Dissertations / Theses: 'Adult educators'

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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.

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This 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.

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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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Arseneault, Mary Lou. "Adult educators' experiences with critical self-reflection." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38357.pdf.

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Bruno, Frank Alan. "The needs maze : how adult educators assess needs." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001185.

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The purpose of this descriptive study, "The Needs Maze: How Adult Educators Assess Needs," was to identify the relationship between Adult Basic Education (ABE) planners' theory (espoused) and what practitioners really did or did not do (theory-in-use) in assessing needs. The study examined the extent to which particular patterns, theories or models of needs assessment in adult education were actually used by practitioners in planning adult education programs. This study employed a predominately descriptive research design. The purpose of this study was to investigate how adult education practitioners conducted needs assessment. Among the questions that this study addressed were the following: What models of needs assessment are available for educators to consider? Do program planners use these models in planning programs? What do educators actually do in practice when they conduct a needs assessment? What can those who are facing the maze of needs learn from adult education planners who have gone through the process of conducting needs assessment for their particular programs?Since few studies have focused on how adult education planners really did needs assessment, the lack of sufficient information on what practitioners really did or did not do in the name of needs assessment left a large gap in our understanding of "theory-in-action" with respect to needs assessing. When adult educators talked about needs, they seemed to mean different things. Needs assessment appeared to have multiple meanings and modes of implementation. Needs assessments were conducted in a variety of ways. As a result of this ambiguity and diversity ofpractice, there were few studies conducted to discover ways practitioners conducted needs assessment. Since there existed a gap between what was known about needs assessment and what practitioners did, this study helped to uncover data that could narrow the gap in understanding how practitioners really used needs assessment and possibly can help practitioners chart a course between theory and practice that would make the use of needs assessment of value to them.The general methodology of this study was to survey through questionnaire, 83 Indiana Adult Basic Education (ABE) planners about the connection between their espoused theory and their "theory-in-use" (Argyis & Schon, 1974). Data was collected through the use of a questionnaire, 5 interviews, and 5 document reviews. The researcher had the ABE directors identify theories, principles, assumptions and beliefs from prominent adult education models that they might have encountered previous in doing their own assessing. They identified actual models and techniques/activities they used. The researcher then followed up with a structured interview with 5 respondents to check the validity of the survey findings and gain added clarity and motivation for why they did needs assessment in a particular way. During the interview session the researcher asked to examine a local needs assessment document to see if the methodology or techniques described by the participants were found in the documentation as evidence of their practice.A general picture which emerged from the study was that ABE directors surveyed had inadequate training in needs assessment. On the whole they understood needs assessment techniques; but there was a gap in what they perceived they were doing and what they were actually doing. As a rule, very little relationship between theory and practice existed. Respondents most frequently used techniques which were general and common to many of the models. They avoided techniques which required in-depth study of existing social systems or which put them into contact with learner populations. Respondents preferred techniques which could be done by a single person. Respondents did not generally use a single model for needs assessments, but chose different models in different situations or developed their own models. Needs assessment was found to be a maze through which educators wandered while planning programs.
Department of Educational Leadership

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Hornsby, Eunice Ellen. "Sexual harassment of women adult educators by their students /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935958847241.

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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.

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Ndlovu, Mpumelelo. "The Challenges Facing Adult Educators in Reducing Illiteracy among Adults above Twenty Years of Age: An Eastern Cape Case Study." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8937_1276466677.

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This study analyses the challenges faced by adult educators in reducing illiteracy among adult above twenty years of age in the Eastern Cape. The focal point is on ascertaining why there is an increase in the percentage of illiteracy in the province despite a slight decrease in other provinces. Most importantly is the determination of the significant role played by adult educators. A qualitative approach is employed to pursue the aims of the study. Data is collected using semi-structured interviews. The study has shown that lack of monitoring and supervision by ABET administrators, lack of resources for skills development and language of instruction, all contribute to the increase in illiteracy rate in the Province. For administrators of adult learning programmes it is suggested that they become more familiar with operations at Adult Learning Centres and provide training including technical where appropriate. Designers of curriculum should select curriculum resources appropriate to adult learners. Providers of direct support to adult learners should ensure that training is provided on an ongoing basis. This training should focus on teaching methods and learning approaches (pedagogy) as well as the effective use of ABET learning and teaching guides.

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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/.

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The purpose of this study was to identify, investigate, and analyze the life and contributions of Alexander Albert Liveright (1907-1969). It was limited to selected experiences that characterized him as an adult educator. The dissertation primarily examines Liveright's speeches, books, articles, reports, research papers and correspondence; government documents; and newspaper articles located in the Archives and Manuscripts of Continuing Education at Syracuse University. From these data a synthesis and interpretation were developed.

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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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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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Oslund, Lawrence E. "Teaching style preferences of educators| A meta-analysis." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721103.

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This study was initially planned to be a single study using the Principles of Adult Learning Scale (PALS) by Conti (1978), surveying students and alumni of a four-year university. These plans were redirected to conducting a meta-analysis, utilizing 30 years of dissertations that utilized the PALS instrument.

The motivation for this study was to determine if educators might be a collaborative resource to aid corporate trainers in developing a learner-centered training program. College instructors could become corporate consultants if they reinforced the learner-center approach. A learner-centered instructor would inquire and recognize the inconsistencies in the trainer’s teacher-centered training materials. This motive was based on first-hand experience with Acme Corporation.

There were 108 dissertations identified. Eighteen were not retrieved, and 35 dissertations did not meet the inclusion criteria. Fifty-five dissertations were used with nearly 5,300 subjects. A complete list was provided by name and ProQuest number with exclusion reasons.

The retrieved dissertations were grouped: (a) four-year colleges; (b) two-year colleges; (c) other educators. The third group consists of educators with a Masters or a Doctorate degree and teaches adult students outside of the traditional college environment.

The results showed that PALS composite mean was statistically significant for each group, and within one standard deviation of the norm mean ( M = 146). Conti and Welborn (1986) categorized these as intermediate teacher-centered. The seven factors were analyzed, and the mean was less than one standard deviation and teacher-centered and several factors were not significantly different from the factor’s norm mean. No scores were found to be learner-centered. Linear regression analysis was performed over three decades of dissertations to determine if there was a trend towards learner-centered style. The results indicate no correlation exists.

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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.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Franceska Smith. Dissertation Committee: Elizabeth Kasl. Includes bibliographical references (leaves 221-234).

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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.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Franceska B. Smith. Dissertation Committee: Matthias Finger. Includes bibliographical references (leaves 251-263).

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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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Sills, Margaret Vivienne. "Adult perceptions of influences on personal health and change : a study of health educators and non-health educators." Thesis, King's College London (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284803.

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Dansie, Gary S. "Attitudes of correctional adult educators toward inmate learners in Ohio's prisons." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260205270.

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Gueneau, de Mussy Crorkan Andrea. "Teachers as Learners| Perspectives from Latina Immigrant Early Childhood Educators." Thesis, Mills College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813868.

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The quality of educators’ teaching practices is a crucial aspect of children’s learning. This is why researchers, policy makers, teacher educators and educational leaders have focused their efforts on developing methods and programs to support educators’ teaching practices. Although teachers are the ones who actually apply the contents and skills learned in professional development programs, there is little research that considers their perspectives. The purpose of this study was to explore Latina immigrant early childhood teachers’ professional identity and perspectives about their professional learning and development (PLD) experiences. Data collection consisted on eight in-depth face-to-face interviews with early childhood educators who work in four multicultural Head Starts, and who self-identified as Latina Spanish-speaker. Data analysis was conducted using open and axial coding techniques. The main findings suggest that Latina immigrant teachers share some values, beliefs and experiences that might play a role in shaping their careers, as well as their identities as teachers and learners. Also, the findings suggest that teachers present a positive attitude towards ongoing professional learning. However, they believe that in order to be effective for their learning, PLD programs should include more active, collaborative and contextualized approaches. Additionally, the findings indicate that teachers perceive that their work environments constrain their possibilities to fully exercise their profession.

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Mennigke, Stuart Michael. "Reciprocal Learning among educators in two communities in KwaZulu- Natal." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8100_1256898488.

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This research sets out to analyze the adult learning practices between two groups of secondary school teachers from historically differently resourced schools in the context of partnership. It seeks to test the nature of the partnership which exists between these schools, and exploe the nature of the learning which takes place between the teachers as adult learners. Reflections on the literature illustrate the issues surrounding the nature of learning among adult learners in shared community relationships. Methodologically this research is qualitative in nature , and has used the wider Social Responsibility Programme of St Agnes College as a field for interaction. Within that wider programme specifically, the mathematics partnership between Umdodo High School (UHS) and St Agnes was used for data colllection...

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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.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title 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.

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Hoogendoorn, Anne Roberta, and n/a. "The relationship of personality factors to the educational orientation of adult educators." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20061110.095037.

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This research study was in the field of adult education, focusing on the role of adult educators. Sixty four adult educators in the Australian Capital Territory, from a wide range of institutions took part in the study. The educational orientation of the adult educators, on an andragogical-pedagogical continuum, was measured by The Educational Orientation Questionnaire, (Hadley, 1974). This test was based on Knowles, theory of andragogy "the art and science of helping adults learn" and its corollary, pedagogy, "the art of teaching children" (Knowles, 1985). The E.O.Q. tested adult educators' attitudes in six areas of education to discover the extent to which educators were more andragogical or pedagogical in their orientation. Four personality dimensions of adult educators were measured by The Personal Style Inventory (Champagne and Hogan, 1979) - a test based on Jung's theory of psychological types. The data was analysed and four null hypotheses were tested. Two were rejected and two were accepted. The findings revealed that there was a statistically significant correlation at the .01 level of significance, showing a definite relationship between two of the dimensions, extraversion-introversion and sensing-intuition, and the educational orientation of adult educators: extraversion and intuition with a more andragogical orientation and introversion and sensing with a more pedagogical orientation. The interpretation of these findings raised numerous questions and issues on the role of adult educators as well as recommendations for further research on the correlation of other variables with the educational orientation of adult educators.

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Floyd, Tuboise D. Witte James E. "An exploratory study of the philosophy and teaching styles of Georgia workforce educators and entrepreneurship instructors." Auburn, Ala, 2010. http://hdl.handle.net/10415/2046.

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Saddington, James Anthony. "An evaluative study of a university course for professional adult educators using an experiential learning methodology." Master's thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/17031.

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Bibliography: pages 315-322.
This study explored the use of the experiential learning methodology and the concept of learner responsibility within a course for the professional preparation of adult educators at university level. The research methodology was illuminative evaluation using case study research and participant observation. The study described the problems and issues that arose when the students, on the 1982 Diploma Course for Educators of Adults at the University of Cape Town, were faced with the responsibility for the designing, managing and teaching of their own curriculum. The analysis of this showed an ability and willingness on the part of most students to engage in this responsibility. For some students the required role as "curriculum constructor" contradicted with their expected and preferred stance of a learner receiving mediated knowledge from a teacher. The role of assessment diminished the freedom to engage in responsibility, and the difficulties of decision making and management led ultimately to the formation of a management committee. The study went on to examine learner responsibility and experiential learning in more depth. The students' preference for other methodologies and their own perceived ability and confidence to engage with both learner responsibility and experiential learning were major hindrances for the course. The conflict of roles experienced by both the staff and students at a variety of points required a way of clarifying and resolving this conflict, otherwise it continued to block involvement for the students or staff. For learner responsibility the access to learning resources was a further problem. The introduction of experiential learning and the apparent non-openness of it to other methodologies were also problems experienced in practice. The research concluded with an attempt to address these problems. It was proposed that experiential learning and learner responsibility needed to be reconceptualised. Developments such as "learning contracts", "a learning community", new forms of assessment, "learning conversations" and increasing the reflective capacity of experiential learning were proposed. The research ended with a series of implications for practice for those adult education programmes which were committed to a learning process which maximised learner responsibility and autonomy and took seriously the life experience of the students.

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Summers, Miriam M. "Educators' Experiences of Cooperative Learning In Adult GED Prep Classes on a College Campus." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7084.

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Research shows that educators working in General Education Development (GED) preparation classes lack research-based instructional practice. Current research further implies that using research-based instructional practices is beneficial to adult learners. The location of this study was a local public community college and satellite locations in a U.S. state on the East Coast that did not assess whether educators were using the research-based cooperative learning methods in GED prep classes. There was no known information to identify research-based instructional practices in GED prep classes. Therefore, the types of instructions educators used and whether educators were producing successful outcomes were both sought to be researched. This qualitative study explored instructional practices and successful GED outcomes. Johnson, Johnson, and Smith's cooperative learning method served as the conceptual framework for this study. Research questions addressed educators' experiences in facilitating and integrating cooperative learning and their need for supports to improve GED outcomes. Purposeful sampling was used to select 8 educators experienced in GED prep class to participate in interview questionnaires. Five of the 8 participants also completed face-to-face interviews. Data were collected from interviews and documents to determine a plan to construct a research-based tool for educators. Qualitative data were coded manually to extract themes. Findings of the study showed that educators working with adult learners did not report standard use of cooperative learning methods in GED prep classes. A workshop was created in order to help educators redesign instructional practices and provide a research-based tool to enhance adult learners' participation and improve GED outcomes.

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Olson, Lia Conklin. "Adult Basic Educators' Descriptions of Standards Implementation and Its Influence on Cognitive Rigor." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635547.

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With only four years of mandated state-standards in adult basic education (ABE), very little is known about the influence of state-standards implementation on the unique learning needs of its adult students. Two decades of research on standards-based education in the U.S. K12 system has yielded widely debated results regarding the impact of state-standards on student achievement. Against this backdrop, state-standards implementation within the distinct context of Minnesota ABE was examined in this study, specifically the perceived influence of standards implementation on teacher practices and student engagement in cognitive rigor, as well as the teacher, site, and student characteristics reported to have either supported or challenged implementation. The basic qualitative design was utilized to collect and interpret the perceptions and experiences of its sample of 12 Minnesota ABE teachers from distinct instructional contexts with 12 or more hours of standards implementation training. Data triangulation was utilized for data collection, including an interview and two member checks. The inductive analysis procedure in concert with the constant comparative method was used to analyze the interviews and develop themes and deeper connections based on the theory of complex adaptive systems. The results of the study showed that, overall, participants reported modest changes in their teaching practices that they perceived to have increased their students’ engagement in cognitive rigor. Participants also reported modest changes in student demonstration of learning that indicated increased cognitive rigor. Findings indicated a minimal contrast to the inconclusive nature of the K12 research base in establishing a link between standards implementation and increased student achievement. Furthermore, the findings showed that state leaders should continue to offer robust training and support teacher collaboration.

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Ressler, James Donald. "Transforming Physical Educators Through Adventure-Based Learning." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330963296.

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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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Elliott, Dennis L. "The teaching styles of adult educators at the buckeye leadership workshop as measured by the principles of adult learning scale." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1153344917.

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Moss, Ricki Carol. "Dorothy Clode : community educator." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28180.

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This thesis will primarily focus on the career of Dorothy Clode as an adult educator, examining her leadership and influence in professional adult education associations; her advocacy regarding provincial adult education policies; and her role in community development at Lake Cowichan and in the broader context of British Columbia, as in the Consortium on Economic Dislocation. The relationship of the role of a professional adult educator to the community development process will be examined, using Clode's career as a case study. The intention is to examine the nature of adult education practice, in terms of the daily concerns, issues and philosophy of a woman whose 18 year career spanned three dynamic decades in the recent history of adult education.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Sharpe, James Fletcher. "Adult educators for social change, the experience from Halifax in the 1980s and 1990s." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58590.pdf.

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Heynderyckx, Anne. "Where shame is a moral death : ethical challenges for adult educators in Burkina Faso." Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424046.

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Zbacnik, 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.

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Co-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.

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Mouawad, Rim Nashabe. "Impact of participatory appreciative reflective inquiry within destiny learning on self-development of Lebanese special educators." Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=195999.

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Bestolarides, Paul Andrew. "Attitudes of California Department of Corrections educators toward inmate learners." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2647.

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Purpose of the study. The purpose of this study was to examine the attitudes of correctional educators in the California Department of Corrections toward their inmate learners. Procedure. A total of 228 surveys were mailed out and 156 correctional educators from the 23 correctional institutions in operation as of January 1993 responded. A systematic sampling process for selecting the survey participants, based upon a percentage or like number of vocational and academic educators, was utilized. Eight research questions were analyzed by means of one- and two-way Multivariate (MANOVA) analyses, Univariate (ANOVA) analyses, Wilks' Lambda, frequency and percentage results derived from the survey instrument. Findings. The attitudes of correctional educators seriously impact the probability of educational success as defined by breaking the cycle of recidivism by providing training and instruction to inmate learners. The data indicated that a majority of the correctional educators possess a positive attitude toward their jobs as indicated by their desire to remain in their teaching or instructional position. The data also indicated positive attitudes toward the inmate learner, and generally showed sensitivity toward inmates with learning disabilities. The data showed no relationship between gender of educator or inmate learner, or the number of years spent by the educator in either the public or private educational system to correctional educators' attitudes toward inmate learners. Implications for future research, training and educational policy development in the correctional education setting are provided.

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Steer, Ashleigh. "A Comparative Study of the Freirean Pedagogical Practices employed by Popular Educators in South Africa and Canada during Facilitator Training." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29853.

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This thesis sets out to explore a comparative study of four Popular Educators using Freirean pedagogical practices in Canada and South Africa and discusses how different country contexts affect their pedagogies. This study explores how critical pedagogy addresses the mobilization of theory and its application into practice in different contexts. In order to analyse and conceptualize the facilitator’s pedagogy and the mobilization of Freire’s theory into their practice; Freire’s critical pedagogical theory was drawn on as well as the theories of other critical and feminist pedagogues, some of who analyse how theory is mobilized into practice. Foley’s theory of ideology is also drawn on alongside Freire’s educational theory. Finally, theories and research examining contextualized pedagogy is employed to analyse how Freire’s critical pedagogy is applied in different social contexts. This is a qualitative comparative study and the research took place in both Cape Town, South Africa and Toronto, Canada and utilized three forms of qualitative data collection tools; interviews, observations and document analysis. The researcher observed two days of workshops for each organisation, conducted interviews with four facilitators and four participants, two facilitators and two participants from each organisation, and carried out document analysis using one organisation information brochure or website from each organisation. Key findings have suggested that the lead facilitators’ pedagogies are greatly influenced by their foundational insurgent, liberating ideologies; ideologies that have been formed over their lifetime through life experiences and engagement with influential theorists and their theories. The lead facilitators’ pedagogies in both contexts pedagogies employ aspects from the Freirean model such as guided student-centred learning. However, availability of access to resources in each context affected facilitators’ ability to engage in different forms of student-centred learning activities. The study confirmed that facilitator’s curriculums were engaging with relevant issues pertaining to students lives, but the delivery of these issues did not align with a Freirean model in both contexts. The divergence from a Freirean delivery was found to be interwoven within the power relations in the classroom. The findings revealed that is seemed difficult for lead facilitators to completely dissolve hierarchies in the classroom, even though an exchange of knowledge was greatly advocated by both facilitators and participants. This study has elucidated how important it is to consider a multitude of factors, including contextual and personal histories when attempting to appropriately contextualize pedagogical models to be conducive to different contexts.

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Manona, Barbara Nomanesi. "Evaluation of the National Diploma in Adult Basic Education and Training with regard to the demands of the ABET world of work." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1932.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005
The focus of this research is the evaluation of the National Diploma in Adult Basic Education and Training (ABET) for the purpose of suggesting improvements that could enable ABET diplomates to meet the demands of their challenging ABET world of work. The research study is based on the reflections of employed ABET diplomates and their employers on the relevance and usefulness of the ABET qualification in the workplace. The research is set against the general literature on the linkages between higher education and workplaces in general and the need for the development of work integrated curricula and high workplace competence levels in particular. The research also draws on literature that relate to the National Qualifications Framework (NQF) in the current South African education system and the role that could be played by learnerships and service-learning in the development of ABET practitioners. Reference is also made to the literature on employability of graduates, the contextual nature of the ABET world of work, work-based learning, and pedagogy or andragogy that is needed to support workplace practices. Qualitative evaluation approaches and narrative data production methods in the context of teaching and learning were used. The lecturers, ABET diplomates and their employers were interviewed in order to find out how the National Diploma in ABET prepared the diplomates to be effective and efficient in their ABET world of work. Curriculum documents for the National Diploma in ABET were also consulted. The research findings indicated that employed ABET diplomates find it difficult to meet all the demands of the workplace in general and to demonstrate an understanding of unit standards and outcomes when preparing lessons and planning learner activities in particular. The study therefore calls for higher education institution to find alternative ways of offering the National Diploma in ABET by establishing partnerships with workplaces and work closely with potential employers of ABET diplomates. Such collaborative efforts could result in the development of work-integrated curricula which could enable ABET diplomates to spend more time in the workplace than in the classroom. The study recommends that higher education institutions should be involved in ABET Practitioner learnerships that provide work-based learning and in service-learning which provides community service experience in order to provide learners with an opportunity to connect theory with practice and ideology with actuality.

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Gustafson, Glenna Scarborough. "The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26906.

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Assistive technologies can aid in removing many of the barriers that students with disabilities face in todayâ s classroom. This study addressed special educatorsâ perceptions of the facilitators for the successful implementation of assistive technology devices, skills and knowledge, and need for professional development. A self reporting questionnaire was designed to collect data. The questionnaire was mailed to 1164 special educators in southwestern Virginia. Educators reported that funding, time, technical assistance, assistive technology awareness and knowledge, professional development opportunities, and administrative support were highly important facilitators to the successful implementation of assistive technology. Special educators revealed an average level of skills and knowledge and need for professional development on 25 out of 27 assistive technology competencies. Furthermore, educators reported a preference for professional development opportunities in group settings that involved hands-on learning experiences.
Ed. D.

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Langdon, Jonathan. "Democracy and social movement learning in Ghana: reflections on 15 years of learning in the democratic terrain by Ghanaian activist-educators." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86816.

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Ghana's democracy is a widely-known African good news story. What is not known about this story is how this democracy's dynamism is fundamentally grounded on ongoing social movement activism that is constantly pressurizing the largely elite democratic institutions to better respond to the everyday needs of average Ghanaians. Critical to this pressurization is not only activism around domestic policies, but also a wide-spread ongoing questioning of the forces of transnational neoliberal governmentality that discipline, contain, and subvert the potential of African states to place the needs of their populace in-front of the needs of transnational capital. This is the alternative story of Ghana's democracy told by this study, where Ghanaian activist-educators embedded in the country's various contemporary social movements have come together in a participatory research endeavour to critically analyze Ghana's current democratic terrain. Key to this analysis is the connection between Ghana's social movement activism, and learning within these movements, to this reconstituted story of Ghana's democracy. According to our participatory research group, it is the intersection of the ways movements learn and communicate with the ways these movements stay rooted in the needs of their wider membership that concomitantly determines their impact on the range of democratic possibility. Instrumental to this intersection, according to this study, are the informal processes through which movement members learn in, through, and to struggle. It is from our mutually-constituted understanding of these processes that our participatory research is now leading to action.
La démocratie du Ghana constitue une bonne nouvelle africaine. Ce qu'on ne sait pas au sujet de cette nouvelle, c'est la façon dont le dynamisme de la démocratie est fondamentalement basé sur l'activisme continu des mouvements sociaux qui exercent une pression constante sur les grandes institutions démocratiques d'élite afin qu'elles répondent mieux aux besoins quotidiens des Ghanéens. En plus de l'activisme relatif aux politiques intérieures, le questionnement constant et répandu des forces de la gouvernementalité néolibérale transnationale qui contrôlent, limitent et minent le potentiel des États africains à placer les besoins de leur population avant les besoins de la capitale transnationale, s'avère essentiel à cette pression.
Voici l'autre version de la démocratie du Ghana racontée par la présente étude, au cours de laquelle des éducateurs activistes ghanéens participant à divers mouvements sociaux contemporains du pays se sont réunis dans le cadre d'une initiative de recherche participative visant à faire une analyse critique du terrain démocratique actuel du Ghana. Le lien entre l'activisme des mouvements sociaux du Ghana, l'apprentissage au sein de ces mouvements, et cette histoire reconstituée de la démocratie du Ghana s'avèrent essentiel à l'analyse. Selon notre groupe de recherche participative, le croisement des façons dont les mouvements apprennent et communiquent et des façons dont ces mouvements restent ancrés dans les besoins de leurs membres, détermine en même temps leur incidence sur l'éventail de possibilités au plan démocratique. Selon la présente étude, les processus informels par l'entremise desquels les membres des mouvements apprennent et luttent sont essentiels à ce croisement. Grâce à notre compréhension mutuelle de ces processus, notre recherche participative nous permet maintenant d'agir.

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Campbell, Colin Harvey. "Required job skills today and ten years from now, expectations of employers, adult students, and educators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/NQ41061.pdf.

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Essuman, Salome Okyerewa. "Non-formal adult educators' attitudes toward technologies used in rural Ghana education programmes : a qualitative study." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415758.

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Plummer, Elizabeth. "A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6249.

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This study focused on investigating the background, experiences, challenges and training of current online language teachers. An online survey was sent and completed by a total of 264 current online language teachers consisting of a total of 40 questions. Findings show online language teachers are highly experienced in face-to-face classrooms as reported by their years of experience and level of their advanced degrees but typically have less than five years of experience teaching online. They also teach in a variety of contexts including grade levels from early childhood education to adult education; in twenty different countries around the world; as well as twenty languages from commonly taught to less-commonly taught languages. The majority of respondents reported participation in some form of training for teaching online with just over half indicating they had participated in training focused on teaching language online. The area respondents reported having the most training in was technology with assistive technology and professional practice as areas where they report the least amount of training. The most common provider of training was an employer with formats that ranged from a one-time session to ongoing training. Data suggest the practice areas current online language teachers struggle with most in teaching language online are: technology, student autonomy and online language pedagogy. Preferences for professional development in meeting challenges were primarily dependent on if a respondent expressed having a challenge ‘to a great extent’ or ‘to some extent’ with respondents in the former generally preferring structured and the latter unstructured professional development. In suggesting recommendations for training individuals to teach language online, respondents reported that online pedagogy and online language pedagogy should be covered in formal teacher preparation programs in addition to the typically covered areas of technology and facilitation. Relationships across grade levels and languages taught are presented using chi-squared and Fisher’s exact tests of significance, independent sample t-tests as well as binary linear regression are utilized in exploring the strength of the relationships among the variables in the present study. The study concludes with a discussion of the educational and theoretical implications and directions for future research.

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Wilson, 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.

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This study investigated intrapersonal self-reported, perceived teaching competence. Each of ten adult educators� teaching competence was analysed in a qualitative/quantitative study within ten interactive teaching sessions. Self-reported influences of performance variables pertaining to perceived arousal discrepancy, effort, performance state self-esteem, and telic/paratelic metamotivational states were related to self-perceptions of teaching competence. Seven of ten adult educators demonstrated a relationship between their current state and perceived teaching competence. A higher perceived teaching competence was experienced when rating themselves nearer to their ideal teaching state. From a reversal theory perspective, the investigator determined telic/paratelic situational state balance by primarily utilising the Telic State Measure (Svebak and Murgatroyd, 1985), and conducting the Metamotivational State Interview Coding Schedule (O�Connell, Potocky, Cook, & Gerkovich, 1991) to code psychological lability (i.e., how easily and readily one shifts between states) and subjective experiences of the educator�s perceived competent and �less� competent teaching sessions.

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Lehman, Michele Alene. "Interrupting the reflective practitioner discovering the espoused philosophies and theories and theories-in-use of13 adult educators /." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1049304371.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xi, 369 p. Includes abstract and vita. Advisor: Robert F. Rodgers, College of Education. Includes bibliographical references (p. 313-339).

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Mauk, William David. "THE LEVEL OF VALUE AND EXPECTANCY HELD FOR ADULT AGRICULTURAL EDUCATION BY AGRICULTURAL EDUCATORS IN MISSOURI AND ILLINOIS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/985.

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The purpose of this research was to examine agricultural educators and adult agricultural education programming offered through secondary agricultural education programs within Illinois and Missouri using a non-experimental research design and a self-report questionnaire known as the Adult Agricultural Education Inventory (AAEI). AAEI was used to ascertain the level of expectancy and value held for adult agricultural education by secondary agricultural educators. The Expectancy-Value Theory (Eccles & Wigfield, 2002; Wigfield & Eccles, 2000) posits that if an individual holds high degrees of expectancy and value for a task, action or activity, that individual will continue to persist in that task, action or activity. There were 5 components of the AAEI, regarding adult agricultural education, including: 1) Utility Value and Attainment Value, 2) Expectancy and Intrinsic Value, 3) Time and Availability, 4) Community Demand and 5) Educator Knowledge. These 5 components were analyzed against a demographic profile of agricultural educators, constructed in this research, to delineate those groups of agricultural educators that indicate the higher levels of value and expectancy for adult programming. Value for adult programming was greater for those with Master's Degrees and those that taught in career and technical education centers. Expectancy for adult programming was greater for those educators who were from Illinois, educators holding a 10 month contract and males. Educators from Missouri indicated the highest amount of time and availability for adult programming.

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Lehman, Michele Alene. "Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1049304371.

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Albornoz, Judith. "The New Jersey Youth Corps at Jersy City State College : a case study of urban young adult dropouts in a successful second-chance program /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12025537.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Issued also on microfilm. Includes tables. Sponsor: Franceska Smith. Dissertation Committee: Kathleen Loughlin. Includes bibliographical references (leaves 235-245).

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Vanderbilt, Kathi L. "Online Professional Development: An Analysis of Instructor Beliefs and Instructional Strategies for the Facilitation of Learning with Adult Educators." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-06082008-150947/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Mary B. Shoffner, committee chair; Wanjira Kinuthia, Nancy J. Brown, Dana L. Fox, committee members. Description based on contents viewed July 14, 2009. Includes bibliographical references (p. 233-256).

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Erasmus, Margaretha Jacoba. "Making visible an invisible world - how do adult educators navigate moral dilemmas in HIV health and social literacy education?" Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31523.

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Billions of rand are spent annually in HIV interventions in South Africa and most of these interventions have a component of training or adult education. The purpose of this research study is to understand better what potential moral dilemmas adult educators might face in the HIV health and social literacy field and what tools they use to navigate these dilemmas. I had a sense that adult educators might face moral dilemmas in this field with topics that include safe sex, prevention, sexually transmitted infections, abortion and relevant lesbian, gay, bisexual, transsexual and intersex (LGBTI) issues. In order to illuminate these dilemmas, the study asked adult educators from within the related field to identify the types of moral dilemmas they faced; what underpinned these dilemmas; and finally, how they navigated the issues. Data was collected using individual semi-structured interviews. The study also aims to make recommendations for current and future educators in the field on potential navigational tools. The theoretical framework used in the study focused on adult experiential learning, meaning-making and dialogical practices. Empirical research was gathered from the school-based sex education and the nursing field, highlighting the gap in literature on adult educators’ experiences with such phenomena. The study made use of an interpretative and thematic approach, allowing themes to emerge from the data. The analysis showed that adult educators faced moral dilemmas related to the topic and content covered, cultural barriers, funder-driven agendas, insufficient involvement from the church, and sexual advances from community facilitators. These were underpinned by the research participants’ inner histories, including their upbringings and their socialisation around gender roles and marital status. Participants identified personal values that included religious beliefs as a significant cause for discomfort. Navigational tools included one-on-one and group dialogical practices as well as being able to accept or train on a topic without having to agree or promote the content from a personal values perspective. The study highlights the lack of literature available on this phenomenon and makes recommendations to create platforms for discussion and reflection. Even though the study focusses on adult educators in the HIV Health and Social Literacy field, this could have relevance for school-based sexual education teachers as well as in the nursing or counselling field.

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Fitzwilliams-Heck, Cindy. "Experiences and Practices of Environmental Adult Education Participants." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5704.

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Awareness of the sustainability of our natural resources is a continuing concern. Initiatives promoting environmental adult education (EAE) through professional development (PD) workshops ensure educators' have the knowledge and skills to inform their audience about environmental literacy and stewardship. However, these workshops have rarely been monitored. Specifically, it appears no researchers have focused on the reflective experiences of an EAE PD workshop on educator participants at least 5 years after participation. This basic qualitative study used telephone interviews of 8 past participants to explore whether and how they perceive their behavior changing in relation to natural resources conservation years after the EAE PD, and how they shared these changes with others. Through the contextual lens of EAE with a focus on outdoor experiential learning and transformative learning theories, five major themes emerged including: (a) becoming a more effective educator; (b) becoming more aware of the importance of conservation; (c) experiencing positive emotional effects; (d) changing behaviors that impact the environment; and (e) experiences of the EAE PD location. Implications for positive social change were found in the expressed experiences, content, and application of the EAE PD that ignited new means for approaching curriculum- specific content with a heightened focus on the importance of the conservation of natural resources.

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Alexander, Paige Adell. "Factors influencing the compensat[i]on levels of land grant university extension educators." Thesis, Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/527.

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Modisenyane, Mohatalle Stephen. "A Batho Pele based programme for adult basic education and training / Mohatelle [i.e. Mohatalle] Stephen Modisenyane." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2339.

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The objectives of this research were to investigate the experiences of adult basic education and training educators and learners in their teaching and learning centres; and to develop a humanistic programme infused with Batho-Pele principles for use in adult basic education and training in South Africa. Both the literature review and the qualitative empirical research methods were used to achieve these objectives. The literature review revealed that Batho-Pele is a South African public service initiative to get public servants to be service orientated, to strive for excellence in service delivery and to commit to continuous service delivery improvement. It allows South African citizens to hold public servants accountable for the level of services they deliver. These two statements make it clear that Batho-Pele is not an "add-on" activity, but it is a way of delivering services by putting citizens at the centre of public service planning and operations, which also means that Batho-Pele seeks to include all citizens for the achievement of a better-life-for-all through services and programmes of a democratic nature. The literature review also revealed that Batho-Pele encapsulates ubuntu/botho ideals. Interdependence, communalism, sensitivity towards others and caring for others are some of the aspects of ubuntu as a way of life. The community and belonging to a community is part of the essence of traditional African human life. Humanness is very important in Batho-Pele and Ubuntu way of life in the sense of seeing human needs, interests and dignity as fundamental to human existence. It was evident from the literature review proceedings that traditional Africans believed that these ideals are communally accepted and desirable ethical standards that a person acquires throughout his/her life. From the foregoing paragraph it is clear that for Batho-Pele service to succeed in communities, management culture in adult basic education and training centres in communities has to be changed to accommodate Batho-Pele as a way of life. This means that adult basic education and training centres should take stock of their educational values, as well as behaviours and attitudes of people they serve. In this way, adult basic education and training centres would then be able to take necessary steps to prepare their educators for the revitalized Batho-Pele Culture of responsiveness, efficiency and effectiveness in delivering services to the adult learners. This research was conducted from an andragogical (an approach to education and training) based on assumptions of learner-as-adult) and ubuntugogical (an approach that emphasizes African way of life that promotes the common good of society and includes humanness as an essential element of human growth. An essential element of human growth, according to this approach, is that the community always comes first. The individual is born out of and into the community, therefore will always be part of the community) paradigms. A humanistic programme infused with Batho-Pele principles for use in adult basic education and training in South Africa was developed.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

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