Dissertations / Theses on the topic 'Adult literacy teaching'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Adult literacy teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
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.
Full textAddae, 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.
Full textUNISA
ABET and Youth Development
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/.
Full textWalker, 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.
Full textCollins, Rita. "People, Programs, and Politics: Two Case Studies of Adult Literacy Classes." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1394.
Full textMonerville, 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/.
Full textFish, 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.
Full textWeber-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.
Full textKnight, 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.
Full textParr, 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.
Full textKearns, 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.
Full textNanda, Alice Owens. "Evaluating Child-Based Reading Constructs and Assessments with Struggling Adult Readers." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/55.
Full textBallard, 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.
Full textEd. D.
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.
Full textWelborn, Kate Matthews. "Exploring Literacy Coaching as a Form of Staff Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2773.
Full textPara, Pearl Dahmen. "Financial Literacy Continuing Professional Education Cognitive Needs Assessment for Florida Small Business Owners." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6126.
Full textHeier, 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.
Full textSmith, 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.
Full textSchwab, 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/.
Full textSanchez, Lynda M. "Using the Power of 3 with Total Joint Surgery Patients." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2057.
Full textGoodsett, 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.
Full textBinford, 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.
Full textJohnston, Nicklett Johnston. "The Effect of Health Literacy in Low Estimated Glomerular Filtration and Diabetes." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3895.
Full textWeathersby, Melissa J. "An Assessment of the Financial Literacy of Undergraduates at One Community College in Texas." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5435.
Full textRoss-Norris, Vicki Sandra. "Literacy Training in an Urban High School Professional Learning Community." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3574.
Full textBaptiste, 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.
Full textSwartz, Jeannette. "Functional Literacy: Should it be Mandatory?" UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/682.
Full textPhillips, 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.
Full textIsaac, Jolly Peter. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1294.
Full textIngutia-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.
Full textLonzo, Lavonia Lonzo. "Adult Public Library Patrons' Perceptions of an Academic Library E-Learning Resource." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5370.
Full textHarreveld, 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.
Full textBouwer, 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.
Full textMeyrow, 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.
Full textBrewer, 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.
Full textFaçanha, 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.
Full textMade available in DSpace on 2018-05-11T14:36:48Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 5346299 bytes, checksum: 9a7ab561115c32bac0757e673daac60b (MD5) Previous issue date: 2013-06-03
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.
Cooper-Gaiter, Elizabeth Diane. "Computer Anxiety and Computer Self-Efficacy of Older Adults." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/349.
Full textPatrick, 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.
Full textBuchanan-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.
Full textBartmeyer, 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.
Full textO 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.
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.
Full textSubmitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-25T18:52:28Z No. of bitstreams: 1 Tese_Denise Aparecida.pdf: 1207287 bytes, checksum: 9738a9ab76ca8897d95bab8d2f429fd2 (MD5)
Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T19:56:37Z (GMT) No. of bitstreams: 1 Tese_Denise Aparecida.pdf: 1207287 bytes, checksum: 9738a9ab76ca8897d95bab8d2f429fd2 (MD5)
Made available in DSpace on 2013-06-10T19:56:37Z (GMT). No. of bitstreams: 1 Tese_Denise Aparecida.pdf: 1207287 bytes, checksum: 9738a9ab76ca8897d95bab8d2f429fd2 (MD5) Previous issue date: 2006
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.
Salvador
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.
Full textApproved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-12T16:54:09Z (GMT) No. of bitstreams: 1 TeseALML.pdf: 1922321 bytes, checksum: 81a9c4f03cd9e27ae3582a295748cafd (MD5)
Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-12T16:54:48Z (GMT) No. of bitstreams: 1 TeseALML.pdf: 1922321 bytes, checksum: 81a9c4f03cd9e27ae3582a295748cafd (MD5)
Made available in DSpace on 2016-09-12T16:54:57Z (GMT). No. of bitstreams: 1 TeseALML.pdf: 1922321 bytes, checksum: 81a9c4f03cd9e27ae3582a295748cafd (MD5) Previous issue date: 2015-02-23
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.
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.
Full textPopovich, 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.
Full textLott, 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.
Full textTerra, Marcia Regina. "Letramentos em lingua materna & relações de plurilinguismo na aula de ingles." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269819.
Full textTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-13T17:39:30Z (GMT). No. of bitstreams: 1 Terra_MarciaRegina_D.pdf: 3281823 bytes, checksum: 90b607edeb3990c15907219dfd721063 (MD5) Previous issue date: 2009
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
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.
Full textBased 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.
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.
Full textThis 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 ».
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.
Full textRock, 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.
Full text