Ralph G. Brockett

A Collaborative Research Effort in Self-Directed Learning

This article tells the story of how an effort to help a group of doctoral students find a way to complete their dissertation research evolved into something that has made it possible for a growing number of individuals to make contributions to scholarship in self-directed learning (SDL), way beyond the original intent of providing a dissertation support group. In 1997, Ralph Brockett found himself with an unusually large group of doctoral students in the doctoral program in Adult Education at the University of Tennessee nearing the dissertation stage of their programs. In an effort to try and manage this large advising load, he convened a meeting of his doctoral advisees in order to explore the possibility of starting a research group, focusing on SDL. An organizational meeting was held and about 15 interested graduate students attended. During this exploratory session, no specific guidelines were established for the group; rather, the purpose was to gauge interest in creating a group that could work together and create a focus on SDL that would make it possible for members to support each other in their dissertation research. It quickly became clear that this group could provide support and opportunities for collaboration for those at the dissertation stage of their program, and that this was quite appealing to many of the participants. Much enthusiasm was generated, for this initiative was not only seen as a means of expediting the dissertation process, but also as a way of developing innovative dissertation topics through collaboration. Ideas of sharing databases and providing sounding boards for dissertation-related questions proved to be a catalyst for launching the research group, and later on galvanizing and sustaining group members over time. Getting Started Subsequently, a core group developed and began meeting on a regular basis in 1998. Those who were further along in their graduate studies began concentrating on ways of sharing, as well as refining, individual dissertation topics. Others in the group, who were in the coursework phase of their graduate program, offered critiques and input to those at the dissertation stage. However, it became apparent that the original intent of having group members collaborate on actual data collection was not going to be feasible because members were progressing with their research at different rates. At this point, the group began struggling for its identity since collaborating on data collection was one of the primary reasons for forming the group in the first place. It seemed as if the group was at risk of losing its impetus, energy, and synergy. At the same time, there appeared to be a declining interest in SDL research in many corners of the adult education field. Consequently, the group reached an important crossroads early in its existence. Broadening the Focus In order to reenergize the group, we started thinking of ways to expand our efforts and contribute to maintaining and revitalizing the research focus on SDL that had been growing for about three decades. One of the group members suggested that we identify a research project we could work on together, above and beyond the dissertation studies that were in progress. Ralph proposed an idea that he believed could rejuvenate the interest and excitement that had accompanied the groups beginning. His suggestion was to undertake a content analysis of the SDL literature found in major journals in adult education. Group members expressed interest in the idea and this helped to re-energize us through a shared interest. Our group proceeded to identify and review all articles published on SDL in mainstream North American adult education journals between 1980 and 1999. The major objective was to create a content analysis based on our findings. A protocol was developed that included locating and copying the indices of 14 adult education journals (four additional journals were added to the analysis later on) that we thought were clearly identifiable as adult education publications. …

Review: Leadership for the Emerging Age: Transforming Practice in Adult and Continuing EducationLeadership for the Emerging Age: Transforming Practice in Adult and Continuing Education, by AppsJerold W.. (1994). San Francisco: Jossey-Bass. 272 pp.

Born in Raleigh, North Carolina, Sadie and Bessie were raised on the campus of St. Augustine’s College where their father served as deacon and vice principal. When young adults they moved to New York City where Bessie became only the second woman in the state to be licensed as a dentist and Sadie was the fmt black home economics teacher in the New Yok City schools. As the Delany sisters share the journey of their lives, readers get a g l u n p of “middleclass” black life. For instance, all ten Delany children were collegeeducated professionals, an accomplishment that was clearly uncommon in the early 1900s. Yet, dgpite their background, the sisters did not escape the impact of Jim Crow laws nor race and gender discrimination. Particularly interesting elements of the story are first-hand accounts of the Harlem Renaissance, the Great Depression, and the civilrights movement. All of h s is told amidst the joys and frustrations of pioneering professional lives. As one would expect, the story sometimes includes glimpses of anger and cynicism. However, more often than not, it is a celebration of the human spirit.

29.95 (hardcover).

Adult foster care is a semi-institutional living arrangement that stresses the importance of providing care in a family-like environment. This article examines the concept of adult foster care and some of the issues relevant to the development of such programs. Policy issues related to the implementation of programs are also discussed. As a unique option to institutionalization, adult foster care has much to offer if certain barriers can be eliminated or minimized.