The Twentieth Annual Convention

¹This article is based on a series of Chapel talks delivered at Yale University Divinity School when the author was a member of its faculty.     

Power dynamics in teaching and learning practices: an examination of two adult education classrooms

The purpose of this research was to determine the ways in which power relations that exist in the wider social context are played out in the teaching and learning dynamics of adult education classrooms. The research design was a qualitative comparative case study of two courses taught by the authors in a university setting. Data sources included students’ evaluations, teachers’ observations, interviews with students, interviews with both teachers, and conversations with similarly situated faculty members. The themes of mastery, voice, authority and positionality found in previous research were used to organize the results. The results showed the many complex ways in which power relations based on race, class, gender, disability and sexual orientation played out across all four themes and how these dynamics directly influenced the teaching and learning process. The positionality of the teachers and learners, in particular the racial category of whiteness, emerged as a key power relationship mediating classroom dynamics. We suggest that the facilitation model of teaching does not account well for these dynamics and that further efforts are needed to better understand how societal power relations affect teaching and learning efforts and what responses adult educators can make to negotiate these issues.     

PHYSIOLOGICAL INDICATORS OF STRESS AND INTELLECTUAL PERFORMANCE AMONG ANXIOUS OLDER ADULTS

The purpose of this study was to gain a better understanding of the relationship between anxiety and cognitive performance in older adults. We asked 27 older adults, self‐selected on the basis of their concerns about decrements in intellectual functioning, to perform a series of cognitive tasks to assess crystallized (Gc) and fluid (Gf) intellectual abilities. Volunteers also completed questionnaires concerning their beliefs about their task performance specific to each ability, as well as measures of both generalized and intellectual self‐efficacy, everyday cognitive failures, and concerns about illness and aging. Cortisol was measured as an indicator of anxiety and Epstein‐Barr virus levels were assessed to determine nonspecific physiological changes. Results indicated that in the self‐selected “anxious” sample, there was a significant negative correlation between cortisol and self‐efficacy related to the most difficult measure of Gf. The only other significant (negative) correlation was between cortisol and generalized self‐efficacy. As expected, EBV levels were not correlated with any of the performance or self‐efficacy measures taken. Possible explanations of these findings are discussed as they relate to varying levels of performance and concerns about the loss of skills among older adults.     

International Differences in Information Privacy Concerns: A Global Survey of Consumers

We examine three possible explanations for differences in Internet privacy concerns revealed by national regulation: (1) These differences reflect and are related to differences in cultural values described by other research; (2) these differences reflect differences in Internet experience; or (3) they reflect differences in the desires of political institutions without reflecting underlying differences in privacy preferences. Using a sample of Internet users from 38 countries matched against the Internet population of the United States, we find support for (1) and (2), suggesting the need for localized privacy policies. Privacy concerns decline with Internet experience. Controlling for experience, cultural values were associated with differences in privacy concerns. These cultural differences are mediated by regulatory differences, although new cultural differences emerge when differences in regulation are harmonized. Differences in regulation reflect but also shape country differences. Consumers in countries with sectoral regulation have less desire for more privacy regulation.     

The economic returns to field of study and competencies among higher education graduates in Ireland

This paper looks at the economic returns to different fields of study in Ireland in 2004 and also the value placed on various job-related competencies, accumulated on completion of higher education, in the Irish labour market. In examining these issues, the paper also analyses, through quantile regression, how the returns vary across the earnings distribution. The impact that education-job mismatch, both education level and field, has on earnings is also taken into consideration. The results derived indicate that, relative to the base case, there are higher returns to Medicine & Veterinary, Education, Engineering & Architecture, Science and Computers & IT. Small but significant returns were found for some of the competencies analysed, in particular technical skills. The quantile regression analysis reveals that both field and competency returns vary across the wage distribution and that, apart from Medicine & Veterinary and technical skills, field and competency-specific returns diminish as one moves up the earnings distribution.     

An activity‐based learning third‐level course on survey sampling

This paper describes a novel method for the delivery of an introductory module on survey sampling at a third‐level institution. As part of the module, students undertake a practical survey that is of interest not only to themselves but also to university administrators and other module coordinators. Unlike many data collection activities used in class, these data have intrinsic value. This module is shown to produce students with a high level of expertise in survey sampling. It also fosters in students wider generic capacities, such as information, communication and problem‐solving skills and teamwork and leadership skills that prepare them for further study and employment. The emphasis on activity‐based learning has led to increased student participation, improved examination results as well as enhanced student satisfaction with the module.     

Estimates of the number of people in England who attain or exceed vigorous intensity exercise by walking at 3 mph

Walking is a safe, accessible and low cost activity, amenable to change and known to have great potential to increase physical activity levels in sedentary individuals. The objective of this study is to estimate the proportion of the 2009 adult population of England who would attain or exceed vigorous intensity activity (>70% maximum heart rate [HR(max)]) by walking at 3 mph. We conducted predictive impact modelling using participants' (n = 1741, aged 25-64 years) cardiovascular fitness data from treadmill walking tests. We combined this data with English population estimates adjusted for age and sex to estimate the numbers of individuals that would exceed 70% HR(max) (an intensity considered sufficient for fitness gains) when walking at 3 mph (4.8 km · h(-1)). We estimate 1.5 million men (95% confidence interval [CI] 0.9-2.2 million) (from 13.4 million corresponding to 11.6% (95% CI 7.0-16.2%)) and 3.9 million women (95% CI 3.0-4.8 million) (from 13.6 million corresponding to 28.6% (95% CI 22.0-35.1%)) in England aged 25-64 years would benefit from regularly walking at 3 mph. In total, a projected 5.4 million individuals (95% CI 3.9-6.9 million) aged 25-64 (from 26.97 million corresponding to 20.1% (95% CI 14.6-25.7%)) could benefit from walking at 3 mph. Our estimates suggest a considerable number of individuals in the English population could receive fitness and health benefits by walking regularly at 3 mph. Physical activity messages that promote walking at this speed may therefore have the potential to significantly impact national fitness levels and health in England.