New Horizons in Adult Education and Human Resource Development最新文献

{"title":"Women’s Perspectives on Paving a Career Path in International Education","authors":"Iryna Lambrianides","doi":"10.1177/19394225231171589","DOIUrl":"https://doi.org/10.1177/19394225231171589","url":null,"abstract":"This article examines perspectives of 29 women regarding their personal and professional growth in the international education field. The information was drawn from the interviews conducted by volunteers of the Global Leadership League, a women-founded professional development organization advancing feminine leadership traits and skills, knowledge, and community. These Limelight series of interviews were analyzed to shed light on how women from different countries and career levels were able to launch and advance in their careers and grow as leaders in international education. The key learnings from their stories can support career development in other professions as well.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"27 1","pages":"72 - 80"},"PeriodicalIF":1.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73721177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leading While Leaning Back Beneath the “Glass Ceiling”","authors":"S. Beeson","doi":"10.1177/19394225231171588","DOIUrl":"https://doi.org/10.1177/19394225231171588","url":null,"abstract":"Until recently, women were not the object of leadership studies. This research is a narrative study of Dr. Jane Bumpers Huffman’s transformational leadership in education through her own story and the stories of women with whom she worked, mentored, and conducted research. As Emily (pseudonym), shares “I knew right away that working with Janie would be different.” Included herein are rich descriptions and details of Huffman’s leadership, her beliefs in the power of education practitioners to bring about positive change, and her answers to some of the pressing current issues in education. Huffman’s work has had a global impact and through her leadership she has created a memorable legacy.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"59 1","pages":"65 - 71"},"PeriodicalIF":1.1,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85068125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diversity Intelligence: Is This the Solution Human Resource Development Needs?","authors":"Maricela May","doi":"10.1177/19394225231171594","DOIUrl":"https://doi.org/10.1177/19394225231171594","url":null,"abstract":"To create an equitable and inclusive workplace environment, organizations have implemented diversity training for their employees. In some instances, diversity training has been hindered by creating diversity resistance and backlash in the workplace. This essay will explore diversity training and how HRD has responded to diversity resistance and backlash because of diversity training. A call for empirical research using Claretha Hughes’s diversity intelligence framework is proposed as a potential solution to bring about organizational change to ultimately create equitable and inclusive practices in the workplace.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"16 1","pages":"164 - 167"},"PeriodicalIF":1.1,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88285255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Reviews: Adult education and lifelong learning in Canada: Advancing a critical legacy by Brigham, S. M., McGray, R., & Jubas, K (Eds.).","authors":"Bruno de Oliveira Jayme, Rebeca Heringer","doi":"10.1177/19394225231171565","DOIUrl":"https://doi.org/10.1177/19394225231171565","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"1 1","pages":"168 - 169"},"PeriodicalIF":1.1,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90306873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Bridge Builder: Nadia Lopez","authors":"Elise Langan","doi":"10.1177/19394225231171593","DOIUrl":"https://doi.org/10.1177/19394225231171593","url":null,"abstract":"Often unrecognized for their accomplishments, women of color in educational leadership positions are change agents whose practices must be analyzed in order to transform education at all levels. Dr. Nadia Lopez is the founding principal of Mott Hall Bridges Academy (MHBA) Middle School in Brownsville, New York City—one of the poorest congressional districts in the United States. Due to Dr. Lopez’s leadership, MHBA has a 98% graduation rate and students gain admittance to some of the most academically competitive high schools in New York City. This article examines the leadership role and work of Dr. Lopez, and how she operationalized Lipman-Blumen’s Connective Leadership model to overcome poverty, low academic expectations, and racial stereotypes. As evidenced by the data, Dr. Lopez presents as a connective leader by monitoring and reacting to situational cues while determining the appropriate combinations of behaviors/achieving styles to address unique sets of circumstances.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"98 1","pages":"90 - 98"},"PeriodicalIF":1.1,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75906381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Reviews: Evidence-based school development in changing demographic contexts by Ylimaki, R. M., & Brunderman, L. A.","authors":"N. Irawan","doi":"10.1177/19394225231171599","DOIUrl":"https://doi.org/10.1177/19394225231171599","url":null,"abstract":"“Evidence-Based School Development in a Changing Demographic Context” by Rose M. Ylimaki and Lynnette A. Brunderman is a book that takes on the enormous task of improving education. The book concerns the problem of the relationship between students (i.e., knowledge, abilities, desires, and dispositions) and their educational experiences. All students are expected to achieve a standard set of results, notwithstanding the massive potential for variability on both sides of the interaction. This book serves the Arizona Initiative for Leadership Development and Research (AZiLDR) projects, developed by the authors through their work with Arizona schools and most recently applied to the South Carolina context and analogous school development efforts in Australia, Germany, and Sweden. As a school development model, it offers guidance to schools on navigating the complexities of continuing school development. This book provides strategies to mediate tensions and address school culture and context, leadership capacity, data as a source of reflection, curriculum, pedagogical activity, and strengths-based approaches to meet the needs of culturally diverse students. It also discusses the complex subject of educational reform. It involves how students’ understandings, abilities, goals, and dispositions work together with their school experiences. The book includes active, reflective tasks and case studies to help readers understand each idea. Moreover, each idea is based on the research. The following steps in developing contextually-sensitive and multi-level school development, such as The Zone of Uncertainty, are where people from different countries can meet and research. In addition, this book consists of four parts and twelve chapters with detailed information.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"19 13-14 1","pages":"170 - 171"},"PeriodicalIF":1.1,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78144615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Reviews: Policy Development in TESOL and Multilingualism: Past, Present and the Way Forward by K. Raza, C. Coombe, D. Reynolds","authors":"R. Setyaningrum, S. Setiawan, S. Anam","doi":"10.1177/19394225231171598","DOIUrl":"https://doi.org/10.1177/19394225231171598","url":null,"abstract":"The book Policy Development in TESOL and Multilingualism: Past, Present and the Way Forward is edited by three qualified editors in the fields of language policy, second language, TESOL, teacher development, assessment, and teacher evaluation. This book focuses on practical issues in English language teaching, comprising curriculum development, learner assessment, program management, and teacher education (p.1). This text emphasizes the urgency of conceptualizing TESOL from ideological stance on valuing all languages and linguistic resources equally. It is important to consider the local and indigenous language when promoting English as an additional language in non-English speaking communities. Divided into three parts, namely “The Past,” “The Present,” and “The Way Forward,” the information in this book flows and is easy for readers to follow. Within all 21 chapters, the authors present the empirical studies’ results related to policy and practices from various countries with different TESOL settings at all educational levels. In Chapter 1, Raza, Coombe, and Dudley synthesize updated information about how language learning policies are developed in a variety of historical contexts in “The Past” and how these language learning policies relate to how language is taught and learned in “The Present.” Finally, they highlight in “The Way Forward” the policies that should be well-structured to provide space for TESOL and multilingualism to synergize.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"259 1","pages":"172 - 174"},"PeriodicalIF":1.1,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75052139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Women and Leadership: Real Lives, Real Lessons","authors":"Catherine Wadley, Hilary Landorf","doi":"10.1177/19394225231171591","DOIUrl":"https://doi.org/10.1177/19394225231171591","url":null,"abstract":"Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly, 44(4), 222–232. https://doi. org/10.1177/074171369404400403 Ray, N. (2014). Exploring ‘empowerment’ and ‘agency’ in Ronald Dworkin’s theory of rights: A study of women’s abortion rights in India. Indian Journal of Gender Studies, 21(2), 277–311. https://doi.org/10.1177/0971521514525158 Wajcman, J. (2007). From women and technology to gendered technoscience. Information, Communication & Society, 10(3), 287–298. https://doi.org/10.1080/13691180701409770","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"7 1","pages":"110 - 111"},"PeriodicalIF":1.1,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74520668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: Ungendering Technology: Women Retooling the Masculine Sphere","authors":"Lauren Vilen","doi":"10.1177/19394225231173798","DOIUrl":"https://doi.org/10.1177/19394225231173798","url":null,"abstract":"In Ungendering Technology: Women Retooling the Masculine Sphere, Haddad presents five original case studies examining how women engage with and master technologies historically associated with men. Haddad’s purpose is to understand “how women develop technological expertise outside of K-12 and undergraduate academic settings. Formal education, though obviously important, is only one venue in which technical knowledge is acquired” (p. 1). Haddad’s guiding research questions were: What motivates women to engage with traditionally-male technologies? What are the characteristics of those technologies? To what extent do psychosocial factors (e.g., economic need, personal interest, influence of family/peers) and/or contextual factors (e.g., cultural/political climate) impact that motivation? What types of formal, informal, individual, and collective learning takes places? How do women overcome the constraints of gender-role stereotypes to use technology with confidence, and for what benefit? Haddad positions her work as interdisciplinary, drawing from science, technology, and society (STS; the social construction of technology), labor studies, empowerment theory (e.g., Ray, 2014), feminism (e.g., Wajcman, 2007), adult learning, with special emphasis on transformative learning (TL; Mezirow, 1994), and informal, self-directed, and peer learning. Although Haddad acknowledges debates among feminist and STS scholars about whether technology supports women’s empowerment or merely reinforces gender-based socio-economic power relations, she presents her research as examining the ways in which women experience empowerment based on their “ability to exert control over its introduction and use, cultural context, and knowledge” (p. 13). Each case study constitutes “a cross-sectional snapshot of technology use during a fixed period of time” (p. 12), where technology use is broadly conceptualized as any technical know-how. Data collection relied on participant interviews conducted from 2008 to 2014. Interview questions addressed the nature of technology used, learning processes, personal and contextual factors, and perceived benefits of mastery. Haddad analyzed data using a withinthen-across case thematic approach. Chapters 1 to 5 present each case study in turn. Every chapter begins with a description of the case’s context, history, and participants, followed by findings related to participants’ motivations, learning processes, and gender-based obstacles and supports associated with the use of specific technologies. Chapter 1 features 11 breast cancer survivors from Newfoundland, ages 40 to 70, who over 2 years built and raced their own wooden dragon boat—a significant task in a seafaring culture where boatbuilding has traditionally been the providence of men. The women were drawn to the dragon boat project by a desire to connect with and be supported by other breast cancer survivors. While constructing the boat under the mentorship of an experienced male boatbuild","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"86 1","pages":"108 - 110"},"PeriodicalIF":1.1,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86848015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Finding Room for Indigenous Women in Educational Leadership: Why Structured Mentorship and Training Are Needed","authors":"A. Prado","doi":"10.1177/19394225231171596","DOIUrl":"https://doi.org/10.1177/19394225231171596","url":null,"abstract":"While the educational system attempts to recover from the last few years of teacher attrition and lower enrollments in teacher education programs, there is an opportunity within adult education to both promote and mentor indigenous women in educational leadership roles by providing education, resources, and opportunities during their training. As long as indigenous women educators are still left out of academic leadership spaces, the lack of diverse voices of women in educational leadership is an issue worth exploring. A troubling lack of mentorship, support, and opportunities exacerbates the exclusion of indigenous women educational leaders. The purpose of this paper is to explore ways that adult education programs and human resource development interventions can and should help prepare indigenous women for positions in educational leadership. Educational leadership training in higher education institutions must include structured mentorship and networking programs, efforts to understand how indigenous women learn and lead, and an embracing of alternate, indigenous ways of leading.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"34 1","pages":"99 - 103"},"PeriodicalIF":1.1,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90741519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}