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Eldred, Janine. "Perceptions of success in teaching and learning adult literacy." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251320.
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Addae, D. "Methods of teaching adult learners: a comparative study of adult education programmes in Ghana and South Africa." Thesis, UNISA, 2016. http://hdl.handle.net/10500/23386.
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The benefits of effective teaching methods have been well researched and documented. Salient amongst most literature on such benefits is their ability to promote learners’ subject-matter comprehension and their active participation in class activities. Subject-matter and learner participation can be considered key ingredients in promoting effective learning. In adult education, due to the unique characteristics that the learner brings to the learning situation, it behooves the educator to select appropriate methods in promoting learning. By employing appropriate teaching methods, the educator is able to help adult learners achieve the desired learning outcomes. This study therefore sought to comparatively examine the effectiveness of the various teaching methods used by educators in teaching learners in adult education programmes in Ghana and South Africa. The study focused on the National Functional Literacy Programme of Ghana and the Kha Ri Gude Mass Literacy Programme of South Africa.
The study was conducted using a qualitative research approach where the multiple case study design was employed. A purposive sample of 152 participants comprising 72 learners and 4 educators each from Ghana and South Africa were selected for the study. The interview schedule, focus group discussion guide and unstructured observation guides were used to elicit data from the participants. The study revealed, amongst other things, that some of the methods employed by the educators in the teaching and learning encounter were ineffective in promoting adult learning in both programmes. The study recommends that methods employed to teach adult learners should help them effectively to make meaning of the various information or events that they are presented with. As a result, teaching moves from the traditional view of transmission to helping learners to reexamine their meaning-making structures.UNISA
ABET and Youth Development
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Reche, George Nkonge. "Identification of teaching competencies of adult literacy teachers as perceived by the supervisors and the teachers of adult literacy in Kenya." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135129/.
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Walker, John Lewis. "Education policy and employed adults : a critical reading." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298872.
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Collins, Rita. "People, Programs, and Politics: Two Case Studies of Adult Literacy Classes." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1394.
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Past research has not sufficiently addressed the question of what types of adult literacy instructional practice are recognized by participants, i.e., students and teachers, as facilitating learning in Adult Basic Education (ABE) classes. The purpose of this study was to describe instructional practices in two urban literacy programs serving low level adult readers, and to identify which practices were effective in meeting student needs. Effectiveness was measured by the ability of students to achieve learning objectives identified by themselves and the teacher, and included attendance patterns and student participation. Quantitative measures of achievement were not used as criteria since few classes utilized comparable formal assessment instruments. The process of generating grounded theory developed by Glaser and Strauss (1967) provided a suitable methodological framework for this qualitative research design that used an ethnographic approach as the format for the participatory research study. Teachers and students in six ABE classes provided data which were collected using a multi-method-plan utilizing interviews, participant observation, and documentary materials The study was structured around one primary and four secondary research questions. These questions were designed to address the various aspects of effective instructional practices in ABE classes and began by describing how teachers and students defined literacy skills and student goals, what practices were used in the classrooms, and how students perceived their learning. After this information was gathered, effective practices could be identified using the criteria elicited from teachers and students. Effective practices were found to be an interdependent process that included teacher, students, and goals within the context of the ABE classroom. The study showed that the effectiveness of discrete instructional practice was dependent on an instructional process that resulted from a teacher's choice of materials and methods accurately reflecting the attributes of students and their educational objectives. Crucial aspects of the teacher's actions were identification of primary objectives development of basic learning skills, interpersonal communication, and establishment of a supportive environment. For students, an active role within the class that included participation and self-directedness was recognized as contributing to goal achievement. Where this process was observed, there was a greater chance of students remaining in the program, actively participating in their learning, and ultimately achieving learning goals.
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Monerville, Sophia. "What is it like for you? : a phenomenological study : teaching adult literacy in a further education college under the auspices of the Adult Literacy Core Curriculum." Thesis, University of Greenwich, 2008. http://gala.gre.ac.uk/5643/.
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This study is about the experience of teaching adult literacy in a further education college under the auspices of the Adult Literacy Core Curriculum (ALCC) between the years 2002 to 2005. A universal description was derived from the perspectives of five college lecturers, called co-researchers, who volunteered a vivid description of their individual experience of teaching adult literacy in this context. These descriptions were reduced, in terms of volume, and the resulting data created a single universal description of the teaching experience. The modified phenomenological reduction and analysis process used was based on an approach created by Moustakas (1994) to answer the fundamental research question: 'What -was it like for you?' In answering this question, this study presents the crux of what constitutes the qualities or nature of the professional experience, and brings to the fore, the meaning contained within it. This study identified that the qualities within teaching in further education are very much under researched and that rarer still is research from a phenomenological perspective about teaching under the auspices of the ALCC. This study sought to fill this gap where it found that the introduction of the ALCC brought with it a complexity in its defining of adult literacy as a set of functional skills within a socio-economic context, and that its use galvanized the humanism of co-researchers and their sense of moral obligation. It further found that the ALCC became what unified the co-researchers professionally and instigated a teaching culture in which some consideration was given to the social implications of what they taught. Teaching under the auspices of the ALCC thus became the platform of possibility from which institutions and central government can nurture the culture's need for support, and from which teachers themselves can question their role.
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Fish, T. R., and Cynthia R. Chambers. "Enhancing Adult Literacy and Community Participation for People with IDD." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3874.
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Weber-Mayrer, Melissa Margaret. "Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467133461.
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Knight, Stacey P. "Caribbean learners in an adult literacy programme : concepts of literacy, motives and expectations of the programme." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30793.
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Adult literacy programmes traditionally define literacy in fundamental, functional or cultural terms and prepare learners to conform to society. Community-based programmes see literacy as emancipatory, adopt a critical stance towards society and ideally use a learner-centred approach. This study sought to inform one community-based programme on more effective learner-centredness. Fourteen Caribbean immigrants participating in the programme were interviewed to investigate their concepts of literacy, motives for enrolling in, and expectations of, the programme. Results indicate that learners had limited concepts of the word "literacy," and had joined the programme because of difficulties in accessing Canadian public education. Most had completed primary school in the Caribbean and were accustomed to teacher-directed education. The study recommends that the programme increase learner-participation in decision-making and adopt a holistic approach to learning using focus groups. Also advocated is critical assessment of issues affecting learners such as language, migration and access to school.
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Parr, Susan Phillippa. "Aphasia and literacy : the application of practices associated with literacy teaching to the assessment of reading and writing disorders in adult aphasia." Thesis, Birmingham City University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357112.
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This study investigates the relevance of contemporary theories of literacy and associated practices for the assessment of functional reading and writing in acquired aphasia. `Ideological' and `autonomous' models of literacy are described. The ideological model represents reading and writing as a set of activities intrinsically connected with social behaviour. The autonomous model represents literacy as a set of discrete cognitive and linguistic skills which can operate regardless of context. An analysis of currently-used aphasia assessments, and the traditions from which they spring, suggests that they operate a predominantly autonomous model of literacy. Theoretical analysis is reinforced by three studies of people with and without aphasia. The first study demonstrates the diversity of everyday literacy practice of 50 non-aphasic people. The second study is a qualitative investigation of the literacy practices of twenty people with mild-moderate aphasia. Again, a diversity of psychosocial factors is found to affect literacy practice. These concern the roles both lost and taken on by the aphasic respondents, and the ways in which they cope with their condition. In the final study of the reading and writing difficulties of three aphasic people, a direct comparison is made of autonomous and ideological approaches to aphasia assessment, using a cognitive neuropsychological battery of tests, and an investigative procedure developed along ethnographic principles. These qualitative data suggest that the ideological approach addresses functional use of written language more adequately than the autonomous approach. There is little predictive relationship between the two approaches. The relevance of an ideological approach is supported, and the qualitative methodology associated with this model endorsed as a means of investigating aphasia. While the contributions of autonomous measures to the knowledge of impairment are acknowledged, the shortcomings of prescriptive approaches to functional assessment are also apparent. Contemporary theories of disability contribute to a re-evaluation of current approaches in the study of aphasia. It is argued that the personal interpretation of impairment must be addressed in functional assessment. The study represents a development in the theory of functional assessment of aphasia. It also develops a methodology which has implications for clinical practice.
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Kearns, Hugh. "Effect of interaction between computer anxiety, locus of control and course structure on achievement in a computer literacy course." Title page, abstract and table of contents only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmk24.pdf.
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Nanda, Alice Owens. "Evaluating Child-Based Reading Constructs and Assessments with Struggling Adult Readers." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/55.
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Due to the paucity of research on struggling adult readers, researchers rely on child-based reading constructs and measures when investigating the reading skills of adults struggling with reading. The purpose of the two studies in this investigation was to evaluate the appropriateness of using child-based reading constructs and assessments with adults reading between the third- and fifth-grade levels. The first study examined whether measurement constructs behind reading-related tests for struggling adult readers are similar to what is known about measurement constructs for children. The sample included 371 adults, including 218 native English speakers and 153 English speakers of other languages. Using measures of skills and subskills, confirmatory factor analyses were conducted to test three theoretical measurement models of reading: an achievement model of reading skills, a core deficit model of reading subskills, and an integrated model containing achievement and deficit variables. Although the findings present the best measurement models, the contribution of this study is the description of difficulties encountered when applying child-based assumptions to developing measurement models for struggling adult readers. The second study examined the usefulness of the Comprehensive Test of Phonological Processing (CTOPP) Elision and Blending Words subtests (Wagner, Torgesen, & Rashotte, 1999) with struggling adult readers. The sample included 254 adults, including 207 native English speakers and 47 native Spanish speakers. Overall performance, subtest reliability, and subtest validity were evaluated for the participants. Analyses included comparisons of struggling adult readers to the CTOPP norm group as well as comparisons within the struggling adult readers by demographic characteristics of age, gender, special-education status, and native language. Compared to the norm group, struggling adult readers exhibited lower overall performance as well as lower subtest reliability and validity. Regardless of demographic grouping, subtest validity was low for struggling adult readers. Overall performance and subtest reliability differed for struggling adult readers depending on demographic grouping, particularly age and native language. This study raises concerns about the appropriateness of administering and interpreting Elision and Blending Words subtests with struggling adult readers. In conclusion, both studies caution the use of child-based reading constructs and assessments with struggling adult readers.
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Ballard, Glenda Haywood. "Teaching in a new setting: adult basic educators in a national workplace literacy project, a qualitative case study of a national workplace literacy project." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40044.
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Workplace literacy is a movement that has gained popularity in our society in the last decade. Despite the
prolific amount of literature on the subject, very little research has been done to determine how teachers are functioning in this new setting. The problem addressed by this study involved how teachers move into a new workplace literacy setting and the issues they face as they establish their classes in this new setting. The purpose of the study was to determine the kinds of issues which teachers might encounter as they move into this setting.
Questions about how teachers experience moving into a workplace literacy setting located at the job site was examined through qualitative research. A case study narrative providing rich description was conducted. about one national workplace literacy project from the beginning of the project throughout the eighteen-month grant period. Classroom observations, participant observations, and interviews were completed. The method of constant comparison was used to analyze the data for patterns of similarity and dissimilarity.
Six principal categories emerged from the data. The findings are presented in six broad categories: (a) a
definition of workplace literacy; (b) awareness of company culture; (c) company involvement; (d) the workplace literacy student; (e) the workplace literacy classroom; and (f) the role of the teacher.
From these findings, conclusions were drawn about teacher training materials for individuals in workplace
literacy settings. It was determined that a need does exist for a usable teacher's manual containing information regarding workplace literacy programs. Additional research is necessary; one suggestion included replicating this study in another workplace literacy project to determine whether similar issues would emerge.Ed. D.
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Best, Cecilia Torres. "A literacy journey of empowerment for adult Hispanic students in a community college's learning center." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1274.
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Welborn, Kate Matthews. "Exploring Literacy Coaching as a Form of Staff Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2773.
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Following a 2011 audit a school district in the south central United States clarified the role of the literacy coach. However, there were still differences among the literacy coaches as to how they were performing their duties. As a result, the purpose of this study was to gain an understanding of the role of the literacy coach in the participating school district. The theoretical foundation of this study addressed adult learning and was based upon Kegan's constructive development theory and Knowles's theory of androgogy. A case study design was used to explore how 5 literacy coaches implemented literacy staff development with over 100 elementary school teachers and what aspects of literacy instruction were focused upon. Data were collected through interviews and daily coaching logs kept by the coaches. Each interview was recorded, transcribed, and analyzed through a system of coding based on repeated readings, from which themes, concepts, similarities, and differences became apparent. Similarities and differences were highlighted, and tables were created to track them. Coaching logs were collected and analyzed in the same manner. Two themes emerged from analysis of the data: identifying themselves as staff developers and needing more teacher collaboration. Based upon these themes, professional development training sessions were developed to strengthen the professional development already in place, and the creation of professional learning communities was recommended. Participation in these activities will strengthen individual literacy teacher's professional knowledge regarding the teaching of literacy. As a result literacy teachers' practices will improve, and in turn, positive social change will occur when the children they teach become more literate, increase their learning, and stay in school.
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Para, Pearl Dahmen. "Financial Literacy Continuing Professional Education Cognitive Needs Assessment for Florida Small Business Owners." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6126.
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The purpose of this study was to assess the financial literacy continuing profession education cognitive needs of Florida small business owners through exploring their profile. To determine the financial literacy profile, an instrument containing 18 tested knowledge and 5 self-assessed knowledge questions was created. Using a panel of experts, the instrument was developed from previously tested financial literacy questions from several sources.
Data were collected from clients of the West Central Region of the Florida Small Business Development Center at the University of South Florida. The online survey completed by participants included demographic questions to provide data to profile small business owners’ financial literacy by gender, age, education level, and small business classification.
The results indicated small business owners have a high financial literacy. There were significant differences found between the financial literacy of men and women. Men’s scores were higher for both tested knowledge and self-assessed knowledge. Younger small business owners scored lower than older small business owners. There were significant scoring differences between the highest and lowest levels of education. Tested scores and self-assessed scores increased with higher education levels. Pre-venture/start-up business owners scored lower than the small-medium enterprise owners. Implications included developing educational programs attentive to women small business owner’s needs, as well as newer and/or younger small business owners.
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Heier, Karolina. "ENVISIONING YOUNG ADULT LITERATURE : A STUDY ON TEACHING ENVISIONMENT IN THE ESL-CLASSROOM." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33573.
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This essay is based on Judith A. Langer’s many years of literacy research and her concepts of ‘the literate mind’ and ‘envisionment building’ in the classroom. In addition to Langer’s theories, I consider several other strategies for reading, some of which have evolved from Langer’s ideas and are adapted to fit the teaching of English for Swedish upper secondary school. Furthermore, I discuss the benefits of teaching a foreign language with the help of literature in general and Young Adult (YA) literature in particular. Working with YA literature in the classroom can not only help students develop a greater empathy towards others, but is also well suited for teaching reading strategies to teenagers. In the analysis, I demonstrate a didactic approach with the help of extracts from Ruta Sepetys’ Between Shades of Gray (2011). My findings indicate that reading Young Adult literature can benefit teenagers’ personal growth as well as their language learning and general knowledge. Lastly, I assert that envisionment building can both lead to reevaluation of the readers themselves as well as to a greater understanding of different texts and the readers’ perception of the historical and contemporary world.
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Smith, Christina Louise. "Technology Literacy Skills Needed in Further Education and/or Work: A Delphi Study of High School Graduates’ Perspectives." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5776.
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Technology and the importance of computers in education have been recognized since the educational reform movement of the 1980’s. Change that acknowledged a need for high school students to: understand the computer as an information, computation, and communication device; use computers for personal and work-related purposes; and understand the world of computers, electronics, and related technologies (A Nation at Risk, 1983, p. 26). The study, A Nation at Risk recognized our nation’s lack of computer technology skills and since, the standards in education have changed to design curriculum and integrate technology to better prepare high school students with necessary ready to work computer technology skills. In a brief review of literature the research studies found that students entering college and the workforce were lacking required necessary information technology literacy skills (Hardy, Heeler, & Brooks, 2006; Hanson, et al., 2011a, 2011b; HR Policy, 2010; Kaminski, Switzer, & Gloeckner, 2009; Tesch, Murphy, & Crable, 2006). In the context of the study, the conceptual framework for the study was driven by a set of eight IT tasks domains that provides the situational context. These IT tasks represent basic competencies that have been deemed critical for successful participation in society, education, and work for all youth (Center for Global Competitiveness and Performance, 2012; OECD, 2012; Partnership for 21st Century Learning, 2011; UNESCO, 2011; U.S. Department of Education, 2010a). The purpose of the modified Delphi study identified the basic information technology literacy skills needed for successful participation in further education and/or work from the perspectives of recent high school graduates.
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Schwab, Irene. "The role of Initial Teacher Education in the formation of adult literacy teachers' beliefs and practices in the teaching of reading." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1571764/.
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This qualitative study investigated adult literacy teachers' beliefs and pedagogic practices in relation to teaching reading, and considered how these were shaped by their Initial Teacher Education (ITE) and by the realities of the context in which they were working. The issues were explored through interviews with, and observations of, 12 adult literacy teachers in two Further Education (FE) colleges in inner London. The fieldwork took place between December 2013 and October 2014. Findings showed tensions between the teachers' strongly held views about learner-centred pedagogy and their employment context in which the focus on exam success demanded a content-centred approach. Furthermore, the superdiversity of the multicultural and multilingual learner cohort challenged traditional notions of adult literacy learners and their learning needs. The dominant discourse of their various ITE programmes was of a socially situated pedagogy which draws on learners' Funds of Knowledge and their everyday literacy practices. The teachers enjoyed their ITE and found it useful but struggled both to recall theories and relate them to their current context. Examination washback affected all aspects of teaching reading, including a move away from literacy as social practice towards a skills-led approach. The exigencies of exams also led to a concentration on the subskills to be assessed rather than reading for meaning. Additionally, adult literacy teachers had mixed feelings about addressing the language needs of multilingual learners, and used a variety of approaches. The findings further suggest amendments that could be made to teacher education programmes to reflect the realities of the learner cohort and the current FE context. The thesis concludes with some implications for teacher education and contributes to a deeper understanding of literacy teachers’ learning and development.
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Sanchez, Lynda M. "Using the Power of 3 with Total Joint Surgery Patients." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2057.
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The purpose of patient education is to provide patients and their families with the tools needed to care for themselves after discharge from the hospital, but shortened hospital stays, limited health literacy, language, and age can impede the patient's comprehension of the information provided. Researchers have found that the lack of effective patient education is related to 30-day hospital readmissions. The Power of 3 educational tool, designed by Sanchez and Cooknell, addressed the factors that impeded effective patient teaching by using the adult learning theory and low health literacy concepts. The Power of 3 was implemented as a quality improvement project in the Total Joint Center in October 2014. The purpose of this project was to assess the effect of an adult learning-based educational tool on the readmission rates for venous thrombus embolism and infection and on the effect on mobility in total joint surgery patients. This goal was accomplished by performing a retrospective chart review on 90 randomized patients, 45 before and 45 after implementation. The Power of 3 demonstrated a statistically significant change in the length of time a patient remained out of bed on the day of surgery after implementing the educational tool (0.75 hours vs. 1.514 hours, p = 0.0182, CI 95%). In addition, the number of patients that nursing staff documented who were out of bed was also statistically significant on the day of surgery (12 patients vs. 24, p = 0.0461, CI 95%). This educational tool can facilitate patient teaching by addressing language and educational barriers between patients and health care workers.
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Goodsett, Mandi. "Determining the Extent to Which Information Literacy Online Learning Objects Follow Best Practices for Teaching and Assessing Critical Thinking." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1526048546211971.
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Binford, Susan Edna. "Adult English as A Second Language Literacy Programs in the Non-profit Sector of Multnomah County, Oregon." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4704.
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The present study identified and described the general education English as a Second Language (ESL) programs in Multnomah County, Oregon, offered by nonprofit organizations, in order to promote a more coordinated effort to meet the needs of the community. The study asked the following questions: 1) What are the non-profit organizations providing general adult ESL instruction in Multnomah County, Oregon?; 2) What are the nature and characteristics of these adult ESL education programs, including methods of recruiting, assessing, and tracking students?; 3) What are the methods of recruiting, training, and tracking volunteer teachers?; and 4) What, if any, ESL resource services made available would be perceived as most beneficial to this sector of the ESL instructional community? There were three parts to the study: 1) identifying the organizations, conducted by using an exploratory approach; 2) structured telephone interviews; and 3) classroom observations and/or teacher interviews, conducted by using ethnographic techniques with a stratified sample derived from the analysis of the data generated in the second portion of the research. Fourteen organizations qualified for the study, serving approximately 428 students. Methods of student recruitment were most commonly by word of mouth and referral or refugee assignment. Very few formal means of student evaluation and tracking of educational progress were reported. All ESL instruction was found to be performed by approximately 185 volunteers, recruited most frequently by word of mouth. Volunteers were most commonly trained by attending volunteer training seminars and/or receiving prepared handouts, or by no training at all. Tracking was done by telephone, forms, or not at all. The services perceived most valuable, listed from most to least, were: tutor training seminars, instructional material recommendations, grant and funding information, recruitment of volunteer tutors, and recommendations on methods of student evaluation. Student evaluation was the only service rated less than valuable. A mailing list was created from the information generated from the telephone interviews and forwarded to Portland Community College, and The Portland Literacy Council, whose information has been updated accordingly.
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Johnston, Nicklett Johnston. "The Effect of Health Literacy in Low Estimated Glomerular Filtration and Diabetes." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3895.
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Health literacy is widespread, but its potential is not recognized. By not recognizing health literacy, patients have the burden of coping with diabetes with renal complications without full knowledge of their responsibility to their health. The focus of the project was to assess participants with diabetes with low health literacy and low mean glomerular filtration rate (eGFR). The project goal was achieved by the assessment of the participants' health literacy and eGFR before and after education for their diabetes, then assessed to determine if teaching the participants would improve their health literacy, lab values, and overall health. Participants were recruited by being patients of the designated clinic and screened for diabetes and low eGFR, for a total of 30 participants. The Brief Health Literacy Screen was used to measure health literacy. The health of the participants was appraised by the laboratory values of eGFR and fasting glucose. The project methodology was an observational design using correlation and 2-sample t analysis with the variables eGFR, fasting glucose, and health literacy. The variables were compared before and after the participants' education. Results showed health literacy with patient education was associated with greater patient self-efficacy and improved fasting glucose numbers, eGFR flows, and health literacy scores. The current health climate shows value in different types of health providers. Social change was defined by the project launching a nurse practitioner as the leader for advancing the treatment plans of chronic kidney disease. This project impacts social change by showing patients in the process of improved health and empowering the patients to be advocates of their own health.
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Weathersby, Melissa J. "An Assessment of the Financial Literacy of Undergraduates at One Community College in Texas." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5435.
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At a Texas community college, stakeholders wanted to strengthen the financial literacy module offered in the student development course for undergraduates. The problem was that no formative data existed on students' financial literacy, and it was not known if knowledge of financial literacy for students who participated in a prior financial literacy class in high school differed from students who had not. The purpose of this study was to obtain formative data regarding students' needs for financial literacy education and to examine whether the knowledge of financial literacy for college students who participated in a prior financial literacy class in high school differed from students who had not. Guided by Knowles' andragogy theory, this descriptive comparative quantitative study explored students' overall financial literacy, including financial literacy subcomponents, and the relationship between students who had participated in a prior financial literacy class compared to students who had not. SurveyMonkey was used to administer the Jump$tart Coalition-® College Questionnaire to a convenience sample of 170 undergraduate students. Through descriptive data analysis (mean scores and composite scores) of the questionnaire responses, it was established that less than 70% of students were proficient in overall financial literacy. Independent samples t tests established no significant differences in financial literacy for students who participated in a prior financial literacy class compared to students who had not. The resulting project provides professional development for faculty to implement the Jump$tart Coalition-® curriculum promoting social change by developing financially competent adults, thereby contributing to fiscally sound economies.
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Ross-Norris, Vicki Sandra. "Literacy Training in an Urban High School Professional Learning Community." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3574.
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The purpose of this study was to explore the essence of professional learning experiences shared by teachers who participated in a professional learning community (PLC) at a New York City high school in the South Bronx. Guided by Hord's PLC characteristics and Bruner's constructivism theories, this phenomenological study addressed the research questions of what PLC practices urban high school teachers employ to support the academic-literacy achievement of their students of low social economic status (SES); the role of administration in the PLC process; and the roles of a shared mission, values, vision, norms, and collaborative knowledge on the functioning of the PLC. Data collected from the 6 PLC teachers included semi-structured individual interviews, observations of PLC meetings over a 2-month period, participating teacher reflective journal entries, and a researcher's log. Manual data analysis consisted of reading raw data multiple times to determine patterns, themes, and relationships. Additionally, concept and descriptive coding approaches facilitated data source analysis. Gerund words and short phrases generated labels and categories that resulted symbolic representation. The results were that the urban high school teachers demonstrated Hord's PLC characteristics and Bruner's constructivism theories within their PLC's practices and principles leading to decision-making and solutions to problems such as improving teachers' literacy practices, students' literacy skills and classroom behavior, and school wide Individualized Educational Plan process. The findings of this study support the engagement of urban high school teachers in self-directed PLC activities that may promote social change by improving literacy instruction and literacy achievement among students of low SES.
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Baptiste, David Augustine. "Extroversion and introversion as factors affecting adult English-as-a-second-language learners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2914.
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The purpose of this research is to investigate if there is a significant difference in literacy skills between Level-Two extroverts and introverts after three years of English instruction at the community-college level.
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Swartz, Jeannette. "Functional Literacy: Should it be Mandatory?" UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/682.
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Millions of United States citizens are functionally illiterate. Included are persons who cannot read or write or perform simple arithmetic at all. The reasons for failure of voluntary literacy are reviewed, and consideration given to mandatory literacy as a solution to the problem. The effect of functional illiteracy on the military is examined, as well as the relationship of illiteracy to poverty and crime. A survey of educators reveals an awareness among them of this illiteracy problem, and also reveals that some of these educators favor mandatory literacy. The issue of civil rights in relation to mandatory literacy is discussed, along with the dangers and drawbacks of functional illiteracy. Suggestions are made for initiating a campaign to eradicate functional illiteracy from American society.
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Phillips, Daphne Pace. "The Left Behind Generation: Instructional Practices to Increase the Technological Literacy of Older Adults." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7888.
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This study sought to explore the utilization and perception of best practices by community-based technology training programs when instructing older adults to become technologically literate. The target population included adults age 55 years and older of the Baby Boomer generational cohort who ranged academically from possessing a high school diploma or General Education Diploma (GED) through a college degree and had enrolled in a local technology training program to improve their technological skill level with the goal of obtaining employment and/or to remain functionally independent. This study was conducted at three community technology training centers located in the southeast that offered computer training classes for both civilian and ex-military older adults and employed a mixed methods research design. Data was collected through a series of participant interviews, surveys, and class observations to establish an understanding of current participant computer literacy status, demographic details and experiences, class structure, the computer curriculum, and training execution. It was the intent of this study to help maintain increased focus on the necessity of reducing the present digital divide that exists between younger and older adults by highlighting the importance of designing technology training programs that incorporated both expert recommended best practices for instructing older adults, as well as the expressed benefit and personal needs of the Baby Boomer population being served by local technology training centers.
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Isaac, Jolly Peter. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1294.
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A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.
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Ingutia-Oyieke, Lilian. "Information and communication technologies in teaching and learning : a comparative evaluation of 2 university libraries in Kenya." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-09222008-153304.
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Lonzo, Lavonia Lonzo. "Adult Public Library Patrons' Perceptions of an Academic Library E-Learning Resource." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5370.
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Many Americans lack the skills required to use public access computers and the Internet at public libraries (PLs). Staff members of a PL in the Midwestern United States provide basic computer training to support patrons' Internet and public access computer use. However, adult patrons who are beyond the basic skills level and those with sensory-disabilities are underserved. The purpose of this qualitative single-case study was to understand how an academic library's information literacy e-resource affected the PL's adult patrons' learning based on the perceptions of adult patrons at a PL. Kling's social informatics served as the study's conceptual framework and the research questions centered on how academic library's e-resource affected the participants' learning. Purposive homogeneous sampling was used to identify 10 participants over the age of 18 who were patrons at the target site. Data were collected using observations, semi structured interviews, and document review. The data were analyzed using coding and structural analysis. Themes supporting the findings of an academic e-resource affecting the participants' learning included standards-based e-resource sharing across library types, digital exclusion, digital inclusion, change, and innovation. A white paper was developed including a summary of the findings and the recommendation that library leaders adopt the academic library's e-resource system to improve access and to support individuals who have sensory disabilities as well as patrons beyond the basic skills level at the study site. The implications for social change include enhanced e-services and the potential expansion of the patron base to include underserved stakeholders within the urban PL community.
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Harreveld, Roberta Elizabeth, and b. harreveld@cqu edu au. "Brokering Changes: A study of power and identity through discourses." Central Queensland University. Education & Innovation, 2002. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20040323.163833.
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Brokering Changes refers to the ways in which teachers broker their compliance with a new literacy knowledge base for adults. This thesis reports a study of twenty-three members of a cohort of adult literacy teachers working in regional, rural and remote communities throughout Central Queensland from 1996 to 2001. It details the performance and recognition work that these teachers did as they negotiated their way through a large curriculum reform as literacy was redefined from something that was negotiated as useful for the learner to something that is named and mandated by the state.
The theoretical framework engages with interrelated notions of power, discourse and identity with supporting conceptualisations of ideology, work and pedagogy in the production and exercise of disciplinary power as understood through the thinking of Michel Foucault (1984). The methodological approach deploys James Gees (1991, 1992, 1993, 1996a, 1996b, 1997, 1999) particular socio-cultural theory of D/discourse. Spoken, written and observed data are analysed using Gees (1993, 1999) interrelated linguistic systems analysis method.
The major finding is that these teachers actively broker the effects of these changes through their professional practices. This study is an important contribution to the literature concerning the professional lives of teachers of adults in an era of fast capital and performance-based government. Significantly, the research provides important insights into the problems faced by teachers who are confronted with the implementation of major curriculum reforms while living far removed from the networks and activities of the system in which they worked.
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Bouwer, Anne Margaret. "Visual literacy in adult basic education : a study of ABET learners' visual perception with regard to their general level of English second language learning." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003707.
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Adult learners face many difficulties in their learning programmes, particularly due to the fact that having mastered literacy in their mother tongues, they move on to further educational programmes which are mostly produced in English. In contemporary society, people need to be adept in a number of literacies, termed multiliteracies. Adult learners are rarely taught visual competence as visual images are relegated to illustrations for written texts, and attention is mainly focussed on the all-important written word. Adult basic education learners need to be able to interpret pictures in books, newspapers and magazines, just as much as they need to be able to read and write. It is the premise of this research that visual literacy enhances thinking skills and that adult learners need to be actively taught how to interpret visual images in order to more ably deal with the written word, the more 'important' part of literacy. The goals of this research are to develop understanding of the processes which go into understanding images and text, and to examine how pictures can be used to help adult learners develop proficiency in English. Another goal is to teach learners the basics of visual literacy so as to improve their comprehension of the plethora of images surrounding them. The research findings could help to inform adult educators facing the current crisis in Adult Basic Education and Training in South Africa, focusing on a little-studied aspect of literacy, visual literacy, one of the critical outcomes in the new South African curriculum for Adult Education and one of the multiliteracies required by citizens of today's world.
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Meyrow, Arnold Burt. "The effect of on-screen instructor gender and expressivity upon adult learning of basic computer skills from an instructional videotape." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39875.
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Brewer, Bruce R. "The Relationships Among Literacy, Church Activity and Religious Orientation: A Study of Adult Members of the LDS Church in Utah County." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd748.pdf.
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Façanha, Sabrina Carla Mateus Façanha. "Alfabetização de jovens e adultos no Estado da Paraíba: registros político-pedagógica de experiências da década de 1960." Universidade Federal da Paraíba, 2013. http://tede.biblioteca.ufpb.br:8080/handle/tede/9864.
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This dissertation was intended to understand and record the pedagogical practices of the Campaign of Popular Education (CEPLAR), which emerged in 1961 in Paraíba and was extinguished with the military coup in 1964. The research belongs to the field of the Popular Education history and has as its main source of reference theoretical researchers such as Favero (1983), Beisegel (2008), Paiva (1973) and Scocuglia (2001). Thus, a rescue of the history of practices teaching adult literacy at national, regional and state level was performed placing the socio-economic and political context in the period of years 1960 - 64. The Military Police Inquiry (IPM) of Paraiba and its collections and newspaper clippings of the period were used as a primary source. We conducted an analysis of the methodologies and teaching materials of CEPLAR and ABC Crusade, the latter being an experiment in political and pedagogical opposition to Paulo Freire‟s System Literacy, used by CEPLAR. The results confirm the importance of education in the field of Youth and Adult Literacy history in order to understand the relationship of the diverse temporality and to promote the search for prospects of actions against the exclusion statistics that historically generated the problem of illiteracy in our country.
Esta dissertação objetivou compreender e registrar as práticas pedagógicas da Campanha de Educação Popular (CEPLAR), surgida no ano de 1961 na Paraíba e extinta com o golpe militar de 1964. A pesquisa está inserida no campo da história da Educação Popular e tem como seu principal referencial teórico pesquisadores dessa área como Fávero (1983), Beisegel (2008), Paiva (1973) e Scocuglia (2001). Para tanto, foi realizado um resgate da história das práticas pedagógicas de alfabetização de adultos no âmbito nacional, regional e estadual situando-se no contexto socioeconômico e político no período dos anos de 1960 - 64. Tivemos como fonte primária o Inquérito Policial Militar (IPM) da Paraíba e acervos e recortes de jornais da época. Realizamos uma análise das metodologias e materiais didáticos da CEPLAR e da Cruzada ABC, sendo essa última uma experiência em oposição político-pedagógica do Sistema Paulo Freire de Alfabetização, utilizado pela CEPLAR. Os resultados confirmam a importância dos estudos na área da história de Alfabetização de Jovens e Adultos tanto para a compreensão da relação da temporalidade diversa, quanto para a busca de perspectivas de ações contra aos índices de exclusão que, historicamente, gerando em nosso país a problemática do analfabetismo.
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Cooper-Gaiter, Elizabeth Diane. "Computer Anxiety and Computer Self-Efficacy of Older Adults." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/349.
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Many older adults (aged 55 and older) need training to acquire computer knowledge and skills. Using computers and the Internet could provide access to vital resources for improving older adults' health and maintaining their connections with family and society. This study examined 2 psychological constructs--computer anxiety and computer self-efficacy--that have been shown to impact a person's successful use of computers and related technology. Guided by Bandura's self-efficacy theory, which emphasizes the importance of adult learners being motivated and taking charge of their learning, this study examined the impact of a computer knowledge and skills workshop on older adults' computer anxiety and computer self-efficacy. A concurrent, mixed-methods design was used to collect and analyze survey data and interview transcripts from a convenience sample of African American older adults (N = 11). Mobile technology (i.e., tablet PCs and portable hotspots) was used to access the Internet and e-mail. Data analyses included thematic coding of the interview notes and descriptive statistics to present the survey results. The themes that emerged from the interview data were learning opportunities, positive attitudes, and user-friendly tools and equipment for reducing computer anxiety and constructive attitude changes and learning environments for improving computer self-efficacy. The descriptive statistics indicated favorable changes for computer anxiety with scores averaging a decrease of -26.5% and computer self-efficacy with scores averaging an increase of 62.1%. This study illustrated the feasibility of a low-cost approach for establishing a mobile computer laboratory to help older persons become proficient in their use of computers, the Internet, and related technology.
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Patrick, Lisa D. "Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376439323.
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Buchanan-Berrigan, Dawna Lisa. "Using children's books with adults : negotiating literacy /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406641591.
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Bartmeyer, Claudilene Aparecida Pandorf. "Ensino de habilidades monetárias para educandos com deficiência intelectual (DI) da Educação de Jovens e Adultos (EJA)." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/2461.
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Acompanha: Caderno pedagógico sobre o ensino de habilidades monetárias para educandos com deficiência intelectual (DI) da Educação de Jovens e Adultos (EJA)O presente estudo é destinado a apresentar contribuições acerca do ensino de habilidades monetárias (ROSSIT; FERREIRA, 2003) para Deficientes Intelectuais (DI) no Ensino Fundamental. A questão norteadora da pesquisa foi: Qual a influência da estratégia de ensino “Conhecer e Utilizar Dinheiro” para a aquisição de raciocínio matemático que possibilite ao educando com DI da EJA reconhecer notas de papel moeda e moedas de metal do Sistema Monetário Brasileiro? Foram feitas considerações acerca do ensino para o educando com DI na EJA e questões que envolvem o ensino de habilidades monetárias. O grupo pesquisado foi o de educandos com DI da EJA de uma escola de Educação Especial no Paraná, sendo uma classe com oito educandos com idade entre 19 e 29 anos. Escolheu-se esse tema porque, no que diz respeito à matemática, entre as aplicações para a vida, está a que envolve as atividades financeiras. Para alavancar a pesquisa, desenvolveu-se uma estratégia de ensino. Definiu-se como objetivo: Analisar a estratégia de ensino “Conhecer e Utilizar o Dinheiro” a ser aplicada em uma turma da EJA, formada por educandos com DI, no que concerne à aquisição das habilidades de reconhecimento de notas de papel moeda e moedas de metal do Sistema Monetário Brasileiro para uma maior autonomia do educando. Esta pesquisa caracteriza-se como aplicada por ter o propósito de resolver um problema que é habilitar o educando com DI à prática do manuseio do dinheiro. A pesquisa foi desenvolvida considerando a observação e anotações minuciosas dos eventos. Para levantar o problema e, posteriormente, para verificar o aprendizado, utilizaram-se entrevistas centradas no problema. Analisaram-se os dados por abordagem qualitativa. Para a análise desses dados, tomou-se uma entrevista inicial e uma entrevista final como parâmetros do que o educando já conhecia e do quanto avançou em relação aos conteúdos trabalhados. A investigação foi desenvolvida por meio da aplicação de uma sequência didática em que o conteúdo foi distribuído em nove módulos e as atividades foram planejadas a partir do levantamento de dados da entrevista inicial. Desenvolveram-se atividades diversas com os educandos envolvendo dinheiro em notas de papel moeda e moedas de metal. Como produção final, os educandos foram às compras em um supermercado. Os benefícios que se apresentaram foram o aprendizado dos educandos por meio da estratégia de ensino desenvolvida em que o educando com DI pode fazer o reconhecimento de notas de papel moeda e moedas de metal do Sistema Monetário Brasileiro e suas relações de valor. Tiveram a oportunidade de exercer a cidadania pela autonomia ao fazerem uso dos conhecimentos adquiridos. O estudo indicou que a estratégia “Conhecer e Utilizar o Dinheiro” se mostrou eficaz no ensino e aprendizagem de educandos com DI da EJA considerando-se as limitações cognitivas dos mesmos. Essa estratégia pode ser aplicada para o ensino de habilidades monetárias de outras turmas da Educação Especial e em classes regulares do Ensino Fundamental fazendo-se as devidas adaptações.
This paper presents contributions to the process of teaching monetary skills (ROSSIT; FERREIRA, 2003) to students with intellectual disabilities at Elementary School. The aim of this study was to assess how the teaching strategy called “Conhecer e Utilizar Dinheiro” (Knowing and Using Money) affects the acquisition of mathematical reasoning. More specifically, if such strategy can enable students with intellectual disabilities who were taking EJA - special type of education system for youth and adults in Brazil - to recognize paper money and coins of the Brazilian Monetary System. Participants were eight students from 19 to 29 years old with intellectual disabilities from a special school located in Parana State. The participants were interviewed twice during the study: an initial interview and a final one were performed as parameters of what they already knew and of how much they have advanced in relation to the content. A nine module sequence of the content was administered to the participants along with a battery of activities based on the information collected on the initial interview. The activities were exercises involving paper money and coins. As a final production, the participants went shopping for grocery. Results show that the participants were able to perform monetary transactions with both paper money and coins. They were also able to understand the value of money and its relation with transaction value. Data has demonstrated that “Knowing and Using Money” strategy has proven effective in teaching monetary transactions to students with intellectual disabilities, considering their cognitive limitations. Such strategy can be used to teach monetary skills to different groups of students, regardless of special Education needs. In such case, it is important to highlight that adaptations should be performed to meet the group specificity. This study theme was chosen due to the importance of mastering simple monetary transactions for students with intellectual disabilities as it allows them to achieve autonomy in performing everyday life activities.
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Barreto, Denise Aparecida Brito. "Representações sociais do professor de educação de jovens e adultos sobre leitura e escrita." reponame:Repositório Institucional da UFBA, 2006. http://www.repositorio.ufba.br/ri/handle/ri/11807.
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Ao contrário do que muita gente acredita, ninguém aprende primeiro para fazer depois. É fazendo que se aprende a fazer, é ensinando que se aprende a ensinar, é lendo que se aprende a ler. Porém, existe uma condição indispensável para que isso aconteça. Esta condição é pensar sobre aquilo que se faz ou se está fazendo. E foi a partir dessa condição, que este estudo, sobre as representações sociais dos professores de Educação de Jovens e Adultos sobre leitura e escrita, foi idealizado e realizado. O universo desta pesquisa foi composto por 149 professores, distribuídos em escolas públicas estaduais e municipais, em Vitória da Conquista-BA. Com a intenção de um maior conhecimento do problema de investigação, considerou-se ser indispensável a diversificação de respondentes a esses instrumentos, tornando-se sujeitos da pesquisa professores de diversas áreas, que atuam nessa modalidade de ensino. Desenvolveu-se um trabalho pedagógico visando investigar as representações sociais de professores de EJA sobre leitura e escrita em Vitória da Conquista-BA, e contribuir paralelamente, no que diz respeito à formação do professor/leitor/escritor, por ser esta uma proposta metodológica de leitura e escrita em serviço desse professor. Foram utilizadas as abordagens qualitativa e quantitativa, como os métodos mais adequados para atender às expectativas deste estudo, reunindo, através delas, mais elementos para se compreender as representações sociais dos professores de EJA sobre leitura e escrita, em Vitória da Conquista-BA. Este estudo permitiu-nos constatar que para esse ensino ser eficaz faz-se necessário, entre outros fatores, que o professor mude sua prática, invertendo as prioridades que são dadas hoje no ensino de língua, em que o estudo da metalinguagem ocupa maior parte das aulas de português, sobrando tempo mínimo para a leitura e reflexão sobre os problemas por ela enfocados. Portanto, desenvolveu-se um trabalho diagnóstico, visando investigar as representações sociais dos professores de EJA, nos ambientes assinalados, e contribuir, paralelamente, no que diz respeito à formação do professor/leitor/escritor, na construção de novas metodologias e propostas de aprendizado de leitura na prática docente dos professores de EJA, tendo em vista o desenvolvimento continuado do sujeito leitor. E só o professor leitor está apto a trabalhar o aprendizado de leitura com seus alunos. Para coerência desse trabalho, coletou-se dados dos docentes com base nas suas representações sobre leitura e escrita, por meio de questionários, entrevistas e observações dos encontros entre professores e coordenadores da rede estadual e municipal. Com os resultados obtidos, observouse que as representações de leitura e escrita dos professores permanecem ainda restrita a poucos textos, e que as práticas escolares deveriam orientar-se de forma mais refletida e sistemática para o fomento de atitudes favoráveis à leitura e ao seu aprendizado crítico, capazes de perdurar após o término da educação formal e resultar numa postura ativa na busca de oportunidades de desenvolvimento cultural e educação continuada.
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Lopes, Ana Lucia Masson. "A pesquisa sobre educação de jovens e adultos : temas e contribuições de teses brasileiras sobre alfabetização e letramento (1987-2012)." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7069.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
This investigation focuses on Adult Education (called Young and Adult People Education – EJA in Brazil) seen as an areas of social and educational impact. By analyzing its importance against the worrying situation of illiterate people in Brazil, the study aims at cooperating with the possibility to change this situation, since we believe in the importance of research developed in the Post-graduation programs as an element that enables discussions and actions related to the teaching activity such as the creation and execution of public policies. Thus some exploratory research was developed, characterized by metaresearch, to identify Master’s dissertations and Doctoral theses produced between 1987 and 2012 which reported findings regarding young and adult people education. The methodological procedures were based on the search for research with the descriptor "young and adult people education" in the Capes thesis database, and after the titles, keywords and abstracts were read, data was grouped by categories of topics investigated. This classification revealed that mother tongue teaching was one of the themes that presented the highest number in the search. Based on the data, the study prioritized understanding the knowledge produced in the area, enabling the identification and analysis of contributions provided by the Doctoral theses. The results led to some considerations such as: the importance of specific teacher training in this area, the relevance of knowing the EJA subjects and the need to expand post-graduation programs and investment (personal and financial) in this research area. Young and adult people education should be understood as a right rather than a mission or a favor, a social justice process.
A presente investigação centra-se na Educação de Jovens e Adultos por considerá-la uma área de impacto social e educacional. Ao analisarmos a sua importância frente ao quadro preocupante de pessoas analfabetas no Brasil, o intuito desta é o de colaborar com a possibilidade de mudança desta situação, pois acreditamos na importância das pesquisas desenvolvidas nos Programas de Pós-Graduação como elementos possibilitadores de discussões e ações relacionadas ao trabalho docente e na elaboração e efetivação de políticas públicas. Assim, realizamos uma pesquisa exploratória, caracterizada como metapesquisa, para identificarmos as dissertações de mestrado e as teses de doutorado defendidas entre os anos de 1987 e 2012 que pesquisaram sobre a educação de jovens e adultos. Os procedimentos metodológicos basearam-se na busca por pesquisas a partir do descritor “educação de jovens e adultos” no Banco de Teses da Capes e, após a leitura dos títulos, palavras-chaves e dos resumos apresentados, os dados foram agrupados por categorias de temas investigados. A categorização indicou que o ensino da língua materna foi um dos temas que apresentou o maior número de pesquisas. Com este dado, o estudo priorizou compreender os conhecimentos produzidos nesta área possibilitando a identificação e a análise das contribuições proporcionadas pelas teses de doutorado. Os resultados permitiram a realização de algumas considerações, como: a importância da formação docente específica nesta área, a relevância do conhecimento dos sujeitos da EJA, a necessidade da expansão dos programas de pós-graduação e o investimento (pessoal e financeiro) nesta área de pesquisa. A educação de jovens e adultos demanda ser compreendida não como uma missão ou favor e sim como um direito, um processo de justiça social.
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Hickman, Troy Vaughn. "Building community and bridging cultures : the role of volunteer tutors in Oregon's Latino serving community-based organizations." PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/4053.
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Literature for and about successful volunteer literacy programs highlight and advocate for practices that inform administrators and trainers of the needs and expectations of volunteer tutors. Applications of this knowledge can affect the type of policies that administrators implement in their programs and the type of support that they provide for their tutors. This project was an opportunity for the researcher to reflect on his experiences as a consultant and trainer with community-based programs and to increase his understanding of the volunteers in order to assist in future administration and training work.
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Popovich, Jacob John Jr. "Describing the Effects of Select Digital Learning Objects on the Financial Knowledge, Attitudes, and Actual and Planned Behavior of Community College Students." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1530873518835871.
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Lott, Donalyn L. "Perceptions of College Readiness and Social Capital of GED completers in entry-level college courses." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1460.
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Abstract
Examining the efficacy of literacy improvement, general education development (GED) completion, and GED completers’ perceptions of college readiness and social capital was the purpose of this study. The participant sample (n=321), derived from the target population (N=1050), consisted of former participants of Adult Literacy Education (ALE)/GED programs in the Greater New Orleans area (GNO), who have earned the GED credential, and, are currently enrolled in entry-level courses at two community colleges in Southeast Louisiana; specifically, in Orleans and St. Bernard parishes. The study was framed by the social capital theoretical perspective.
The study used quantitative methodology, with a descriptive, cross-sectional research design. Specific quantitative analyses were employed including; descriptive statistics which were used to characterize the sample and to describe the features of the data; preliminary analysis using principal axis factoring (PAF), to determine survey items that cluster together and to identify relevant factors that influence perceptions of college readiness and social capital; Cronbach’s alpha, to test internal consistency and reliability of the survey instrument; regression analysis, to investigate the relationships between GED completers’ perceptions of college readiness and social capital and their literacy level; and finally, a one-way ANOVA, to compare the means of groups within literacy levels. Using a researcher-created survey instrument with a Likert scale rating of 1-4, perceptions of college readiness and social capital of GED completers were assessed. A field test of 10 participants and an expert panel review ensured validity and reliability of the instrument. The results of this study could serve as a framework for strategic planning of ALE/GED programs, ALE/GED curriculum alignment with high school content and entry-level introductory or developmental college courses, and post-secondary (community college) recruitment endeavors.
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Terra, Marcia Regina. "Letramentos em lingua materna & relações de plurilinguismo na aula de ingles." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269819.
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Orientador: Roxane Helena Rodrigues RojoTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: A partir de um enfoque sócio-histórico de letramento, realiza-se um Estudo de Caso Exploratório, cuja proposta é analisar as relações que se estabelecem entre letramentos em língua materna (LLM) & práticas de letramento(s) em língua estrangeira (LLE). Especificamente, examina-se a construção social da LE, tomando-se como unidade e análise o discurso produzido nas interações de sala de aula, durante um curso livre de inglês de nível básico, conduzido por esta professora-pesquisadora, organizado e realizado um hotel (no caso, uma agência de letramento em situação de trabalho). Os participantes da pesquisa são 20 aprendizes-adultos, trabalhadores locados em diferentes setores operacionais da própria empresa. Objetivando-se triangular os dados e conferir maior fidedignidade aos resultados, várias fontes de coleta são utilizadas (observação criteriosa de aulas dadas nos 1º e 2º semestres de 2002 e 2003; gravação em áudio/vídeo e transcrição de 36 aulas; entrevistas; questionários; notas de campo; materiais escritos: exercícios, avaliações, deveres, livros didáticos etc). Adotam-se princípios metodológicos o paradigma interpretativo da pesquisa social como procedimentos de identificação e análise do corpus da pesquisa. Primeiramente, identificam-se as práticas de letramento em M dos aprendizes, avaliando-se, em seguida, as implicações desses letramentos nos processos de ensino-aprendizagem da LE. Constata-se que os múltiplos letramentos em LM representam importantes efeitos discursivos, bem como relações de plurilinguismo, nas interações de sala de aula, no contexto analisado. Propõe-se que ao serem usados, num foque enunciativo, como recursos mediacionais para o ensino-aprendizagem de LE, dentro da Zona Proximal de Desenvolvimento (ZPD), os letramentos em LM podem oportunizar a gestão da língua-alvo.
Abstract: This exploratory case-study is based on a socio-historical perspective of literacy and proposes to analyze the emerging relationships between mother tongue literacy (MTL) and literacy practices in Foreign Language (FLL). Specifically, the social construction of the Foreign Language is examined, taking as the unity of analysis the discourse produced in classroom interactions during an elementary English course for employees in the hotel business. This course was conducted by the teacher-researcher and it was organized and put to practice by a hotel (in this case, a literacy institution). The subjects are 20 adult learners who work at different operational sectors of the hotel in question. Aiming at obtaining data triangulation and rendering more reliability to the results, several data gathering sources are utilized (careful observation of classes given during the first and second semesters of 2002 and 2003; audio/video recording and transcription of 36 classes; interviews; questionnaires; field notes; written material such as exercises, evaluations, homework, textbooks, among others). The research corpus was identified and analyzed rough procedures that adopt and take into account methodological principles related to the interpretive research approach. Firstly, the learners' mother tongue literacy practices are examined, and then, it is verified the implications this mobilized knowledge brings to discoursive engagement in Foreign Language literacy practices. It is ascertained, in the investigated context, that the mother tongue literacies bring about important discoursive effects, as well as plurilinguism relations, within the target language social-construction process in the classroom interactional practices. It is proposed that the mother tongue literacies, when used under an enunciative approach, and as mediating resources for foreign Language teaching-learning, within Zone of Proximal Development (ZPD), can promote target language management.
Doutorado
Lingua Estrangeira
Doutor em Linguística Aplicada
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Prado, Vanessa Viega. "Construindo um espaço de vivência e aprendizagem na aula de inglês na EJA." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/36054.
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Partindo do pressuposto que aprender uma língua é aprender a usá-la e assim participar de práticas sociais que se fazem nessa língua, este trabalho compreende o ensino de inglês na escola como uma aula de letramento (Street, 1984; Kleiman, 1995; Soares, 2006) e de educação linguística (Bagno e Rangel 2005; Garcez, 2008; Schlatter, 2009) para a formação de cidadania, através de uma prática que busca relacionar a aprendizagem da língua adicional à ampliação da participação dos alunos no mundo em que vivem. A pesquisa visa a responder as seguintes perguntas: a) como uma proposta de desenvolvimento de letramento e de educação linguística pode ser atualizada em uma unidade didática para ensino de língua inglesa no contexto EJA? b) de que forma os resultados obtidos nas aulas podem ser relacionados com os objetivos de ensino de língua inglesa para a formação do cidadão? Para isso, foi elaborada uma unidade didática, dividida em três capítulos, com o título (Re)conhecendo e (re)pensando a realidade através da língua estrangeira, com tarefas organizadas em uma unidade didática que engloba diferentes gêneros discursivos e se orienta para a formação de uma comunidade colaborativa de aprendizagem, em que os participantes aprendem uns com os outros, de forma dialógica, valorizando os conhecimentos de todos. A unidade didática elaborada foi utilizada em 20 períodos de aulas de inglês (totalizando 8 encontros) de uma turma da Educação de Jovens e Adultos (EJA) da última etapa do Ensino Fundamental de uma escola estadual da zona leste de Porto Alegre. As aulas foram gravadas em áudio e vídeo, e a análise dos dados focalizou momentos em que os objetivos de educação linguística e letramento foram colocados em prática por esse grupo. Os resultados evidenciam que a) o acesso dado aos alunos, na aula de inglês, a diferentes discursos que tinham como base o texto nessa língua adicional fez com que eles pudessem transitar em novos contextos de uso da língua, relevantes para sua formação como cidadão; b) a aprendizagem proporcionada pelas aulas ocorreu em conjunto, pois criou-se uma comunidade colaborativa de aprendizagem, na qual todos podiam participar, ensinar e aprender; c) os alunos puderam reconhecer a própria realidade em que viviam, através do mundo do outro, refletindo sobre essa realidade e agindo criticamente diante das situações sobre as quais discutiam e d) os alunos aprenderam a lidar com a língua inglesa necessária para compreender textos em inglês e em português e, além disso, socializaram conhecimentos que lhes possibilitariam ampliar sua participação no seu próprio mundo. A partir de eventos de letramento em sala de aula, os alunos puderam vivenciar práticas sociais de uso da língua inglesa adaptadas à sua realidade e assim utilizar esse aprendizado imediatamente, sem adiálo para um futuro distante.Based on the assumption that learning a language is learning how to use it to participate in social practices, the goals of English teaching at school are the development of literacy (Street, 1984; Kleiman, 1995; Soares, 2006) and language education (Bagno and Rangel 2005; Garcez, 2008; Schlatter, 2009) to construct participant citizenry, based on a teaching practice that relates additional language learning to expanding the students’ participation in the world they live. This research aims to answer the following questions: a) how can a proposal for the development of literacy and language education be put into practice in a didactic unit for teaching English in the context of adult education (EJA)? b) how can the results obtained in class be related to the English teaching goals of constructing participant citizenry? In order to answer these questions, a three-chapter teaching unit entitled (Re)cognizing and reflecting about reality through the foreign language was planned and developed with a group of adult students (EJA) at the final year of elementary school in a state school in the eastern area of Porto Alegre. The unit comprised different discourse genres, and tasks were created and organized in a didactical unity aiming at fostering a collaborative learning community, where participants learn from each other and in which everyone's knowledge is valued. The didactic unity was developed in twenty English lessons (taught in eight classes of approximately 2 hours and 30 minutes). The classes were recorded in audio and video, and data analysis focused on the moments that the goals of language education and literacy were put into practice by the participants. The results indicate that a) the access the students had to different discourses in English enabled them to participate in new social practices, which were relevant to them; b) learning was a collective construction, since a collaborative learning community was created in which everyone was able to participate, teach and learn; c) the students were able to not only recognize their own reality through their classmates’ eyes and experience, but also reflect on this reality and take a stand on the issues discussed; and d) the students learned how to deal with the English language required to understand texts in English and Portuguese, and they were also able to share experiences and funds of knowledge which enabled them to increase their participation in their own world. By constructing literacy events in the classroom, students were able to experience social practices involving the use of English tailored to their reality and relevant to the here and now of the English class.
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Marzo, Guarinos Ángel. "Aprenentatge a l’edat adulta: identitats i comunicació, competències i entorn social." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/123854.
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Aquesta tesi estudia les característiques de l'aprenentatge a l’edat adulta. És una tesi realitzada per compendi de publicacions. Es basa en catorze publicacions agrupades en tres blocs: el concepte i les bases que emmarquen l’aprenentatge a la vida adulta, els aspectes didàctics i organitzatius propis dels contextos d’aprenentatge i l’anàlisi de pràctiques educatives específiques com la que propicia l’aprenentatge de la lectura i l’escriptura, l’educació a presons o l’educació amb persones de la comunitat gitana.
Partint d’aquestes publicacions es dedica primer apartat a l’estudi dels conceptes bàsics de l’aprenentatge i l’acció educativa a la vida adulta, un segon apartat que descriu les característiques de l'aprenentatge a la vida adulta: el subjecte adult, el contingut, l’entorn d'aprenentatge i la pràctica educativa. I un apartat final amb les conclusions derivades de els publicacions i el treball de la tesi i l’apunt de les perspectives que se’n deriven.
En el primer apartat s’ofereix una revisió de l’evolució de com ha estat considerat el procés d’aprenentatge de les persones adultes des de l’idea inicial que entenia l’adult com a esser consolidat i l’aprenentatge com una activitat excepcional, passant per la que ho conceptualitzava com un recurs de excepcionalitat de segona oportunitat fins a la idea d’un procés permanent i específic per a cada etapa de la vida. Es fa una revisió de les aportacions des de la pedagogia, l’andragogia i la concepció actual de l’educació permanent i els processos de formació al llarg de la vida
Partint de la definició d’Hamburg que entén l’acció educativa amb adults i adultes com la que impulsa els aprenentatges formals i no formals que desenvolupen capacitats, enriqueixen els coneixements i milloren les competències. Es completa amb dos nous components. Un primer que reforça els aspectes identitaris de cada persona o grup de referència i el situa en un marc social – ecosistèmic. I un altre que reforça el sentit de perfectivitat, de resposta al reptes amb els que ens trobem les persones més enllà de la dimensió compensatòria que fa referència a un estàndard situat fora de subjecte de l’aprenentatge.
Els segon apartat aborda les característiques de l'aprenentatge a la vida adulta incidint en quatres aspectes: la base física o corporal, els aspectes cognitius, els emocionals i les relacions amb l’entorn. Seguidament s’aborda com el subjecte s’aproxima als continguts, quin paper té el bagatge personal i quines competències cal desenvolupar. Es pren el cas l'aprenentatge de la lectura i l'escriptura per fer una aproximació a aquesta temàtica. També s’estudien les condicions en les que es desenvolupa l’aprenentatge en dos àmbits de treball, el medi penitenciari i l’educació amb la comunitat gitana. Finalment es fa una descripció dels elements bàsic que cal abordar quan desenvolupem la pràctica educativa.
Després de presentar les catorze publicacions el darrer apartat aporta les conclusions i perspectives: la definició dels tres d’identitat de l’aprenentatge adult, com els homes i dones s’aproximen a l’aprenentatge que suposa un canvi en la seva trajectòria vital, quin és el sentit dels continguts i com cal treballar-los des de la perspectiva de la persona adulta i quines perspectives de futur es perfilen en la perspectiva que apunta Paul Bélanger (2009), aprendre és incrementar la pròpia autonomia.This thesis sought to understand the adult learning characteristics. It is a compendium of fourteen publications which have been classified in three groups: adult learning conceptual framework and its core aspects; adult learning methodological and organizational factors in specific adult learning contexts and the analysis of specific educational practices, such as reading and writing learning, the education in prisons and the education in gypsy communities. From this compendium, the first chapter studies the basic concepts and the educational action in adult learning; the second chapter describes the main characteristics in adult learning: the adult learner, the content, the learning environment and the educational practice. The last chapter covers the conclusions. The first chapter offers a review of the evolution of the adult learning process conceptualization –from the initial idea of the adult as a consolidated being and the learning process as an exceptional activity to the idea of adult learning as an exceptional second chance resource or the idea of a life learning process being specific for each life stage. The second chapter tackles, firstly, the adult learning characteristics. Emphasis is focused on four aspects: the physical or body basis; the cognitive factors; the emotional factors and the relationship with the environment. Secondly, it tackles the way the subject approaches the content -the role of the personal background and the competencies that require development. In the same way, it also tackles the conditions in which learning is developed in two working contexts: the prison and the gypsy community. Finally, we will present the conclusions and further perspectives: the definition of the characteristics of adult learning identity; the way men and women approach learning as a change in their lives; the meaning of the contents along with the way they are required to be developed from an adult perspective ; the future perspectives arising from Paul Bélanger’s (2009) statement: « learning is increasing our own autonomy ».
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Lockwood, Jane. "Language programme training design and evaluation processes in Hong Kong workplaces." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31244543.
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Rock, Terryl, Karin Keith, Pamela Evanshen, Cathy Galyon Keramidas, and T. Barnes. "Mentors Teachers Meeting." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4147.
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