Academic literature on the topic 'Adult students Interviews'
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Journal articles on the topic "Adult students Interviews"
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Vaclavik, Danielle, Kelly Velazquez, and Jakob Carballo. "A Journey Not Walked Alone: Who are the Influential Adults Identified by Catholic-Raised Young Adults during their Religious Identity Development?" Journal of Youth and Theology 19, no. 1 (May 9, 2020): 4–24. http://dx.doi.org/10.1163/24055093-bja10001.
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Interactions with adults may play a crucial role in youths’ religious identity development. However, who these adults are and how they are influential is under explored. Twelve Catholic and twelve former Catholic college students were interviewed about their experiences growing up Catholic focusing on influential adults. Interviews were analyzed using modified grounded theory. Adult type categories were identified. Implications and future studies are discussed.
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Wlodarczyk, Natalie. "“It’s My Time”: Older Adults’ Experiences and Perceived Benefits of Participation in an Intergenerational Rock Band." Music Therapy Perspectives 38, no. 2 (November 25, 2019): 187–94. http://dx.doi.org/10.1093/mtp/miz021.
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Abstract The purpose of this qualitative content analysis was to explore the experiences and perceived benefits for older adult members who participated in an intergenerational rock band (IGRB) pairing older adults with college students. Participants (n = 29) were first-time older adult IGRB members who completed semi-structured interviews over the course of 5 years. Interviews were completed within 1 week of the conclusion of the semester-long participation in the IGRB. Each interview was digitally recorded, manually transcribed, and analyzed using an iterative approach to thematic analysis. Experiences and perceived benefits associated with participation in the IGRB for these older adults were encompassed by four themes: Staying Active, Wanting to Try Something New, Feeling Connected, and Seeking Positive Experiences. Findings indicate that an IGRB is an innovative, collaborative, and inclusive intergenerational music-making experience that leaves a multifaceted and overall positive impact on its older adult members. Themes suggest that older adults with musical backgrounds may enjoy an experience like an IGRB because it brings a level of familiarity coupled with the opportunity to try something new and different from their previous experiences with music. A key contribution of this study is the importance of promoting a judgment-free environment for singing that is inclusive of all ability levels. Developing a better understanding of older adults’ motivations for participating in an IGRB may help us to plan future music experiences for older adults and broaden our reach to the older adult community.
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Datta, Poulomee, and Carolyn Palmer. "Insights Into the Support Services for Students With Vision Impairment." Australasian Journal of Special Education 39, no. 2 (June 15, 2015): 143–58. http://dx.doi.org/10.1017/jse.2015.8.
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There is a general need for research in Australia on whether the support services provided in schools prove useful for students with disabilities (Datta, 2015; O’Rourke & Houghton, 2006), especially students with vision impairment. This qualitative study aimed to provide insights into the influence of the support services delivered in South Australian schools for students with vision impairments’ problem-solving skills, and their family, social, and academic lives. Semistructured, open-ended interviews were conducted with 14 students with vision impairment (8 adolescents and 6 adults), 5 parents, and 4 teachers. Participating students’ age ranged between 15 and 18 years for the adolescent students and between 19 and 25 years for the adult students. Adolescent students were enrolled in mainstream and specialist secondary schools, and adult students were enrolled in vocational courses at TAFE Institutes. The data reflected a range of viewpoints from which to examine the problem under investigation. The interview responses from the 3 groups of participants revealed that the support services positively influenced students’ problem-solving skills, their social behaviour, and their academic learning. Although most students with vision impairment felt that the support services had no influence on their family relationships, their parents and teachers considered it had helped in the students’ family lives. The interviews were particularly useful in evaluating the support services that students with vision impairment received. These findings have implications for teachers, special educators, policymakers, and a range of professionals in the education and special education sector in highlighting modifications and improvements in the support services for these students. This study has provided a limited basis for generalising to any wider population beyond the participants themselves due to the study's small sample size and diversity of educational settings.
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Alawiyah, Tuti. "The Influence of Students Motivation Toward Students Achievement." International Journal of Language Teaching and Education 2, no. 2 (August 1, 2018): 145–56. http://dx.doi.org/10.22437/ijolte.v2i2.5000.
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This paper examines the language attitudes of Minangkabau people toward Minangkabau language (MIN) and Indonesian (BI) in West Sumatra, Indonesia. The data were collected in the form of questionnaires, in-depth interviews and participant observation with a sample of 200 Adult respondents in six research areas. This research uses a Likert scale with the categories classified into five alternatives (1 = Strongly Disagree, 2 = Disagree, 3 = Uncertain, 4 = Agree, and 5= strongly agree) and there are some tables analyzed based on yes/no questions, no=0 and yes=1. There are twelve questions on the questionnaire pertaining to the attitudes of adults. The results show that the adult attitudes can be classified into three categories, (1) positive; (2) negative; and (3) ambivalent attitudes. The third category is dominant. The term ‘ambivalent” is used for intermediate results. It is shown that the respondents expressed their feeling in both positive and negative comments in the same utterance when answering the questions related to MIN. For these responses, it is seen that there is a mixed feeling where they use “but” or “although” after expressing their positive feelings thereby countering their first statement. The evidence of the ambivalent and mixed feelings from respondents is shown. This means that Minangkabau people tend to avoid the conflict of having negative opinions; they tend to say what they mean in more indirect ways. On the other side, there is a positive attitude in response to the questions about BI. Majority of respondents have very strong positive attitudes towards BI
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Jameson, Molly M. "Time, Time, Time: Perceptions of the Causes of Mathematics Anxiety in Highly Maths Anxious Female Adult Learners." Adult Education Quarterly 70, no. 3 (December 20, 2019): 223–39. http://dx.doi.org/10.1177/0741713619896324.
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Adult learners and female students report higher levels of mathematics anxiety than their peers, suggesting that female adult learners may be particularly vulnerable. This study used Bandura’s triarchic reciprocal causality model as a foundation and interviewed five highly mathematics anxious female adult learners to understand their perceptions of the causes of their mathematics anxiety. Thematic interpretation revealed five themes from the interviews; time since last educational experience emerged as the strongest theme, with other personal and environmental factors also emerging. The findings support a social cognitive perspective of mathematics anxiety. Suggestions for pedagogical techniques with adult learners are included.
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Josifović Elezović, Sanja. "HUMOUR IN ADULT FOREIGN LANGUAGE INSTRUCTION: PERCEPTIONS OF STUDENT- TEACHERS FROM A TEACHING FACULTY." Nasledje Kragujevac XIX, no. 51 (2022): 81–96. http://dx.doi.org/10.46793/naskg2251.081je.
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The aim of this study is to explore the extent to which the employ- ment of humour in adult foreign language instruction represents an important advantage for teachers and learners. In light of definitions, theories, functions, and types of humour, the paper examines aspects and effects of humour in the classroom with adult foreign language learners from the student-teachers’ points of view. It offers new insights into the topic from an empirical perspective in that it reveals perceptions of young adults who are simultaneously students and practising teachers of EFL. The examinees are the final year students of English at the Faculty of Philology, University of Banja Luka, who, for one semester, twice a week, give English language classes to adult learners at different levels of proficiency. These students preparing for a teaching career, are advised to use humour in their classes, monitor and evaluate its consequences. Their perceptions of its use and effects are examined in a face-to-face group interview and a few individual interviews. Qualitative content analysis reveals salient themes related to the role of humour in adult foreign language instruction. Results are discussed in comparison to their supervisor’s field notes from class observations, and relevant research. They indicate that although stu- dent-teachers highly value humour in the classroom they are hesitant in recommending its planned employment. Conclusions suggest a more elaborate use of humour in both foreign language teaching and teacher training, from the earliest stages of practice.
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Conia, Putri Dian Dia, and Meitami Sofiyanti. "GAMBARAN PEMAHAMAN TEORI PSIKOANALISIS DAN IMPLIKASINYA DALAM PENDIDIKAN PADA MATA KULIAH KARAKTERISTIK DAN KOMPETENSI USIA DEWASA PADA MAHASISWA BIMBINGAN DAN KONSELING FKIP UNTIRTA." National Conference on Applied Business, Education, & Technology (NCABET) 1, no. 1 (October 30, 2021): 547–55. http://dx.doi.org/10.46306/ncabet.v1i1.43.
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One of the important materials for guidance and counseling students to learn in the Adult Age Characteristics and Competencies course is the understanding of personality theory in adulthood. One of the personality theory figures, Sigmund Freud, is the initiator of the Psychoanalytic theory, which is a theory that seeks to explain the nature and development of the human personality. Students who are already in the early adult age category, namely the age of 18 years and over, can also understand more about each other's personality by studying personality theory more deeply. The personality theory expressed by Sigmund Freud is also mandatory for students to study because it has implications for the field of education. Based on this, it is important for students who teach the Characteristics and Competencies of Adult Age courses to know more clearly about the description of personality understanding based on the Psychoanalytic theory of Sigmund Freud. The research method used is descriptive quantitative with a non-test instrument, namely interviews. Interviews were conducted with 5 students at 3rd semester majoring in Guidance and Counseling FKIP Sultan Ageng Tirtayasa University
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Aarkrog, Vibe, Bjarne Wahlgren, Christian Hougaard Larsen, Kristina Mariager-Anderson, and Susanne Gottlieb. "Decision-Making Processes Among Potential Dropouts in Vocational Education and Training and Adult Learning." International Journal for Research in Vocational Education and Training 5, no. 2 (August 30, 2018): 112–29. http://dx.doi.org/10.13152/ijrvet.5.2.2.
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Context: Aiming at gaining knowledge about students' thoughts and actions in deciding to stay in or drop out of an educational programme, an empirical study was conducted on dropout among 18-24-year-old students in VET and basic general adult learning. Approach: In order to pursue this aim, the study combined two sets of data: weekly student surveys and interviews with these same students. While the surveys provide a weekly snapshot of the students' thoughts regarding the probability of them continuing in the programme, their satisfaction with the educational programme as a whole, the specific lessons they attend, and the atmosphere at the school, the interviews contribute with detailed descriptions of the students' thoughts on the same matters.Findings: Based on the students' answers over an eight-week period, it was possible to trace a graph illustrating changes in the students' attitudes. These graphs can be placed within four categories of development: the stable, the positive, the unstable, and the negative. The latter can furthermore be differentiated as reflecting a stable decline, a fluctuating decline, or a sudden decline. In the interviews, the aim was to elicit the individual students' thoughts and actions at the points when their graphs took a turn. Conclusions: The findings show that the students' thoughts and actions concern matters both inside and outside the school. Furthermore, seemingly trivial matters in the students' lives are shown to have a potentially decisive influence on the students' thoughts about staying in or dropping out of a programme. These findings confirm the importance of focusing on students' decision-making processes in research on dropout. However, further research is needed to increase understanding of processes leading to decisions to drop out of education, including the qualification of methods to capture these processes.
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Koķe, Tatjana, and Ilze Norvele. "Incorporation of learning strategies into adult distance learning." Studies for the Learning Society 1, no. 1 (January 1, 2008): 39–48. http://dx.doi.org/10.2478/v10240-012-0017-y.
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Incorporation of learning strategies into adult distance learning The paper is based on a study of a group of adult students in a distance learning environment. The focus of the study is on the student comprehension of particular learning strategies. The students' experiences are documented by using case study method and interviews, as well as a quantitative analysis of the results of a survey. The conclusions are that a direct teaching component for learning strategies in a distance learning course may improve the students' strategy awareness as well as contribute to the empowerment of adult students as autonomous learners by reducing their anxiety dealing with new learning situations, by fostering reflection and meta-cognition, and by providing a sense of achievement.
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Karlsson, Tobias Lasse. "Being someone or doing something: How students in municipal adult education view their future vocation." Nordic Journal of Vocational Education and Training 12, no. 3 (October 29, 2022): 71–94. http://dx.doi.org/10.3384/njvet.2242-458x.2212371.
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Being an adult, deciding what to do with your life, and trying to understand the consequences of educational choices can be difficult. Vocational education and training (VET) programmes within the Swedish municipal adult education (MAE) offer an opportunity to learn a vocation, and last 6–18 months. This study aims to explore how adult VET students perceive desirable vocational habitus and is based on 18 interviews comparing students from two vocational MAE programmes in assistant nursing and floor laying. Semi-structured interviews were conducted at the beginning of the students’ training and data were analysed using inductive thematic analysis. The results show that choosing a VET programme is a process of choosing what you want to do for work but also who you want to be. However, whether or not students see themselves as suitable is contrasted between how they perceive their future vocation and what the vocational community expects from them, which in turn affects their learning process and development of a vocational identity. Noticing the discrepancies between students’ perceptions and vocational expectations can both reduce the risk of losing students during training and reduces the risk of reproducing unequal ideals.
Dissertations / Theses on the topic "Adult students Interviews"
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Frye, James. "Voices of Summer: Interviews with Middle School Students Repeating Academic Courses in Summer School." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2148.
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As the needs of society changed, states faced increasing pressure from the federal government to raise educational standards. States adopted rigorous standards, however many students failed to meet defined proficiency levels, necessitating summer school attendance or grade retention. Factors associated with academic failure have been extensively documented in the academic literature. The factors identified in the research can be organized into six categories, including motivation, age and ability, withdrawal from school, parents and guardians, school practices, and teacher practices. The purpose of the current study was to explore middle school students’ perceptions of factors which contributed to the academic outcomes necessitating enrollment in academic courses in summer school, and what factors they believe could have made a positive impact. This study focused on the following research questions: How did middle school students, enrolled in one or more academic courses in summer school, perceive (1) academic outcomes and to what these were attributed, (2) the relationship among ability, effort, and outcome, (3) sources and levels of motivation, (4) sources and levels of school bonds, (5) interactions and relationships with school personnel, and (6) the role and level of involvement of adults in their academic lives? A qualitative, ethnographic design, with detailed descriptions of the methodological considerations and rich, thick narrative, was used to explore the research questions. Seventeen middle school students, repeating academic courses in summer school, were interviewed. Emergent themes were identified from inductively coded interviews. The analysis revealed that participants primarily accepted responsibility for academic outcomes but also identified distractions as a contributing factor. Teachers were seen as playing a role in both creating and removing distractions. Participants perceived work ethic as positively correlated with intelligence, and perceptions of ability tended to be related to duration of exerted effort. Negative social bonds were perceived as adversely affecting participants’ academic performance, and participants reported few positive interactions or relationships with school personnel. Negative consequences were the primary means used by adults to motivate participants, and too little, too late characterized active adults engagement in participants’ academics. Perceived levels of effort exerted and concern exhibited by an adult paralleled academic outcomes.
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Pang, Wuji W. P. "An Exploration of the Experience of Chinese Emerging Adults-University Students Transitioning to Mature Adulthood." Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20432.
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Recent research has proposed a new stage in human development, termed emerging adulthood by Jeffrey Arnett, which is characterized by a prolonged journey to adult roles and responsibilities. This thesis explores the experience of Chinese emerging adults, university students aged 20-25 years using Erikson’s and Levinson’s developmental theories as a theoretical framework. These authors proposed that three major developmental tasks are necessary for the transition to adulthood: separating from family of origin, forming an adult identity and finding the place for the self in the larger society.
Qualitative interviews were conducted virtually with 12 Chinese university students to understand their perceptions and lived experience. Qualitative thematic analysis was used to analyze the interview transcripts. The results suggest Chinese emerging adults (a) have a low level of separation from parents; (b) have not formed a clear sense of identity and have not achieved a self-definition in adulthood; and (c) have not made initial commitments to love and work. It is speculated that the Chinese sociocultural context may further postpone its young adults’ independence and autonomy, and this prolonged transition to adulthood is both positive and problematic to Chinese young adults.
This study lends support to Arnett’s emerging adulthood theory through its exploration of emerging adulthood in China, where, to date, little research has been done on this subject. It provides rich descriptions of the experience of Chinese emerging adults’ lives and enhances understandings of the role of culture in influencing the emerging adulthood period.
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Kelly-Keogh, Joanne. "Making sense of the experience of anxiety, worry, and spontaneous images : an interpretative phenomenological analysis of interviews with young adults who were using a student counselling service." Thesis, Middlesex University, 2014. http://eprints.mdx.ac.uk/14390/.
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Aim: The aim of the current research is to gain an understanding of the individual experience of anxiety and worry with a particular focus on spontaneous images. In order to do this, the phenomena of spontaneous images, worry and anxiety require clarification. Some history of these phenomena is provided by describing the more researched worry and anxiety and adding the more recent recognition of the experience of spontaneous images. The current Diagnostic and Statistical Manual of Mental Disorders, (DSM-IV-TR; American Psychiatric Association/APA, 2000) describes a generalised anxiety as a disorder characterized by excessive worry. The new DSM-5 (APA, 2013) also does not acknowledge spontaneous images and their impact on the worrier. The present research is not intended to verify the presence of spontaneous images per se, rather it attempts to explore the lived experience of generalised anxiety and worry and to add another perspective to this age old human characteristic with a specific look at the experience of spontaneous images. In order to do this and allow for these phenomena to unfold, a phenomenological stance on worry, anxiety and spontaneous images is taken. Method: The experience of worry, anxiety and associated spontaneous images was analysed using a qualitative approach namely, Interpretative Phenomenological Analysis (Smith et al, 2009). Data was collected via a semi-structured interview with eight students aged between 18 and 25 years. The interviews took place in a student counselling service and were audio recorded with appropriate consent. The interviews were transcribed verbatim and the participants given pseudonyms to ensure anonymity. Results and Conclusions: Six master themes emerged from participant’s accounts; self- absorption, awareness of worry and anxiety as all-encompassing, trying to cope with anxiety and worry, the past in the present, consumed by the other, and finally, life with spontaneous images. The findings are then discussed in relation to the relevant literature, and implications for therapeutic practice, methodological limitations and directions for future research are presented.
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Merandi, Gabrielle. "Transgender and Gender Diverse Students' Accounts of College Life." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1470228047.
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Hugman, Alexandra Mary. "Investigating the introduction of the International Baccalaureate Diploma alongside the existing local curriculum: examining the intended, implemented and achieved science curricula." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1903.
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My thesis describes a two-year study carried out during the introduction of the International Baccalaureate Diploma (IBD) alongside the local Higher School Certificate (HSC) at a school in New South Wales, Australia. The study examined the intended, implemented and achieved science curricula to provide a formative evaluation that could be used by the school to improve students’ experience and achievement, and a summative evaluation that could be used to inform other schools considering the implementation of the IBD alongside a local curriculum.My research represents one of only a few studies that compare the IBD with another programme, and the only study, to date, in Australia. It is also one of the only studies that compare senior science programmes in any country. Methodologically, my study supports previous research that has successfully combined the collection of quantitative and qualitative data in a mixed-method approach.Keeves’ (2004) model was used to provide a framework to help to describe the curricula in terms of the antecedents and context in which they are embedded. A modified version of Halls’ (1971) model was used to compare the aims, objectives and content of each of the curriculum. Gilbert’s (2004) model, adapted from the Australian Council of Education Research (2001) model, was used to compare the skills required by each of the science programmes. To discern the depth and breadth of the science courses examination questions were compared and contrasted.To examine the implemented curriculum, the views and experiences of the teachers and students participating on each of the programmes (IBD and HSC) were sought. Data related to the views of the participating teachers were gathered using in-depth interviews, observations and anecdotal evidence. To examine the students’ experience of science in each programme, their perceptions of the learning environment were assessed using the Science Laboratory Environment Instrument (SLEI). Focus group interviews with students enrolled on each of the science programmes were used to triangulate, embellish and clarify the questionnaire results.To examine the achieved curriculum, data were collected using the Multiple Intelligences Checklist for Adults and Senior Secondary Students (MICA), a purpose designed attitude instrument and students’ University Admissions Index score. Finally, a questionnaire was used to examine whether students enrolled in the IBD and HSC programmes felt that the Year 10 science programme had adequately prepared them for their senior science course.The results indicated that the IBD provided a more traditional, mathematically based science course with rigorous, mainly external assessment, whereas the HSC provided a broader, more historically and socially based science course. Concerns were raised by both the IBD and HSC teachers with respect to the content-laden requirements of both of the programmes. IBD teachers raised issues related to the resources available and the need for adequate professional development. Students’ views of the learning environment indicated that those in the IBD course generally had more positive views than their HSC counterparts. In terms of the achieved curriculum, the results indicated that there were some differences between the two programmes, with IBD students attaining a higher University Admissions Index score and indicating an increased likelihood of selecting a science-related career than their HSC counterparts. Finally, the results indicate that there are issues related to the Year 10 science programme (designed to suit the needs of the HSC programme) that may need to be addressed to better prepare students embarking on the IBD programme.
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Hobart, Leigh. "The current context of Queensland primary teacher engagement with professional learning through professional associations." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/46122/1/Leigh_Hobart_Thesis.pdf.
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Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.
Books on the topic "Adult students Interviews"
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Bildung und Biographie: Der Zweite Bildungsweg in der Perspektive des Bildungslebenslaufs. Weinheim: Beltz, 1985.
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Días de lluvia y sol. Managua, Nicaragua]: [publisher not identified], 2011.
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Running the long race in gifted education: Narratives and interviews from culturally diverse gifted adults. Bothell, WA: Book Publishers Network, 2016.
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Neely, Margery A. Quality Interviews With Adult Students and Trainees: A Communications Course in Student Personnel and In-Service Training. Charles C Thomas Pub Ltd, 1992.
Find full textBook chapters on the topic "Adult students Interviews"
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"Describing Self-Directed Learning in Primary Students." In Advances in Early Childhood and K-12 Education, 33–59. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2613-1.ch002.
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Chapter 2 discusses research literature on adult SDL which is used to construct a framework of the processes of SDL from which a questionnaire and interview questions were developed. The findings are reported from a pilot study used to trial the use of questions designed to seek perspectives of primary students' SDL from school staff, parents and students. Next, there is a description of the process of using revised questions to collect views about SDL from a larger group of school staff, parents, and students. Following this, there is a summary of the findings from interviews carried out with randomly selected primary students, gifted students and students with learning difficulties. These views describing variables comprising SDL in primary students are combined with the research literature to construct a model of effective SDL in primary students.
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Blanco, Maria Menendez, Gerrit C. van der Veer, Laura Benvenuti, and Paul A. Kirschner. "Design Guidelines for Self-Assessment Support for Adult Academic Distance Learning." In Adult and Continuing Education, 625–54. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch035.
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This contribution focuses on adult distance learning. Based on experiences at the Open University of the Netherlands we investigate specific problems that our students have with self-assessment and metacognition while studying. Starting from a literature review and complementing this with available student data from our teaching research center, we developed a conceptual framework that was iteratively adjusted and assessed by a questionnaire study and interviews. This allowed us to develop design guidelines for self-assessment support in distance learning environments. These guidelines were reviewed by experts. The input from the experts was used to modify the guidelines and iterate until they were considered complete. Tangible designs (i.e., mock-ups) for each of the self-assessment methods were proposed. These tangible designs were prototyped for later evaluation. Finally, we provide our conclusions and propose recommendations for actual application and systematic design.
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Bannister, John. "Mentoring at Minority-Serving Institutions." In Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education, 110–23. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8488-9.ch005.
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This chapter highlights mentorship strategies of a southeastern Historically Black College and University (HBCU) adult degree program. In serving the nontraditional student population of this Black university, the institutions have cultivated strategies used to mentor and motivate adult students to achieve successful outcomes. Some of these strategies are built around activities and organizations designed to include adult students while other measures can be contributed to the development of the family like atmosphere that the college provides nontraditional students on campus and virtually. These insights were gathered from the experiences of current and previous students of the program as well as faculty and administrators through informal interviews and observation. This work will first address the literature on mentoring adult learners, highlight the strategies that were used to develop the college's approach to adult mentorship, and share examples. The chapter will close with recommendations and insights on how our approach could be replicated at other minority-serving institutions (MSIs).
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Ellis, Jennifer Butler, Timothy D. West, Angela Grimaldi, and Gerald Root. "Ernst & Young Leadership and Professional Development Center." In Adult and Continuing Education, 1028–47. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch058.
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This case highlights a unique program for students pursuing a graduate degree in accounting. The program's mission is to prepare students to be effective leaders and communicators in their careers. To accomplish this mission, the program has developed a Leadership and Professional Development Center (LPDC) that uses physical, virtual, and external space to support programmatic goals through cross-disciplinary collaboration. The LPDC houses trained consultants who provide services such as feedback on written documents, mock interviews, presentation assessment, and self-awareness development. The LPDC also hosts workshops on a variety of leadership and professional development topics. Furthermore, consultants partner with faculty and professionals to provide instruction and experiential learning inside and outside the classroom. The goal of this chapter is to highlight how cross-disciplinary partnerships promote learning in physical, virtual, and external spaces. Recommendations for navigating and utilizing cross-disciplinary collaborations are provided as well as suggestions for implementation in various learning spaces.
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Skibba, Karen. "Adult Learning Influence on Faculty Learning Cycle." In Adult and Continuing Education, 1252–80. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch072.
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The purpose of this chapter is to share results of a qualitative research study that investigated how faculty members learn to teach adult learners using online course delivery. In this study, experienced faculty members needed to learn anew and rethink pedagogical strategies when designing and teaching online delivery formats. Faculty members who are learning to teach are also adult learners who learn through experience. Research themes emerged from interviews regarding how instructors learned to teach adult learners online: (a) adapted to market demand, (b) anchored by adult learning strategies, (c) experimented in online laboratory, (d) evolved from trial and error to collaboration, and (e) rethought pedagogical possibilities. Understanding how faculty members learn to teach adult students online offers great potential to identify the challenges that faculty members face and how they meet these challenges to improve teaching practice. Implications for online professional development practices are discussed.
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Robertson, Lorayne, and Wendy Hardman. "More than Changing Classrooms." In Adult and Continuing Education, 1281–300. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch073.
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The transition from the lecture hall to the online teaching environment requires more than a change of venue – it requires role changes as well as a shift in focus from delivering content toward designing a learning environment where students can build skills for learning and collaboration. The research described in this chapter employs a case-study method to capture the perceptions of a small cohort of university professors participating in a synchronous e-training program to prepare them for synchronous e-teaching. Participating professors possessed a range of diverse prior experiences with teaching and e-teaching, creating unique training challenges. Data include the video-recorded training sessions as well as focus group and individual interviews held one year post-training. The findings indicate that, although the intended training focus was not the primary outcome realized, this study provides some insights into planning and delivering e-training for similar transitions to synchronous online teaching for tertiary instructors.
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Hewagodage, Vineetha. "Research and Reflective Practice in the Pre-Literate ESL Classroom." In Advances in Early Childhood and K-12 Education, 243–71. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch012.
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This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.
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Blanco, Maria Menendez, Gerrit C. van der Veer, Laura Benvenuti, and Paul A. Kirschner. "Design Guidelines for Self-Assessment Support for Adult Academic Distance Learning." In Constructing Self-Discovery Learning Spaces Online, 169–98. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-320-1.ch010.
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This contribution focuses on adult distance learning. Based on experiences at the Open University of the Netherlands we investigate specific problems that our students have with self-assessment and metacognition while studying. Starting from a literature review and complementing this with available student data from our teaching research center, we developed a conceptual framework that was iteratively adjusted and assessed by a questionnaire study and interviews. This allowed us to develop design guidelines for self-assessment support in distance learning environments. These guidelines were reviewed by experts. The input from the experts was used to modify the guidelines and iterate until they were considered complete. Tangible designs (i.e., mock-ups) for each of the self-assessment methods were proposed. These tangible designs were prototyped for later evaluation. Finally, we provide our conclusions and propose recommendations for actual application and systematic design.
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Kan, Qian, and Jinlan Tang. "Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China." In Mobile Devices in Education, 180–209. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch012.
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Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting, our study investigates how mobile devices impact the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148 completed responses to an online survey and qualitative data from follow-up email interviews. The study demonstrates that students' main motivation for engaging in mobile assisted English learning is to fill in the gaps in their daily schedule in order to maximize available time, and the majority use mobile devices to support formal course learning. The skills and knowledge areas practiced with mobile devices are listening, followed by speaking and pronunciation, vocabulary, reading, and translation. Our study also reveals that teachers play a very limited role as perceived by students, while students expect more support from teachers for their out-of-class hour mobile assisted language learning. The research findings bear significant pedagogical implications in terms of integrating MALL into language learning curriculum, learner support and the need for continuous teacher training.
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Baker, Wilbert C., and Jennifer T. Butcher. "Demystifying the Stigma of Transient African American Housing Dwellers." In Advances in Religious and Cultural Studies, 170–80. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8532-0.ch011.
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African American transient housing dwellers are the studied population in this chapter. A noted section addresses transient students, also referred to as highly mobile students, which are a group that can benefit from additional educational support at school and also in the community. As communities of people are drawn together in faith and love, churches are distinctively positioned to fill in the gap for kids and their communities. By entering into a supportive partnership with a school, they can make the kind of difference that transforms a community. According to Fulgham, every school in low-income communities has a plethora of needs, and churches likely feel compelled to meet each of them. Fulgham went on to encourage churches to prioritize their support for programs and activities that help increase student achievement. This chapter provides findings from interviews conducted with adult transient housing dwellers and suggests methods to reach transient African American students during challenging times, specifically addressing their educational needs.
Conference papers on the topic "Adult students Interviews"
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Sabra, Nabil. "Developing an adult learning approach to enhance the critical thinking of graphic design students in Yemen." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.114.
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Critical thinking is an essential skill not only for educational achievement but also to enhance the quality of life (Bakry et al., 2019, pp. 632-633). However, Yemen has not traditionally encouraged or utilized critical thinking in graphic design education, a field of study where critical thinking is required to think beyond a problem to create solutions to existing and new problems. Design does not come up with the same solution for each project but looks for new ideas and solutions that have culturally relevant answers to solve a problem (Barbour, 2016). Currently there is a lack of research in the areas of critical thinking in graphic design education in Yemen. To Nordin and Surajudin (2015), Ijtihad is a representative for Higher-Order Thinking Skill that may reflect the Tawhid of Allah (God’s unification) and supported their claim with a hadith (the prophet statements): “Those who know himself, he may know his God” (Nordin and Surajudeen, 2015, p. 37). Thus, in knowing oneself, the lifelong learner needs to have self-regulation to be able to use critical thinking (Szabo, 2019). In exploring the relationship between the Islamic concept of Ijtihad (individual reasoning) and the Western notion of critical thinking, there are several points that require consideration. In particular, establishing what critical thinking means in the context of Western design education relative to Ijtihad’s role in Islamic education. The focus of this presentation is exploring the relationship between the western notion of critical thinking and the equivalent Islamic concept of Ijtihad. It highlights the five elements of Ijtihad: Tadabbur (learning and understanding before judging an idea), Tafkih (analysing using al-Qalb (heart) that depends on al-Aqal (mind)), Tafakkur (reflecting and examining), Ta’qil (gathering information before jumping to the conclusion), and Tadhakkur (summarising to understand wisely). Critical thinking is culturally relative, so it is important to study this phenomenon considering the Yemeni culture proposing a suitable holistic framework of Ijtihad. This research draws on a Ph.D. study in-progress that investigates critical thinking in graphic design education in Yemen from an Islamic perspective. Interviews with Yemeni educators were conducted to explore the concept of critical thinking and Ijtihad. This research ultimately aims to identify essential techniques of thinking that can be shaped to reflect Ijtihad, alongside identifying appropriate adult learning strategies developed by Western educators and researchers to enhance students' critical thinking. The outcome of this study will distinguish frameworks within graphic design curricula promoting students’ critical thinking and reflecting these from a Western context to a Yemeni one considering Ijtihad.
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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.
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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
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Keiša, Patrīcija M., and Manuel J. Fernández González. "Teacher’s Role and Attitude During Socratic Conversations for Moral Education at High School." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.54.
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It is important to address moral education in the context of human freedom, authenticity, and self-inquiry. Following the developmental needs of adolescents and young adults, moral education at high school should provide a social environment to address authentic identity search and inquiry upon existential questions by facilitating reflection about students’ own life experiences together with peers. A conceptual model of Socratic conversation as a method for moral education in high school was elaborated by the authors. This research addresses the role and attitude of a teacher in the practical implementation of such model. To explore the opinions of educational actors, a Socratic conversation intervention (four high school students and a researcher-facilitator), expert interviews (a teacher and a youth psychotherapist) and focus group discussion (five young adults working with youth) were organized in spring 2022 in Latvia. The results point to the fact that, for leading Socratic conversations, teachers should act as facilitators who have a personal interest in the topic and method, and who simultaneously allow space for the students to form and express their own opinions before revealing the teacher’s own views in the discussion. This can be an even more demanding job than a traditional teacher’s role, requiring teachers to tolerate a higher degree of uncertainty. Thus, teachers need adequate support, which could include first experiencing a Socratic conversation as participants beforehand. This research provides a significant contribution for understanding teachers’ role during Socratic conversations with high school students, and points to ways of supporting teachers using this method to the benefit of both students and teachers.
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Wang, Taiyang, Xianqi Zeng, and Peng Luo. "Spatial Elements of Middle School Gymnasium Based on Youth Visual Perception." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002375.
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Middle school students are physically and psychologically different from adults. They are in a relatively special and rapidly changing phase. As the most penetrating level of environmental perception, visual perception directly affects the use of the space in middle school gymnasiums. Based on the human factors engineering problem of teenagers using campus gymnasiums to carry out sports activities, this study takes visual perception as the starting point and adopts the method of combining research and experiment. Through semi-structured interviews and grading questionnaires, the strong factors related to middle school students’ willingness to exercise and architectural space design were refined. A seven-differentiation evaluation scale was constructed by SD method, and a questionnaire survey was conducted on 1150 middle school students. Multiple linear regression analysis was performed on the statistical data, and multiple groups were compared by age group and gender, and thus corresponding design strategies were proposed. The paper aims at promoting the enthusiasm of youth sports development, and providing theoretical support for the construction and development of middle school gymnasiums.
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Kiss, Virag Agnes, Nikolett Balsa-Budai, Mihaly Soos, and Zoltan Szakaly. "Examination of sustainable and health-conscious lifestyle among the Hungarian population based on the results of three research studies." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10206.
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The implementation of sustainable development and the associated values in consumer behavior is becoming more and more emphasized as well as increased attention to our health. In both of the two value dimensions, consumer interest is constantly increasing, and demand for healthy and sustainable products is growing. In our research, this trend was primarily investigated in the field of food consumption. The research was based on the segmentation theory of NMI’s LOHAS (Lifestyle of Health and Sustainability). The research consisted of three parts. First, in a representative national survey, we examined the attachment of Hungarian adult consumers to the aforementioned values (N = 1000), then high school students (N = 1000), and finally, university students (N = 298) were interviewed on the same topic. In each case, principal component analysis was used to isolate the individual value dimensions and then cluster analysis was used to identify the various segments. In all of the three studies, each group was significantly separated from each other by the values of health consciousness and sustainable development. Based on our results, it can be concluded that the younger age group is more strongly committed to the tested values than the older generation. As a result, younger generations can be considered a potential consumer market for products and services representing sustainability and health awareness. We believe that further European research of this topic would be useful for both the researchers and the business sector.
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"Psycho-Behavioral and Socio-Economic Characteristics of Juvenile Delinquency in Wasit Province at 2016 To 2020." In 4th International Conference on Biological & Health Sciences (CIC-BIOHS’2022). Cihan University, 2022. http://dx.doi.org/10.24086/biohs2022/paper.766.
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BACKGROUND: one of the serious behavioral problems that affect youth health mentally, physically and socially is Juvenile delinquency. The act by a juvenile is considered delinquency if it is considered a crime when committed by an adult, as well as illegal acts because of offenders age.OBJECTIVE: Is to determine the psycho-behavioral and socio-economic profile of juvenile offenders in Wasit Province. STUDY DESIGN: A cross-sectional hospital-based study targeted all delinquents (n=510) who referred by criminal courts to psychiatric unit for personality study using ICD-10 clinical based interview during 2016 to 2020. Data collected from files of offenders by a routine interviewing (with highly secured information). RESULTS: The mean age ±SD of the indicted was 17.9±2.9 years, male youths consist 96%, with a history of low socioeconomic status, 74% of them lived within family size of ≥7 members; 50% rank in 1st. to 3rd. in among all siblings in their families; 17% losses their fathers. Of total sample, one-half of offenders presented with school dropout and 44% engaged in premature labor. Most of youth presented with good mental health, sometimes they appear with consistent personality only 19 (4%) of them presented with speech and movement disorder, and unstable and uncooperative personality. Of 290 delinquents; 108 (37%) were tobacco smoker and 43 (15%) presented with tattoo. Dropout offenders presented with fourfold smoking and tattoo than students with an Odds Ratios of 3.8 (95% CI 2.25-6.4), and 4.0 (95% CI 1.9-8.7) respectively. 5% of youths have a history of previous offence. (38%) of offenders accused with theft or robbery crimes followed by homicide (16%) and physical fighting or scrimmage (12%). CONCLUSIONS: According to the psychiatric interview, the majority of the indicted were not mentally ill. Low socioeconomic status, live in large family, losses fathers, school dropout, and premature work all these factors may contribute to increase the burden of juvenile delinquency in Wasit province. The prevalence of healthy risk behavior in school dropout delinquents more than in students. Theft and robbery, homicide and physical fighting as a crimes were on the top of the list. Educational and health programs that encourage children to enrolled school and increase awareness of negative impact of juvenile delinquency on individual and community should be considered urgently.
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Kurbanova, Lida, Salambek Sulumov, Nasrudi Yarychev, and Zarina Ahmadova. "Narrative analysis to the problem of information extremism in the student environment." In East – West: Practical Approaches to Countering Terrorism and Preventing Violent Extremism. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcshss.reul6227.
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The article analyzes students’ narratives by the method of focus groups on the problem of attitudes towards young women who left for Syria. The authors attempted to reconstruct the girls’ everyday discourse of “talking to a stranger on the Internet and going to Syria through interviews and focus-group communication”. In the context of narrative analysis, the authors see two levels of the problem: the micro-level – the ability to identify the degree of sensitivity to the ideology of Islamic fundamentalism through attitudes to the practical actions of specific girls who have already gone to Syria. Macro-level – “intergenerational conflict” or “intergenerational rift”. The result of intergenerational conflict in North Caucasus societies is often a religiously-extremist way of behaving to adults who do not share their “excessive immersion in Islam” to the detriment of traditional normative values. The analysis of youth narratives concerning the “departed” can also serve as an explanatory model for the response to a broader problem, namely the development of intergenerational dynamics in the context of a clash of values between the traditional culture of local societies and Islamic fundamentalism. In this two-level perspective, we see the prospect of further research into the problem of extremism in North Caucasian societies. In this article, we have designated the macro level as the “background site”. In our reconstruction of the everyday discourse of university students on the problem of “girls leaving for Syria”, we came to the following conclusions. The evaluations revealed the admissibility of sharing the spouse’s fate as an attributive understanding of marital duty within the framework of Islamic ideology. In the opinion of female students, the loneliness of girls, domestic violence, and the search for a “real man” can also serve as a possible decision for young women to communicate online with a stranger. The relevance of the problem of analyzing narratives is the need to comprehend the palette of opinions of a part of the youth audience, which is not considered to be young people in the “risk zone”.
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Sharp, Claire, Lani Blanchard, Jenn Barnett, and Michael Phillips. "Leveraging Mobile Technology: A systematic review of mHealth interventions with Cannabis Users." In 2021 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.01.000.42.
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Cannabis is commonly used by young adults (18-25), and these transitional years can be crucial as they tend to have the highest rates (5%; 1.8 million in the U.S.) of Cannabis Use Disorder (CUD; SAMHSA, 2016). Current survey data suggest 25% of university students use cannabis monthly or greater and 6% daily (Schulenberg et al., 2019) and even higher (38-39%) in states with legal recreational cannabis use (Pearson et al., 2017). Burgeoning research has shown that chronic, heavy cannabis use is associated with a host of negative consequences, including symptoms/diagnosis of CUD, as well as anxiety, depression, and psychosis, among other health issues (Arseneault et al., 2002; Buckner et al., 2010; Degenhardt et al., 2003; Midanik, Tam, & Weisner, 2007; Simons et al., 2010; Solowij & Pesa, 2010). With the number of young adults diagnosed with CUD, there is a growing need for intervention strategies. However, rates of individuals seeking formal treatment for cannabis use has been low (Prince et al., 2020). With widespread access, it has become easier to employ mobile technology for health interventions (Kumar et al., 2013). The overall objective of this systematic review was to explore the utilization of different mHealth interventions for cannabis users to investigate different types and ways these interventions are implemented, targeted outcomes, along with the types of studies being conducted (e.g., RCT, feasibility, interviews, usability, etc.). Methods: A search of PsycInfo and PubMed was conducted for relevant articles with the following search terms: mHealth app/web-based intervention/internet-based intervention/telehealth/JITAI/EMI/Ecological Momentary Intervention/Just-in-Time Adaptive Intervention/in the moment/Mobile Intervention/Smartphone Intervention/Wearable Devices AND Cannabis/Marijuana Peer-reviewed original research in English was targeted, which focused on mHealth interventions for adults (over 18 years of age) targeting cannabis use and needed both a mobile intervention and provided data on at least one outcome (e.g., reduced craving or cannabis use) or feasibility of intervention. Qualitative, quantitative, and mixed methods were all included. Results: The total number of records identified that fit the criteria based on a review of titles and abstracts were 33 (9 from PsycInfo and 24 from PubMed). After duplicates were removed, 27 were screened and 9 records were excluded for failure to meet search criteria after full review of the articles. The remaining records (n=18) were assessed for eligibility and data were extracted. Based on preliminary findings, the majority have been feasibility and usability studies (83%). Roughly half were conducted in the U.S., with the rest in European countries, and one in Singapore. The timeframe for using the mobile intervention ranged from 1-hour (for usability studies) to 8 months in duration. The types of mobile interventions have varied from text messaging, using a smartphone app, to directing individuals to websites. Roughly 50% have been standalone mHealth interventions, while the other half have been paired with face-to-face counseling sessions. The majority of these interventions have personalized intervention strategies for their participants.
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Langer, Sabina. "PARTICIPATION TO EMPOWER CHILDREN AND STRENGTHEN THE COMMUNITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end069.
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In a pandemic, children’s participation is even more important than before. This paper presents the first stage of an exploratory study for my PhD research in Pedagogy beginning in January 2021 in Milan. The participants are 19 pupils of class 4B (primary school), their parents and the teachers who joined energies to reproject a square, in order to transform it into a welcoming space for the entire community. In Italy, public speeches did not mention children who could not finally use public spaces for months as they were identified as the “plague spreaders”. The project revisits this perspective by considering children as potential actors of the transformation. Only if adults set the conditions for a change, children, their needs and their imagination could become agents for that change and centre of the community. The project name is Piazziamoci (Let’s place ourselves here) to signify the conscious act of taking a place together. After a theoretical framework of the study within Student Voice, I describe the generative circumstances, the context and the first steps of the project. The children explored the square, interviewed the inhabitants, shared information and dreams with their classmates coming up with proposals to present to City Council. This first phase aimed to set the basis of my investigation on the participants self-awareness as people and members of the community; it also focuses on the perception of the square as a common good. To this purpose, this work introduces concepts as the capacity to aspire (Appadurai, 2004), imagination and creativity (Vygotsky, 1930/2004), interdependence (Butler, 2020), and, therefore, a political and educational interpretation of the project.
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Clement, Victoria. "TURKMENISTAN’S NEW CHALLENGES: CAN STABILITY CO-EXIST WITH REFORM? A STUDY OF GULEN SCHOOLS IN CENTRAL ASIA, 1997-2007." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/ufen2635.
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In the 1990s, Turkmenistan’s government dismantled Soviet educational provision, replacing it with lower quality schooling. The Başkent Foundation schools represent the concerted ef- forts of teachers and sponsors to offer socially conscious education grounded in science and math with an international focus. This case study of the Başkent Foundation schools in Turkmenistan establishes the vitality of Gülen schools outside of the Turkish Republic and their key role in offering Central Asian families an important choice in secular, general education. The paper discusses the appeal of the schools’ curriculum to parents and students, and records a decade-long success both in educating students and in laying the foundations of civil society: in Turkmenistan the Gülen movement offers the only general education outside of state provision and control. This is particularly significant as most scholars deny that there is any semblance of civil society in Turkmenistan. Notes: The author has been conducting interviews and recording the influence of Başkent schools in Turkmenistan since working as Instructor at the International Turkmen-Turk University in 1997. In May 2007 she visited the schools in the capital Ashgabat, and the northern province of Daşoguz, to explore further the contribution Gülen schools are making. The recent death of Turkmenistan’s president will most likely result in major reforms in education. Documentation of how a shift at the centre of state power affects provincial Gülen schools will enrich this conference’s broader discussion of the movement’s social impact. The history of Gülen-inspired schools in Central Asia reveals as much about the Gülen movement as it does about transition in the Muslim world. While acknowledging that transition in the 21st century includes new political and global considerations, it must be viewed in a historical context that illustrates how change, renewal and questioning are longstanding in- herent to Islamic tradition. In the former Soviet Union, the Gülen movement contributed to the Muslim people’s transi- tion out of the communist experience. Since USSR fell in 1991, participants in Fethullah Gülen’s spiritual movement have contributed to its mission by successfully building schools, offering English language courses for adults, and consciously supporting nascent civil so- ciety throughout Eurasia. Not only in Turkic speaking regions, but also as far as Mongolia and Southeast Asia, the so-called “Turkish schools” have succeeded in creating sustainable systems of private schools that offer quality education to ethnically and religiously diverse populations. The model is applicable on the whole; Gülen’s movement has played a vital role in offering Eurasia’s youth an alternative to state-sponsored schooling. Recognition of the broad accomplishments of Gülen schools in Eurasia raises questions about how these schools function on a daily basis and how they have remained successful. What kind of world are they preparing students for? How do the schools differ from traditional Muslim schools (maktabs or madrasas)? Do they offer an alternative to Arab methods of learning? Success in Turkmenistan is especially notable due to the dramatic politicization of education under nationalistic socio-cultural programmes in that Central Asian country. Since the establishment of the first boarding school, named after Turkish Prime Minister Turgut Ozal, in 1991 the Gülen schools have prospered despite Turkmenistan’s extreme political conditions and severely weakened social systems. How did this network of foreign schools, connected to a faith-based movement, manage to flourish under Turkmenistan’s capricious dictator- ship? In essence, Gülen-inspired schools have been consistently successful in Turkmenistan because a secular curriculum partnered with a strong moral framework appeals to parents and students without threatening the state. This hypothesis encourages further consideration of the cemaat’s ethos and Gülen’s philosophies such as the imperative of activism (aksiyon), the compatibility of Islam and modernity, and the high value Islamic traditions assign to education. Focusing on this particular set of “Turkish schools” in Turkmenistan provides details and data from which we can consider broader complexities of the movement as a whole. In particular, the study illustrates that current transitions in the Muslim world have long, complex histories that extend beyond today’s immediate questions about Islam, modernity, or extremism.
Reports on the topic "Adult students Interviews"
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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.
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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.