Dissertations / Theses on the topic 'Adult educator'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Adult educator.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Dressler, Dennis Wayne. "In The Service of Adults: A.A. Liveright, an American Adult Educator." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331748/.
Full textJiearatrakul, Tamrongsin. "Knowledge and Skills for the Adult Educator in Thailand." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330785/.
Full textMoss, Ricki Carol. "Dorothy Clode : community educator." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28180.
Full textEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
McManus, Katherine Anne. "Florence O'Neill, a Newfoundland adult educator : alone in the wilderness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/NQ48675.pdf.
Full textMunro, Patricia Jane. "Presence at a distance : the educator-learner relationship in distance education and dropout." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32299.
Full textEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Reeves, Jessie C. "Educator Perceptions of Transition Programming for Youth with Disabilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7951.
Full textKennedy, Rozelia Maria. "A Biographical Study of Bernard LaFayette, Jr. as an Adult Educator Including the Teaching of Nonviolence Conflict Reconciliation." Thesis, University of South Florida, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977907.
Full textRozelia Kennedy Abstract The purpose of this study was to explore the life and work of LaFayette, nonviolence and conflict reconciliation from an adult education perspective. This study explores LaFayette’s life from an early age through his involvement in the Civil Rights Movement, his contributions to adult education, and his current views on social change. The nonviolence conflict reconciliation LaFayette teaches is based on the philosophy and strategies of Martin Luther King, Jr. During the last 50 years, LaFayette has been kidnapped, threatened, and survived ventures into hostile environments in his effort to teach nonviolence philosophy, strategies, and methods.
This historical/biographical study used semi-structured interviews to obtain information from LaFayette directly and from a plethora of media, books, and articles about him. Semi-structured interviews were also used to interview his family members and colleagues.
Despite the numerous awards and recognitions LaFayette has received, he had not been recognized in the field of adult education. Without realizing it, he incorporated some of the theories of adult education such as adult education agencies and categories during his workshop and encouraging institute participants to understand the first principle of the nonviolence training, which is nonviolence is a way of life for courageous people.
This study began with a review of LaFayette’s family ties followed by his spiritual upbringing. It briefly outlined LaFayette’s contributions to the Civil Rights Movement. LaFayette co-authored material and curriculum for the nonviolence training by codifying and creating a quality standard which has been used in important organizations he co-founded such as the Alternative to Violence Project and The Summer Institute at the University of Rhode Island Center for Nonviolence and Peace Studies. In addition to these two major institutions, the study included his contributions to adult education in six other institutions.
This study provides the most comprehensive, current, and overall picture of LaFayette’s life and contributions. Education institutions, prisons, and community agencies could benefit from the information provided in this study including information about the nonviolence conflict reconciliation training.
Hutson, Brad. "Teaching the high school educator| Understanding their learning preferences in an adult-learning environment." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140131.
Full textThis mixed-model study utilized the qualitative and quantitative data from high school teachers of one middle Tennessee school district and high school teachers of the Tennessee High School Speech and Drama League to determine if differences existed amongst the learning preferences of high school teachers in adult learning environments. All participants completed the Canfield Learning Styles Inventory to provide quantitative data. Members of an executive board completed a focus group questionnaire to provide qualitative data for the study. The study led to a recommendation that developers of professional development and school officials consider learning preferences because significant differences existed amongst the participants. Accounting for these differences could lead to more effective implementation of professional development content.
Kennedy, Rozelia Maria. "A Biographical Study of Bernard LaFayette, Jr. as an Adult Educator Including the Teaching of Nonviolence Conflict Reconciliation." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7536.
Full textGustus, Christine H. "E-Mentoring an Educator in a State School for the Deaf| An Action Research Study." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284660.
Full textThe purpose of this qualitative action research study was to explore the benefits and challenges of e-mentoring an adult learner in a rural state school for the deaf that taught children with hearing loss to listen and speak. This school lacked the benefit of a spoken language programs for deaf children. This study focused on e-mentoring the Lead Teacher/SLP, in order to enhance her understanding of language development in children with hearing loss and improve her ability to use diagnostic teaching, in order to implement strategies that would allow the children in this specialized classroom to continue to develop spoken language. Through use of synchronous and asynchronous e-mentoring, I assisted the mentee as she developed a plan specifically focused on providing her with the skills needed to lead/direct the program independently, in order for it to continue successfully. The mentee and supervisory/administrative staff were participants of this study. The mentee participated in the e-mentoring process twice each month, for 30-45 minutes per session, for one academic school year.
The mentee typically guided the topic of the e-mentoring session by asking for assistance in a particular instructional area. On alternate weeks, I was in contact with the mentee via email, text, and/or phone. After e-mentoring, I completed a journal entry with my thoughts about the session and the mentee responded to questions about the e-mentoring experience. At the conclusion of the academic year, I conducted a focus group with the supervisors and administrators of the spoken language program asking for input about this new program. Secondary data were collected from vocabulary and concept tests on the children attending the program using. Results from the journaling and responses to questions and focus group were coded and analyzed for emerging themes. One major themes was Change, with subthemes of opportunities, e-mentoring the spoken language program, progress of the children, perceptions of the program, increase in enrollment, and scheduling. Other major themes included Andragogy and e-mentoring, Teaching Strategies, and Technology. The results of this study may be important to administrative personnel in state schools for the deaf, interested in initiating a spoken language classroom.
Magness, Jacqueline B. "The Genesis and Gestation of a Justice Journey: Catherine Pinkerton, CSJ, Champion of and Educator for the Common Good." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27076.
Full textPh. D.
Wilson, Lizbeth Luther. "Relationships of reported state measures of performance to self-perceived teaching competence: an intrapersonal analysis of ten adult educators." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/565.
Full textWilson, Lizbeth Luther. "Relationships of reported state measures of performance to self-perceived teaching competence an intrapersonal analysis of ten adult educators /." University of Sydney. Community and Behavioural Health Sciences, 2004. http://hdl.handle.net/2123/565.
Full textFreeman-Wisdom, Tanya N. "Supporting the Shift to Instructional Leadership: One District's Implementation of the Massachusetts Model System for Educator Evaluation to Support the Growth and Development of Principals." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106798.
Full textEffective instructional leadership is central to principal practice. Thus, the Massachusetts Model System for Educator Evaluation (MMSEE) mandates that all principals demonstrate proficiency in instructional leadership to be considered proficient overall. Given this mandate, it is imperative that central office administrators (COAs) support principals in this regard. Accordingly, this qualitative single case study examined how COAs in one Massachusetts district supported principals’ instructional leadership. Analyses of documents and semi-structured interview data found that COAs supported principals’ instructional leadership through professional development for supervising and evaluating teachers, preparation of school improvement plans, and increased staffing of assistant principals and academic coaches. However, principals reported interim feedback and summative evaluations as not supporting their growth as instructional leaders. To address this gap in support with instructional leadership, recommendations included assigning additional COAs to evaluate principals for consistent and targeted feedback, reviewing MMSEE performance expectations with principals, and including principal voice in the district decision-making process
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Scott, Delbert Christopher Eugene. "Developing an Instrument to Measure Educator Perceptions of African American Male Students PreK - 12." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1571837290653201.
Full textWalter, 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/.
Full textRibeiro, Joyce Mirella Lacki. "Revalorando o papel do educador na educa??o de jovens e adultos." Pontif?cia Universidade Cat?lica de Campinas, 2010. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/676.
Full textThe current dissertation was based on the following question: how the formation of youth and adult educators can contribute to the development of their autonomy with regards to the intellectual emancipation? To investigate this matter, we have done a survey about this teaching modality, including its historic, political, legal aspects and also aspects as to the educator formation in institutions that qualify for the exercise of docency. We proceed to the establishment of relations between the need of a consistent initial formation about Youth and Adult Education and the implications in the teaching quality, as well as in the permanence of the students at school. We make inquiries on the formation of the professionalism of educators in the teaching practice and because we conceive the educators as reflexive professionals, we consider that the development of their intellectual capabilities and the amplification of their knowledge must be taken into account in the programs of continued education. Taking as reference the concepts of intellectual emancipation and brutalization presented by Ranci?re (2010), we point out the production of scientific knowledge as a possible alternative for the development of the intellectual autonomy of educators, due to the possibility of advancing beyond their knowledge in a practical order. The reflections about the formation of Youth and Adult educators point to the possibility of development of the formative process with regard to the intellectual emancipation, by means of using the space/time destined to continued education, with the restriction though that they be planned with this intention, in a perspective of recognizing and enabling the intellectual capabilities and the knowledge of the educators. We employ the term to revalue, which comes from the philosophy of Nietzsche and we apply it to the context of this teaching modality, with the aim of attributing new values to some of its fundamental aspects and mainly to the role of the educator, due to the relevance of the social function that it develops next to the brazilian youth and adults.
A presente disserta??o baseou-se na seguinte pergunta: como a forma??o do educador da Educa??o de Jovens e Adultos pode contribuir para o desenvolvimento de sua autonomia, com vistas ? emancipa??o intelectual? Para investigar essa quest?o, realizamos um levantamento sobre essa modalidade de ensino, abrangendo os aspectos hist?ricos, pol?ticos, legais e aqueles referentes ? forma??o dos educadores nas institui??es que habilitam para o exerc?cio da doc?ncia. Procedemos ao estabelecimento de rela??es entre a necessidade de uma forma??o inicial consistente acerca da Educa??o de Jovens e Adultos e as implica??es na qualidade do ensino, bem como na perman?ncia dos educandos na escola. Problematizamos quest?es sobre a constitui??o da profissionalidade dos educadores na pr?tica docente e, por concebermos os educadores como profissionais reflexivos, consideramos que o desenvolvimento de suas capacidades intelectuais e a amplia??o de seus saberes devam ser contemplados nos programas de forma??o continuada. Tomando como refer?ncia os conceitos de emancipa??o e embrutecimento intelectual apresentados por Ranci?re (2010), apontamos a produ??o do conhecimento cientifico como uma poss?vel alternativa para o desenvolvimento da autonomia intelectual dos educadores, devido ? possibilidade de avan?arem para al?m dos conhecimentos de ordem pr?tica. As reflex?es acerca da forma??o dos educadores da Educa??o de Jovens e Adultos sinalizam para a possibilidade de desenvolvimento do processo formativo com vistas ? emancipa??o intelectual por meio da utiliza??o dos espa?os/tempos destinados ? forma??o continuada, por?m, desde que planejados com essa intencionalidade, em uma perspectiva de reconhecimento e potencializa??o das capacidades intelectuais e saberes dos educadores. Empregamos o termo revalorar, proveniente da filosofia nietzschiana e aplicamos ao contexto desta modalidade educativa, com a finalidade de atribuir novos valores a alguns de seus aspectos fundamentais e, principalmente, ao papel do educador, devido ? relev?ncia da fun??o social que desempenha junto aos jovens e adultos brasileiros.
Thomas, R. Bradford. "Discovering why adults do not participate in formal adult education." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019468.
Full textDepartment of Educational Leadership
Barnett, Deborah R. "Adult Education: Motivation and Recruitment of Working Adults in the Pursuit of Higher Education." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/349.
Full textBruno, Adriana Rocha. "A aprendizagem do educador: estratégias para a construção de uma didática on-line." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/9974.
Full textThe current thesis intends to develop an investigation on adult learning, specifically the one that concerns the educator, and to search for didactic strategies that can assist the development of this process within on-line education environments. The qualitative research, subsidized by the theory of Experiential Learning and by the dimensions studied in the field of Didacticism through systemic reflection and practice, was developed from the method of content analyses, having the following as its instruments: documents made available through an educator s development course, via online education, and via contents co-developed through interviews with teachers, students and one of the coordinators to the course investigated. The studies developed show that the adult learns with effect from experiences developed through cycles, within an upward spiral, throughout their lives. These cycles are experienced starting from the concept of convergent plasticity to organic working, from social integration, and from individual development built by biopsycho- socio aspects. The plasticity is the base element for the human organism due to its adaptability, suitability and transformation, and all the elements related to human learning have to be coherent with such premise. The online learning environments used for the development of educators should, within didactic strategies, see We tried, in the light of the data interpreted and the theories studied, to propose teaching strategies for the construction of an online Didacticism that can favor the educator s apprenticeship
A presente tese tem por objetivo desenvolver uma investigação sobre a aprendizagem do adulto, especificamente do educador, e buscar estratégias didáticas que auxiliem o desenvolvimento desse processo em ambientes de educação a distância on-line. A pesquisa qualitativa, subsidiada pela teoria da aprendizagem experiencial e pelas dimensões estudas pela área da Didática, numa reflexão e prática sistêmicas, se desenvolveu a partir do método análise de conteúdo, tendo como instrumentos: documentos disponibilizados num curso de formação de educadores, via educação a distância on-line, e conteúdos co-construídos por meio de entrevistas com professores, alunos e uma das coordenadoras do curso investigado. Os estudos desenvolvidos revelaram que o adulto aprende a partir de experiências que se desenvolvem por meio de ciclos, em espiral crescente, ao longo de sua vida. Estes ciclos são vivenciados a partir do conceito de plasticidade convergentes ao funcionamento orgânico, às integrações sociais, ao desenvolvimento individual, co-construídos por aspectos bio-psico-socio-educacionais. A plasticidade é o elemento fundante do organismo humano por sua possibilidade de adaptação, adequação e transformação e todos os elementos que envolvem a aprendizagem humana devem ser coerentes com tal premissa. Os ambientes de aprendizagem on-line utilizados para a formação de educadores devem buscar nas estratégias didáticas encaminhamentos para que o processo de aprendizagem contribua para o desenvolvimento do adulto integrado / autônomo. Procurou-se, à luz das interpretações dos dados e das teorias estudadas, propor estratégias de ensino para a construção de uma Didática on-line que favoreça a aprendizagem do educador
Silva, Maria Lúcia Gomes da. "O uso da imagem na prática pedagógica das educadoras de jovens e adultos na rede de ensino do município de João Pessoa/PB." Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4937.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research aimed to reflect about the image use in the pedagogical practice of educators of the youngsters and adults Education s (EJA) professional from the Municipal teaching of João Pessoa/PB, highlighting the relevance of the educator s practice while dealing with several languages and with the specificities required by EJA. In our era, there is a strong sign of multiple languages in the social environment as expression ways of the modern man: photography, drawing, painting, billboard, sculpture, cartoon and the printed picture in addition to the computer, the TV, the cinema, the DVD and other resources and images which occupy a significant position due to their power of attractiveness, entertainment and pleasure for the people, revealing social, cultural, economic and political representations of the society s groups. The images, conveyed by the mediatic culture, conceal the ideologies of capitalism consumption and production. For this reason, the mediatic culture becomes, dialectically, indispensable tool for understanding the world, the sociocultural context and the youngster s and adult s needs involved in EJA. While interpreting the world, it is necessary to interpret the content of its message. In this perspective, we tried to know how the EJA´s educators uses image in his or her pedagogical practice. Therefore, this study traced the epistemological routes of the qualitative research, using observation and the questionnaire as data collection techniques as well as analyses of school documents. The main collected data were submitted to the archaeological discourse analysis (ADA). Furthermore, the research focused on 12 municipal schools and it involved 34 participants, being 19 teachers and 15 students. Thus, we analyzed the pedagogical use of image which can contribute to school knowledge learning so that the EJA´s educator needs to promote the image pedagogy in this environment providing another meaning to the pedagogical practices, including the use of multiple languages and didactic resources necessary for the meaningful, reflective and critical learning of the youngsters and adults.
Este trabalho teve o objetivo de refletir sobre o uso da imagem na prática pedagógica das educadoras da Educação de Jovens e Adultos na rede de ensino do município de João Pessoa/ PB, evidenciando a relevância da práxis do educador para lidar com as várias linguagens e com as especificidades demandadas na EJA. Em nossa contemporaneidade, há uma marca forte das múltiplas linguagens no meio social, como formas de expressão do homem moderno: a fotografia, o desenho, a pintura, o outdoor, a escultura, a charge e a estampa, assim como o computador, a televisão, o cinema, o DVD e outros recursos e imagens, que ocupam um lugar relevante, devido ao seu poder de atratividade, de entretenimento e de satisfação para as pessoas, revelando representações sociais, culturais, econômicas e políticas dos grupos da sociedade. As imagens veiculadas pela cultura midiática ocultam as ideologias do consumo e da produção do capitalismo, por isso, ela se torna, dialeticamente, uma ferramenta indispensável para a compreensão do mundo, do contexto sóciocultural e das necessidades do jovem e do adulto envolvidos na EJA. E ao representar o mundo, fazse necessário interpretar o teor de sua mensagem. Nesta perspectiva, buscamos conhecer como as educadoras da EJA utilizam a imagem na sua prática pedagógica. Para tanto, o estudo percorreu os caminhos epistemológicos da pesquisa qualitativa, utilizando a observação e o questionário como técnicas de coleta de dados, como também, a análises de documentos das escolas. Os principais dados coletados foram submetidos à análise arqueológica do discurso (AAD). E ainda, a pesquisa teve como palco 12 escolas municipais e envolveu 34 participantes, sendo 19 educadoras e 15 alunos. Assim, analisamos o uso pedagógico da imagem que poderá contribuir para a aprendizagem do conhecimento escolar, em que o educador da EJA precisa fomentar a pedagogia da imagem nesse ambiente, ressignificando as práticas pedagógicas, incluindo o uso de múltiplas linguagens e dos recursos didáticos necessários à aprendizagem significativa, reflexiva e crítica dos jovens e adultos.
Bomar, Shannon Hulbert. "From the Outside In: A Multivariate Correlational Analysis of Effectiveness in Communities of Practice." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862754/.
Full textIoannou, 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/.
Full textGerhard, Gabrielle. ""It was like a first step" : student transitions from adult basic education participation to community college enrollment /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7702.
Full textKeikung, Anjo L. "Theological education by extension in India /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
Full textWyatt, James. "Adult Education." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/475.
Full textKilgore, Debra Voutsinas. "An Analysis on the Experience of Mentoring Support in a College Alternative Teacher Certification Program." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3182.
Full textZbacnik, Amanda J. "Co-teaching in higher education| Effects on pre-service educators' academic growth and attitudes towards inclusion in special education." Thesis, Saint Mary's University of Minnesota, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734323.
Full textCo-teaching has been utilized as a method of academic intervention used in K-12 classrooms over the past fifteen or more years. This method has consistently involved the pairing of a special educator with a general educator through a variety of co-teaching models. Co-teaching is meant to be used in inclusive environments, where students with and without disabilities are taught together. Co-teaching is a commitment from both educators who participate voluntarily, develop a professional relationship with one another, allow time for planning of classroom objectives, and obtain sufficient training. Multiple benefits to carefully implemented co-teaching in the K-12 environment have been documented in research studies. However, few studies contain information about co-teaching in higher education, particularly in the field of education. This research hopes to gain an understanding of how the pairing of a K-12 special educator and special education professor can bridge educational theory and practice to, hopefully, produce pre-service educators that have more competence about the realities of the teaching world. Results under analysis include measuring attitudes about special education inclusion and overall academic growth for pre-service educators after exposure to knowledge from two working professionals in a co-teaching and traditionally taught classroom environment.
Harkess, Janthea. "The evolution of the ABE e-merge/BCcampus initiative /." View document on the Internet, 2004. http://library.athabascau.ca/thesis/harkess.pdf.
Full textPundziūtė, Kamilė. "ES Grundtvig programos suaugusiųjų švietėjų profesinio tobulinimosi kursų nauda besimokančiųjų vertinimu." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110607_154941-11258.
Full textAdult education is considered to be the core area of the EU lifelong learning policy. Grundtvig Programme, a sectoral part of the Lifelong Learning Programme is a European Commission instrument aimed at the development of adult education sector. However, the effects of its actions haven’t been thoroughly examined. The learning benefits of Grundtvig in-service training (IST) courses are analysed in this article measuring the learning benefits at individual, organisation, sector and political level by the course beneficiaries - adult educators. A cross-sectional online survey has been conducted in 31 countries of the EU. The results show that the courses make the identity, human and social capital of the adult educators grow by strengthening the identity, self confidence and social interactions, strongly developing the professional competence and consciousness, widening the social network and inspiring to take action in individual, national or international level, yet the reported socioeconomic advantages at individual level are low. At organizational level the courses stimulate the development of curriculum, management strategies and international cooperation. Besides, one fifth of Grundtvig IST course beneficiaries report changes in adult education sector level as a result of the participation in the course and more than half of beneficiaries get involved in political processes. These effects of Grundtvig in-service training courses are in line with European strategic... [to full text]
Richardson, Robert F. II. "Exploring BSW educators' experiences of working with under-prepared students." Thesis, Indiana University - Purdue University Indianapolis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717849.
Full textLittle is known about the perspectives of social work educators who work with under-prepared students in baccalaureate social work (BSW) programs. Educators across fields believe that students are increasingly under-prepared to be successful in higher education, and social work programs face greater numbers of under-prepared students seeking BSW degrees. Although an increasing amount of research offers strategies for matriculating, retaining, and teaching under-prepared students, these strategies are often presented without the contextual experiences faced by the educators who work with under-prepared students on a day-to-day basis. The following research seeks to begin to fill that gap. The researcher interviewed 11 participants and used Interpretive Phenomenological Analysis (IPA) to uncover the essential experiential elements of working with under-prepared BSW students and to reveal the meaning that social work educators create within these experiences. Analysis resulted in four overlapping themes including understanding under-preparation as social injustice, questioning what it means to be a social work educator, recalling compelling moments, and demonstrating care in and out of the classroom. These results suggest that social work programs and educators can more explicitly recognize how working with under-prepared students mirrors traditional social work practice, and discuss how this mirrored process might affect both educators and students. Based on these results, the meaning of advancing social justice for under-prepared students, the conflicting roles that educators often adopt with under-prepared students, and the influence of external forces on educators’ work all deserve further research.
Ngoitiama, Z. M. "Adult educators and adult education training in Tanzania : a study of the development of policy and provision and its impact on the position and work of adult educators." Thesis, University of Southampton, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370516.
Full textIrvine, Catherine Helen. "Identity development and adult education : a theoretical and empirical investigation of identity development in adults returning to education." Thesis, University of Ulster, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240677.
Full textAdams-Gardner, Myrtle Grace. "Psychosocial barriers to participation in adult learning and education: Applying a psychosocial Interaction model." University of the Western Cape, 2018. http://hdl.handle.net/11394/6555.
Full textAdult learners’ perception of factors that are internal to their perceived control of their lives can be challenging to overcome when making a decision to participate in learning. There are complex relationships between psychological, and social barriers to participation in adult learning. Psychosocial barriers can deter adults’ participation in learning programmes. Understanding the nature of such barriers can enable policymakers, educators and adult learners create strategies to reduce such barriers in order to increase adults’ participation in adult learning. This study investigated the research question: What are adult learners’ perceptions of psycho-social factors that undermine participation in adult education and learning? The psycho-social interaction model adopted as a conceptual framework allowed the study to contextualise and analyse the effects of socio-economic status on the adult learner’s decision and readiness to participate. The model provided the broad segments of the adult learners’ pre-adulthood and adulthood learning years and through a thematic analysis attempted to analyse psychosocial factors that emerged as barriers to participatory behaviour in learning. An interview guide was used during a semi-structured interview. The study investigated a group of adult learners attending a non-formal learning programme in Central Johannesburg, South Africa. The selection of participants included 6 males and 4 females between 21 years to 49 years of age. The study findings showed that the adult learners’ perceptions of family support as well as the learning environment support are key enabling factors, which assist the adult learner to develop learning capabilities. Negative experiences with prior schooling was also described as a psychosocial barrier to participation. Age was a socio-economic variable that influenced the type of stimuli participants identified as a psycho-social factor which influenced their decision to take up further learning. Adult learners felt confident to successfully complete their current and future studies however perceived their learning press as a motivating factor that impacted their decision to participate. Findings also suggested that experiences of adult learners are unique to their specific context and educational planning can integrate ways to address enhancement of learning experiences for a diverse learner audience in non-formal learning programmes. The study concluded that while adult learners acquire social competencies through accessing non-formal programmes, further learning support is necessary to overcome the social and psychological complexities needed to develop basic academic learning capabilities.
Rothlein-Goldstein, Mary DePiano. "Influences on adult education practitioners' working philosophies : a field study of probation officer training /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11353909.
Full textTypescript; issued also on microfilm. Sponsor: Franceska B. Smith. Dissertation Committee: Matthias Finger. Includes bibliographical references (leaves 251-263).
Mongalo, Lucky. "Assessment practices of adult educators in Mamelodi Adult Learning Centers." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2105_1271020736.
Full textThis study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment
the skills levels of these educators
the nature of support and training these educators received to enhance their assessment practices
the different assessment methods employed by the adult educators to assess learners
and the educational validity and efficacy of these practices.
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.
Full textDunn, Anne Maureen. "Music education : an adult education perspective." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019700/.
Full textKeuch, James F. "An examination of educational principles as applied to an on-going congregational program of childhood and adult education." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
Full textDeBock, Gerhard T. "Andragogical principles applied to training adults at Trinity Fellowship seeking more effective ways to fulfill 2 Timothy 2:2 /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Full textBranch, Kirk. "Telling stories : language and lives in adult literacy narratives /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9462.
Full textMathikithela, Maite Sara. "Towards effective programmes for the mentally disabled adults at Reakgona Adult Learning Centre." Thesis, University of Limpopo (Turfloop Campus), 2009. http://hdl.handle.net/10386/856.
Full textThis report describes the research carried out at Reakgona Adult Learning Centre at Seshego, which is 11 km North-West of Polokwane, the capital city of Limpopo province. The main aim of the study was to investigate the effectiveness of programmes designed for the mentally disabled adults. For me to achieve the outlined aim, I formulated the following research question: • How do programmes designed for the mentally disabled adults benefit them in their everyday lives? In an attempt to answer the above question I decided to undertake an exploratory study to get insight into programmes offered at Reakgona Adult Learning Centre. For me to evaluate if the programmes could have beneficial impact to the target group I looked into the aims and objectives of the programmes at Reakgona Adult Learning Centre. I also took into consideration the vocational training needs of adults with mental disability. The characteristics of programmes and the possibilities for improving the programmes designed for the mentally disabled adults were also considered. Chapter 1; was concluded by describing the scope of the study. In chapter 2; I formulated the assumptions about factors that could contribute towards the provision of effective programmes. The factors are vocational training programmes, basic literacy and numeracy skills, life skills, interpersonal skills, communication skills and self-help skills. After reading relevant documents on people with mental disabilities, conducting exploratory interviews with people on the field and based on my preliminary visit to Reakgona Adult Learning Centre, I came up with other factors that could contribute towards the provision of effective programmes. They are Centre Based Support Programmes and assessment programmes. This chapter was concluded by definition of the key concepts. This chapter was concluded by definition of the key concepts. In chapter 3; I described the design of the study. The main focus of this chapter was to discuss the two tracks of data collection. The first track was about reviewing and interrogating admission policy document of Reakgona Adult Learning centre while the second track had to do with data collection. I also explained how the collected data was analysed using qualitative data analysis method. This chapter was concluded with the reflections, which is about my experiences during the research process. Chapter 4; presented the empirical results of the study. It gave an account of the programmes, which are offered at the centre and the extent to which these programmes are of benefit to the target group. It also provided the description of the centre, vision, mission, aims and objectives, types of programmes and their characteristics. The hierarchical structure of the role players is also outlined. The final chapter (five) presented the final conclusion based on the findings of this study. It gave the overall conclusion of what the researcher has discovered during the research process and account on programmes, which might be effective for the mentally disabled adults at Reakgona Adult Learning centre. Recommendations for the improvement of the programmes were also outlined. This chapter was concluded with the recommendations for further study.
Kavanagh, Margaret C. "Adult educators' responses to selected issues of practice : a case study at Molloy College /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11227849.
Full textTypescript; issued also on microfilm. Sponsor: Franceska Smith. Dissertation Committee: Elizabeth Kasl. Includes bibliographical references (leaves 221-234).
Roberson, Valerie R. Palmer James C. "Use of adult learning principles by adult basic skills instructors in an urban community college district." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088031.
Full textTitle from title page screen, viewed December 1, 2005. Dissertation Committee: James C. Palmer (chair), Edward R. Hines, Albert T. Azinger, Mohammed Nur-Awaleh. Includes bibliographical references (leaves 152-164) and abstract. Also available in print.
Dresch, Nelton Luis. "Assistência técnica e extensão rural como educação de jovens e adultos contemporânea no campo : uma construção de indicadores territoriais de avaliação participativa da formação profissional na agricultura familiar." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/70018.
Full textThis thesis discusses the problem situation to realize how, record, interpret and represent the complexity of building a method of Participatory Evaluation Technical Assistance and Rural Extension as vocational training for family farmers, considering the assumptions Youth and Adult Contemporary in the Field, and then set the Ethnodevelopment. Present through Reflexive Sociology, a narrative moments of Action Research Educator with eight developed extension to rural collective construction of Territorial Indicators of Participatory Evaluation Technical Assistance and Rural Extension thematized and their implementation and validation through Participative Research with 14 families of farmers and graduates who were in two courses EMATER-ASCAR/RS Training Center located in the Northwestern Mesoregion of Rio Grande do Sul to discuss methodological reinterpretation of Action Research Educator and Research Participant experiences. Through the Postmodernism of Resistance, MultiReferential Approach realize an as a tool for dialogue: joint located several theoretical perspectives on the experiences of the research; provide adequate theoretical perceptions, understandings and representations of the Worlds Rural Life visited; discuss the implications for perceiving and assume this type of Technical Assistance and Rural Extension as Youth and Adult Contemporary Education in the Field aimed at Ethnodevelopment Family Agriculture.
Munive, Kathleen Brock. "Frederick Jackson Turner: A Case Study of an American Historian's Relevance in the Field of Adult Education." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/51147.
Full textPh. D.
Bayliss, P. J. "Current changes in adult education." Thesis, University of Sheffield, 2001. http://etheses.whiterose.ac.uk/10242/.
Full textRice, Kimberly MaShaun. "Improving the General Education Development (GED): Retention and Completion Rates of Low Income Adults." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6655.
Full textDonahue, William P. (William Paul). "Adult Christian Education for Baby Boomers: a Descriptive Case Study of Three American Churches." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277779/.
Full textHess, Janet S. "Residency Education in Preparing Adolescent and Young Adults for Transition to Adult Care: A Mixed Methods Pilot Study." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5039.
Full text