Log in

Relevant bibliographies by topics / Adult in training / Journal articles

Journal articles on the topic 'Adult in training'

To see the other types of publications on this topic, follow the link: Adult in training.

Author: Grafiati

Published: 22 June 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Adult in training.'

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 journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Ernst, Armin, Momen M. Wahidi, Charles A. Read, John D. Buckley, Doreen J. Addrizzo-Harris, Pallav L. Shah, Felix J. F. Herth, et al. "Adult Bronchoscopy Training." Chest 148, no. 2 (August 2015): 321–32. http://dx.doi.org/10.1378/chest.14-0678.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

LEVY, D. "IN-SERVICE TRAINING FOR ADULT TRAINNG CENTRE STAFF." Journal of the Institute of Mental Subnormality (APEX) 2, no. 3 (August 26, 2009): 25–26. http://dx.doi.org/10.1111/j.1468-3156.1974.tb00109.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

PHILLIPS, MARY, and JO PRYNNE. "Training for managers of adult training centres." Journal of the Institute of Mental Subnormality (APEX) 7, no. 4 (August 26, 2009): 126–29. http://dx.doi.org/10.1111/j.1468-3156.1980.tb00482.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Dickinson, John. "Adult education and training." Studies in Continuing Education 31, no. 3 (November 2009): 309–11. http://dx.doi.org/10.1080/01580370903279621.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Bacon, Jenny. "The Adult Training Strategy." Industrial and Commercial Training 17, no. 3 (March 1985): 8–11. http://dx.doi.org/10.1108/eb004004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Clendon, Ryland, and David Yorke. "Adult Training — Employers' Viewpoint." Education + Training 29, no. 1 (January 1987): 10–12. http://dx.doi.org/10.1108/eb017311.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Walden, George. "Adult Training for Industry." Education + Training 29, no. 4 (April 1987): 20–22. http://dx.doi.org/10.1108/eb017353.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Bertea, Iulian-Ciprian. "Motivating adults for vocational training and retraining." Univers Pedagogic, no. 4(76) (December 2022): 47–50. http://dx.doi.org/10.52387/1811-5470.2022.4.09.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

In this article we tried to define certain aspects of motivation in general, and of adult education in particular. Motivation is important both from the perspective of the adult student, but also from the perspective of the trainer. The challenges of adult education are multiple and constantly changing compared to children’s education, a standardized education. Adults participating in vocational training or retraining courses come with a different life experience and personal motivation than minor students. Specialized literature offers numerous definitions of the term „motivation”.

9

Flesch, Jeffrey M., Joy R. Lile, and Mary E. Arnold. "Review of the YA4-H! Youth Advocates for Health: Building Successful Youth-Adult Partnerships Training Curriculum." Journal of Youth Development 11, no. 1 (December 15, 2016): 123–26. http://dx.doi.org/10.5195/jyd.2016.440.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Youth-adult partnerships (Y-APs) are an important aspect of positive youth development programming. Creating effective Y-APs, however, requires training of both youth and adults. This article reviews the YA4-H! Youth Advocates for Health: Building Successful Youth-Adult Partnerships (Arnold, & Gifford, 2015) curriculum that is intended for use in trainings with youth and adults to assist in the formation of effective Y-APs. The 80 page curriculum covers five key areas for forming successful YA-Ps: Ice Breakers, an exploration of power, understanding youth-adult partnerships, personal traits, and reflection. The curriculum is laid out in a user-friendly manner, provides background information on youth development and Y-APs, and includes training options ranging from half-day to full weekend retreats. While it was developed for the 4-H program, it is suitable for use in any youth setting. The curriculum is comprehensive, easy to use, and a valuable addition to other published Y-AP training materials.

10

Levitte, Susan S., Linda Ganzini, and George A. Keepers. "Geriatric Training in Adult Psychiatry Residency Training Programs." Academic Psychiatry 20, no. 4 (December 1996): 226–31. http://dx.doi.org/10.1007/bf03341885.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Khawaja, Imran S., and Thomas D. Hurwitz. "Subspecialty Training in Adult Psychiatry." Psychiatric Annals 48, no. 11 (November 1, 2018): 502. http://dx.doi.org/10.3928/00485713-20181008-01.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Crochard, Magali. "Adult Vocational Training in University." International Journal of Learning: Annual Review 15, no. 3 (2008): 147–52. http://dx.doi.org/10.18848/1447-9494/cgp/v15i03/45694.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Murray, Mac, and Keith Drake. "Financing Adult Education and Training." European Journal of Education 20, no. 1 (1985): 96. http://dx.doi.org/10.2307/1503017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Rose, Amy D. "Challenges in Training Adult Educators." Adult Learning 9, no. 3 (March 1998): 4–5. http://dx.doi.org/10.1177/104515959800900302.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Gross, Anne, Susan Mann, Michael Kalfin, Sharon Lane, Saul Weingart, and Craig A. Bunnell. "Team training in adult oncology." Journal of Clinical Oncology 30, no. 34_suppl (December 1, 2012): 27. http://dx.doi.org/10.1200/jco.2012.30.34_suppl.27.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

27 Background: In outpatient oncology, clinicians working in various locations and at different times, rely on each other for information to coordinate and manage care. Increasingly complex treatment algorithms magnify risk for adverse events precipitated by failures of communication/coordination. We implemented team training in 16 adult practices across five campuses (community and academic) to reduce errors and increase efficiency/quality. Methods: 1,000+ MDs, NPs, PAs, RNs, pharmacists, and support staff were trained in teamwork concepts. Interventions and methods included baseline data collection on key clinical processes, (e.g. same-day chemotherapy changes not communicated to treating RN); observations and interviews with teams; “train-the-trainer” sessions; identification of “pain points”; interdisciplinary "process meetings" to develop agreements, tools and systems changes to support better communication/efficiency; trained all staff; collected data six months post-training. Results: Despite infrequency of noncommunicated same-day changes in chemotherapy at baseline (~2%), an improvement trend was seen (chi-square p=0.068). Incidence of missing infusion orders, not associated with an MD visit, decreased significantly. Providers reported fewer unnecessary pages. Nurses reported quicker, more reliable responses to pages sent. Staff reported improved practice efficiencies and safer, respectful work environments. Qualitative interviews elicited patient perceptions of communication, teamwork, and care coordination. Patients’ quantitative perceptions of teamwork improved significantly. Conclusions: Team training improved communication, task coordination, interactions with team members, staff perceptions of efficiency, quality, and safety and patient perception of teamwork in the outpatient practices of a comprehensive cancer center. [Table: see text]

16

Hughes, David, David Burke, Ian Hickie, Andrrewn Wilson, and margaret Tobin. "Advanced Training in Adult Psychiatry." Australasian Psychiatry 10, no. 1 (March 2002): 6–10. http://dx.doi.org/10.1046/j.1440-1665.2002.00384.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Robinson, Ken, and Quentin A. Summerfield. "Adult Auditory Learning and Training." Ear and Hearing 17, Sup 1 (June 1996): 51S—65S. http://dx.doi.org/10.1097/00003446-199617031-00006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Deahl, Martin, and Trevor Turner. "Training in adult general psychiatry." Psychiatric Bulletin 22, no. 6 (June 1998): 339–40. http://dx.doi.org/10.1192/pb.22.6.339.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Holmes, Jeremy. "Training in adult general psychiatry." Psychiatric Bulletin 22, no. 9 (September 1998): 585. http://dx.doi.org/10.1192/pb.22.9.585.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Skibitskiy, E. G., and T. A. Astashova. "Application of andragogico-acmeological approach in preparation of teachers for using informatization." Open Education 22, no. 5 (November 10, 2018): 13–25. http://dx.doi.org/10.21686/1818-4243-2018-5-13-25.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The purpose of the study. The socio-economic development of the country, the current situation in education, actualize the problem of searching for optimal scientific approaches to the solution of the multifaceted problem of adult training that would ensure their development and allow the trainee to be viewed as a subject continuously rising to the “acme” of professional growth. The object of this study is the training of teachers in the system of additional education. The subject is the use of the andragogico-acmeological approach to the training of university lecturers. The goal is to identify areas for improving adult training, which are manifested when considering it in andragogical and acmeological aspects. Materials and methods. To achieve this goal, an analysis of the conditions for the expediency of using the andragogico-acmeological approach was made, caused by the following factors: characteristics and features of the organization of the process of training adult learners; a set of goals, objectives and training conditions; specific application of methods, tools and technologies; the choice of criterial apparatus for assessing the success of adult training.Results. Due to the study, the idea for training of adults that is based on the andragogico-acmeological approach is substantiated. The graphic interpretation of interdisciplinary connections of pedagogy, andragogy and acmeology is presented. The area of intersection of scientific interests for the above-mentioned branches of knowledge is an adult person and the achievement of professionalism in one or another kind of activity. Consequently, the tasks of preparing adults in the system of additional education need to be addressed in a comprehensive manner, taking into account the specifics of pedagogy, andragogy and acmeology. The main function of these sciences corresponds to the meaning inherent in their name - leading an adult person to the top of his development. The general principles, reflecting the adragological and acmeological aspects of their realization, are revealed. These include: the fundamentalization of education; personification; expedient combination of various forms, methods and means of solving pedagogical problems of training adult learners; professional and academic mobility; professional feasibility; reflexive management of the training of adults; facilitation; self-education), development of educational needs and complexity. The process of adult preparation is presented, reflecting its specificity and consisting of three blocks: social and pedagogical conditions, the pedagogical process and the learning process. In describing the process of adult training, a system of mixed adult education is described, the conditions and factors for applying this approach are revealed, and the content of the blocks included in the adult training process is examined.Conclusion.The following conclusions are made about the expediency of applying the andragogico-acmeological approach in the preparation of adults. The result of adult training is professional growth and social maturity, which are manifested in professional activity and its qualities, adequate to this activity. The application of the andragogico-acmeological approach in the preparation of adults, taking into account its specifics will reveal their intellectual potential, help adults find their place in society (science, art, production), realize their individual abilities and needs, be responsible and competitive in the rapidly changing labor market, to satisfy educational inquiries, to plan the further perfection and ability to live.

21

Kao, I.-Chan. "Study on adult career planning on adult education program and assessment of adaptive design model." MATEC Web of Conferences 169 (2018): 01027. http://dx.doi.org/10.1051/matecconf/201816901027.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

This study explores adults‘ on-the-job current career planning and the selection trends of future development as the criteria for a training program design for adult education and the basis of the design model of adaptive assessment. This study regards the contents of the TTQS training process, the items, indicators, and standards of the Workforce Development Agency, and the occupational categories of the “Occupational Competency Standards”, as disclosed by the “Integrated Competency and Application Platform”, as the framework for the reference model; and probes into the impact of globalization, adult career planning, adult occupational training program design, and adaptive assessment, and adopts a questionnaire survey to understand the design model of the adaptive adult education program, in order to effectively implement adaptive assessment. The purposes are to assist adults to accomplish adaptive career planning, achieve their goals of vocational cultivation, and solve the problems of adult unemployment, in order to lead to successful adult employment and transfer to globalization workplaces to create positive career development.

22

Chychuk, Vadym. "Approaches to Training Teachers of Adults in the UK." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 74–79. http://dx.doi.org/10.1515/rpp-2015-0024.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Abstract The article deals with the theoretical foundations of teacher training for adult students in the UK. It has been found out that the system of adult education is based on the andragogical approach that reveals patterns, psychological and pedagogical factors of effective learning. In applying the andragogical approach to adult education the following factors contribute to the learning process improvement: considering the motivation of adult learning, defining educational interests and needs of each adult student, the choice made by andragogue of the learning strategies and techniques designed to increase the professional level of adult education, practical implementation of knowledge and experience acquired by adult students in training process, taking into account the individual characteristics of each participant in the learning process, the desire to cooperate with the teacherandragogue. The theoretical basis of this process is the science of andragogics. It has been revealed that when working with an adult student, the following approaches are used: traditional didactic, problem-search, facilitating that are focused on the content and the learning process. Author determined specific approaches used in the UK for teaching adults, namely active, institutional, competence, synergy and others.

23

Alkema, Anne. "Foundation Level Workplace Training Programmes." Journal of Learning for Development 7, no. 2 (July 20, 2020): 218–32. http://dx.doi.org/10.56059/jl4d.v7i2.377.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

This paper outlines the scale of the adult literacy and numeracy issue in New Zealand and describes a policy intervention designed to upskill employees in workplaces to help resolve the issue for them. This is the Workplace Literacy and Numeracy (WLN) Fund, which enables around 7000 employees a year to complete a 25- to 80-hour learning programme, usually in their workplace and during work time. The paper also describes what happens in workplaces while programmes are underway, and the short-term wellbeing, social, and economic outcomes that occur for individual employees. In this context, literacy and numeracy relates to the way in which adults use skills that involve reading, writing, speaking, listening, and mathematics in everyday life. It also includes digital skills in relation to how adults engage and interact with Information and Communication Technologies (ICT). These skills are those that individuals need for learning, life, and work in the 21st Century. Keywords: adult literacy and numeracy, workplace-based learning, wellbeing, social and economic outcomes.

24

Constantinidou, Fofi. "Effects of Systematic Categorization Training on Cognitive Performance in Healthy Older Adults and in Adults with Traumatic Brain Injury." Behavioural Neurology 2019 (July 29, 2019): 1–17. http://dx.doi.org/10.1155/2019/9785319.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

This study investigated the effects of hierarchical cognitive training using the categorization program (CP), designed initially for adults with cognitive deficits associated with traumatic brain injury (TBI). Fifty-eight participants were included: a group of fifteen young adults with TBI (ages 18-48), another group of fifteen noninjured young adults (ages 18-50), and two groups of adults over 60 randomly assigned into the experimental group (n=14) or the control group (n=14). Following neuropsychological testing, the two young adult groups and the experimental older adult group received the CP training for 10-12 weeks. The CP training consisted of 8 levels targeting concept formation, object categorization, and decision-making abilities. Two CP tests (administered before and after the training) and three probe tasks (administered at specified intervals during the training) assessed skills relating to categorization. All treated groups showed significant improvement in their categorization performance, although younger participants (with or without TBI) demonstrated greater gains. Gains on the categorization measures were maintained by a subgroup of older adults up to four months posttraining. Implications of these findings in terms of adult cognitive learning and directions for future research on adult cognitive rehabilitation and cognitive stimulation programs are discussed.

25

Városi, Klára. "Dual training and adult education in agricultural vocational training." Acta Carolus Robertus 13, no. 2 (December 15, 2023): 225–35. http://dx.doi.org/10.33032/acr.4679.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The legal and legislative background dealing with vocational training and adult education has undergone several changes over the past almost sixty years. In addition to social policy and national economic effects, the changes were also strongly influenced by the vocational training policies of the countries around us. Through these changes, I would like to show how today's dual education system developed in agricultural vocational training, and what place adult education have been given in this model. It can be seen in the Hungarian VET culture that cooperation with dual internships is managed by the VET based on legal compliance and is mainly based on the documentation system. The international outlook shows a market-based cooperation model.

26

Butnari, Nadejda, and Nina Birnaz. "Positive learning environment –imperative in adult education." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(169) (February 2024): 35–41. http://dx.doi.org/10.59295/sum9(169)2024_06.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The learning environment is of primary importance in creating a favorable climate for the training process corresponding to the age particularities and interest of the learners. The organization of a positive learning environment in the adult training process requires the configuration of factors specific to adult training, oriented towards satisfying the needs of this category of learners, thus determining their success and personal and professional development. In this article we highlight a three-factor context of the learning environment, the valorization of which generates a positive framework in the training of adults, namely: the profile of the trainer, the interpersonal relationship and the particularities of the training environment. This three-factor context reflects certain values and professional skills of the trainer that condition the conduct of adult training in an effective learning environment designed to support training objectives and the active involvement of learners.

27

Andersson, Per, and Karolina Muhrman. "Swedish Vocational Adult Education in the Wake of Marketisation." International Journal for Research in Vocational Education and Training 9, no. 1 (February 5, 2022): 1–22. http://dx.doi.org/10.13152/ijrvet.9.1.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Context: This study is about vocational education and training for adults within municipal adult education (MAE). Sweden has a long tradition of adult education, and has one of the world's highest proportions of participants in adult education. The Swedish education system is characterised by extensive marketisation with many private actors, particularly in adult education. The focus of this article is on the enactment of the market orientation in vocational adult education, with the purpose of showing how vocational adult education is organised in different ways in Swedish municipalities and how national adult education policy is enacted in local VET practices. Methods: The data consist of documents presenting relevant national policies for adult education, in particular on vocational education, and semi-structured interviews with adult education leaders in 20 municipalities. Findings: The findings show that MAE in Sweden has a clear labour market focus on offering education that corresponds to working life's labour requirements. Most municipalities have a shortage of staff in elderly care and childcare, which is why they offer a large number of training places in these professions. Many immigrants choose these training programmes to get a job. It is also common for municipalities to offer these training programmes in combination with SFI (Swedish for immigrants). This means that MAE fulfils an important function for integration. VET in MAE is offered as school-based training, apprenticeships or distance education. Offering VET at a distance makes it possible to provide a wider range of training programmes, and enables people who have difficulties participating in on-site training (due to commitments such as work or young children) to take part. Apprenticeship training provides work experience and often leads to employment. However, a weak interest in apprenticeship training among students and difficulties finding apprenticeship placements are examples of reasons why the number of apprenticeships is often very limited. Conclusion: Swedish MAE is characterised by flexibility and a broad supply of courses. However, there is a clear focus on certain vocational areas – mainly within the municipal organisation. This gives reason to question whether publicly funded VET for adults should mainly prepare participants for publicly funded labour-market sectors, or whether other sectors could also benefit from newly trained adults. Since vocational training within MAE is of great importance for immigrants' establishment in the labour market, there is a risk that unilateral investments in certain vocations will limit immigrants' career opportunities.

28

Helsinger, Abigail, Oksana Dikhtyar, Phyllis Cummins, and Nytasia Hicks. "Domestic and International Perspectives on Financing Adult Education and Training." Innovation in Aging 5, Supplement_1 (December 1, 2021): 387. http://dx.doi.org/10.1093/geroni/igab046.1509.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Abstract Adult education and training (AET) over the life-course is necessary to participate in economic, social, and political activities in the time of globalization and technological advancement. However, little research has been done to identify mechanisms to fund AET opportunities among middle-aged and older adults from a comparative international perspective. Our study aimed to identify strategies to finance AET opportunities for middle-aged and older adults through an international lens, to help identify barriers and facilitators in effort to best support adult learners regardless of education background or socioeconomic characteristics. We carried out a descriptive qualitative study to facilitate an in-depth understanding of funding mechanisms available to adult learners in the selected countries, from the perspective of adult education and policy experts. Data were collected using semi-structured interviews with 61 international adult education experts from government agencies, non-governmental organizations, and education institutions. Our informants represented 10 countries including Australia, Canada, Germany, Italy, the Netherlands, Norway, Singapore, Sweden, the United Kingdom, and the United States. Data included at least one in-depth phone or web-based qualitative interview per informant in addition to information gathered from written materials (e.g., peer-reviewed publications and organizational reports). We identified three financing options that arose as themes: government-sponsored funding; employer-sponsored funding; and self-funding. We found that government-sponsored funding is especially important for low-skilled, low-income older adults for whom employer-sponsored or self-funding is not available. Our results have implications for lifelong AET policy changes, such as adaptations of successful AET funding programs across global communities.

29

Grebin, Nataliia, Sofia Grabovska, Ruslana Karkovska, and Anna Vovk. "Applying Benjamin Bloom's Taxonomy Ideas in Adult Learning." Journal of Education Culture and Society 11, no. 1 (June 26, 2020): 61–72. http://dx.doi.org/10.15503/jecs2020.1.61.72.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Aim. The research goal of this paper is to theoretically substantiate the feasibility of using Benjamin Bloom’s psychological and pedagogical model and its modifications in the adult learning system. Methods. The study used the methods of theoretical analysis, synthesis and modelling of the implementation options for Bloom’s techniques in the training of adults. Results and Conclusions. The analysis showed that the use of techniques based on Bloom’s taxonomy, modified for adult training, makes it possible to develop students’ skills and abilities to thoroughly and comprehensively analyse the problem, and to find creative, effective solutions. Such a sequence of task setting as “reproduction” (knowledge), “understanding” (comprehension), “application,” “analysis,” “evaluation,” and “creation” is proposed as a general scheme of various training for adults. In particular, an example of the design of training in developing communication skills and training in overcoming procrastination skills is given.

30

Pavlakou, Evgenia, Konstantinos Kalachanis, Sophia Kefali, and Eleni Tsiouni. "E-Learning and Transformative Learning in Adult Training." Journal of Studies in Education 9, no. 2 (April 18, 2019): 17. http://dx.doi.org/10.5296/jse.v9i2.14265.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Transformative learning refers to the process of transforming frameworks through which adults interpret the experiences, values, feelings, and shape their actions and living conditions, combined with the cultural context in which they are socialized. In this process the adult re-evaluates the experiences he has gained since his childhood, resulting in a new knowledge through critical thinking. Transformative learning is applied to adult education where the aim is to acquire new professional skills based on the needs of learners. The ability to apply distance learning asynchronously releases it from spatial or temporal constraints, making it suitable for the implementation of transformative learning. The trainer can take advantage of the technological applications (video, presentations, etc. asynchronous communication, and e mail) and authoritative scientific sources of the internet. This activates the trainee in a heuristic course towards the knowledge that will move his interest and will change his / her perceptual systems by leading him / herself into self-realization. Therefore, the use of distance learning in adult education is fully in line with the principles of transforming learning.

31

Bakare, T. V. "Factors Affecting the Use of Andragogical Principles in Adult Education Programmes." Oriental Anthropologist: A Bi-annual International Journal of the Science of Man 10, no. 1 (January 2010): 105–19. http://dx.doi.org/10.1177/0972558x1001000109.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The argument that adults deserve to be treated differently in the teaching/learning milieu has been brought to the forefront by many researchers and adult educators spearheaded by Malcolm Knowles’ notion of andragogy. Knowles asserted that adults require certain conditions to learn. Generally, literature has also supported the idea that teaching adults should be approached differently from that of adolescents. This is backed by ‘ainformed professional opinion; philosophical assumptions associated with the humanistic psychology and progressive education; and a growing body of research and theory on adult learning, development, and socialization’. There are several adult education programmes going on in the Lagos State of Nigeria. The study examined the level of awareness and use of andragogical principles in the programmes. 361 participants from different adult education programs, along with 132 facilitators (total of 493 respondents) were used for the study. Interviews, Sit-in-Observations were used in conjunction with the Questionnaire to gather data and statistical analysis with the chi-squared tool revealed that facilitators were mostly aware of, but do not make use of andragogical principles in helping adults to learn. Factors responsible for these include the lack of appropriate adult education training, too much reliance on the belief that the training as child educators should suffice to help adults learn and the belief that the culture and background (adults should be respected etc) influence the interpersonal relationship between adult learners and the facilitators. Suggestions made include that appropriate training for adult educators be encouraged, as well as more focus the use of technology, to facilitate adult learning among others.

32

Xue, Tingzhong (Michelle), Eleanor McConnell, Bei Wu, and Hanzhang Xu. "MOBILE-BASED COGNITIVE TRAINING IN CHINESE AMERICANS: PERSPECTIVES FROM OLDER ADULTS AND ADULT CHILDREN." Innovation in Aging 7, Supplement_1 (December 1, 2023): 1155–56. http://dx.doi.org/10.1093/geroni/igad104.3708.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Abstract The population of older Chinese Americans is growing rapidly. However, their access to culturally responsive dementia prevention services is very limited. Cognitive training may delay cognitive decline in older adults, but such training has not been widely accessible to older Chinese Americans. This study explored perspectives of older Chinese Americans and their adult children on dementia prevention and cognitive stimulating activities to inform co-design of a culturally appropriate, mobile-based cognitive training for this population. We conducted five focus groups in Mandarin using Zoom video conferencing, with four groups of older Chinese Americans (n=21) and one group of adult children (n=6). We applied rapid qualitative analysis, guided by the Health Belief Model. We identified seven themes. Overall, participants had modest knowledge of dementia, and viewed health care professionals as credible information sources for dementia prevention. Some participants thought any social activity would provide cognitive stimulation. Both older adults and adult children expressed strong interest in cognitive training but were concerned about losing interest over time and transportation and language barriers. Both groups noticed similar advantages (e.g. benefits for cognition, interesting exercises), and disadvantages (e.g. eyestrain, addiction) of mobile-based cognitive training but had different perspectives on acquiring health information online. Adult children were eager to provide support for older adults to participate in cognitive training, whereas older adults preferred to engage in cognitive training autonomously. Knowledge generated from this study forms the foundation for designing of a tailored mobile-based intervention to prevent cognitive decline among older Chinese Americans.

33

Kinnaird, Emma, Anna Crabtree, and Kathryn Evans. "Service evaluation project: Evaluating and addressing staff training needs in relation to autism in an older adult mental health service." FPOP Bulletin: Psychology of Older People 1, no. 163 (July 2023): 11–20. http://dx.doi.org/10.53841/bpsfpop.2023.1.163.11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Autistic adults are at higher risk of experiencing mental health problems and commonly describe poor service experiences relating to a lack of understanding of autism by clinicians. Therefore, there is an increasing impetus in the National Health Service (NHS) for staff to receive autism training. However, there is a lack of understanding around training needs for older adult mental health teams. This service evaluation project used audit and survey methodologies to explore the autism training needs of an older adult mental health team. Whilst the audit identified that the team did see patients suspected to be on the autism spectrum, most patients did not have an official diagnosis. Most clinicians reported never having received any training in autism, and highlighted autism in older adults, and autism and mental health, as specific training priorities. A training programme based on these responses was developed, implemented, and evaluated using surveys. The training was rated as useful by attendees and resulted in non-statistically significant increases in self-rated knowledge. The findings of this study suggest that clinicians working in older adult mental health may particularly benefit from training specialised to their older adult context. Further research is required to better understand the area of older adulthood and autism, and to evaluate how to effectively enhance the capability of staff working in this area.

34

Ramalingam, NithyaPriya Shivanthi, Thomas Edward Strayer, Stephanie A. Breig, and Samantha M. Harden. "How Are Community Health Workers Trained to Deliver Physical Activity to Adults? A Scoping Review." Translational Journal of the American College of Sports Medicine 4, no. 6 (March 15, 2019): 34–44. http://dx.doi.org/10.1249/tjx.0000000000000081.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

ABSTRACT Purpose Community-based physical activity interventions are recommended because of increased reach and public health impact. To improve adult physical activity levels, access and availability of community-based interventions are needed, and delivery personnel must be trained to meet this need. However, there is a gap in the literature related to training and recruitment of the community health workers (CHW) who deliver these interventions to adults. The purpose of this study was to determine the characteristics of CHW who were trained to deliver in-person physical activity to adults, the structural and mechanistic components of physical activity trainings, and the effectiveness of these trainings. Methods A scoping review of peer-reviewed literature was conducted from November 2017 to January 2018. The review was limited to CHW training on adult physical activity delivery that reported reach, effect, or outcomes of training. The search was conducted in PubMed and EBSCOhost and included articles published from 1995 (coinciding with the release of the national physical activity guidelines) to December 2017. Results A total of 6651 peer-reviewed studies were identified, 205 full manuscripts were evaluated, and 7 articles met inclusion criteria and were analyzed. All studies reported the initial sample size of CHW trained; however, limited information on CHW personal characteristics was provided. The majority of studies reported that trainings were in-person with an average dose of 6 h. Four studies reported on training outcomes, with methods, measures, and outcomes varying widely. Conclusions There is inconsistent reporting on training across the literature, making comparisons between studies difficult and conclusions regarding training effectiveness difficult to discern. Further research is needed to understand for whom, under what conditions, and why physical activity trainings strategies are effective for CHW.

35

Rogers, Alan, Peter Jarvis, and Alan Chadwick. "Training Adult Educators on Western Europe." British Journal of Educational Studies 40, no. 1 (February 1992): 89. http://dx.doi.org/10.2307/3121500.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Sytnyk, Olga. "ADULT EDUCATION TEACHERS’ TRAINING IN IRELAND." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 93–98. http://dx.doi.org/10.28925/1609-8595.2018(1-2)9398.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

The central purpose of this article is to highlight nature, place and role of the adult education teacher professional training in Ireland as well as the school teacher professional training. In order to do so, a general overview of Irish teachers’ education is presented. The specific in the adult education tutors’ activities is also discussed. The nature of the teachers’ training is fully examined. The various contemporary ways and innovative forms of modern teachers’ training in Ireland are mentioned. The main professional requirements that the adult education tutor has are also highlighted and analyzed. The process and different periods of teachers’ training are classified and described. The article shows the main stages in teachers’ training in Ireland with detailed characteristics of every level with key elements emphasizing. The practice training organization for future teachers in Ireland is examined. The survey results showed that adult education teachers’ training sector in Ireland is a very flexible way of learning in modern society. It can be suitable for everyone who needs to get not only professional knowledge and skills, development, life experience, but also socialization, communication, collective consciousness and community support. Adult education teachers’ training is an effective, contemporary educational service that has many beneficial outcomes. The article presents the adult education teachers’ peculiarities in the modern knowledge society. Finally, the author makes the conclusion about the adult education teachers’ training specifics in Ireland.

37

Mara, Elena Lucia. "Developing adult motivation for continuous training." MATEC Web of Conferences 343 (2021): 11006. http://dx.doi.org/10.1051/matecconf/202134311006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Traditional education focused primarily on the moment of teaching, on the moment of transmitting information, knowledge, and only then on aspects related to ethical, motivational, moral nature. Contemporary society in a continuous remodeling and change, no longer coincides, no longer accepts such a system. Traditional learning does not keep pace with contemporary society. The aim of this study is to investigate the motivation of learning in adulthood. In the motivational structure of the investigated adults, extrinsic reasons predominated, indirectly related to the learning activity, such as: the need to advance professionally, to keep up with the times, to obtain a social status as high as possible, to meet current requirements, to earn the respect of others, for a diploma, a change of job. Among the intrinsic reasons invoked by the study participants, directly related to the learning activity, we mention: the desire for knowledge and personal development, curiosity, the desire to teach others. In conclusion, we want to offer a better perspective and a well-understanding of motivational factors implicated in adult learning, ensuring the ease of triangulation of sources of information collection, thus improving the credibility of findings.

38

Morrissey, Marie, and Gerry McNamara. "Adult Education and Training in Ireland." Journal of Adult and Continuing Education 10, no. 1 (May 2004): 77–82. http://dx.doi.org/10.7227/jace.10.1.8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Lung, Rachel. "Translation training needs for adult learners." Babel. Revue internationale de la traduction / International Journal of Translation 51, no. 3 (December 31, 2005): 224–37. http://dx.doi.org/10.1075/babel.51.3.02lun.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Abstract A survey on the translation training needs of adult learners in Hong Kong was conducted in February 2002. Quantitative and qualitative data were collected from 185 applicants of a Postgraduate Diploma in Translation programme through a standard form (see Appendix I) requesting demographic and education background information, along with a 400-word English essay spelling out the applicant’s reasons for applying. The Statistical Package for Social Scientists / Window 10.1 version was used to perform gross statistics. Advanced statistical procedures were deliberately spared in order to have the rudimentary findings presented, without any technical distortion. These findings provided an objective picture about the nature of translation needs for adult learners in general. Such feedback from people of the real working arena would also shed light on the nature and direction of university translation programme provision.

40

May, A. E. "TOILET TRAINING AN ADULT HOSPITAL RESIDENT." Journal of the Institute of Mental Subnormality (APEX) 8, no. 4 (August 26, 2009): 139. http://dx.doi.org/10.1111/j.1468-3156.1981.tb00569.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

TARBOX, LINDA. "Speech therapy in adult training centres." Journal of the British Institute of Mental Handicap (APEX) 11, no. 1 (August 26, 2009): 40. http://dx.doi.org/10.1111/j.1468-3156.1983.tb00097.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Sweetow, Robert W. "Training the adult brain to listen." Hearing Journal 58, no. 6 (June 2005): 10–16. http://dx.doi.org/10.1097/01.hj.0000324238.75342.25.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Hughes, David. "Advanced Training Program in Adult Psychiatry." Australasian Psychiatry 10, no. 4 (August 2002): 411–13. http://dx.doi.org/10.1046/j.1440-1665.2002.t01-1-00506.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

May, Bella J. "Mobility Training for the Older Adult." Topics in Geriatric Rehabilitation 19, no. 3 (July 2003): 191–98. http://dx.doi.org/10.1097/00013614-200307000-00005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Schlant, Robert C. "17th Bethesda Conference: Adult Cardiology Training." Journal of the American College of Cardiology 7, no. 6 (June 1986): 1192–94. http://dx.doi.org/10.1016/s0735-1097(86)80129-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Fordham, Paul, and John Fox. "Training the adult educator as professional." International Review of Education 35, no. 2 (1989): 197–212. http://dx.doi.org/10.1007/bf00598438.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Galvão, Daniel A., and Dennis R. Taaffe. "Resistance Training for the Older Adult." Strength and Conditioning Journal 27, no. 3 (June 2005): 48–54. http://dx.doi.org/10.1519/00126548-200506000-00009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Hyatt, Gwen. "Strength Training for the Aging Adult." Activities, Adaptation & Aging 20, no. 3 (April 9, 1996): 27–36. http://dx.doi.org/10.1300/j016v20n03_04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Madan, Pankaj, and Yuli Y. Kim. "Training in Adult Congenital Heart Disease." Journal of the American College of Cardiology 65, no. 20 (May 2015): 2254–56. http://dx.doi.org/10.1016/j.jacc.2015.04.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Ilakavichus, Marina. "Professional training in modern adult education." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2023, no. 2 (June 29, 2023): 193–200. http://dx.doi.org/10.35750/2071-8284-2023-2-193-200.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Abstract:

Introduction. Under the conditions of dehumanization of the social sphere, collapse of intergenerational links, loss of culturally appropriate meanings of self-realisation in professional activity, the content of the concept «professional training» requires rethinking. The correlation between its teaching and educating components is to be realized. Following the logic of passport specialty 5.8.7 «Methodology and Technology of Professional Education», it is necessary to make an «anthropological turn» in professional training, the conceptual description of which today is reduced to the extremely practice-oriented process of equipping a student with knowledge, skills and abilities necessary for a particular work activity. A humanistic-anthropological methodology is proposed by the author of this article as the basis for this process. Research methods: analysis of scientific and pedagogical literature, conceptual analysis, historical and pedagogical analysis, hermeneutic procedure. Research results. The historical and pedagogical analysis made it possible to identify the value constant of the national culture of understanding of labor and professional activity. It consists in the adult taking personal and professional position based on the awareness of the inseparability of personal and social significance of his own work. This tradition was interrupted in the post-perestroika period, when the utilitarian and material approach to the choice and implementation of professional activity prevailed. This was particularly detrimental to the professions dedicated to serving the community (teachers, doctors, the military, including the police). The humanitarian-anthropological approach allows designing the professional training as a support of human potential of a student by creating conditions for the development of his subjectivity in the educational environment of the eventful professional community through reflective practices. The methodological logic of designing a particular subject-specific professional training programme on the basis of the structure of interactive training cycle proposed by M.V. Clarin is described.