The impact of organizational learning capacity from the socio-cognitive perspective on organizational commitment

This study is to examine the impact of organizational learning on affective commitment in Korea. In particular, this study addressed the importance of organizational learning as an HRD strategy from the socio-cognitive perspective. Data were collected from four large companies located in the area of Seoul, South Korea. There were 233 usable questionnaires yielding a response rate of 61 %. Multiple regression analysis and principal factor analyses were applied to conduct a data analysis. The results showed that a linear relationship existed between the organizational learning capacity and affective commitment (R ² = .495). Four dimensions were statistically significant with the exception of “feedback.” Participative decision-making is the most important factor. Finally, the study discussed some implications for HRD theory and practice.     

Roles,practices and contexts for acting as agents of social justice – student teachers’ perspectives

ABSTRACT

Student teachers are oftentimes encouraged to apply theoretical principles of social justice to their professional practice. However, this can be problematic when theoretical knowledge is contested or if it is inconsistent with the practices in their future workplaces. Studies in this area often examine student teachers’ beliefs and understanding of their roles without taking account of how concrete working contexts shape what they see as possible in their practice. This study explored how students in two teacher education programmes based at the University of Edinburgh perceived their roles, practices and contexts for acting as agents of social justice. Mixed methods were used for data generation and triangulation including a questionnaire survey (n = 299) and scenario-based interviews (n = 9) to explore how students think about social justice issues in context. Student teachers generally saw agency for social justice as part of their role. Their understanding of the ways of addressing context-embedded issues of social justice focused on classroom practices while they raised concerns about how their practice depends on others in the system. We discuss the implications of these findings for teacher education.     

Integrating Language,Literacy, and Academic Development: Alternatives to Traditional English as a Second Language and Remedial English for Language Minority Students in Community Colleges

This article argues for the importance of integrating a focus on language, literacy, and academic development for United States-educated language minority (US-LM) students, sometimes called Generation 1.5. It describes four initiatives at community colleges in California that aim to do so. US-LM students have completed some K–12 schooling in the United States, but their English is considered by community college faculty, staff, or assessment measures to be inadequate for college-level instruction. Although enacting effective language and literacy support for Generation 1.5 has centered on debates about whether these students belong in English as a Second Language (ESL) or remedial English courses, how they can best be identified and tested, or whether they should be taught in separate classes, we argue that more fundamental shifts are needed. Instead of conceiving of students’ language and literacy development solely in terms of progress through ESL or remedial English sequences, educators designing support for US-LM students must also consider larger contexts of students’ academic progress, promoting students’ development of language and literacy for success in academic and professional settings as well as progress toward completing credits required for associate degrees, certificates, and transfer to four-year institutions.     

Community College Student Success Programs: A Synthesis,Critique, and Research Agenda

A narrative review was developed to add to the discussion and dissemination of research on community colleges. The review adds to existing work by synthesizing and critiquing the empirical research to date specific to three of the most prevalent programmatic efforts presently seen on community college campuses: (a) learning communities, (b) student success courses, and (c) supplemental instruction. Empirical investigations or evaluations of student success programs from academic journals, conference presentations, dissertations, unpublished policy reports, and book chapters were identified, summarized, and critiqued. The review concludes with a proposed research agenda to advance research on program effectiveness at community colleges and implications for practice.     

Results of a Pilot Study to Investigate Community College Student Perceptions of the Value of an Online Health-Risk Reduction Program

Health is associated with academic success. Universal, web-based interventions to reduce risks associated with alcohol and other drug use have been found to be effective at changing four-year college students’ health behaviors. An online health program may also be well-suited to a community college population, as it can reach students off campus and can be accessed at times that are convenient for students. The purpose of the current paper is to report the results of a community college student evaluation of a fully-developed, online health risk reduction program. One hundred and thirty four students evaluated the program. Students perceived the program to be successful at addressing college health and wellness issues, and they considered it a tool that could help students make a healthy adjustment to college. A universal, online, health-risk reduction program may have the potential to be a useful component of a community college's overall prevention strategy.     

Examining Differences in Students’ Beliefs and Attitudes: An Important Element of Performance-Based Assessment Systems for Teacher Preparation Programs

The National Council for Accreditation of Teacher Education (NCATE) program review process increasingly emphasizes the importance of performance-based assessment of early childhood teacher preparation programs. As part of the effort to address performance-based assessment requirements, the teacher educator program described in this study examined students’ beliefs related to developmentally appropriate practice, attitudes toward children, and perceived competencies at different points in the program and upon graduation. One hundred eighteen students and 78 recent graduates participated. Results suggest that students’ beliefs are more consistent with developmentally appropriate practices and with a progressive or child-centered approach at later points in the program. In general, participants felt they were more competent in what they know about early childhood practices than in how they implement the practices. Students nearing completion of the program and those who had graduated reported that they knew more about early childhood practices than students enrolled in early courses in the program, and graduates felt they were more competent to implement early childhood practices than students not enrolled in the program. Results are discussed in terms of implications for examining teacher preparation programs.     

Reasonable Adjustments in Assessment: Putting Law and Policy into Practice in Australia

The Australian Disability Standards for Education 2005 (Cth) require education providers to make reasonable adjustments in educational assessment so that students with disability can participate on the same basis as other students and be able to demonstrate what they know and can do. Reasonableness is governed by a determination of the balance of interests, benefits and detriment to the parties involved. The Standards require providers to consult with students and associates on adjustments, although guidance on how consultation should occur and how the views of students and associates are to be taken into account is vague. In this article, we identify three principles to be considered in order to put appropriate and effective reasonable adjustments in assessment into practice. While Australian law and assessment contexts are used to examine intentions, expectations and practices in educational assessment for students with disability, we argue that these three principles must be considered in any national education system to ensure equitable assessment practices and achieve equitable educational inclusion for students with disability.     

Defining Quality Child Care: Multiple Stakeholder Perspectives

Multiple perspectives regarding the definition of quality child care, and how child care quality can be improved, were examined using a focus group methodology. Participants were representatives from stakeholder groups in the child care profession, including child care center owners and directors (3 groups), parents (3 groups), child caregivers (3 groups), policy makers (1 group), and social service providers (1 group). Qualitative analysis revealed 6 components of quality that were consistently discussed across all participant groups: (a) communication and rapport, (b) caregiver practices, (c) staff characteristics, (d) finances and resources, (e) visibility and involvement, and (f) professionalism. Analyses highlighted differences among stakeholder groups and the complex interplay among quality components. Findings are compared to previously documented perspectives on child care quality, and a conceptual model is presented that (a) summarizes findings about how proximity to child impacts definitions of quality and (b) highlights the central role played by child care center directors. Implications for child care practice and policy are discussed.