members with an
overabundance of communication methods. We rely on
our overall communications strategy to make the best
choices about how we communicate respectfully with
each other. Technology will continue to drive changes
in education and communication; however, the key is
to use it wisely and appropriately.
The Future Means Partnering and Working
Together
We must continually look for new ways of doing
what we do—reaching learners, developing programs,
meeting societal needs, and promoting our discipline.
This can mean partnering with other, like-minded
organizations for the benefit of all. Developing
partnerships with complimentary organizations is
essential for our professional well-being. At AAACE,
we are partnering with several other associations
to connect and collaborate on programs related to
our annual conference. These types of partnering
agreements allow for more opportunities and variety
for our members. Partnering can also benefit specific
educational programs. For example, at East Carolina
University, our Adult Education program is thriving,
thanks in part to partnerships with the U.S. Army for
the teaching of Army trainers. We also partnered with
our medical school on a graduate certificate program
in medical education and with the North Carolina
Community College System on a graduate certificate in
community college instruction. Partnering helps us to
become stronger.
The Future Means Promoting the Field and
Sharing What We Bring to the Tahle
East Carolina University's faculty convocation marks
the official start of the school year and each year
the Professor of the Year is asked to make some
remarks. These professors typically talk about their
unconventional ways of teaching. They discuss their
transitions from traditional lectures to getting students
involved. They talk about acting more like a facilitator
and providing an environment in which students can
best learn. In short, they talk about all the things we
as adult educators have known and done for years.
Communicating the value of what we know and
can offer learners is paramount to our success as a
profession. Often, we spend so much time doing adult
education that we forget to promote our achievements
and successes. One of the steps in Caffarella's (2007)
Planning Programsfor Adult Learners is communicating
the value of the educational program. There are many
adult educators doing wonderfijl and important work,
but not sharing their achievements. It is important to the
profession that our successes are shared and celebrated.
At AAACE, that means getting involved in public policy
initiatives that affect adult learners and promoting our
organization to those who may be unfamiliar with it. It
also means increasing the visibility of our organization's
public profile by continuously improving our website
and electronic communications.
The Future Means Focusing on Professional
Sustainahility
I am fortunate to have had many great mentors
throughout my career. These mentors made me
80
3. Vol. 24 No. 2 ADULT LEARNING
the adult educator I am today It is our collective
professional responsibility to ensure we work to
prepare the next generation of adult educators,
just as we have been prepared. This might mean
mentoring students in formal or informal situations or
providing opportunities for early-career practitioners
to grow within the field. We at AAACE have many
great opportunities for students and early-career
professionals to become involved in the organization
and the field. Getting involved with AAACE has
afforded me many opportunities to work with
colleagues from all over the country—I urge everyone
who is interested to inquire about how you can get
involved. It is as simple as contacting the AAACE office
or one of the members of our Board of Directors or
Special Interest Groups.
Whether for a course assignment, as part of a
strategic planning process, or when evaluating one's
personal and career goals, considering the future is
something we all should do from time to time. I am
proud to be one of many dedicated members working
to plan for the nature of AAACE. The nature of adult
education holds many opportunities for those who
can take advantage of them. Our goal at AAACE is to
provide you, our members, with the tools that it takes
to do exactly that.
Conflict of Interest
The author(s) declared no potential conflicts of interest
with respect to the authorship and/or publication of
this article.
Funding
The author(s) received no financial support for the
research, authorship, and/or publication of this article.
Reference
Caffarella, R. S. (2007). Planning programs for adult learners.
San Francisco, CA: Jossey-Bass.
Author Biography
Steven W. Schmidt, PhD is an associate
professor and coordinator of the Adult
Education Program in the Higher, Adult and
Counselor Education Department at East
Carolina University in Greenville, NC. He is
president-elect of the American Associationfor
Adult and Continuing Education (AAACE).
81
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