Journals: Differences And Similarities

Scope

Journals

Differences •

1 Samples

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2

3

Similarities

Postgraduate students of Faculty of Education USQ Undergraduate mathematics students of USQ Mature age students (school leavers) and one was an overseas exchange student from USA

•

Younger students who are not long out of school or just commencing work at entry level in the building industry and older students who are more established in the industry

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African American parents in Charlotte, North Carolina

• • •

Journal 1 and 2 used two set of samples conducted by two different authors. The samples for Journal 1 and 2 only involve a few people at the beginning All journals use adult learners

1 Settings

Methods

Only at University of Southern Queensland, Australia (USQ) but involves 2 different department.

2

Not stated specifically

3

In the area of Charlotte, North Carolina

1

• • •

Interview with the participants Questionnaire Observations

2

• •

Using action research and self-study Using observation as running records and anecdotal records Verified the observations by discussing and talking with the participants

•

3

• • •

Interview with the participants Observations Use field notes

• •

• • •

There are no specific time frames for the three journals. Journal 2 and 3 has time settings for their classes.

Using the same action research methods All journals use the same method of asking/interview the participants Use the same observations method

1

Procedures 2

• • • • • • •

3

• • • •

Conduct 2 phase (Trial Phase 1 and 2) Use web as tools Observe Phase 1 and continue with Phase 2 with different samples Conduct 1 phase at several classes Conduct different type of plays to achieve goals Use play as tools Observe students behavior and then continue with more difficult play Conduct only 1 phase No specific tools to test Recruit African American parents to join the HOME workshops Test the challenging of race awareness about education

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Journal 1 and 2 involve specific tools in their research (web and play) Journal 1 and 2 involve several circle to achieve goals

• 1

• •

Findings 2

3

• • •

For Phase 1, the students really enjoy using the web For Phase 2, most staff were impressed with the opportunities web conferencing offers Authors achieve their goals and proved that play in adult learners can contribute to nurturing social capital by further investigations.

•

Journal 1 and 2 achieve their goals completely without any difficulties

There are pro and contra results Some parents who involve with the workshop expressed their gratitude regarding the helpful things they learned Some parents cannot accept the project because it touches their sensitive issues of race and ethnics.

Note: Journal 1: Conducting a Trial of Web Conference Software: Why, How and Perceptions from the Coalface From Turkish Online Journal of Distance Eduction July 2008 Volume 9 Number: 3 Article 2 By Dr. Shirley Reushle Faculty of Education The University of Southern Queensland and Dr. Birgit Loch Department of Mathematics and Computing

The University of Southern Queensland Journal 2: Exploring the Contribution of Play to Social Capital in Institutional Adult Learning Settings From Australian Journal of Adult Learning April 2008 Volume 48 Number 1 By Pauline Harris University of Wollongong and John Daley NSW Department of Education & Training Journal 3: Race and Class Challenges in Community Collaboration for Educational Change From The School Community Journal By Linwood H. Cousins, Roslyn A. Mickelson, Brian Williams and Anne Velasco