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McGill, Craig M. „Professionalization of Academic Advising“. FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3536.
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The purpose of this collected papers dissertation was to better understand the professionalization of academic advising. Advising can claim several features of widely-agreed upon professional components, but the question of whether academic advising constitutes a “profession” has caused much debate. Three primary obstacles stand in its way: advising is misunderstood and lacks a consistent unifying definition; there has not been a substantial literature to define the content and methodologies of the field; and there is insufficient empirical research demonstrating its effectiveness. Two studies were conducted.
Study #1 was a structured literature review of higher education, student affairs, and academic advising to understand how these fields have conceptualized their professional status, especially with respect to clearly defining disciplinary boundaries given significant overlap with one another, and having insufficient knowledge bases. Findings were organized by field and revealed three themes in each. Obstacles for higher education concerned the diversity and rigor of its scholarship, the (mis)conception of being a singular field, and confounding the field with the industry of higher education. Themes that emerged from the student affairs literature were scholarship, professional preparation and development, and community. For academic advising, obstacles were scholarship, expansion of graduate programs, and community. Implications for the professionalization for these three fields are: loose boundaries separating the fields, interconnectedness between educational programs, practitioner’s credential lacks currency, inconsistent language used in fields, autonomy, and demonstrating effectiveness.
Study #2, a phenomenological ethnography, sought to further clarify defining functions of academic advising and to elucidate how further definition of the scope of academic advising will help professionalize the field. To acquire a description of the essence of academic advising, approaches from phenomenological and ethnographic methodologies were used. The analysis revealed that through academic advising, students learn and develop, make meaning, and connect with a caring institutional representative.
The findings from this dissertation will help inform NACADA: the Global Community for Academic Advising, to help move academic advising toward professionalization, further develop academic advisors and position them to be better scholars, to educate our constituents, and to add to the body of literature on professionalization in any field.
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Ioannou, Nicoletta. „Professional development and professionalization of adult education in Cyprus : views and perceptions of adult educators“. Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51517/.
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Adult educators have been identified in the academic and policy literature as crucial to the success of national and regional strategies to deliver quality teaching to adult learners who require new knowledge and skills to meet changing social and economic needs. However, the majority of adult educators are part time practitioners who frequently lack any formal training or specialized expertise for teaching adults (Andersson, Köpsén, Larson and Milana, 2012; Jarvis, 2004). Across the world, limited attention is given to their professional development, leaving the majority of them to assume this responsibility by themselves. This is the case in Cyprus. The Cypriot adult education sector is characterised by part-time practitioners with low pay, limited professional development opportunities and uncertain career prospects. The professionalization of the sector and the development of adult education as a recognised profession has not been a priority. This study used a mixed-methods approach rooted within the pragmatic paradigm. This allowed a range of opinions to be heard, analysed and interpreted, and for some conclusions to be drawn regarding the ‘essential features’ of professional development and how these can contribute to the professionalization of the adult education sector in Cyprus. Questionnaires and group interviews were used to understand the perceptions of adult educators regarding their professional development and to identify emerging issues relevant to their professional identity and to the professionalization of the adult education field in Cyprus. Policy-makers and academics were also interviewed. The findings demonstrate the high levels of motivation that adult educators have to participate in professional development both to improve their teaching competences and to meet the needs of their learners. They reveal the personal fulfilment that adult educators gain from their work, despite their low professional status and uncertain prospects. The research shows that adult educators seek professional development focused upon classroom-based and didactical skills that can make them better teachers of adults. The establishment of a supportive environment, identification of adult learners’ needs, acknowledgment of adult educators’ prior experience, placing the learner at the centre of the teaching process, reflective practice and experiential learning, are seen as important components of professional development. The research findings have important implications for policy and practice in Cyprus. They inform recommendations for systematizing the adult education sector, defining its philosophical framework and priorities, and establishing a responsible body to monitor the professional development of adult educators and the sector in general. There are implications for practice; that the developmental needs of adult educators can be met through systematic professional development provision and that this should draw upon key stakeholders (adult educators, academic organizations and professional development providers) for its design. Finally, the research contributes to professional practice and academic discipline by providing a better understanding of adult educators working in this sector, the challenges they face, how they define their professional identity and their perceptions on how to improve their professional future. By offering insights into professional development and professionalization from the perspective of adult educators, it is hoped that the research can contribute towards positive change for adult education in Cyprus, to the advantage of educators and learners, and thereby to the advantage of Cypriot society in general.
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Bolster, Laurie A. „Time-Compressed Professionalization: The Experience of Public School Sign Language Interpreters in Mountain-Plains States“. Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27047.
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Rapid establishment of interpreting skill and knowledge standards for public school sign language interpreters has created a virtual mandate for their immediate, time-compressed, professionalization. A series of federal laws requiring accessibility to communication for deaf people have escalated demand for interpreters far beyond the supply. Thousands of people with varying levels of knowledge, skill, and experience, have been drawn into service in schools without professional preparation. Responding to specialized research, evaluation, technology, and education related to educational interpreting, states have quickly been establishing standards for interpreting skill and knowledge including phased in degree requirements. Educational interpreters have had to find ways of gaining necessary skill and knowledge rapidly, even though they typically work full-time, in isolation, and have little ready access to resources. Few occupations have experienced a juggernaut-like transition of this nature, leaving insufficient information to understand and address the phenomenon. This study was designed to investigate what we can learn from adults absorbing intense pressure of elevating their education and skills unfolding on a daily basis, most of whom are already experiencing â high-demand low-controlâ work environments. The findings give voice to members of a field of practice at a historic point in the professionalization of their field: sixty five experienced educational interpreters with diverse foundational preparation who completed a specialized, two-year, inservice program delivered at a distance. Online survey research, using a variety of response formats complemented by open-ended questions, generated data which were analyzed using descriptive and analytic statistics as well as coding schemes for themes and patterns that emerged from the qualitative data. The study illuminated a variety of challenges, successes, and, for some, the transformative nature of the experience, which warrants further study. Beyond acquiring knowledge and skills participants learned how to learn and achieved self-realization of their resilience points. They especially experienced themselves transforming into professionals with abilities to actively contribute to the school environment, reporting themselves to be informed, competent, and confident in all typically expected roles. Challenges typical of the adult distance learner abounded. It is recommended that adult learning principles be incorporated into any such program design, and that the wider interpreting community of practice be expanded as a learning resource. Equally important to recognize are the many people who have the same enthusiasms for the work, and the same professionalizing experiences as their more skilled peers, but who may never become sufficiently skilled to pass interpreting skill exams or their state standards. A follow up study is recommended to learn what emerges next. Is there a place for them in education that fully acknowledges and uses their experience and competencies?Ph. D.
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Juozaitis, Aurimas Marijus. „Professionalization of adult teachers through the development of andragogical“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081229_092734-88342.
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The process of adult teachers’ professionalization through the development of andragogical practice is analyzed in the dissertation. The need for professionally working adult teachers in current years is growing very rapidly not only due to European Union policy in adult education and economical and social development of the country, but also due to coming huge investments into human resources through European structural funds in the country.
The dissertation is seeking for such answers: what kind of adult teachers’ abilities are essential for their profession; what is the most effective way in development of those abilities.
In the development of the set of abilities for andragog practitioner there was made both profound analysis of andragogical theories and professional requirements for adult teachers. The set of abilities was divided into general and special abilities groups. The dissertation examines various professional development forms. The structures for optimal developmental programs are discussed also. The model, based upon the pre-set abilities of andragog practitioner, for non-formal adult teachers learning, which covers self-assessment of abilities, non-formal learning module, practice and assessment is developed. Empirical research shows how were developed adult teachers abilities due to their participation in the model’s activities. There is discussed influence of non-formal adult teacher model for professionalization of adult teachers’; conclusions and... [to full text]Disertacijoje analizuojamos suaugusiųjų mokytojų profesionalizacijos procesas tobulinant pastarųjų andragoginę veiklą. Profesionaliai dirbančių suaugusiųjų mokytojų poreikis pastaraisiais metais auga nepaprastai sparčiai ir tai susiję ne tik su Europos Sąjungos politiniais sprendimais suaugusiųjų švietimo klausimais, bet ir su ūkio bei socialine plėtra šalyje, o taip pat ateinančiomis gausiomis investicijomis į suaugusiųjų žmonių mokymą ir lavinimą Europos struktūrinių fondų dėka. Disertacijoje ieškoma atsakymo į tokius klausimus: kokie suaugusiųjų mokytojų gebėjimai yra svarbiausi apibrėžiant jų profesionalią veiklą; koks būdas yra efektyviausias lavinant šiuos gebėjimus Disertacijoje, remiantis išsamia tiek andragoginių teorijų, tiek profesinių reikalavimų suaugusiųjų mokytojams analize, išskiriami andragogo praktiko gebėjimai. Pastarieji skirstomi į dvi grupes: bendrieji ir specialieji gebėjimai. Disertacijoje nagrinėjamos įvairios profesinio tobulinimosi formos, aptariamos optimalios tobulinimo programų struktūros. Remiantis išskirtais gebėjimais yra formuojamas neformaliojo suaugusiųjų mokytojų mokymosi modelis, apimantis gebėjimų įsivertinimą, neformaliojo mokymosi modulį, praktinę veiklą ir vertinimą. Atliktas empirinis tyrimas parodo kaip kito suaugusiųjų mokytojų įsivertinti gebėjimai dėl jų dalyvavimo modelio veiklose. Aptariamas sukurtojo neformaliojo suaugusiųjų mokytojų mokymosi modelio poveikis suaugusiųjų mokytojų profesionalizacijai, pateikiamos išvados bei... [toliau žr. visą tekstą]
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Houeha, Saturnin Noukpo. „La professionnalisation du métier d'animateur des centres d'alphabétisation et d'éducation d'adultes au Bénin : quels atouts pour le développement communautaire ?“ Thesis, Normandie, 2019. http://www.theses.fr/2019NORMR097.
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Dans le monde, il existe aujourd’hui 758 millions d’analphabètes dont 65% dans les pays de sud, notamment en Afrique subsaharienne (PNUD Bénin, 2016). Le Bénin, pays de l’Afrique de l’ouest, peuplé de plus de dix millions d’habitants, à un taux d’analphabétisme de 55,4% (RGPH 4 INSAE, 2015). Autrement, plus de la moitié de la population vit dans l’analphabétisme. Cette situation fait partie des limites de l’Education pour tous (EPT) au Bénin et constitue par conséquent, un obstacle pour l’atteindre des Objectifs de Développement Durable (ODD) tant prônés par la communauté internationale. Malheureusement, les dispositifs mis en place par les pouvoirs publics pour améliorer le taux d’alphabétisation, ont montré leurs limites. Dans le système éducatif formel, on note encore un fort taux d’abandon des apprenants (PDDSE, 2013). Ce qui ne fait que renforcer le taux d’analphabétisme national. Quant aux programmes d’alphabétisation et d’éducation des adultes, ils n’ont pas permis d’obtenir de résultats satisfaisants. A ce niveau, la faiblesse du taux d’alphabétisation serait liée principalement à la faible qualité des contenus et de la formation des animateurs des centres d’alphabétisation (PNUD-Bénin, 2016). A cela s’ajoutent la persistance du bénévolat de ces animateurs ainsi que l’environnement peu propice dans lequel ils exercent leur métier (MAPLN, 2009). Tous ces facteurs, ajoutés à leurs préjugés, influencent négativement leurs postures au cours des pratiques d’alphabétisation. Les animateurs des centres d’alphabétisation étant les principaux acteurs dans la mise en œuvre des programmes d’alphabétisation, il est donc indispensable, de penser ou de repenser aux stratégies de leur professionnalisation en vue de l’atteindre des objectifs de l’Education pour tous au Bénin et par conséquent, des Objectifs de Développement Durable. Notre recherche se propose d’une part, d’étudier les conditions de professionnalisation du métier d’animateur des centres d’alphabétisation et d’éducation des adultes au Bénin. Elle ambitionne d’autre part, d’analyser les impacts de l’activité des animateurs des centres d’alphabétisation (alphabétiseurs) sur le développement communautaire. Il s’agit d’une recherche qualitative au cours de laquelle, neuf (09) animateurs des centres d’alphabétisation ont fait l’objet d’un entretien semi-directif en vue d’appréhender les représentations qu’ils ont de leurs activités. L’administration d’un questionnaire aux vingt (20) alphabétiseurs en activité dans la commune a permis d’avoir une vue plus large des données recueillies au cours des entretiens et l’observation de quatre (04) séances d’alphabétisation a permis de faire une analyse des pratiques d’alphabétisation sur la base d’un modèle inspiré de OPEN (Observation des pratiques enseignantes)In the world, there are 758 million illiterates today, 65% of them in the south, particularly in sub-Saharan Africa (UNDP Benin, 2016). Benin, a West African country populated by more than ten million people, has an illiteracy rate of 55.4% (RGPH 4 INSAE, 2015). Otherwise, more than half of the population lives in illiteracy. This situation is one of the limits of education for all in Benin and constitutes a major obstacle to achieving the objectives of sustainable development. Unfortunately, the devices set up public authorities to improve the literacy rate, showed their limits. In the formal education system, there is still a high drop-out rate for learners (PDDSE, 2013). This has increased the national illiteracy rate. As for literacy and adult education programs, they are not allowed to obtain results. This level of literacy would be really too low for the content and training of literacy center animators (UNDP-Benin, 2016). This is in addition to the persistence of volunteer work by these facilitators of the unfavorable environment in which they practice their profession (MAPLN, 2009). All these factors, influenced by their prejudices, negatively influenced by their postures in literacy practice. As the facilitators of the literacy centers are the main actors in the implementation of literacy programs, it is therefore essential to think or rethink the strategies of their professionalization in order to achieve the objectives of Education for Education. All in Benin and therefore Sustainable Development Goals. On the one hand, our research aims to study the conditions of professionalisation of the profession of animator of literacy and adult education centers in Benin. On the other hand, it aims to analyze the impact of the activity of the animators of the literacy centers on community development. This is a qualitative research in which nine (09) literacy centers animators have been the subject of a semi-directive interview in order to apprehend their representations of their activities. . The administration of a questionnaire to the twenty (20) working alphabetizers in the commune allowed to have a broader view of the data collected during the interviews and the observation of four (04) literacy sessions allowed to an analysis of literacy practices based on a model inspired by OPEN (Observation of Teaching Practices)
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Villeneuve, Pat. „Contending art education paradigms and professionalization“. Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185997.
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In 1982, the Getty Center for Education in the Arts, an operating entity of a private foundation, began to promote discipline-based art education (DBAE), a newly-articulated paradigm that had evolved within the art education field over the previous twenty years. The new paradigm, which advocated balanced and sequential instruction in aesthetics, criticism, art history, and studio production across the grades, contrasted sharply with traditional practice that focused on the student's innate creativity and expressiveness. A controversy ensued as the Getty Center and the National Art Education Association, the field's professional affiliation, each tried to advance a definition of art education practice. Rather than focusing on the contentious paradigms, this dissertation considers the Getty Center's activities on behalf of DBAE as an instance of professional challenge. Working from the sociological literature on professions and using a time series of selected Getty and NAEA documents published between 1985 and 1989, this study examines the dialectic between the Getty and the art education field and NAEA as each tries to garner sufficient legitimacy to establish its prescribed form of art education practice. The dissertation offers a new perspective for the art education field and refines professionalization literature by describing the process of professional challenge.
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Green, Katie. „Victorian governesses : a look at education and professionalization /“. Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1240932232.
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Thesis (M.A.)--University of Toledo, 2009.Typescript. "Submitted as partial fulfillment of the requirements for The Master of Arts in History." "A thesis entitled"--at head of title. Bibliography: leaves 87-93.
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Green, Katie Noelle. „Victorian Governesses : A Look at Education and Professionalization“. University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1240932232.
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Stevelt, Kelly A. „Professionalization of Studio Glass Artists“. The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253978421.
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Wyatt, James. „Adult Education“. ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/475.
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Stein, Stephen Kenneth. „Washington Irving Chambers : innovation, professionalization, and the new Navy, 1872-1919 /“. The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192119264628.
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Dunn, Anne Maureen. „Music education : an adult education perspective“. Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019700/.
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Waldrum, Sharon Gatling. „African American Adult Education Professors: Perceptions of Graduate Studies in Adult Education“. [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001277.
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Stewart, Emily Marie. „Standardization, Segregation, and Professionalization in Virginia Public Schools, 1898-1917“. Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98917.
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This thesis focuses on three groups of people: Virginia superintendents, leaders of Virginia Normal and Industrial Institute and Hampton Normal and Agricultural Institute, and teachers of Virginia public schools. On their own terms, each of these groups represents a different facet of state level policies of standardization and segregation.
The annual and biennial reports published by the office of the Virginia superintendent of public instruction during the early twentieth century constitute the basis of analysis for this thesis. The first chapter of this thesis analyzes introductory letters from the superintendent of public instruction. Within these letters, the superintendent wrote often about public school facility renovations and improvements. The second chapter uncovers how leaders of black institutions of higher education represented their institutions to the superintendent by documenting the success of their graduates and the disciplinary atmosphere of their campuses. Chapter three explores standardization and professionalization measures that the superintendents recommended for Virginia teachers. This thesis adds to our understanding of education in the early twentieth century by looking at every day, bureaucratic decisions in relation to concepts of standardization and race in Virginia. In all, this thesis uncovers three standards of education that developed during the early twentieth century. Putting these three chapters together reveals a complex story about standardization and segregation, a story that, I argue, uncovers how race and power were embedded within everyday decisions and actions at the state level.Master of Arts
During the early twentieth century, leaders of Virginia public education grappled with concepts of standardization and segregation. Through a close reading of annual and biennial reports published by the office of the Virginia Superintendent of Public Instruction, this research explores how decisions about public education were embedded in race and power. The first chapter of this thesis analyzes introductory letters from the superintendent of public instruction. Within these letters, the superintendent wrote often about public school facility renovations and improvements. The second chapter uncovers how leaders of black institutions of higher education represented their institutions to the superintendent by documenting the success of their graduates and the disciplinary atmosphere of their campuses. Chapter three explores standardization and professionalization measures that the superintendents recommended for Virginia teachers. This thesis adds to our understanding of education in the early twentieth century by looking at every day, bureaucratic decisions in relation to concepts of standardization and race in Virginia. In all, this thesis uncovers three standards of education that developed during the early twentieth century. Putting these three chapters together reveals a complex story about standardization and segregation, a story that, I argue, uncovers how race and power were embedded within everyday decisions and actions at the state level.
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Hurley, Meredith Graupner. „Remediating the Professionalization of Doctoral Students in Rhetoric and Composition“. Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1285888664.
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Walter, Woodrow James. „Books in Religious Adult Education Valued by Professional Religious Adult Educators“. Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc935810/.
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This research focused on discovering the most valued books in adult religious education through a survey of professors of adult religious education and in bibliographies of recent dissertations in adult religious education. Three groups of adult religious educators participated in the survey: the religious adult educators who are members of the adult sections of the Association of Professors and Researchers of Religious Education and North American Professors of Christian Education, and professors of adult religious education in Southern Baptist theological seminaries. In addition the author surveyed the adult religious education dissertation bibliographies for the period 1980-1995 to discover the most frequently cited adult religious education books. The author developed a listing of 312 adult religious education books published in English. Then a jury of three experts in the field choose seventy-seven books which they valued. From this list the three groups of professors choose books according to three criteria: textbooks they used in adult religious education courses, books they recommended as additional reading, and books they valued in the field.
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Bayliss, P. J. „Current changes in adult education“. Thesis, University of Sheffield, 2001. http://etheses.whiterose.ac.uk/10242/.
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The subjects of this thesis are the current changes in adult education and their effects, focusing on the provision of local education authority (LEA) adult education. I have discussed the past century of adult education and related more recent policies to a case study of an adult education centre. LEA management structures of five counties were analysed and linked to their adult education provision. Within these counties I have investigated LEA adult education providers' partnerships, particularly those with secondary schools and further education (FE) colleges. Structured interviews were conducted with students, county administrators and a Department for Education and Employment (DfEE) adult education policy team leader. Lifelong learning is high on the political agenda throughout Europe, both for its alleged ability to improve national competitiveness and for the promotion of social cohesion. Yet at the same time LEA adult education has been marginalised as a direct result of government policy. Legislation weakened local authorities and divided the curriculum which left only the, so called, 'leisure' classes for adults to be organised by LEAs. Moreover, marketplace competition between providers has inhibited collaborative partnership. In the 2000 Learning and Skills Act, LEAs have the opportunity to make a 'key contribution' to the provision of adult education. The results of my research suggest that some LEAs must restructure and then cultivate harmonious partnerships in order to play a major part in developing a learning society.
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Bolton, Cheryl. „Investigating the professionalization of the English further education (F.E.) teacher workforce : a Bourdieusian analysis“. Thesis, Staffordshire University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599893.
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Flexner, Paul Arthur. „Facilitating adult jewish learning /“. Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12126640.
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Thesis (Ed.d.)--Teachers College, Columbia University, 1995.Includes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Kathleen A. Loughlin. Includes bibliographical references (leaves 296-304).
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Bejerman, Ingrid. „Turning the inverted pyramid inside-out: Professional ideology, professionalization, and education of journalists reconsidered“. Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107609.
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Since the rise of citizen reporters, blogging, wikis, and pro-am newsroom collaborations, both the professional and academic spheres have come to contest the very definition of a journalist. These analyses, however, often fail to consider the historical complexity of the processes of professionalization in journalism, its systematic institutionalization as an intellectual endeavor, and the fact that there is not – and never has been – a single unifying activity defined as journalism. The lack of a consensual body of knowledge within journalism studies as a field of inquiry, and journalism's problematic status as a discipline within the critical humanities and the social sciences in general, only exacerbate this state of affairs. This thesis proposes to address these issues by reconsidering the historical narratives which shape them, in order to offer a critical review of the social advancement of the 'profession' and the institutionalization of journalism.The first chapter of this dissertation consists of an attempt to problematize the nature of journalism by providing a brief history of the haphazard, unplanned, and largely accidental way that journalism came into being by describing how journalism is the articulation of many genres and traditions of writing and communication. This provides a historical background for the second chapter, which explores the materialization of the values and ideologies that structure Anglo-American journalism as a profession in the nineteenth century, and which still form the basis of its occupational norms today. Following a discussion of the emergence of the reporter, both the modern ideal of objectivity in Anglo-American journalism and the rise of professionalism are situated within the broader context of modernism. The third chapter offers a review of the literature on the professionalization of journalism by considering the journalistic occupation within the system of professions, drawing on approaches from sociology, political economy, communications, and journalism studies. These chapters provide the foundation for an analysis of the emergence of journalism education, which has been historically linked to the notion of journalism as a profession. Considering journalism education as an agent of professional legitimization, the fourth chapter aims to historicize the establishment of journalism departments in a university setting in the United States and Canada by tracing the origins of models of journalism schools in order to provide a context for the study of journalism education and training. The fifth and final chapter of this thesis builds on the preceding chapters to demonstrate how all of these complex tensions contribute to the uncomfortable position that journalistic training occupies within the university. Academically, journalism draws on the humanities and the social sciences, while remaining outside of both. Pedagogically, journalism educators are asked to offer a 'critical' approach to phenomena while also teaching students practical skills of use to those seeking professional careers. This chapter also explores the troubled marriage between communication studies and journalism, culminating in the recent call for the reorganization of the various subjects of journalism (i.e. law, ethics, communication theory, political economy of journalism, media history, etc.) into a single field of Journalism Studies. The dissertation concludes by looking at the continuing impact of these unresolved difficulties on journalism education today.Depuis la montée des reporters citoyens, des blogs et les wikis, la définition même de journaliste en est venue à être contestée tant dans les sphères professionnelles qu'académiques. Cependant, ces analyses ne tiennent pas compte de la complexité historique du processus de professionnalisation du journalisme, de son institutionnalisation systématique en tant que projet intellectuel, et du fait qu'il n'y ait pas – et qu'il n'y ait jamais eu – une seule et même activité unificatrice répondant de la définition du journalisme. L'absence d'un corps consensuel de connaissances au sein des études journalistiques en tant que domaine de recherche ainsi que le statut problématique du journalisme en tant que discipline au sein des sciences humaines critiques et des sciences sociales en général, ne font qu'exacerber cet état de choses. Cette thèse se propose d'aborder ces questions en reconsidérant les récits historiques qui les constituent. Le but est de présenter une analyse critique de l'avancement social de la «profession» et de l'institutionnalisation du journalisme. Le premier chapitre de cette thèse tente de problématiser la nature du journalisme à travers un bref historique de la manière hasardeuse, imprévue, et en grande partie accidentelle dont est apparu le journalisme. Ce survol historique met en exergue en quoi le journalisme est le fruit de l'articulation d'un ensemble de genres et traditions d'écriture et de communication. Sur cette toile de fonds repose le deuxième chapitre, lequel explore la matérialisation des valeurs et des idéologies qui ont structuré le journalisme anglo-américain en tant que profession au XIXe siècle et qui forment encore la base de ses normes professionnelles aujourd'hui. Ce deuxième chapitre aborde ensuite l'émergence du reporter pour enfin situer l'idéal moderne de l'objectivité et la montée d'un professionnalisme au sein du journalisme anglo-américain dans leur contexte plus vaste du modernisme. Le troisième chapitre propose une revue de littérature sur la professionnalisation du journalisme en considérant l'occupation de journaliste au sein du système des professions. À cet effet sont mobilisées des approches tant sociologiques, que de l'économie politique, des communications et des études journalistiques. Considérant l'enseignement du journalisme comme un vecteur de légitimation professionnelle, le quatrième chapitre vise à historiciser la création de départements de journalisme dans les milieux universitaires des États-Unis et du Canada en retraçant les origines d'écoles journalistiques. Ceci fournit un ancrage pour l'étude de l'enseignement et la formation journalistiques qui fera l'objet du chapitre suivant. Le dernier chapitre de cette thèse s'appuie sur les chapitres précédents afin de démontrer en quoi toutes ces tensions complexes contribuent à perpétuer le statut équivoque qu'occupe la formation en journalisme au sein du milieu universitaire. Sur le plan académique, le journalisme s'appuie sur les sciences humaines et les sciences sociales, tout en demeurant en dehors de ses deux sphères. Sur le plan pédagogique, les enseignants en journalisme sont appelés à mobiliser une approche critique à l'analyse des phénomènes tout en enseignant aux étudiants des compétences pratiques et directement utiles à ceux qui envisagent une carrière professionnelle. Ce chapitre explore également les eaux troubles liant les études en communication et le journalisme, tel que cela a récemment culminé dans l'exhortation à réorganiser les différents domaines du journalisme (droit, éthique, théorie de la communication, économie politique du journalisme, histoire des médias, etc.) en un seul et même domaine, à savoir celui des Études sur le Journalisme. La thèse conclut en examinant l'impact persistant de ces difficultés sur l'enseignement actuel du journalisme.
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Payne, John Herbert. „Adult education, work, leisure and culture“. Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338969.
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Kelly, Kathleen F. Franklin David L. „Forecasting adult participation in higher education“. Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514775.
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Thesis (Ph. D.)--Illinois State University, 1985.Title from title page screen, viewed June 8, 2005. Dissertation Committee: David Franklin (chair), John L. Brickell, Edward R. Hines, William E. Piland, Robert A. Wallhaus. Includes bibliographical references (leaves 165-170) and abstract. Also available in print.
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McCallister, Joe Michael. „A Public View of Adult Education“. Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331571/.
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In this study the public view of adult education in the United States was inferred from articles published in nationally distributed magazines. Two hundred twenty-eight articles from fifty-three non-professional magazines published in the United States from January 1,1970, through December 31, 1987, were reviewed. The articles were selected from those listed under "adult education," or cross referenced as "see also" under "adult education" in the Reader's Guide to Periodical Literature. The research questions were: What concept of adult education appears in the print media? To what extent is this view congruent with professional views of adult education? Leisure learning and literacy programs were prevalent and available from a variety of sources. Adult illiteracy was reported as a national concern. Programs that were commonplace (basic education, general equivalency degree classes, job skills training, and industrial training) were reported less often than new or novel programs. Most articles were positive in tone, promoting adult education activities as useful, rewarding, and enjoyable experiences, but ignored adult education as a professional field. The public view as reflected in the articles was positive with programs available to adults of many levels of educational attainment. The public view was not congruent with professional writings. Group activities were more in evidence than self directed learning. Learners tended to be urban, educated, and Caucasian. Although few programs restricted participation because of age or gender there were discernible groups of aged people and women. Programs were usually sponsored by institutions of higher education and entrepreneurs, and rarely by public school systems, community organizations, or cultural groups. Program content reflected adult interest in self improvement and entertainment rather than professional growth. To refine an understanding of the public view, further research focusing on other information sources such as national and regional newspapers and the electronic media is needed, making it possible to compare the public view across various regions of the country.
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Dawson, Jane Margaret. „Individualism in adult education : an analysis“. Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28207.
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There is a line of critique within the adult education literature which remarks on the individualistic nature of the field, its theories, values, and practices. In addition to pointing out the abundant manifestations of individualism — andragogy is held up as a typical example — these authors also maintain that individualism is not so much a particular attribute of adult education as a reflection of modern Western culture as a whole.
In light of this general cast of the critique, the intent of this thesis was to examine the statements about individualism in adult education from the perspective of two contemporary philosophers, Charles Taylor and Alasdair Maclntyre, in whose works the concept of the individual is seen to be a crucial factor in the development of modern civilization. The question was asked: "How does the adult education critique of individualism measure up against Taylor's and Maclntyre's views about the key cultural and social role of the idea of the individual?"
The analysis involved three tasks: first an examination of the statements about individualism in the adult education literature to determine their central and thematic features; second, the construction of an analytic framework derived from pertinent elements of Taylor's and Maclntyre's work; third, an assessment of the adult education statements from the perspective of the views presented in the framework.
Conclusions drawn in the analysis were that according to the views of these two philosophers, the adult education critique of individualism provides only a partial picture of the way in the which the concept of the individual influences the workings of modern thought and sensibility (taking adult education as a microcosm of wider societal patterns). In addition to being a shaping factor of the status quo, as the adult education critics claim, the concept of the individual is also seen as a shaping factor of views which are most critical of the status quo; the same core values and beliefs underlie both affirmative and critical stances towards individualism, and towards society. For Taylor and Maclntyre, to understand the tensions of modernity requires viewing both stances together in terms not just of their differences but also their close relationship. Thus from their view, the adult education critique fails to adequately account a central ingredient of modernity related to the topic of individualism. The significance of this evaluation for adult education theory and research is that a deeper understanding is needed of the way in which the notion of the individual is woven into the contemporary social fabric, in order to come to terms with "what is really going on" not only in adult education but in the wider scope of human affairs.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Zysman, Paul. „Community economic development and adult education“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28317.
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This study examines community economic development (CED) and its educational elements. CED is a process of community residents' learning and developing appropriate responses to their collective and individual socio-economic needs. In this process, learning and development are interactive and evolve into further stages.
While a guiding CED organization, resources and collaboration with public and private sectors are necessary elements of CED, the heart of CED is the direct participation, ownership and management of the CED organization and businesses by local residents. The educational significance of CED is that it can motivate people, especially low income people who are often alienated from education, to participate in CED and its education programs. What motivates poor people are: their need to satisfy their basic wants, the encouragement from fellow members of CED groups, and the empowerment that arises from a more egalitarian structuring of ownership and management of economic enterprises. Both the accomplishment of these ends and the learning experienced in the process provide satisfaction. This is likely to encourage further learning.
Four CED case studies — the American, Canadian, Tanzanian and Sri Lankan — are compared according to two models of CED stage development. Analysis of these case studies indicates that community exploitation, "crises," visionary ideas and popular education spawn CED movements. To develop organizations and implement businesses, these movements then need to develop a managerial and professional expertise. While none of the four CED situations has been able to integrate effectively this expertise with their CED movements, Sri Lanka has been the most successful in this regard, and Tanzania the least. The problem has been that professionals, such as managers, educators and bureaucrats, have tended to impose their view of CED and their own interests rather than work with and support the people's views and interests. Canadian and American CED organizations, in their desire for social and governmental support, have professionalized at the expense of their movements. Thus, the people most in need of socio-economic interventions are often not the recipients.
This study therefore recommends that CED movements be nurtured, while being effectively combined with a professional approach that serves the movement. This can be done through popular education (on CED philosophy and practice) and ongoing dialogue by all sectors of society; and by creating and strengthening member groups concerned with a more egalitarian structuring of their organizations and economic enterprises. This would require education practitioners and theoreticians to play a key role in helping to implement CED. Finally, research would need to be undertaken to evaluate whether CED and its education programs do motivate community residents to participate in their own educational and socio-economic development.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Luscinski, Autumn. „Best Practices in Adult Online Learning“. Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608529.
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Students in the United States are obtaining more college degrees than ever before. In 1975, 21.9% of Americans held bachelor’s degrees, and in 2012, 33.5% of Americans held bachelor’s degrees (Rampell, 2013). A study in 2011 indicated that Americans possessing a bachelor’s degree earn approximately $2.27 million, those with master’s degrees earn $2.67 million and those with doctoral degrees earn $3.65 million over their adult lifetime, dwarfing those with some college, who earn $1.55 million, or no college, who earn $1.30 million (Burnsed, 2011).
Unfortunately, the increase in college degree attainment in the United States does not include all Americans. Among low-income students, degree attainment has been fairly flat for several decades (Mortenson, 2016). Although education can be a great equalizer and opportunity generator, among lower income students it is often times an insurmountable challenge to obtain a bachelor’s or post baccalaureate degree. College students can have challenges in obtaining learning opportunities due to factors beyond their control, such as geography and access to quality instruction.
In order to provide equity and opportunity for nontraditional students who either working, have family responsibilities, or are low income or first generation college attenders, it is important to make every effort to connect these students with meaningful and attainable opportunities to obtain a college degree. One such delivery model of curriculum is online learning. Online learning in higher education—in which students are obtaining bachelors, masters, or doctoral degrees—takes place either partially or fully in a virtual environment accessible from e-learning devices such as laptops, tablets, or smartphones.
The goal of this study was a greater understanding the best practices in adult online education. The participants in the study were asked to help identify both the challenges and successes experienced in their online learning environments. While success in both teaching and learning is subjective, the data revealed a number of common themes, which indicated similar elements that lead to success in an online environment in areas of curriculum design, classroom management, and use of technology.
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Jutras, Peter J. „The benefits of adult piano study as self-reported by selected adult piano students“. Thesis, connect to online resource, 2003. http://www.library.unt.edu/theses/open/20031/jutras%5Fpeter/index.htm.
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Thompson, Phyllis E. „Ohio adult basic education teacher perceptions of deterrents to disabled adult participation in adult basic education as related to personal and programmatic variables /“. The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788253617.
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Shank, Jacqueline A. „Dropout and completion in adult vocational job training programs : a prediction model for the adult vocational student“. Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239896012.
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Yuan, Q. (Qiqi). „Educator professionalization in and for social entrepreneurship:grounding theory in a self-study of practice in curriculum development“. Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201609092753.
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In the current global socio-economic development corporate success emphasizes social benefits in addition to financial profit gains brought by entrepreneurial actions (Wilenius & Kurki, 2015; Tracey & Phillips, 2007; Driver, 2012). Social entrepreneurship education is both a new territory in higher education and a rapidly growing field for research (Jones, Warner, & Kiser, 2010; Higgins, Smith, & Mirza, 2013). With more than 148 institutions worldwide teaching about social entrepreneurship, social entrepreneurship education (SEE) is moving from a wave of growth into a wave of innovation (Brock & Kim, 2011). Educators are expected to take responsibility for SEE by cultivating innovative ways of thinking and modes of pedagogy (Higgins, Smith, & Mirza, 2013).
In this thesis I theorize educator professionalization based on a self-study of my practice in SEE curriculum development. This project accounts for the start one of the first post-graduate programmes in social entrepreneurship in Brazil. I participated in this project in 2015 as an under-graduate student of educational sciences in the University of Oulu, Finland. Integrating the grounded theory methodology (GTM) and self-study of practice (SSP), I examined data generated during the ten months of social entrepreneurship curriculum development. As a self-study I share my understanding of how SEE curriculum development may contribute to educator professionalization. From a GTM perspective this study contributes to the knowledge basis in SEE by theorizing educator professionalization.
Studies on professionalism and professionalization acknowledge work quality as directly influenced by the professional (Jóhannesson, 1996) Meanwhile the context for professional practice strongly influences professional development (Vanassche & Kelchtermans, 2015a). Such reciprocity is confirmed by my theorizing in this study. Furthermore, reflection is examined as a practice in professional development (Schön, 1983; Kalet et al., 2007; Rué, Font, & Cebrián, 2013), and particularly in educator professionalization (Cautreels, 2003; Gillentine, 2006). Extant literature on cosmopolitanism (Josephides, 2000; Mikhaylov & Fierro, 2015; Smith & Jenkins, 2011), reflexivity (Sandywell, 1996; Vertovec & Cohen, 2002), and compassion (Miller, Wesley, & Williams, 2012; Neff & Vonk, 2009) are utilized to increase the scope of the theory I generate via this study.
This study contributes to SEE in two ways. First, the self-study of practice illustrates how challenges for SEE (Miller et al., 2012; Sinha et al., 2014; Tracey & Phillips, 2007) are encountered in curriculum development. Secondly, the grounded theory in this study offers directions for future research in educator professionalization in the field of social entrepreneurship education.
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Todd, Mary K. „Adult literacy/adult basic education provision in Northern Ireland - ten years ago“. Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292476.
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Tomasa, Lynne Tokie. „Family medicine in the academic medical enterprise: Issues of resource dependence, culture, and professionalization“. Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282705.
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The healthcare marketplace is rapidly changing how we finance medical education, how we train physicians, and the interrelationships within an academic institution. This case study examined the historical development of the Department of Family and Community Medicine and the impact of growing financial constraints on the training of medical students and residents, the clinical practice, faculty workload, and departmental organization. The theoretical frameworks of resource dependence, culture, and professionalization theory were employed to understand how different groups within the context of an academic health center co-exist to meet the core missions of teaching, research, and service. Data collection was conducted over a two-year period and utilized the triangulation of interviews, document analysis, and participant observation methods. The study's findings indicated that the Department of Family and Community Medicine continually faced the challenge of being a primary care department in an academic medical culture that placed more emphasis on specialized care and specialty departments. Over a period of time, the Department went from a profit-center to a cost-center where faculty's ability to teach and conduct research revolved around the success or failure of the clinical care enterprise. Faculty productivity was increasingly emphasized and its definition was dependent on the healthcare marketplace and the availability of resources. The competitive health care market encroached on faculty workload and manifested itself in part through the loss of a major patient care contract, the receivership of the Department, and the splitting of the Department and its resources. During the period of time analyzed, the department was in a no-win situation because the success of the department was determined by more powerful coalitions that had decision making ability and controlled the necessary resources. The department's power lay in the provision of teaching resources and its alignment with the state's goal of training primary care physicians to work in rural and underserved communities. Conflict arose as departments tried to defend and protect their declining resources and jurisdictions. The study findings emphasized the importance of understanding departmental jurisdictions and how resource allocation decisions are made in the context of the academic setting and culture.
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MacKenzie, Lindsay. „An investigation into adult learners and learning : powerful learners and learning in three sites of adult education“. Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/6201/.
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This qualitative study explores the outcomes of learning by adult learners in three different contexts (sites) of adult education. My particular concern is with adult learners who are often socially excluded in and by formal learning contexts hence the sites of learning for my empirical research are (a) an Adult Basic Education Centre, (b) a Family Learning Centre and (c) a Nacro Centre. I use a range of data collection methods including keeping a journal, undertaking observations and fifteen in-depth interviews. I develop a framework around ideas of agency, power and structure, factors which impact upon adult education learners and learning, through existing research and literature from writers such as Bourdieu, Freire, Jarvis and Brookfield. The framework defines a concept of \(powerful\) \(learners\) \(and\) \(learning\) - learning which enables learners to acquire social and cultural capital and to make real choices about their lives. I use this framework to analyse not only my empirical data but also the government policies from the last twenty five years which support adult education. My findings conclude that learning opportunities need to be wide ranging, that few government polices lead to \(powerful\) \(learning\), and that only one of the learners within my case studies can be described as ‘\(liberated\)’.
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Jiearatrakul, Tamrongsin. „Knowledge and Skills for the Adult Educator in Thailand“. Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330785/.
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The purpose of this study was to identify and specify knowledge and skills needed by adult educators in Thailand. This study provided information for establishing a guide to be used in professional training and in graduate programs in adult education. A three round Delphi technique was used to develop the consensus of findings. The first round solicited open-ended responses from twenty panelists. One hundred and twenty-five knowledge and skill statements, the responses from the first round, were developed into a five-point rating scale questionnaire. This questionnaire was utilized in both Round II and III. Median, mode and interquartile ranges were applied to specify the consensus of the panel of experts. The one hundred and twenty-five knowledge and skill statements, seventy-five knowledge statements and fifty skill statements, were classified into four major categories: teaching, administration, research and general experience. The experts for the study consisted of eleven non-formal education officers and nine university professors in adult/continuing education and non-formal education. From seventy-five knowledge statements, sixteen were rated at the highest priority of importance. Forty-nine statements were rated at above average priority of importance and two statements were rated at average. Eight statements did not meet the interquartile range criterion as a consensus of the panelists. From fifty skill statements, fifteen statements were rated at the highest priority of importance; thirty statements were rated at above average; one statement was rated at average; and four statements failed to meet the interquartile range criterion.
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Juozaitis, Aurimas Marijus. „Suaugusiųjų mokytojų profesionalizacija tobulinant andragoginę veiklą“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081229_092449-38877.
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Disertacijoje analizuojamos suaugusiųjų mokytojų profesionalizacijos procesas tobulinant pastarųjų andragoginę veiklą. Profesionaliai dirbančių suaugusiųjų mokytojų poreikis pastaraisiais metais auga nepaprastai sparčiai ir tai susiję ne tik su Europos Sąjungos politiniais sprendimais suaugusiųjų švietimo klausimais, bet ir su ūkio bei socialine plėtra šalyje, o taip pat ateinančiomis gausiomis investicijomis į suaugusiųjų žmonių mokymą ir lavinimą Europos struktūrinių fondų dėka.
Disertacijoje ieškoma atsakymo į tokius klausimus: kokie suaugusiųjų mokytojų gebėjimai yra svarbiausi apibrėžiant jų profesionalią veiklą; koks būdas yra efektyviausias lavinant šiuos gebėjimus
Disertacijoje, remiantis išsamia tiek andragoginių teorijų, tiek profesinių reikalavimų suaugusiųjų mokytojams analize, išskiriami andragogo praktiko gebėjimai. Pastarieji skirstomi į dvi grupes: bendrieji ir specialieji gebėjimai. Disertacijoje nagrinėjamos įvairios profesinio tobulinimosi formos, aptariamos optimalios tobulinimo programų struktūros. Remiantis išskirtais gebėjimais yra formuojamas neformaliojo suaugusiųjų mokytojų mokymosi modelis, apimantis gebėjimų įsivertinimą, neformaliojo mokymosi modulį, praktinę veiklą ir vertinimą. Atliktas empirinis tyrimas parodo kaip kito suaugusiųjų mokytojų įsivertinti gebėjimai dėl jų dalyvavimo modelio veiklose. Aptariamas sukurtojo neformaliojo suaugusiųjų mokytojų mokymosi modelio poveikis suaugusiųjų mokytojų profesionalizacijai, pateikiamos išvados bei... [toliau žr. visą tekstą]The process of adult teachers’ professionalization through the development of andragogical practice is analyzed in the dissertation. The need for professionally working adult teachers in current years is growing very rapidly not only due to European Union policy in adult education and economical and social development of the country, but also due to coming huge investments into human resources through European structural funds in the country. The dissertation is seeking for such answers: what kind of adult teachers’ abilities are essential for their profession; what is the most effective way in development of those abilities. In the development of the set of abilities for andragog practitioner there was made both profound analysis of andragogical theories and professional requirements for adult teachers. The set of abilities was divided into general and special abilities groups. The dissertation examines various professional development forms. The structures for optimal developmental programs are discussed also. The model, based upon the pre-set abilities of andragog practitioner, for non-formal adult teachers learning, which covers self-assessment of abilities, non-formal learning module, practice and assessment is developed. Empirical research shows how were developed adult teachers abilities due to their participation in the model’s activities. There is discussed influence of non-formal adult teacher model for professionalization of adult teachers’; conclusions and... [to full text]
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Santana, Colin Yasmani. „Indigenous Youth´s Experiences at the Undergraduate Program in Indigenous Education, Mexico. Professionalization and Identity“. Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112546.
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El presente trabajo busca contribuir, de un lado, a la discusión de la imagen homogénea, que en algunos casos se configura sobre quiénes son y somos los estudiantes indígenas, y por otro, al conocimiento de los retos y desafíos que enfrentamos los jóvenes indígenas en programas académicos. Presento las experiencias educativas de jóvenes provenientes de distintos grupos originarios, hombres y mujeres formados en la Licenciatura en Educación Indígena (LEI) en la Universidad Pedagógica Nacional - Unidad Ajusco, en la Ciudad de México. Y retomo algunas entrevistas realizadas a egresados de la generación 2007-2011 —de la cual formé parte— para examinar qué significa ser un estudiante indígena en la universidad, cuáles son las problemáticas que enfrentan en su proceso de formación, cuáles son las expectativas sobre su formación, cómo son vistos en sus comunidades de origen después de haberse convertido en profesionistas, y si el acceso a la universidad generó pérdida de identidad cultural. Metodológicamente, la investigación se realizó a partir de lo que en los últimos años se ha denominado como trabajo colaborativo o investigación dialógica. Formar parte de esta generación ayudó a entablar distintas conversaciones para tratar los temas antes mencionados.This paper aims to contribute, on the one hand, to the discussion of the homogeneous image that is constructed regarding who we are, indigenous students; and on the other, to the knowledge of the challenges that we, indigenous youth, face in academic programs. I present the formative experiences of young men and women from different indigenous groups who attended the Indigenous Education Program at the National Pedagogical University - Ajusco Unit in Mexico city. I use interviews with graduates from the 2007-2011 cohort -of which I was part- to discuss what it means to be an indigenous student at the university, what their main problems and expectations are through their training, how they are seen in their communities of origin after becoming professionals, and if their access to the university caused loss of cultural identity. Methodologically, this research was carried out in the frame of collaborative work or dialogical research. Being part of this generation helped me to have the dialogues addressing the issues mentioned above.
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Arkinstall, Kirsty. „The workforce strategy for further education : the professionalization agenda and the inclusion of support staff“. Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/3805/.
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This thesis explores the positioning of FE support staff within the professionalization agenda, through a Critical Discourse Analysis of a key text: The Workforce Strategy for the Further Education Sector in England, 2007-2012, Lifelong Learning UK, (2009). It will ask where non-teaching staff are positioned within and by this improvement agenda and how is this positioning achieved. The study initially considers traditional, New Public Managerialist and alternative (dialogic) models of professionalism and the influences on and characteristics of these. Utilising an eleven stage analysis framework, the study will deconstruct the Strategy and its sister texts, to explore language-use techniques and how they are employed to secure the professionalization of the FE workforce. Findings show micro level lexical devices, working with a meso level of validating, legitimation techniques, within an over-arching macro level of theoretical influences, such as Social Constructionist and CDA approaches. At the start of undertaking this investigation, experience and early readings of the texts postulated a position where support staff were excluded from the professionalization agenda and its associated benefits, including from the ability to be able to secure a recognised professional status. However, CDA analysis and deconstruction, revealed support staff as being absent, rather than overtly excluded, within the texts. A finding which offered a radical space for considering the possibilities for future investigation of alternative models of professionalism for FE support staff.
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Squire, Patrick J. „Thinking skills required in adult vocational education programs : a study of adult vocational education instructors in central Ohio /“. The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885779053.
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Shepherd, Mark Stephen. „Recognizing adult learning disabilities“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.
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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.
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Dladla, Siphiwe Nonhlanhla. „Experiences and perceptions of adult learners at public adult learning centres“. Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.
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The main objective of this research was to explore the experiences and perceptions
of adult learners at Public Adult Learning Centres. A total number of eighteen adult
learners from three Public Adult Learning Centres in Nkomazi East Circuit at
Ehlanzeni District participated in the study. The study was qualitative in nature using
the interpretive paradigm. Data was collected through focus group interviews,
individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding
their experiences at Public Adult Learning Centres. Results indicated that some
adults found their experiences interesting and enriching and have positive attitudes
towards the teaching and learning at Public Adult Learning Centres, while others
were frustrated with the lack of teaching and learning resources, and the poor
management at the centres.
Adult learners seem to regard education as important and they received satisfactory
support from their families, communities, teachers, employers, and fellow adult
learners, as well as financial support from the Department of Education. Findings
revealed that adult learners find it difficult to understand the content of subjects and
to cope with the pace of teaching. Participants had different views about the
language of instruction. Some preferred English for employment and social purposes
while others preferred the vernacular so as to have a better understanding of the
content and to pass the subjects. These learners preferred that the content should
prepare them for employment and for coping with day-to-day activities in rural areas.
Responsibilities at home, becoming a learner at an elderly age, being involved in
seasonal jobs and catching up work after absence were some of the challenges that
adult learners experienced.
From the results and findings of the study, recommendations were made to improve
the effectiveness of teaching and learning and functionality of Public Adult Learning
Centres.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Early Childhood Education
unrestricted
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Idoko, Evelyn. „Perceived Factors that Influence Adult Learners' Persistence and Retention in Adult Basic Education“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5348.
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Retaining students, particularly in the 16- to- 24-year-old category, is a constant challenge for adult basic education programs nationwide. Educators need to understand factors that affect adult learners' experiences, have a better understanding of ways to motivate adult students in a nontraditional school setting to enhance their engagement, and apply research-based techniques and targeted, practical strategies to improve student persistence. The primary objective of this case study was to investigate the perceived factors that students considered influential on their persistence and retention in adult basic education programs. Knowles's andragogy theory and Tinto's persistence theory were the theoretical frameworks for this study. The research questions were designed to understand the factors that motivate students to remain engaged in academic courses. Ten students enrolled in a high school equivalency program in a large northeastern city participated in semi-structured, individual interviews. Coding and thematic analysis were used to identify, describe, and interpret the data collected. The findings indicated that factors such as individual drive, the instructor's encouragement and high expectations, relevant topics, and connection to school all contributed to sustain a learner's persistence. A professional development project was designed from the findings to provide instructors with research-based best practices and techniques to increase students' motivation and persistence through active learning experiences in student-centered classrooms. The project will impact social change by helping educators to have more insights on theories about adult learning styles and a deeper understanding of current approaches to inspire active participation, sustain learner motivation, and improve student academic performance.
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Brandenbarg, Gregory William Anthony. „Emancipatory adult education and social movement theory“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22703.pdf.
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Hillier, Yvonne. „Informal practitioner theory in adult basic education“. Thesis, University of East London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386250.
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Bellis, Elizabeth Anne. „'Race', language and culture in adult education“. Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313979.
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Brown, S. C. J. „Adult education : A new strategy for development“. Thesis, Cranfield University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379499.
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Nkosi, Monde Eustice Gideon. „School climate of adult basic education centres“. Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-143144/.
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Angelis, Desi. „Adult numeracy, mathematical education and social meanings“. Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17496.
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Bibliography: pages 74-83.In sum, the theoretical framework proposed here for adult numeracy, and developed from a discourse of mathematics education, has as its task the elaboration of the social implications of principles in adult education and the pedagogic outcomes of three sets of numeracy materials.
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Lotito, Tony. „A case study of adult basic education programs in North Carolina and in Virginia“. Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162231/.
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Elliott, Dennis L. „The teaching styles of adult educators at the Buckeye Leadership Workshop as measured by the Principles of adult learning scale /“. Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243019948.
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McLean, Lesley. „Adult learning : towards a framework of participation“. Thesis, Edinburgh Napier University, 2013. http://researchrepository.napier.ac.uk/Output/6895.
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This thesis explores participation in adult learning and focuses upon three key areas of interest: reasons for participation, the challenges of participation, and the enabling factors relating to participation. The purpose of the research is to expand understanding in order to enhance and improve learning support practice, through a study of a university based, professionally accredited, part-time, Master's Degree programme in Human Resource Management, which serves as the research setting. The study of participation in adult learning is a well-trodden path, beginning with the seminal work of Cyril Houle in the early 1960s. Since then, researchers have continuously sought to prove, disprove or adapt existing typologies. Research has focused on generating groups of single identified factors, motivational indicators and specific challenges influencing participation in adult learning. Specific models and frameworks related to the enablement of participation are identified as being missing from the participation literature, with reference to enablers existing only within the disparate literature relating to adult learning and its broader contexts and influences. A review of the key literature reveals a lack of a single open framework that considers the reasons for, the challenges to, and the enablers of participation across defined contextual dimensions, for the purposes of understanding the nature of participation. This research presents an original conceptual framework matrix, developed from this existing literature, intended to fill this gap. The matrix affords two key opportunities. Firstly, as a theoretical device by which to organise and review current literature in the field and secondly, as a means to identify, explore and present the dominant factors relating to participation in adult learning. To achieve this the matrix identifies the three key areas of interest: i) the reasons participants have for joining the learning activity; ii) the challenges they have faced in doing so, and finally; iii) the elements and influences that enable them to successfully participate in the learning activity. These areas are reviewed further across four dimensions of the participants' life world, that of the psychological, the professional, the practical and the personal. Utilising a critical realist ontology and a post-positivist epistemology the conceptual framework matrix is used to structure the research design. The study adopts a linear, mixed methods approach to collecting data using types of thematic analysis (quantitative and qualitative), achieved through the use of an online questionnaire and one-to-one interviews with the target population. Viewed through the lens of the conceptual framework matrix, findings from within the research setting demonstrate that participants chose to engage with the learning activity as a result of a wide range of influencing factors. Reasons for participation were dominated by two of the dimensions, professional and psychological. Challenges to participation were found to be dominated by psychological factors, alongside issues of a restrictive learning environment and difficulties in achieving work life balance. The dominant enablers were people, deriving from all aspects of the participants' life-world. To aid successful participation in the learning activity under investigation two key recommendations are made to the programme managers and facilitators: i) the facilitation and encouragement of communities of practice and, ii) the development of links between the programme provider and employers. Further to this, this study suggests that, following further research to establish transferability and usability, the matrix has the potential to contribute to wider practice as an open, exploratory framework to be applied to a variety of different learning activities as a means of identifying areas of improvement or change.