An Exploratory Study of Instructors Who Became Administrators of Post-Secondary ESOL Programs in the United States

Housel, David A.

doi:10.1080/07377363.2022.2069984

Cited by 4 publications

(10 citation statements)

References 33 publications

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“…Higher education management (HEM) [1,2] concepts and elements have been altered at most institutions and colleges. e HEM is essential to postsecondary learning because it establishes the learning plan and manages the techniques, materials, and structure [3].…”

Section: Introduction Of Higher Education Subject Developmentmentioning

confidence: 99%

Analysis on the Particularity of Higher Education Subject Development under the Background of Artificial Intelligence

Wang

2022

International Transactions on Electrical Energy Systems

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Subject development plays a crucial role in higher education (HE), improving student academic performance. The HE continuously requires conceptual and empirical development to deliver valuable content to the students. The subject reforms offer quality, accessibility, affordability, accountability, and equity to accomplish continual learning. The changes in higher education subjects require a continuous assessment to understand the relationship between the reform and student performance. The subject development quality is evaluated using machine learning (ML) and artificial intelligence (AI) techniques. The existing researchers use intelligent techniques to identify student academic performance. However, the exact relationship between student performance and subject changes fails to address. Therefore, higher education learning (HEL) requires improvement to manage the Higher Education Subject Development (HESD). To achieve the research goal, AdaBoost Adaptive-Bidirectional Associative Memory (AA-BAM) network is introduced in this work. The network model uses the Hebbian supervised learning (HSL) process to create the training model. The learning process has a network parameter updating procedure that reduces the total error and deviation between the academic details. In addition, the neural model uses the memory cell that stores every processing information that recalls the output patterns with maximum accuracy. The output pattern identifies the student’s academic performance, which helps to analyze the quality of the subject development in institutions. The created system ensures 98.78% accuracy, showing that subject development correlates highly with student academic performance.

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Section: Introduction Of Higher Education Subject Developmentmentioning

confidence: 99%

Analysis on the Particularity of Higher Education Subject Development under the Background of Artificial Intelligence

Wang

2022

International Transactions on Electrical Energy Systems

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“…Although all participants affirmed the importance of CPD throughout their teaching careers, they acknowledged the challenges of scheduling synchronous sessions, either virtually or in-person, given the adjunct nature of teaching adult EBLs in the United States (Housel, 2022a). Ensuring attendance and attracting quality outside speakers is equally difficult because instructors and speakers are not typically compensated for CPD in most adult ESOL programs.…”

Section: Resultsmentioning

confidence: 99%

“…Their teaching experience encompassed diverse contexts, ranging from USA-based to international, community-based organizations and libraries, English for Specific Purposes (ESP)/vocational training programs, for-profit language schools, intensive F-1 visa programs, and higher education. Three-Bridget, Earl, and Susan-have assumed administrative roles in adult ESOL programs, a career trajectory common in the field (Housel, 2022a). Other participants identified themselves as "career changers" because they had not initially planned nor studied to teach adult EBLs.…”

Section: Participantsmentioning

confidence: 99%

“…Access to CPD, however, can be inconsistent. Scheduling synchronous CPD for instructional staff can be challenging because of the adjunct nature of teaching adult EBLs in the United States (Housel, 2022a). The lack of funding at many community-based, adult ESOL programs and the inconsistent institutional support for CPD in higher education (Bacheler, 2015; Backus, 1984) can also thwart access to the training necessary to enhance instructors’ andragogical foundation to address their adult students’ complex learning needs, particularly those with special needs (Karabenick and Noda, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…If, as asserted by Housel (2022b) and Gerald (2022), systemic racism and other forms of institutionalized oppression are endemic in the United States, acknowledging that "everyone is infected" with these "diseases" to "a greater or lesser" extent is a critical first step (Closson, 2010: 279). If ostrichism, or the deliberate avoidance or ignorance of conditions that exist, appears to be the modus operandi in many Teaching English to Speakers of Other Languages (TESOL) preservice preparation and adult ESOL programs within the United States regarding oppressive dynamics and learning challenges (Housel, 2022a), how do we affect a needed paradigm shift so that openly addressing and confronting these dynamics and challenges and implementing strengths-based, antioppressive instruction become commonplace? How can we dismantle the mistaken belief that we are not perpetuating racism or other inequities because of the "altruistic or self-sacrificial nature" (Gerald, 2020: 22) of our work teaching adult EBLs?…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

In plain sight: Oppressive dynamics and learning challenges in adult ESOL programs in the United States

Housel

2023

Equity in Education & Society

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A previous convergent mixed methods study conducted by the author revealed that, based on their preservice preparation and access to in-service professional development, instructors of adult emergent bi/multilingual learners in the United States often felt ill-equipped to address the oppressive dynamics and learning challenges that might manifest in their adult ESOL classrooms. This follow-up interview study explored the prevalence of these oppressive dynamics, such as racism, sexism, and linguicism, and learning challenges, such as neurodiversity, and investigated how preservice preparation, continuous professional development, program administration, and the field of TESOL might address these issues more consistently and equitably. Semi-structured interviews were conducted via Zoom or over the telephone with 10 randomly selected volunteers. The findings revealed that oppressive dynamics and learning challenges are commonplace in adult ESOL programs in the United States. Recommendations included either routinely incorporating discussions and content related to these issues throughout preservice coursework and continuous professional development or creating postgraduate certificate programs to do so. Participants also felt that the field of TESOL should address these issues on a regular versus ad hoc basis through its conferences, publications, and research literature. Limitations of the study and areas for future research were also identified.

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Why have all the teachers gone? An action research investigation into the causes of teacher departures from the field of adult English language learning, and the viability of ongoing professional development as a solution for career persistence

Veronico

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An Exploratory Study of Instructors Who Became Administrators of Post-Secondary ESOL Programs in the United States

Cited by 4 publications

References 33 publications

Analysis on the Particularity of Higher Education Subject Development under the Background of Artificial Intelligence

Analysis on the Particularity of Higher Education Subject Development under the Background of Artificial Intelligence

In plain sight: Oppressive dynamics and learning challenges in adult ESOL programs in the United States

Why have all the teachers gone? An action research investigation into the causes of teacher departures from the field of adult English language learning, and the viability of ongoing professional development as a solution for career persistence

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