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Kim, Jeanie Jinwee. "Nutrition education for English learning in the prison context." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2374.
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This project addresses the need for English as a second language nutrition instruction for patients in a forensic mental institution. It incorporates concepts of motivation, situated learning, prison education, English for specific purposes, and content-based instruction into a model which guides the design of a nutrition curriculum, consisting of five lesson plans about the Food Guide Pyramid.
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Weisel, Laura Peltz. "A comparative analysis of two diagnostic procedures for identification of adult learning problems in a male prison population /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992904499.
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Mathew, David. "Fragile learning." Thesis, University of Bedfordshire, 2016. http://hdl.handle.net/10547/622106.
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A critical exploration of seven peer-reviewed published papers supports the author’s contention that learning in Higher Education is a fragile system of conscious and unconscious transactions that serve to weaken a process that is already precarious. Over the course of this essay and the accompanying papers, the submission is that learning is brittle, and easily broken. The Fragile Learner is described as someone close to conceding defeat to circumstances that threaten his education. The Fragile Learner might be a student of a Higher Education Institution, but also might be an appointed educator. Alongside notions of barriers to learning, this submission explores identities and tensions. Although some of the ideas that make up my picture of Fragile Learning have been researched by other contributors (notably Meyer and Land; Britzman), my own contribution sees the complexities through various psychoanalytic lenses. Fundamentally, it is the addition of psychoanalysis that makes Fragile Learning original. It is argued that anxiety is an important part of adult learning. Fragile Learners might experience anxieties that are internal and complex but which appear to be attacks from other people. Alternatively, Fragile Learning might be a consequence of learners having suffered illness or indisposition. It is important that something can be blamed. The themes of fragility and anxiety – not to mention the difficulties that arise from distance learning – are present throughout.
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Mitchell, Vanessa Jacqueline. "Political prisoner education through sport on Robben Island: 1960-1990." University of the Western Cape, 2018. http://hdl.handle.net/11394/6508.
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Magister Educationis - MEdThis research was motivated by my interest in the sport and the systems of provision of the education on Robben Island. The problem that gave rise to the study was to determine how political prisoners were able to organise prisoner education (political education and non-formal education) and participate in prison-sponsored education (formal education) and to find answers to the question of what impact education had on the sport that they agitated for.
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Lackay, Bradley. "Recognition of prior learning, benefits and social justice in the policing sector." University of the Western Cape, 2015. http://hdl.handle.net/11394/5281.
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Magister Educationis (Adult Learning and Global Change) - MEd(AL)Conceptualised within Habermasian critical theory, the conceptual framework includes concepts such as domination, emancipation and emancipatory education, and frames RPL as emancipation. Recognition of prior learning is promoted by the South African government as an instrument for access and redress. This research paper focuses on an investigation into the benefits of the implementation of RPL policies and practices in the policing sector. Findings reveal that the participants in the study who are employed in the policing sector enjoyed a wide range of emancipatory benefits, including access to formal academic programmes. Furthermore, these programmes enabled historically disadvantaged staff to gain formal qualifications which in turn provided access to higher salaries and promotions. Explaining the latter as redress, I argue that RPL is a form of emancipation that has liberated disadvantaged staff from apartheid discrimination and domination.
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Düring, Anncarin. ""Jag velar fortfarande..." : Om unga kortutbildade intagnas inställning till utbildning och motivation för att studera i fängelse." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-86733.
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Syftet med studien är att få ökad kunskap om och förståelse för unga kortutbildade intagnas inställning tillutbildning och motivation att studera i fängelse. Arbetet innehåller såväl kvantitativa som kvalitativa inslag.De kvantitativa delarna syftar till att beskriva urvalsgruppen med hjälp av metoden enkät och de kvalitativa tillatt få fördjupad förståelse för hur unga intagna resonerar om studier och utbildning genom semistruktureradeintervjuer. De kvantitativa resultaten redovisas deskriptivt med hjälp av grafer och kommenteras i relation tilltidigare forskning. Gruppen unga studerar i betydligt högre grad 2012 på den undersökta anstalten än nationellstatistik från 2006. De kvalitativa delarna analyseras och tolkas utifrån kvalitativ innehållsanalys. Först beskrivsinformanterna översiktligt utifrån tidsperspektiven då – nu – framtid. Därefter konstrueras fyra karaktärerutifrån hur de talar om utbildnings betydelse och studiemotivation: Den aktive och insiktsfulle, Dentveksamme sökaren, Den orolige och osäkre och Den avvisande. Så söktes teoretiska infallsvinklar på hurinformanterna talade om motivation, vilket utmynnade i en fyrfältare som illustrerar hur yttre och inremotivation och motstånd samspelar samt hur föränderliga och sköra de kan vara hos den som inte är van attstudera. För den som valt en kriminell identitet tidigt i livet framstår inte utbildning som självklart positivt ellereftersträvansvärt. Många upplever ett utanförskap och för att bli en del av majoritetssamhället krävs en vilja tillsocial transformation. Ambivalens är ett viktigt tillstånd för att utforska olika alternativa vägval. Relationenlärare – studerande kan ha avgörande betydelse för om en ung intagen med kort utbildningsbakgrund skavilja, våga och kunna studera.
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Moseley-Hobbs, Kerri. "Faculty Perspectives of Academic Preparedness of Nontraditional Students Who Earned Prior Learning Assessment Credits." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3809.
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Through prior learning assessment (PLA) programs, students' professional and life experiences are evaluated to determine if they equate to college program courses-removing the need for the student to complete traditional college courses to earn a postsecondary degree. The purpose of this study was to examine the perspectives of faculty at the study site on the academic preparedness of nontraditional students. Knowles' andragogy theory guided the research questions on the academic preparedness of students earning prior learning credits and what characteristics of PLA programs faculty believe contribute to the academic success of these students. Thirty-six participants completed a survey where they provided narratives that were coded to determine overarching themes. The findings of this case study suggested that faculty believed that nontraditional students who earned credits through PLA are independent, motivated, and knowledgeable, but whether or not they are academically prepared seemed to vary by academic program. The findings also suggested that, while PLA programs have limitations because of student perceptions that may conflict with reality and the limited usability of PLA across academic programs, PLA programs provide a time benefit to students by allowing a shorter time to degree. The study supports positive social change by providing a resource for future development and growth of PLA programs to expand student access and options in obtaining postsecondary credentials while also lowering postsecondary education cost.
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Lichtenfeld, Reena Diane. "Prior Learning Assessment at a Small, Private Midwestern Institution." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5368.
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A small college in the Midwestern United States has a prior learning assessment (PLA) program that has never been evaluated from the perspective of the faculty and staff. The problem is that campus leaders have a limited understanding of faculty and staff knowledge and their role in the PLA program. The study was approached from an appreciative perspective while exploring faculty and staff knowledge and perceptions related to PLA to address 3 research questions. The first 2 research questions were developed to better understand how faculty and staff describe their understanding of the PLA program and what they envision for the program. The final research question was a reflection of the descriptive data collected from the responses to the first 2 research questions. This formative program evaluation included an open-ended survey of 36 faculty and staff as self-selected to participate in the study from the entire faculty and staff population. Additionally, formal documents, including catalog, forms, and internet references associated with PLA were evaluated. Analysis was performed through manual methods including axial coding for the surveys, descriptive and axial coding for the formal documents, followed by thematic analysis. Faculty and staff reported that they had a limited understanding of the institution's PLA program and said they would like to have a stronger program than what they have now. Key results from the analysis indicate that the institution can improve the PLA program by clarifying the purpose, enhancing the policy supporting the program, improving processes, and further promoting the program. Positive social change can occur through the college developing improved PLA practices, thus helping to support students' education endeavors.
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Conroy, Arthur Thomas III. "Diagramming Prior Knowledge in the Classroom: A Case Study." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/83831.
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Engaging the student's prior knowledge is considered by educational researchers to be an important part of constructing a strong foundation for new learning. Diagrams are one technique used in the classroom. Jill Larkin and Herbert Simon described the computational advantages of diagrams over text when used to communicate information in their 1987 article entitled 'Why a Diagram is (Sometimes) Worth Ten Thousand Words.' This case study describes a novel abstract diagramming technique facilitated in four separate university classroom settings. Using paper and crayons, the students created three diagrams that represented the externalization of their unconscious perceptions of their own prior knowledge. The study illustrates how differences in prior knowledge can be visualized using diagrams with greater speed in less time than the traditional use of text-based descriptions. The use of the abstract diagramming technique led to an unexpected finding. The student diagrams were shown to contain a hidden conceptual topology, one that is described by Egenhofer in his 1991 article entitled 'Reasoning About Binary Topological Relations.' This topology is recommended as a framework for structuring and facilitating student collaboration and sharing of prior knowledge and new learning. The present study recommends the diagramming technique as the basis for the establishment of a standard diagram research framework that can be used across multiple research disciplines and subject domains. This dissertation describes a domain-general abstract diagram technique that can be adapted for domain-specific subjects and made operational using basic materials (paper and crayons). The study also describes the instructors' responses to questions about the diagram technique used in their classes. The case study offers recommendations for future diagram research.Ph. D.
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McNally, John D. "Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3543.
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Many post-secondary schools across the country offer adult working students an opportunity to obtain at least partial credit for work and life experiences in their curriculum through portfolios. The primary goal of this project was to design, develop and evaluate a portfolio course for adult students at a small independent university. Design emphasized adult learning theory and incorporated instructional design best practices throughout. Also significant to the design was the implementation of the Quality Matters ™ Rubric. The project focus was to intertwine the six assumptions of adult learning theory while implementing best practices and effective instructional strategies, and to conduct formative and summative evaluations. The study incorporated a pre-test - post test instrument and satisfaction questionnaire for quantitative data collection. The results of this project are positive based on the evaluation data collected during this project.
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Stewart, Heather M. "Perceived instructor effectiveness in Canadian prison adult basic education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29602.
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In the latter part of the 1980's, contracting by the Correctional Service of Canada with private and public institutions accelerated. This contracting included provision of educational programs. Therefore, as a result of a new emphasis upon Canadian literacy education during the same period, there arose a need to select numbers of contract personnel who would be effective in prison adult basic education teaching.
Subsequently, eighteen teachers in the Ontario and Pacific Regions of the Correctional Service of Canada were subjects of a study that sought information about effectiveness criteria to assist in the selection of teachers for prison adult basic education teaching. The Evaluation of Teacher Behaviors rating instrument established an upper quartile that identified five prison adult basic education teachers perceived as most effective, and a lower quartile of five prison adult basic education teachers perceived as least effective. Teachers completed the Demographic Data Questionnaire, providing information about academic education, teaching experience, additional training and education, and certification. They then participated in a structured, oral interview, the Correctional Teacher Interview Survey, responding to questions about their teaching strategies and their personal beliefs regarding the effects of prison education. Three experienced correctional educators rated these responses according to criteria that suggested possession of qualities such as sense of mission, structure, and empathy. Three teachers from the high group also responded to the Supplementary Questionnaire, which asked for their perceptions of their own schooling, relevant life experiences, and attitudes to their students as individuals.
Analysis of the results of the Evaluation of Teacher Behaviors indicated statistically significant differentiation between the two groups on each of eleven criteria, with greatest differentiation for the criteria original, overall effective, adaptable, and stimulating. Analysis of responses to the Demographic Data Questionnaire showed that in the high group there was a greater percentage of teachers who had recently been involved in supplementary training and continuing education experiences. The low group of teachers possessed more years of experience in public/parochial school teaching than did teachers in the high group. The three correctional educators who rated the subject teachers' responses to the Correctional Teachers Interview Survey found that the teachers in the high group scored better on the characteristics clarity, desire to help students grow, structure, and empathy than did teachers in the low group. Analysis revealed that both the students who rated the eighteen teachers on the Evaluation of Teacher Behaviors instrument and the three correctional educators who rated the responses of the same teachers to the Correctional Teacher Interview Survey had, according to these ratings, similarly placed eight of the ten subject teachers in their respective high and low groups. The Supplementary Questionnaire revealed that three teachers from the high group possessed similar experiences in their personal and professional backgrounds and currently employed similar teaching strategies.
Findings from this study have suggested that teachers who are perceived effective may possess behavioral characteristics, life and work experiences, and similar teaching strategies that distinguish them from those who are perceived to be low in effectiveness. Appropriate application and interview techniques could be designed to elicit information about these distinguishing elements.Education, Faculty of
Graduate
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Hunter, Wanda Taree. "Life After Prison: The Role of the Juvenile Prison Experience and the Impact on Reintegration for Black Males." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/563.
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The purpose of this exploratory study is to examine the reintegration experiences of Black men who were transferred to adult court and served time in adult prison as teenagers. Twenty-one semi-structured in-depth interviews were conducted with 21 Black men who served prison time when he was a teenager. At present, we know little about the long-term effects of waiver and sentencing practices. Hence, my question and main purpose for this research is this: Does the "ex-convict" label affect the reintegration experiences of Black males after serving time in an adult prison as a youth? I focus on Braithwaite's reintegrative shaming to explore how these men reintegrate and experience shaming. The men reported feeling unprepared to subsist in the workplace. The main reasons for these feelings were because the men spent their youthful years in prison, with very little to no job skills training, leaving them highly unskilled. I also test Braithwaite's (1989) ideas regarding shaming and cultural homogeneity among Black men while exploring how "ex-convicts" re-enter the community through personal interviews in this dissertation. I explored whether Black men experience shaming by their reference or intimate groups (family, partner, and friends), the community and potential employers. I also consider masculinity thesis and Anderson's (1999) "Code of the Streets" thesis, which posits that Black's may have culturally defined perceptions regarding feelings of shame. Findings revealed that there were differences in the shaming felt when the men were in their distinctive environments versus outside of the community. Feelings of shame were felt deeper outside of the community rather than vice versa as Braithwaite (1989) theorize. These findings provide a good test of Braithwaite's (1989) cultural homogeneity thesis. Findings from my research discredit the thesis as the sample reported feeling more shame when they left their communities (distinctive environments) even when cultural homogeneity was high in their distinctive environments.
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Kocanova, Daniela. "La reconnaissance des acquis de l'expérience dans l'enseignement supérieur : déclinaisons nationales et locales d'une thématique promue par la coopération européenne (Angleterre, Belgique francophone et France)." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB188.
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La reconnaissance des acquis de l'expérience fait référence à des mesures permettant d'identifier et de valoriser les acquis des apprentissages réalisés en dehors des établissements d'enseignement et de formation. À présent, les dispositions de ce type existent ou se mettent en place dans de nombreux pays, et elles sont également promues dans le cadre de la coopération européenne en éducation et formation. Toutefois, la reconnaissance des acquis de l'expérience ne se réalise pas nécessairement dans tous les secteurs de l'éducation et de la formation, sa mise en place étant particulièrement délicate dans le secteur de l'enseignement supérieur. Partant de ces éléments, cette recherche se penche sur trois systèmes d'enseignement supérieur relativement avancés en la matière : l'Angleterre, la Belgique francophone et la France. En interrogeant l'institutionnalisation et la mise en oeuvre de la reconnaissance des acquis de l'expérience dans ces trois contextes, la recherche pose la question de savoir si, sous l'influence des processus supranationaux, les dispositifs de reconnaissance des acquis de l'expérience convergent vers les mêmes modalités de réalisation. Une triple perspective est adoptée pour explorer cette question. Premièrement, il s'agit d'examiner le rôle de la coopération européenne dans la mise en place des dispositifs nationaux de reconnaissance des acquis de l'expérience. Deuxièmement, il s'agit d'étudier le cheminement de la reconnaissance des acquis de l'expérience dans les trois systèmes investigués. Troisièmement, il s'agit de mettre en lumière la façon dont se réalise la reconnaissance des acquis de l'expérience dans les établissements d'enseignement supérieur, en l'occurrence les universités. Les deux premiers volets de la recherche s'appuient principalement sur le recueil et l'analyse des sources écrites, y compris la réglementation, les lignes directrices officielles, les rapports d'analyse et les travaux de recherche. L'investigation au niveau institutionnel est centrée sur un échantillon de trois à quatre universités dans chaque système étudié, et elle s'appuie sur des visites de sites, des entretiens avec des acteurs impliqués dans la reconnaissance des acquis de l'expérience et l'information diffusée par les universités. La recherche met en évidence le fait que les dispositifs de reconnaissance des acquis de l'expérience s'élaborent en fonction de nombreux paramètres tels que l'organisation et la structuration de l'enseignement supérieur, la perception du rôle de l'enseignement supérieur ou encore la présence des acteurs individuels et collectifs aptes à promouvoir ces dispositifs. La mouvance européenne autour de la reconnaissance des acquis de l'expérience apparaît ainsi comme un cadre de référence général, prêt à se décliner différemment dans chaque système d'enseignement supérieurThe recognition of prior experiential learning refers to arrangements that aim to identify and valorise learning outcomes achieved outside education and training institutions. At present, such arrangements exist or are being introduced in a number of countries, and are also promoted in the framework of European cooperation in education and training. However, the recognition of prior experiential learning does not always apply to all sectors of education and training, its implementation being particularly challenging in the higher education sector. Starting from these elements, this research looks at three higher education systems considered relatively advanced in this field: England, French-speaking Belgium and France. By researching the institutionalisation and implementation of the recognition of prior experiential learning in the aforementioned systems, the study raises the question of whether, under the influence of supranational processes, approaches to the recognition of prior experiential learning converge towards the same model. A three-point perspective is adopted to explore this issue. First, the research examines the role of European cooperation in the development of national arrangements for the recognition of prior experiential learning. Second, the study looks at the evolution of the recognition of prior experiential learning in the investigated systems. Finally, the analysis considers how the recognition of prior experiential learning is being implemented in higher education institutions, in this case, universities. The investigation related to the first two areas mainly relies on the collection and analysis of written sources, including regulations, official guidelines, analysis reports and research. The institutional analysis focuses on a sample of three to four universities in each studied system, and is based on site visits, interviews with actors involved in the recognition of prior experiential learning and the information disseminated by universities. Research shows that the development of arrangements for the recognition of prior experiential learning is influenced by a number of factors, including the organisation and structure of higher education systems, the perception of the role of higher education, as well as the presence of individual and collective actors able to promote these arrangements. Thus, European activities in the area of the recognition of prior experiential learning appear as a general frame of reference that translates into different arrangements in each higher education system
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Flexner, Paul Arthur. "Facilitating adult jewish learning /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12126640.
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Thesis (Ed.d.)--Teachers College, Columbia University, 1995.Includes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Kathleen A. Loughlin. Includes bibliographical references (leaves 296-304).
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Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.
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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.
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Thody, Philippa. "The effects of integrating the populations : the experiences of young adult male offenders incarcerated in an adult prison." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3934/.
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The thesis examines the background, theory and effects of imprisoning young, male adult offenders (aged 18-21) with adult male offenders (over 21 years). The Introduction forms Chapter 1. The initial ‘needs analysis’ is described here; how Young Adult Offenders are currently being incarcerated with adults, from a little established research base evaluating the practice. The Systematic review is described in Chapter 2 and scopes the literature from journals held in selected databases of published research relating to the topic of integrating young offenders with adults in adult prisons. Searches yielded reports of the target population imprisoned with adults and these informed on the effects of mixing the different-aged populations. This included a qualitative study examining the young people’s views, and quantitative research reporting how they conducted themselves and coped in prison. Seven papers were included in the final review and each was critically appraised based on type of study and methodology followed. The Empirical research study is set out in Chapter 3 and follows qualitative methodology, specifically Interpretative Phenomenological Analysis (IPA). From analysis of the participants’ views, it details over-arching themes concerning locus of control, coping styles and issues relating to the development of identity. The results highlighted five main themes: 1. Elements of vulnerability; how the self and others are perceived and protected and how weaknesses are exploited, 2. The complexities of adjusting to prison, 3. Being concerned about safety in prison, 4. How activities are perceived and utilised and 5. How help is identified and accessed. These are discussed in terms of the literature and theory. Limitations are discussed. A Psychometric assessment: the Emotional Problems Scales (EPS: Prout & Strohmer, 1991) is critiqued in Chapter 4, selected for its utility with the target age group. The Discussion of the whole thesis is presented in Chapter 5, with practical implications for future practice and effective management of young people held in adult prisons.
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Wilson, Clive Antonio. "A comparative study of the historical development of andragogy and the formation of its scientific foundation in Germany and the United States of America, 1833-1999 /." Free full text is available to ORU patrons only; click to view:, 2003. http://wwwlib.umi.com/cr/oru/fullcit?p3122575.
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Worrall, Jackie. "Overcoming barriers to learning : educating young men in prison." Thesis, Birmingham City University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289473.
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Garcia, Daniela Filipa Fontoura. "Formação de Adultos em Contexto Prisional." Bachelor's thesis, [s.n.], 2017. http://hdl.handle.net/10284/6206.
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Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de licenciada em CriminologiaEste projeto apresenta uma reflexão acerca das possibilidades e dos programas educativos nos estabelecimentos prisionais. Procura-se refletir sobre o estado da educação em meio prisional, saber como se organiza, se responde ou não às necessidades da população prisional e avançar com propostas de melhoria neste sector, após uma introdução sobre a problemática da educação nas prisões. Na componente teórica, será feira uma revisão da literatura sobre o tema, centrando-se na evolução da pena de prisão e na forma como foi inserida a educação no sistema prisional e do funcionamento da mesma na Europa, em especial, em Portugal. Por sua vez, na componente empírica deste trabalho e como forma de anular a lacuna da investigação neste âmbito, propõe-se a realização de um estudo, com recurso à participação de reclusos, de forma a entender a forma como estas atividades são encaradas pelos mesmos. Para a recolha de dados, propõe-se a realização de uma entrevista semiestruturada e semidiretiva e a aplicação de um questionário, cujos tratamentos dos dados passará pela análise de conteúdo. Em relação aos resultados esperados ou expectáveis, esta investigação procurará analisar se a forma como estes programas de aumento de competências escolares ou profissionais são dados é a mais indicada para este grupo, indo de encontro aos objetivos traçados.
This project presents a reflection about possibilities and educational programs in prisons. It seeks to reflect on the state of prison education, to know how it is organized, whether or not it responds to the needs of the prison population and to come up with proposals for improvement in this sector, after an introduction on the problem of prisons education. In the theoretical component, a review of the literature on the subject will be held, focusing on the evolution of the prison sentence and on how education has been inserted into the prison system and its functioning in Europe, especially in Portugal. On the other hand, in the empirical component of this work and as a way of overcoming the research gap in this field, a study is proposed, with the participation of inmates, in order to understand the way in which these activities are themselves. For data collection, it is proposed to perform a semi-structured and semi-directional interview and the application of a questionnaire, whose data processing will go through content analysis. In relation to the expected or expected results, this research will analyze whether the way in which these programs to increase school or professional competences are given is the most appropriate for this group, meeting the objectives outlined.
N/A
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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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Qiu, Kiki Maleika. "Exploring Discourses on Prison Education. A comparative analysis of prison education policies of the UK, Norway and Ireland." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182454.
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Prisoners constitute one of the most marginalized groups of society and prison education as a field remains under-researched and under-theorized (Szifris et al., 2018). Regarding European policy documentation it “has been surprisingly invisible” (Czerniawski, 2016, p. 202). This thesis seeks to contribute to the field of prison education policy research. It critically examines prison education documents of the UK, Norway and Ireland. The theoretical framework draws from critical theory, critical discourse analysis (CDA), critical pedagogy and critical adult education as well as neoliberalism in education. CDA serves hereby both as theory and method that allows us to uncover the different ideologies and assumptions underlying the documents. The research suggests that the policy document of the UK follows a neoliberal and narrow approach to education where the value of education is exhausted by the fact that it can fill workplace shortages. Further, prisoners are portrayed one-sided with being an offender as the main characteristic. On the other hand, Norway and Ireland represent prisoners as persons with different backgrounds, needs and feelings. Both reflect notions of critical pedagogy and critical adult education thus emphasizing the importance of fostering critical thinking through education and education for personal development. Further, it stresses the alleviating function of education in prison. However, in the Norwegian document the language remains unassertive when it comes to the applicability of the right to education to foreign prisoners in Norwegian prisons. The Irish document leaves unclear from which perspective their objectives and concepts in education are considered. Additionally, the thesis also critically discusses the need for a wide curriculum in prison, perceptions of self-responsibility and problematizes the over-reliance on measurement in education.
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Campbell, Katherine. "Learning to play Scots fiddle : an adult learning perspective." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/30415.
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This thesis examines how adults learn to play Scots fiddle. It focuses on a group of adults who are members of an intermediate-standard fiddle class in the city of Edinburgh, Scotland. The class is part of the wider contemporary phenomenon in Scotland whereby traditional music is being taught on the fiddle and other instruments in evening classes, workshops and residential courses. Although the current investigation is located within the field of ethnomusicology, insights are also drawn from modern adult learning theory. A review of related literature reveals that, hitherto, studies which have considered settings in which traditional music is formally taught have often chosen to focus on the role of the teacher. As a consequence, considerable emphasis has been given to the concept of transmission. I argue here, however, that the ethnomusicologists' prevailing view of transmission as a transfer of information from a teacher to those being taught may not be the most appropriate framework through which to consider learning, and particularly so where adult learners are concerned. If we are to deepen our understanding of how people learn to play traditional music, we need to understand in greater depth the learner's perspective. The results of the study shed significant insights into the complexity of practice and the importance of this activity for learning the fiddle. The findings also highlight the variable and individual nature of the learning process. In turn, this underlines the inadequacy of the traditionally held view of transmission as a framework for understanding how instrumental skills are taught and learned. The implications arising from this investigation for conceptual understanding in ethnomusicology, adult music education and the formal tuition of traditional music in Scotland are discussed, and topics for further research are indicated.
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Cann, Roger James. "Everyday learning gap filling : a process of adult learning." Thesis, University of Southampton, 1998. https://eprints.soton.ac.uk/378847/.
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Dladla, Siphiwe Nonhlanhla. "Experiences and perceptions of adult learners at public adult learning centres." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.
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The main objective of this research was to explore the experiences and perceptions
of adult learners at Public Adult Learning Centres. A total number of eighteen adult
learners from three Public Adult Learning Centres in Nkomazi East Circuit at
Ehlanzeni District participated in the study. The study was qualitative in nature using
the interpretive paradigm. Data was collected through focus group interviews,
individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding
their experiences at Public Adult Learning Centres. Results indicated that some
adults found their experiences interesting and enriching and have positive attitudes
towards the teaching and learning at Public Adult Learning Centres, while others
were frustrated with the lack of teaching and learning resources, and the poor
management at the centres.
Adult learners seem to regard education as important and they received satisfactory
support from their families, communities, teachers, employers, and fellow adult
learners, as well as financial support from the Department of Education. Findings
revealed that adult learners find it difficult to understand the content of subjects and
to cope with the pace of teaching. Participants had different views about the
language of instruction. Some preferred English for employment and social purposes
while others preferred the vernacular so as to have a better understanding of the
content and to pass the subjects. These learners preferred that the content should
prepare them for employment and for coping with day-to-day activities in rural areas.
Responsibilities at home, becoming a learner at an elderly age, being involved in
seasonal jobs and catching up work after absence were some of the challenges that
adult learners experienced.
From the results and findings of the study, recommendations were made to improve
the effectiveness of teaching and learning and functionality of Public Adult Learning
Centres.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Early Childhood Education
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Luscinski, Autumn. "Best Practices in Adult Online Learning." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608529.
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Students in the United States are obtaining more college degrees than ever before. In 1975, 21.9% of Americans held bachelor’s degrees, and in 2012, 33.5% of Americans held bachelor’s degrees (Rampell, 2013). A study in 2011 indicated that Americans possessing a bachelor’s degree earn approximately $2.27 million, those with master’s degrees earn $2.67 million and those with doctoral degrees earn $3.65 million over their adult lifetime, dwarfing those with some college, who earn $1.55 million, or no college, who earn $1.30 million (Burnsed, 2011).
Unfortunately, the increase in college degree attainment in the United States does not include all Americans. Among low-income students, degree attainment has been fairly flat for several decades (Mortenson, 2016). Although education can be a great equalizer and opportunity generator, among lower income students it is often times an insurmountable challenge to obtain a bachelor’s or post baccalaureate degree. College students can have challenges in obtaining learning opportunities due to factors beyond their control, such as geography and access to quality instruction.
In order to provide equity and opportunity for nontraditional students who either working, have family responsibilities, or are low income or first generation college attenders, it is important to make every effort to connect these students with meaningful and attainable opportunities to obtain a college degree. One such delivery model of curriculum is online learning. Online learning in higher education—in which students are obtaining bachelors, masters, or doctoral degrees—takes place either partially or fully in a virtual environment accessible from e-learning devices such as laptops, tablets, or smartphones.
The goal of this study was a greater understanding the best practices in adult online education. The participants in the study were asked to help identify both the challenges and successes experienced in their online learning environments. While success in both teaching and learning is subjective, the data revealed a number of common themes, which indicated similar elements that lead to success in an online environment in areas of curriculum design, classroom management, and use of technology.
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Hood, Garfield Kevin. "Spirituality in the adult learning quest." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60394.pdf.
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Yackley, Luke E. "Storytelling a key to adult learning /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 88 p, 2007. http://proquest.umi.com/pqdlink?did=1251904051&Fmt=7&clientId=79356&RQT=309&VName=PQD.
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Chapman, Hoult Elizabeth. "Representations of resilience in adult learning." Thesis, Canterbury Christ Church University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509648.
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Watson, Victoria Frances. "Adult learning in art appreciation classes." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411545.
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Pratt, Sarah. "Implicit spatial learning in adult humans." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310559.
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Boshier, Peter James. "Perceptions of quality in adult learning." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020462/.
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Purdy, Martha Leete. "Adult Experience of Learning From Novels." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40505.
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The Adult Experience Of Learning From NovelsNovel readers may not necessarily read with the primary intention of learning from their novels, but it is known that learning is frequently an outcome. Literature on novels describe their content as both factual and philosophical opportunities to learn but do not describe them in terms of adult learning theory. A study by Radway (1984) found that readers of formula romance have complex learning outcomes from their reading but this was related to literature on novels rather than adult learning theory.Conversely, although learning is a known outcome of novel reading, literature on adult learning theories and research have taken little notice of novel reading as an opportunity to learn. Yet reading novels is an activity in which millions engage. The nature of reading as a highly personal,self-directed activity, suggested a literature review of theory pertaining to self-directed learning, informal learning and how adults make meaning.The purpose of the research was to explore the experience of learning novels; how reading contributes to knowledge,understanding of environment, and social and self-understanding in the context of adult learning theory.The research problem asked what evidence novel readers provide for making meaning as a result of their reading and what they do with that learning outcome. Research was conducted with individual interviews of five regular novel readers which served as case studies. Analysis was done by coding each interview paying particular attention to relationships to personal history, types of learning suggested and their effects. Case studies were then cross coded to discover trends and patterns.Findings showed that respondents used novels to be entertained and escape from their daily responsibilities,but along the way they also experienced a variety of types of learning. They collected new information they found personally interesting or added to an existing knowledge base, challenged their perspectives to think abut themselves and others in new ways. There was also a variety of uses for what they had learned. Respondents reported believing they have a broader knowledge base, could more effective interact with others, arrive at greater self-awareness, and in a few instances change behavior.The experience of learning from novels is a remarkable combination of self-motivation and self-direction undertaken for pleasure, yet incidentally can result in a range of learning outcomes including building a more complex knowledge base, constructivist organization and interpretation of information, critical reflection about self and others, and transformation of understanding to result in change.Ed. D.
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Hitchcock, Melanie J. "Adult learning and naval leadership training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FHitchcock.pdf.
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Keith, Karin. "Elizabethton Leads: Coaching and Adult Learning." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4146.
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Trivette, Carol M. "Supporting Adult Learning in Early Intervention." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4450.
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Trivette, Carol M. "Principles of Adult Learning in Action." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4456.
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Come join the Military Families Learning Network Early Intervention team on Weds. March 30 from 12:30-1:30 ET for an interactive discussion related to the webinar held on Mar. 17.
We want to hear your thoughts, opinions, and experiences related to the Key Points Carol Trivette, PhD shared during the webinar and how you've applied these points recently in your own practices.
Were you not able to participate in the webinar on the 17th? No worries! We'd still love to hear from you! Come share your expertise and learn from others during this interactive forum.
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Ruhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.
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MacKenzie, Lindsay. "An investigation into adult learners and learning : powerful learners and learning in three sites of adult education." Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/6201/.
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This qualitative study explores the outcomes of learning by adult learners in three different contexts (sites) of adult education. My particular concern is with adult learners who are often socially excluded in and by formal learning contexts hence the sites of learning for my empirical research are (a) an Adult Basic Education Centre, (b) a Family Learning Centre and (c) a Nacro Centre. I use a range of data collection methods including keeping a journal, undertaking observations and fifteen in-depth interviews. I develop a framework around ideas of agency, power and structure, factors which impact upon adult education learners and learning, through existing research and literature from writers such as Bourdieu, Freire, Jarvis and Brookfield. The framework defines a concept of \(powerful\) \(learners\) \(and\) \(learning\) - learning which enables learners to acquire social and cultural capital and to make real choices about their lives. I use this framework to analyse not only my empirical data but also the government policies from the last twenty five years which support adult education. My findings conclude that learning opportunities need to be wide ranging, that few government polices lead to \(powerful\) \(learning\), and that only one of the learners within my case studies can be described as ‘\(liberated\)’.
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Pike, Anne. "Prison-based transformative learning and its role in life after release." Thesis, Open University, 2014. http://oro.open.ac.uk/44618/.
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Higher-level education in prison is offered mostly through distance learning. Previous research found many barriers to studying this Prison-based Higher-level Distance learning (PHDL) but also suggested that prisoners who persevered with their study appeared changed in some way and perceived themselves to have more chance of a better future. There is, however, very little understanding of how such change occurs or whether it actually makes a difference to them after prison. This thesis presents research which investigated in what ways PHDL is transformative and what role it plays in learners’ lives after release. Qualitative, ethnographic and longitudinal in approach, the research was split into three phases. The pilot phase involved interviewing 10 ex-prisoners who had completed PHDL. The in-prison phase involved ethnographic fieldwork in 10 prisons in England and Wales with 51 serving prisoners who were due for release and had either completed PHDL or had considered but not engaged with PHDL, this second group providing comparative analysis. The post-release phase traced 28 of those prisoners after release, and engaged with many for up to one year, as they attempted to integrate back into society. An additional perspective was gained from 63 others such as staff, educators and family. A thematic analysis of the complex data identified physical, infrastructural and organisational factors affecting the participants which were mostly barriers to learning and integration. These were mediated by social support factors of family, individual staff, and the perception of being part of a learning community. The psychological outcomes from the interaction of these factors included a positive student identity, resilience and hope which were carried with participants upon release. The immediate post-release environment was chaotic and most participants failed to continue studying, temporarily losing their positive student identity. There was very little social support at this time and it was the participants’ own resilience and hope which helped them to survive until life began to improve. Ultimately it was found that those who were able to capitalise on their learning were better placed to integrate into society.
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Engelbrecht, Jacobus Johannes. "Transformative and emancipatory challenges for facilitators of adult learning : a learning journey." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52040.
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Thesis (MPhil)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: Exploring emancipatory and transformative paradigms towards lifelong learning in the new millenium confront facilitators of adult learning to reflect critically on their own paradigms and practices of learning. Transformative learning occurs in this process of revision and reflection and when it leads to transformed meaning perspectives or change, emancipatory learning takes place. This implies that the process of critical reflection can be seen as a key to adult learning. Out of this background the broad question arises of how facilitators of adult learning can be prompted to engage in reflection on their own learning journeys to playa role in uplifting the status of adult learning and to become lifelong learners themselves. This study, in the form of a personal learning journey, in the short term addresses this question by focusing on three levels namely: ~ Exploring more relevant and alternative research approaches to the field of adult learning ~ Exploring adult learning theory in a dialogical and reflective manner ~ Developing integrated and holistic models for adult learning and lifelong learning in a constructivist and reflective manner. In the long term the learning journey aims to effect a framework for the narratives of other facilitators of adult learning in constructing meaning-making in their processes of transformative and emancipatory learning. A constructivist, biographical and dialogical approach is followed to engage reflectively with my inquiry and aiming at creating emancipatory and transformative challenges for facilitators of adult learning. It invites facilitators to respond in a critical, dialogical and reflective manner to their changing environments and practices. Adult learning theory is explored in a dialogical manner and an integrated and holistic model for adult learning is developed. My learning journey thus challenges other facilitators of adult learning to provide leadership in their practice by developing the ability to reflect critically resulting in alternative ways of engaging with the challenges facing us towards a learning millenium.
AFRIKAANSE OPSOMMING: Transformatiewe en Emansipatoriese Uitdagings vir Fasiliteerders van Volwassene Leer: 'n Lerende Reis Deur emansipatoriese en transformatiewe paradigmas op pad na lewenslange leer in die nuwe millenium te eksploreer word fasiliteerders van volwassene leer gekonfronteer om krities oor hul eie paradigmas en praktyke van leer te reflekteer. Transformatiewe leer vind plaas in die proses van revisie en refleksie en wanneer dit lei tot getransformeerde betekenis perspektiewe of verandering, vind emansipatoriese leer plaas. Dit impliseer dat die proses van kritiese refleksie as 'n sleutel tot volwassene leer gesien kan word. Vanuit hierdie agtergrond ontstaan die breë vraag van hoe fasiliteerders van volwassene leer geïnspireer kan word om te reflekteer oor hulle eie lerende reise en daardeur 'n rol te speel in die opheffing van die status van volwassene leer en om hulself lewenslange leerders te word. Hierdie studie, in die vorm van 'n persoonlike lerende reis, spreek die vraag op die korttermyn op drie vlakke aan, naamlik: ~ Eksplorering van meer relevante en alternatiewe navorsingsbenaderings in die veld van volwassene leer ~ Eksplorering van volwassene leer teorie op 'n dialogiese en reflektiewe wyse ~ Ontwikkeling van geïntegreerde en holistiese modelle vir volwassene leer en lewenslange leer op 'n konstruktivistiese en reflektiewe wyse. Die lerende reis beoog om op die langtermyn 'n raamwerk vir die narratiewe van ander fasiliteerders van volwassene leer daar te stel in konstruktiewe betekenismaking in hul prosesse van transformatiewe en emansipatoriese leer. 'n Konstruktivistiese, biografiese en dialogiese benadering word gevolg ten einde reflektief om te gaan met my ondersoek met die doelom emansipatoriese en transformatiewe uitdagings aan fasiliteerders van volwassene leer te stel. Fasiliteerders word uitgenooi om op 'n kritiese, dialogiese en reflektiewe wyse te reageer op hul veranderende omgewings en praktyke. Volwassene leer teorie word geeksploreer op In dialogiese wyse en In geïntegreerde en holistiese model vir volwassene leer is ontwikkel. My lerende reis konfronteer dus ander fasiliteerders van volwassene leer met die uitdaging om leierskap daar te stel in hulle praktyk deur die vermoë te ontwikkel om krities te reflekteer. Die resultaat hiervan is om oorweging te skenk aan alternatiewe maniere van omgaan met die uitdagings wat ons in die gesig staar op pad na 'n lerende millenium.
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Kaiser, Robert Cresswell. "Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955033/.
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The purpose of this research was to provide an initial investigation of the preferences for both technology and learning sources that are available today in the modern workplace at a large financial institution with a national presence in the USA. In addition to the preferences of the participants, the research includes insights about the culture of the learning organization by using the Dimension of Learning Organization Questionnaire (DLOQ) and two preference surveys. The research methods used in this study are categorized as mixed methods and include both quantitative and qualitative methods. This study is nonpositivist and descriptive. It is based on a triangulation design method which is comprised of analysis from data obtained from the DLOQ and preference surveys, as well as semi-structured interviews with several survey participants. The results of the studies provide the foundational information for an extended quantitative analysis.
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Du, Wenchong. "Associative implicit learning in adult dyslexic readers." Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=20828.
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This thesis examined associative implicit learning in dyslexic young adults. Dyslexic adults' associative implicit learning has been examined from three perspectives: what, when, and how. More specifically, it has been investigated if dyslexics have deficit in learning more complex knowledge, such as longer chunks or abstract knowledge (i.e., 'what'); if learning occurs at different stages in dyslexics compared to non-dyslexics (i.e., when); how dyslexics learn, and especially the role of both implicit and explicit processes (i.e., 'how'). The empirical findings from 9 experiments in 5 studies are: i) implicit learning deficits in dyslexic people are more manifest in second-order learning than first-order learning, with both motor and perceptual stimuli; ii) when only zero and first-order information is required, dyslexic people developed abstract learning under implicit learning condition as well as, and as fast as nondyslexics; iii) dyslexic participants had different sequence learning profiles compared to matched controls: dyslexic participants' expression, but not learning per se was impaired under resource-demanding condition compared to controls. Moreover, implicit learning was found to correlate with word reading score, phonological awareness, and working memory. This thesis is the first comprehensive study to consider a wide range of associative implicit learning with different learning content on a dyslexic population. The findings contribute to the current framework of explanatory theories of dyslexia, suggesting a new route through which cerebellar dysfunction can lead to phonological impairment, and eventually lead to reading difficulties.
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McLean, Lesley. "Adult learning : towards a framework of participation." Thesis, Edinburgh Napier University, 2013. http://researchrepository.napier.ac.uk/Output/6895.
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This thesis explores participation in adult learning and focuses upon three key areas of interest: reasons for participation, the challenges of participation, and the enabling factors relating to participation. The purpose of the research is to expand understanding in order to enhance and improve learning support practice, through a study of a university based, professionally accredited, part-time, Master's Degree programme in Human Resource Management, which serves as the research setting. The study of participation in adult learning is a well-trodden path, beginning with the seminal work of Cyril Houle in the early 1960s. Since then, researchers have continuously sought to prove, disprove or adapt existing typologies. Research has focused on generating groups of single identified factors, motivational indicators and specific challenges influencing participation in adult learning. Specific models and frameworks related to the enablement of participation are identified as being missing from the participation literature, with reference to enablers existing only within the disparate literature relating to adult learning and its broader contexts and influences. A review of the key literature reveals a lack of a single open framework that considers the reasons for, the challenges to, and the enablers of participation across defined contextual dimensions, for the purposes of understanding the nature of participation. This research presents an original conceptual framework matrix, developed from this existing literature, intended to fill this gap. The matrix affords two key opportunities. Firstly, as a theoretical device by which to organise and review current literature in the field and secondly, as a means to identify, explore and present the dominant factors relating to participation in adult learning. To achieve this the matrix identifies the three key areas of interest: i) the reasons participants have for joining the learning activity; ii) the challenges they have faced in doing so, and finally; iii) the elements and influences that enable them to successfully participate in the learning activity. These areas are reviewed further across four dimensions of the participants' life world, that of the psychological, the professional, the practical and the personal. Utilising a critical realist ontology and a post-positivist epistemology the conceptual framework matrix is used to structure the research design. The study adopts a linear, mixed methods approach to collecting data using types of thematic analysis (quantitative and qualitative), achieved through the use of an online questionnaire and one-to-one interviews with the target population. Viewed through the lens of the conceptual framework matrix, findings from within the research setting demonstrate that participants chose to engage with the learning activity as a result of a wide range of influencing factors. Reasons for participation were dominated by two of the dimensions, professional and psychological. Challenges to participation were found to be dominated by psychological factors, alongside issues of a restrictive learning environment and difficulties in achieving work life balance. The dominant enablers were people, deriving from all aspects of the participants' life-world. To aid successful participation in the learning activity under investigation two key recommendations are made to the programme managers and facilitators: i) the facilitation and encouragement of communities of practice and, ii) the development of links between the programme provider and employers. Further to this, this study suggests that, following further research to establish transferability and usability, the matrix has the potential to contribute to wider practice as an open, exploratory framework to be applied to a variety of different learning activities as a means of identifying areas of improvement or change.
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Regan, Jeanette. "The dance of learning on encounters in adult second-language learning." Bern Berlin Bruxelles Frankfurt, M. New York, NY Oxford Wien Lang, 2008. http://d-nb.info/996091572/04.
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Christenberry, Thomas Catron. "Characteristics of Residential Adult Learning in the FBI National Academy Learning Environment and the Impact on Participant's Attitude of Satisfaction." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29100.
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Using the Federal Bureau of Investigation's (FBI) 212 th session of the National Academy, a residential adult learning environment, as a case study and the 1996 research on participant's perception of residential adult learning environments by Dr. Jean Anderson Fleming, this study examined the relationship among the characteristics (overarching themes: detachment and continuity and descriptive themes: building relationships in residence, learning in residence, and individual change in residence) and how this relationship impacts the participant's attitude of satisfaction with the program.
A 33-item Likert scale, developed by the researcher, was used to collect the data from 244 police officers and the Kropp-Verner Attitude Scale was used for measuring the overall participant attitude of satisfaction with the residential learning environment. Demographic data were also collected from the participants to provide an overall profile of the respondents and each police officer had the opportunity to respond to an open-ended question at the end of the survey.
Six hypotheses formed the basis of the study and were investigated through bivariate and multivariate analysis. Univariate analysis was used to describe and summarize the collected demographic data, as well as the frequency responses to each statement by the participants, while multivariate analysis was used to determine the best model for the prediction of satisfaction.
Positive relationships existed between each of the five independent variables (detachment, continuity, building relationships in residence, learning in residence, and individual change in residence) and the dependent variable, satisfaction. The overarching themes of detachment and continuity were combined to form a new variable, DECONTI. Individually, (bivariate regression) DECONTI was the most significant predictor of satisfaction, while building relationships in residence exhibited no significance. Multivariate analysis (standard and stepwise regression) suggested that the model of DECONTI, learning in residence, and individual change was the best predictor of satisfaction.
The analysis of the characteristics of residential adult learning environments and their impact on participant satisfaction was quantitatively supported in this study. The results of this study supported the assertions of Fleming, the literature, and the research questions, while offering new observations and insights into the effectiveness of residential adult learning environments.Ph. D.
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Strang, Alison Bridget. "A model of learning : an investigation of technicians' approaches to open learning." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018494/.
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The work arose from an applied research project commissioned by the Manpower Services Commission. The aim of the project was to produce guidelines for effective learning in the Open Tech, based on a thoroughly researched understanding of open learning at technician level. A review of the literature led to the proposal that the research should examine technicians' experiences of learning from a phenomenological perspective, with particular attention to the intentions and meanings underlying their approaches. In response to this proposal, a metatheory was formulated to establish the assumptions on which the research should be based. The metatheory incorporated a view of man as a natural learner, implying that the research should seek to understand why natural learning behaviour is inhibited. The view of science specified that the outcome of the research should be the development of an appropriate and useful model of technician open learning. The development of this model was 'grounded' in the empirical study of British Telecom open learning students. The study incorporated both an experimental learning, task and focused interviewing. Notable dimensions emerging from learners' accounts of their experiences of learning included: orientations to study, conceptions of learning, and locus of control in learning. Relationships between these dimensions were explored and a series of 'procedural steps' was proposed, which outlines the key processes necessary to effective learning in this context. This empirical analysis led to the formulation of the 'multi-dimensional' model of learning, which suggests that meaningful learning arises as a learner interacts with a task in pursuit of his own learning intentions. On the basis of this definition it was possible to identify the qualities of meaningful learning, and to recognise the equivalence of the notions of meaningful, effective and autonomous learning. The model was tested and elaborated, using data from a further study of a different group of technicians undertaking open learning courses. Finally, the practical applications of the model for the Open Tech were explored.
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Gormley, Jenette Caitlin. "Prison, power, and people with learning disabilities : the complexities of curtailed lives." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8439/.
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Very little is known about how people with learning disabilities symbolically engage with imprisonment and discursively account for it within their wider self-narratives. Although there are no cohesive incarceration figures for people with a learning disability, prevalence studies suggest that they are over-represented among prison populations worldwide. This research addresses a major gap in literature as people with learning disabilities’ accounts are largely absent from prison sociologies, and offending and imprisonment experiences are missing from learning disability studies literature. By bringing together empirical, theoretical, and methodological knowledge from criminology and disability studies, the research fills this void and heralds the value of drawing on two distinct fields of study. This thesis provides a platform for the experiences of 25 men and women with learning disabilities who were serving a custodial sentence or who had been recently liberated from custody at the time of research. Through a critical realist lens, the study used innovative qualitative research methods - multiple and semi-structured interviews - in order to preserve the ethical and moral integrity of researching inclusively with people with learning disabilities while being sensitive to the challenges of researching within prison. The research found that people with learning disabilities are disadvantaged and marginalised in unique ways as a result of the increasing psychological demands associated with late modern imprisonment. In prison, they negotiate distinct barriers to their full social participation with and through their punishment, sentence, and the demands of daily prison life. As a result, they face intersectional forms of oppression and are further socially disenfranchised through institutional process which render them vulnerable and dependent on the structures, supports, and regime of prison which are often absent from their lives in the community. Participants internalised their exclusion, and characterised their lives through experiences of labelling, governance, and curtailment.
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Conde, Jean. "Logiques d'utilisation des MOOC en entreprise au prisme des capabilités." Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLN054/document.
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Encouragés voire financés par la commission européenne et par les pouvoirs publics français, les MOOC, en tant que formations flexibles, accessibles à tous et potentiellement certifiantes, font figure de réponse idéale aux injonctions à la formation permanente, portées par les politiques de « flexisécurité » en Europe. En court-circuitant les instances historiques de la formation professionnelle en France, les plates-formes de MOOC facilitent l’accès à la formation et apparaissent comme un moyen pour l’individu d’exprimer sa « liberté » dans « le choix de son avenir professionnel », objectifs affichés des dernières réformes de la formation professionnelle. Mais faute de régulation collective, d’encadrement pédagogique et juridique, le risque est grand de voir l’exercice de ces libertés réservé aux individus les plus autonomes, qui sont également les mieux dotés d’un point de vue sociologique, et ce notamment dans l’entreprise. À partir de l’approche par les capabilités d’A.Sen, cette thèse identifie les facteurs favorisant ou entravant l’accès, le suivi et la conversion des MOOC en pouvoir d’agir réel pour les salariés. Pour y parvenir, a été mise en œuvre une méthodologie mixte fondée sur des enquêtes incluant observations de terrain et entretiens semi-directifs, auprès de participants et de décideurs de la formation dans l’entreprise. Elle met, d’une part, en évidence le fait que les utilisations de MOOC dans les entreprises font l’objet d’importantes inégalités socioindividuelles et, d’autre part, que leur caractère informel tend à renforcer la position de l’employeur dans les négociations conduisant à la répartition des responsabilités relatives à la formation des salariés. Nous proposons, enfin, une typologie des configurations d’utilisation des MOOC. Cette recherche montre que malgré le caractère récent et non institué du phénomène, il est d’ores et déjà possible de distinguer plusieurs logiques typiques, plus ou moins capacitantes, d’utilisation des MOOC dans les entreprisesEncouraged and financed to some extent by European Commission and the French State, MOOCs are flexible courses, open to anyone and they potentially deliver certificates ; as such, they appear to represent an ideal response to the calls for a mutation of lifelong learning that come along with the politics aimed at developing flexicurity in Europe. In France, MOOC platforms bypass the traditional professional training institutions, and by doing so, could be a potential way for individuals to acquire more freedom to chose their professionnal future. Nevertheless, due to poor collective self-regulation, and due to the lack of pedagogical guidance and legal framework, there is a high risk that only the most seelf-regulated individuals benefit from such opportunities. Through the « capabilities » theoretical framework developped by A. Sen, this research aims at identifying the factors that foster or on the contrary impede the empowerment of employees through MOOCs. In that perspective we followed a mixed method approach based on field observation in organizations, semi-structured interviews and surveys. We show that the uses of MOOCs in companies reveal important inegalities among individuals ; moreover, the fact that they are followed in an informal way tend to benefit employers. We propose a typology of uses in MOOCs, based on their ability to empower employees
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Pitt, Robert Michael. "Journeys into lifelong learning : experiences of adult learners returning to formal learning." Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444529.
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Mace, Heather A. "Hybrid learning: Understanding experiences in adult secondary education." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27776.
Full textAbstract:
Adult learners returning to school to complete a secondary diploma are faced with a range of extrinsic and intrinsic factors influencing their ability to engage and commit to their education (Cantor, 1992; Entwisle, Alexander, & Olson, 2004; Klein, Noe & Wang, 2006). The needs of these adult secondary learners (also known as mature learners) challenge educators to adapt programs to improve learning experiences. One avenue is technology which has changed the face of traditional classrooms at all educational levels (Becker, Ravitz, & Wong, 1999; Dawley, 2008). Particularly, eLearning has been associated with constructivist environments where flexibility and accessibility enhance learning experiences (Kassop, 2003; Johnson, 2001; Neo, 2005). Conversely, eLearning can isolate learners where technological frustration or learning anxiety translate into attrition rates ranging from 30--80% (Flood, 2002; King, 2002). Characteristics such as lack of self-directedness and motivation among mature learners suggest that pure eLearning is not ideal (Flood, 2002; Packham, Jones, Miller, & Thomas, 2004; Schrum & Hong, 2002). To support the needs of mature learners, an alternate course modality was explored. Blending classroom and online learning into a hybrid course offered a potential balance for mature learners (Berge, 2006; McCray, 2000; Skill & Young, 2002).
The purpose of this inquiry was to understand the teaching and learning experiences of mature learners and their instructor within a hybrid course. A case study research approach was adopted, and multiple data collection methods helped construct a multifaceted description of the participants' experiences. The findings point to benefits of hybrid learning for mature learners, while also highlighting the skills of the learners and the role of the instructor as influential in the learning experience. The perspectives revealed in this inquiry allow us to envision how hybrid learning could shape a more dynamic learning experience for mature learners.