Relevant bibliographies by topics / Studenti adulti

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Studenti adulti'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Studenti adulti"

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Platas-García, Alejandra, Verónica Reyes-Meza, and José Martín Castro-Manzano. "Disegno e risoluzione di una prova di comprensione della lettura a scelta multipla per studenti adulti di italiano lingua straniera." Matices en Lenguas Extranjeras, no. 13 (January 1, 2019): 120–43. http://dx.doi.org/10.15446/male.n13.89896.

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Questo contributo offre alcuni elementi da considerare in merito al disegno e alla risoluzione delle prove di comprensione della lettura a scelta multipla in italiano lingua straniera ed è indirizzato ai lettori interessati nella valutazione di studenti ispanofoni. Si sa che l’abilità di comprensione della lettura non può essere valutata direttamente. Siccome gli insegnanti di italiano come lingua straniera non possono misurare il grado di comprensione raggiunto dagli studenti con la semplice osservazione della loro lettura, ci vuole l’uso di qualche prova che offra quest’informazione. Tra le diverse tipologie di prove che esistono c’è una che è molto adoperata, la prova a scelta multipla. L’obiettivo di questo contributo è descrivere aspetti relativi al disegno e alla risoluzione di una prova a scelta multipla di lettura ideata per studenti adulti di italiano lingua straniera. La metodologia è quantitativa: studio descrittivo, trasversale. Abbiamo somministrato la prova di lettura a 43 studenti di italiano con un’età media di 23,4 anni, che avevano un livello intermedio di conoscenza della lingua. I partecipanti hanno ottenuto più risposte corrette (66,5%) che errate (33,5%) e hanno adoperato di più la strategia di eliminazione per risolvere la prova che le altre strategie. Per concludere diamo dettagli sulla nostra ricerca futura.
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Palmas, Chiara, Chiara Mauri, Nicoletta Scionti, and Gian Marco Marzocchi. "Il benessere degli studenti tra autostima e rendimento scolastico." RICERCHE DI PSICOLOGIA, no. 1 (May 2022): 1–24. http://dx.doi.org/10.3280/rip2022oa13718.

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In questo studio sono state indagate le relazioni esistenti tra il benessere, l'autostima e il rendimento scolastico in un campione di 311 studenti tra gli 8 e i 13 anni, prendendo in considerazione il punto di vista dell'alunno, del genitore e dell'insegnante. Attraverso questa ricerca è stata confermata l'esistenza di un'influenza reciproca tra il rendimento del bambino e la sua autostima scolastica.Inoltre, è stata dimostrata l'esistenza di una relazione significativa dell'autostima scolastica dell'alunno con l'ansia percepita. il suo benessere e le competenze possedute. Queste ultime due variabili correlano significativamente anche con il rendimento scolastico, mentre l'ansia svolge il ruolo di mediatore. Alla luce di quanto emerso, questa ricerca potrebbe rivelarsi utile per lo sviluppo di programmi volti a favorire il benessere dell'alunno, la sua autostima e il suo rendimento scolastico con il coinvolgimento degli adulti di riferimento.
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Bassanello, Ida Giulia. "L’ASCOLTO IMMERSIVO© CON STUDENTI DI ITALIANO LS DI LIVELLO A: ESPERIENZE E RISULTATI CON ADULTI FRANCOFONI." Italiano LinguaDue 13, no. 2 (January 26, 2022): 714–25. http://dx.doi.org/10.54103/2037-3597/17165.

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Il presente lavoro è una relazione della sperimentazione dell’ascolto immersivo© proposto dalla casa editrice Alma da noi effettuato con un gruppo di tre adulti francofoni di livello A. L’ascolto immersivo© è stato proposto alla fine di ogni lezione settimanale per una durata di dieci settimane. Il gruppo è stato testato con un test di comprensione dell’orale di livello B all’inizio e alla fine dell’esperienza. Prima dell’esperienza il gruppo ha fornito il 70% di risposte esatte e alla fine l’80% di risposte esatte. Il gruppo di controllo, di uguali caratteristiche, ha tuttavia fornito la stessa percentuale di risposte corrette effettuando solo il test finale di livello B. Vengono esposte di seguito alcune considerazioni sulla filosofia di fondo che ha guidato l’esperienza e sulle ragioni che possono spiegare un tale risultato, tramite l’analisi qualitativa e quantitativa dei risultati raccolti con i test di lingua e con i questionari somministrati agli apprendenti alla fine dell’esperienza di ascolto immersivo©. Immersive listening© with Italian LS level a students: experiences and results with francophone adults This paper is a report on the experimentation of immersive listening© proposed by the Alma publishing house, carried out with three French-speaking adults at level A. Immersive listening© was proposed at the end of each weekly lesson for a period of ten weeks. The group was tested with a B-level oral comprehension test at the beginning and end of the experience. Prior to the experience, the group provided 70% correct responses and 80% correct responses at the end. The control group, with the same characteristics, provided the same percentage of correct answers by only taking the final Level B test. The following are some considerations on the philosophy that guided the experience and the reasons that can explain such a result, through the qualitative and quantitative analysis of the results collected with the language tests and questionnaires administered to the learners at the end of the immersive listening experience©.
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Pendenza, Paolo. "Setting relazionale e apprendimento." EDUCAZIONE SENTIMENTALE, no. 37 (September 2022): 183–206. http://dx.doi.org/10.3280/eds2022-037017.

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Viviamo un momento storico nel quale il paradigma educativo ed organizzativo che ha ispirato la nascita e l'affermazione della scuola di massa novecentesca mostra tutti i propri limiti. La scuola pare che tenda inerzialmente ad autoconservarsi, a ripetersi eguale a se stessa. Ma non sempre e non ovunque. Nelle testimonianze di alcuni docenti che percorrono con successo nuove modalità didattiche intravediamo alcuni elementi che possono rappresentare una guida per costruire una didattica più adeguata ai nostri tempi. In particolare emerge con forza la centralità di una relazione tra docenti e studenti basata sulla fiducia e sulla responsabilità, che persegua l'obiettivo di rendere più efficace il processo di insegnamen-to/apprendimento. Queste conclusioni si basano sulle dinamiche peculiari che caratterizzano gli adolescenti di oggi, come dimostrato da numerosi studi scientifici. Utilizzando tale approccio gli adulti possono diventare figure effettivamente significative ed autorevoli per i pro-pri allievi, capaci di accompagnarli nel loro percorso di crescita verso la vita adulta.
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Ludovico Arte. "La scuola che cambia con la pandemia." IUL Research 3, no. 5 (June 20, 2022): 278–86. http://dx.doi.org/10.57568/iulres.v3i5.205.

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La pandemia ha travolto il tradizionale modo di fare scuola. Insegnanti e studenti si sono trovati chiusi in casa a comunicare tramite un computer. Improvvisamente, i modi ordinari di insegnare e apprendere non sono stati più possibili, anche se alcuni partigiani della vecchia scuola hanno riprodotto imperterriti a distanza le metodologie utilizzate in presenza. Con esiti, in genere, disastrosi. Molti invece si sono messi in discussione, hanno cercato un nuovo modo di educare, una diversa misura nelle relazioni. All’ITT “Marco Polo” di Firenze è stata data voce ai pensieri e alle emozioni di tutti e sono stati attivati sostegni psicologici per adulti e ragazzi. Si è aperto un dialogo tra le diverse componenti della scuola, che ha delineato un discorso collettivo nuovo sulla scuola e sulla società.
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Gatto Rotondo, Maria Cristina, Chiara Cappetti, Daniela Di Riso, Margherita Da Boit, Chiara Maggiolo, Maurizio Salis, Silvia Salcuni, and Emilia Ferruzza. ""Trovare una direzione": vicissitudini identitarie di giovani adulti universitari. Studio preliminare sul processo di una psicoterapia psicoanalitica di gruppo a tempo determinato." GRUPPI, no. 2 (October 2021): 106–29. http://dx.doi.org/10.3280/gruoa2-2020oa12584.

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In questo lavoro gli autori presentano alcuni risultati di un'indagine preliminare sul processo di una psicoterapia psicoanalitica di gruppo, con giovani adulti universitari, a tempo determinato, svolta all'interno del Servizio di assistenza psicologica per gli studenti - Dynamic Psychotherapy Service (SAP-DPS) dell'Università di Padova. Lo studio è volto a esaminare lo sviluppo tematico nel corso della psicoterapia, con attenzione specifica sia ai pazienti che ai conduttori. A tal fine ci si è avvalsi di tecniche proprie dell'analisi del contenuto, applicate ai report delle sedute, con il supporto del software Atlas.ti. Gli autori evidenziano come i risultati ottenuti - per quanto parziali e non generalizzabili - confermino la portata evolutiva dell'emerging adulthood e possano costituire spunti utili per successivi studi che vogliano approfondire il rapporto tra efficacia e processo, nell'ottica di un proficuo dialogo tra ricerca e pratica clinica. 
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De Domizio, Anna, and Darja Mertelj. "I giochi didattici nell’insegnamento/apprendimento d’italiano come lingua straniera." Journal for Foreign Languages 7, no. 1 (December 30, 2015): 191–215. http://dx.doi.org/10.4312/vestnik.7.191-215.

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Nonostante le numerose e diverse definizioni del gioco, in generale, si considera che il gioco stimoli e sostenga lo sviluppo cognitivo, sociale, emozionale e motorio degli individui. Nell’ambiente scolastico si usano i cosiddetti giochi didattici che sono organizzati in base agli obiettivi formativi. La differenza tra questi e i ‘giochi popolari’ consiste nel fatto che questi non sono frutto della tradizione popolare o dell’invenzione spontanea dei bambini, ma sono creati e adattati dagli insegnanti stessi, secondo criteri organizzativi e contenutistici che coincidono con gli obiettivi specifici dell’unità didattica. In conseguenza sono sempre più numerosi gli insegnanti e gli autori di libri di testo che decidono di includere questo tipo di tecnica didattica nel processo d’insegnamento. I giochi didattici nelle lezioni di lingue straniere hanno un’importanza notevole perché possono essere usati sia per sviluppare le abilità ricettive che per quelle produttive. Un’ulteriore caratteristica potenzialmente positiva dei giochi didattici è che non sono adatti solo per bambini ma anche per adolescenti e adulti, quindi adatti anche per l’insegnamento delle lingue straniere in vari contesti d’apprendimento. Nella parte empirica di quest’articolo si cerca di chiarire in quale misura si usino i giochi didattici durante le lezioni d’italiano come lingua straniera nelle scuole secondarie superiori e come questa tecnica d’insegnamento/apprendimento sia accolta tra gli studenti.
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Sakaguchi-Tang, Dawn K., Jay L. Cunningham, Wendy Roldan, Jason Yip, and Julie A. Kientz. "Co-Design with Older Adults: Examining and Reflecting on Collaboration with Aging Communities." Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (October 13, 2021): 1–28. http://dx.doi.org/10.1145/3479506.

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Co-design methods have involved older adults in the design process to fill the knowledge gap that younger adult designers might encounter when designing for an aging population. A focus of co-design means establishing equal and equitable relationships between users and designers. To understand the factors that contribute to equal collaborations between older adults and student designers, we conducted 12 co-design sessions with 16 older adults and 11 student designers. We examined their interactions by adapting a framework initially aimed to understand the child-adult design partnership. We also analyzed student designers' reflections to understand their experiences and learnings from designing with older adults. Our findings demonstrate that developing a design partnership is complex. The framework helped surface factors like sharing life experiences and role ownership that influenced balanced or unbalanced interactions. Through the student designers' reflections, we found that student designers identified challenges they encountered and the assumptions they had about the older adult population. We believe that immersing students in a co-design experience with older adults and leveraging reflection activities provides an educational and meaningful experience to the design students.
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Lee, Jung-Ah, Dana Rose Garfin, Stephanie Vaughn, and Young-Shin Lee. "Factors associated with gerontological career choice: The role of curriculum type and students’ attitudes." Journal of Nursing Education and Practice 8, no. 4 (November 26, 2017): 1. http://dx.doi.org/10.5430/jnep.v8n4p1.

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Background and objective: Caring for a growing aging population presents a challenge in contemporary health care. This study aims to identify factors associated with nursing student’s career choice in older adult care and predictors of attitudes toward older adults. Such information is critical to inform effective gerontological nursing education.Methods: Undergraduate nursing students (N = 411) from three nursing schools in California participated in a cross-sectional, web-based survey.Results: In covariate-adjusted analyses, students who had prior experiences taking gerontology-related courses, working with older adults, living with older adults, being confident in providing older adults care, and having lower negative attitudes toward older adults were more likely to consider a future career in gerontological nursing. Students’ confidence in older adult care was negatively correlated with negative attitudes towards older adults.Conclusions: To increase students’ career choice in gerontology, nursing schools should provide more gerontology content in nursing curricula and explore avenues to increase student confidence in older adult care.
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Jang, Sekyung. "Intergenerational Choir: A Qualitative Exploration of Lived Experiences of Older Adults and Student Music Therapists." Journal of Music Therapy 57, no. 4 (August 1, 2020): 406–31. http://dx.doi.org/10.1093/jmt/thaa012.

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Abstract The purpose of this phenomenological study was to explore the essence of an intergenerational choir experience for older adults and student music therapists. Data were gathered through a series of open-ended individual interviews with older adult participants (n = 10) and student participants (n = 5). Analysis of data revealed four emerging themes common to both older adults and students: mutual learning, social bonding and support, feelings of accomplishment, and appreciation and enjoyment. Emerging themes unique to the older adult community members were that (a) participation challenges came from differences in musical culture; (b) intergenerational choir promoted experience of emotional health and helped maintain an active lifestyle; and (c) community members were passionate about recruiting new members to expand the choir. Emerging themes unique to the student music therapists were that (a) intergenerational choir provided unique ensemble experiences and (b) students reported positive changes in perception of older adults. Implications of intergenerational music engagement for music therapy clinical practice, research, and education are discussed.
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Dissertations / Theses on the topic "Studenti adulti"

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Boaria, Federico <1991&gt. "Progetto di un manuale di italiano per studenti adulti, immigrati, analfabeti." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8255.

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Questa tesi è la ricerca di un progetto per un manuale di italiano L2 ideato per studenti adulti immigrati analfabeti. In questo periodo storico, l’urgenza di specifici materiali didattici che possano aiutare a gestire le difficoltà di una classe di adulti analfabeti è particolarmente significativa. Nella prima parte si discuterà della legislazione italiana sugli immigrati e i loro diritti doveri nel nostro paese. Questa prima parte è essenziale per capire quali sono i requisiti minimi per gli stranieri per ottenere il permesso di soggiorno in regola, incluso quello permanente. Tra gli obiettivi del manuale, ci sarà infatti l’acquisizione di quelle competenze che la legge richiede loro. Nella seconda parte verranno discussi gli approcci teorici. Si tratterà della didattica ad adulti, dell’alfabetizzazione in lingua seconda, e della Classe ad Abilità Differenziate, che è il tipo di classe con cui l’insegnante di italiano si trova quasi sempre ad avere a che fare nel caso di adulti analfabeti. Si parlerà poi del metodo di apprendimento utilizzato dal libro e del motivo per cui è stato scelto. Infine, le prime 5 unità del manuale verranno commentate e descritte, in particolare si spiegheranno gli esercizi, le indicazioni per l’insegnante e le metodologie didattiche da applicare.
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Troedsson, Mastroleo Sandra. "Apprendimento del PASSATO PROSSIMO e dell'IMPERFETTO nell'insegnamento dell'italiano como L2 a studenti svedesi adulti." Thesis, Högskolan Dalarna, Italienska, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2888.

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Pesce, Veronica <1992&gt. "I Metodi di lettoscrittura nell'insegnamento della lingua italiana a studenti stranieri adulti e analfabeti." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/10556.

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Il mio lavoro parte da un'analisi dei vari metodi di lettoscrittura presenti in letteratura. A seguire una descrizione della situazione dell'analfabetismo in Italia e infine un'osservazione sui metodi utilizzati durante il mio percorso di tirocinio nei confronti di alcuni ragazzi stranieri analfabeti, impegnati nell'apprendimento della lingua italiana in un contesto organizzato dallo SPRAR (Sistema di Protezione per Richiedenti Asilo e Profughi).
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ACUNA, COLLADO VIOLETA ROSA. "Gli studenti del sistema educazione degli adulti in Cile: uno studio nella regione di Valparaiso." Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/1002.

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Il proposito di questa ricerca è di conoscere gli utenti dell’educazione degli adulti in Cile, il motivo per cui hanno abbandonato e poi ripreso gli studi, oltre alla loro attuale percezione del sistema scolastico. Per lo studio si è utilizzata la tecnica dei questionari, con un campione aleatorio di 597 giovani e 61 docenti in 24 scuole della regione di Valparaiso. Gli aspetti analizzati per gli studenti sono stati: abbandono della scuola, reinserimento nel sistema scolastico, didattica dell’insegnante; per gli insegnanti: soddisfazione per lavorare nei centri per adulti, opinioni rispetto agli studenti e percezione della propria didattica. Tra i risultati risalta il fatto che gli studenti riconoscono di aver abbandonato la scuola per mancanza di motivazione e per motivi didattici e per contro la buona percezione che hanno delle peculiarità della modalità di Educazione degli Adulti e del modo di fare degli insegnanti. Gli insegnanti si sentono soddisfatti del loro lavoro e considerano che la specializzazione nell’area l’hanno acquisita con l’esperienza. Riguardo agli studenti rilevano carenze nella motivazione, nella costanza allo studio e nella presenza alle lezioni; c’è una buona percezione dell’aiuto reciproco tra studenti anche se si registrano casi di auto-isolamento.
The purpose of this research is to know users of adult education in Chile, because they left their studies and taken up today, as well as current perception of the school system. The survey technique was used in the study and a random sample of 597 youth and 61 teachers from 24 schools in the Region of Valparaíso. The studied topics of students were: return to the school system, teaching used by teachers and drop out of school. The teacher topics were: satisfaction of working in adult schools, students view and perception of their own teaching. Results indicated that students admit to having left the formal system mostly due to lack of motivation and educational reasons. In addition they have a good perception of the treatment of teachers and characteristics of the adult education system. On the other hand, teachers believe that specialization in this area have been acquired through experience and feel satisfied in their work. About their students, teachers emphasize their lack of motivation, failure to attend classes and persistence in their studies.
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ACUNA, COLLADO VIOLETA ROSA. "Gli studenti del sistema educazione degli adulti in Cile: uno studio nella regione di Valparaiso." Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/1002.

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Il proposito di questa ricerca è di conoscere gli utenti dell’educazione degli adulti in Cile, il motivo per cui hanno abbandonato e poi ripreso gli studi, oltre alla loro attuale percezione del sistema scolastico. Per lo studio si è utilizzata la tecnica dei questionari, con un campione aleatorio di 597 giovani e 61 docenti in 24 scuole della regione di Valparaiso. Gli aspetti analizzati per gli studenti sono stati: abbandono della scuola, reinserimento nel sistema scolastico, didattica dell’insegnante; per gli insegnanti: soddisfazione per lavorare nei centri per adulti, opinioni rispetto agli studenti e percezione della propria didattica. Tra i risultati risalta il fatto che gli studenti riconoscono di aver abbandonato la scuola per mancanza di motivazione e per motivi didattici e per contro la buona percezione che hanno delle peculiarità della modalità di Educazione degli Adulti e del modo di fare degli insegnanti. Gli insegnanti si sentono soddisfatti del loro lavoro e considerano che la specializzazione nell’area l’hanno acquisita con l’esperienza. Riguardo agli studenti rilevano carenze nella motivazione, nella costanza allo studio e nella presenza alle lezioni; c’è una buona percezione dell’aiuto reciproco tra studenti anche se si registrano casi di auto-isolamento.
The purpose of this research is to know users of adult education in Chile, because they left their studies and taken up today, as well as current perception of the school system. The survey technique was used in the study and a random sample of 597 youth and 61 teachers from 24 schools in the Region of Valparaíso. The studied topics of students were: return to the school system, teaching used by teachers and drop out of school. The teacher topics were: satisfaction of working in adult schools, students view and perception of their own teaching. Results indicated that students admit to having left the formal system mostly due to lack of motivation and educational reasons. In addition they have a good perception of the treatment of teachers and characteristics of the adult education system. On the other hand, teachers believe that specialization in this area have been acquired through experience and feel satisfied in their work. About their students, teachers emphasize their lack of motivation, failure to attend classes and persistence in their studies.
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Zerbin, Nicole <1997&gt. "Il translanguaging: uno strumento per facilitare l’apprendimento dell’italiano in classi di studenti adulti analfabeti o bassamente scolarizzati." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21778.

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Questa tesi vuole proporre l’utilizzo del translanguaging come pratica didattica per favorire l’apprendimento dell’italiano L2 indirizzandolo, nello specifico, ad apprendenti immigrati adulti, analfabeti o bassamente scolarizzati in L1. Si tratta di studenti con bisogni di apprendimento complessi, per i quali la lingua del paese di accoglienza rappresenta un elemento essenziale per l’integrazione. Il presente lavoro vuole mettere in evidenza una caratteristica di questi apprendenti che rappresenta una risorsa importante per l’insegnamento linguistico: il plurilinguismo. Cominceremo con il definire i concetti di bilinguismo e plurilinguismo, evidenziando la loro tutela nelle normative europee. In seguito, presenteremo il concetto di translanguaging, mostrandone poi le applicazioni nella didattica. Nella terza sezione verrà presentata la situazione migratoria in Italia, il profilo dei migranti e la loro distribuzione nel territorio veneto. Successivamente analizzeremo le sfide legate all’apprendimento dell’italiano L2 per il nostro specifico target: studenti analfabeti o bassamente scolarizzati in L1. Nell’ultima parte, infine, forniremo delle possibili applicazioni del translanguaging in classe, sperimentate durante un corso di italiano L2 promosso dal progetto FAMI VOCI.
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De, Poli Arianna <1998&gt. "Il ruolo e la promozione della motivazione nell’apprendimento dell’italiano come lingua straniera a studenti adulti e giovani adulti. Lo studio di caso di lezioni online a studenti messicani di livello A1, A2 e B1 presso le università Tecnológico de Monterrey, La Salle Noroeste e la Società Dante Alighieri di Monterrey." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21408.

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In dieser Magisterarbeit geht es um die Rolle und die Förderung der Motivation im italienischen Fremdsprachenunterricht in Mexiko. Meine Studie konzentriert sich auf drei Klassen von zwei Universitäten und einem Sprachinstitut bzw. von dem Tecnológico de Monterry, La Salle Noroeste in Ciudad Obregon und der Dante-Alighieri-Gesellschaft in Monterrey. Zunächst erzähle ich von der europäischen und italienischen Auswanderung nach Südamerika und Mexiko. Im zweiten Kapitel stelle ich die Eigenschaften der erwachsenen Lernenden dar und erläutere die didaktischen Methoden und Techniken, online in solchen Klassen benutzt werden können. Außerdem vertiefe ich das Thema der Motivation und beschreibe verschiedene Modelle, die die Motivation fördern. Letztendlich präsentiere ich meine Untersuchung, die in den Klassen der obenerwähnten Universitäten und des genannten Sprachinstituts durchgeführt wurde. Die Motivation der Lernenden und ihre Neigungen beim Lernen sind der Kernpunkt der Studie.
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Codato, Marta. "Giovani adulti italiani: "lunghezza" della famiglia e del processo di autonomizzazione. Un'indagine svolta con gli studenti dell'Università di Padova rispetto a stili d'attaccamento, convinzioni personali,impegno civico-morale, felicità, terrore della morte." Doctoral thesis, Università degli studi di Padova, 2010. http://hdl.handle.net/11577/3421557.

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Why do a disproportionate number of young Italian adults stay in the family home indefinitely? We assume such behavior becomes as an unintentional barrier to their achievement and their social commitment. We hypothesized an association between this phenomenon and the prevailing anxious attachment among young people, their tendency to associate the separation from attachment figures to death, a low-grade of spiritual religious and personal beliefs, and a low level of happiness. Data was collected from 1570 students attending the University of Padua, aged between 18 and 38 years, with an average of 22.11 (std 2.508). Regarding methodology, we employed the Relationship Scales Questionnaire as a measure for the students' attachment style (Griffin, Bartholomew, 1994), the scale of moral disengagement as a measure for civil moral disengagement (Caprara, Fida, Vecchione, 2009), and the Subjective Happiness Scale as a measure for subjective happiness (Lyubomirsky & Lepper, 1999). We investigated with two questions the representation of death as annihilation or passage and their psychological experience regarding their own death. Additionally, the participants were asked if they lived on their own, in the parental home or in another residential situation. We used some questions extracted from the WHO QOL srpb to investigate the strength of their spiritual, religious and personal beliefs. The data supports the hypothesis. Thus we propose a pedagogical device, "Death Education,” which manages the horror vacui and separation from external security. It should induce young adults: (1) to build an indestructible inner strength with both strong and flexible beliefs, (2) to be aware and accept death as inevitable, and (3) to engage in society.
La presente ricerca sorge dalla volontà di comprendere le cause del fenomeno tutto italiano chiamato ‘famiglia lunga’ (Scabini & Donati, 1988) caratterizzato dalla prolungata permanenza dei giovani adulti presso la famiglia d’origine. L’ipotesi di partenza implica un’associazione tra tale fenomeno e la prevalenza di un attaccamento ansioso nei giovani; la loro tendenza a connettere alla morte la separazione dalle figure d’attaccamento; una forte ansia nei confronti della morte, percepita come la fine di tutto; deboli convinzioni personali, spirituali e religiose; un basso livello di felicità . Nella ricerca quali-quantitativa sono stati coinvolti 1570 studenti dell’Università di Padova di età compresa tra i 18 e i 38 anni, con una media di 22,11 (std. 2,508). Lo stile d’attaccamento è stato misurato con il Relationship Scales Questionnaire (Griffin, Bartholomew, 1994). Il disimpegno civile morale è stato indagato tramite la scala del disimpegno morale (Caprara, Fida, Vecchione, 2009). Due domande hanno consentito di investigare, da un lato, la rappresentazione della morte come annientamento o passaggio, dall’altro il vissuto psicologico relativo alla stessa. È stato chiesto ai partecipanti se abitassero per conto proprio, presso la casa dei genitori o in un’altra situazione residenziale. È stato somministrato il WHO QOL srpb per indagare la forza delle loro convinzioni spirituali, religiose e personali. La felicità soggettiva è stata misurata attraverso il Subjective Happiness Scale (Lyubomirsky & Lepper, 1999). Alla generale conferma dell’ipotesi di partenza da parte dei risultati è seguita una proposta pedagogica, che si rifà all’ampio concetto di Death Education e ad altri affini dispositivi educativi (quali educazione alla creatività e psicodramma) e implica l’educazione alla gestione del vuoto e alla separazione dalle sicurezze esterne, con il fine ultimo di indurre i soggetti a costruire una forza interiore indistruttibile, declinantesi in solide e al tempo stesso flessibili convinzioni personali; nella consapevolezza e accettazione della ineludibile realtà della morte; in un considerevole impegno nelle dimensioni della civitas/communitas e dei rapporti umani.
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TREVISANELLO, FEDERICA. "Una seconda "chance" in età adulta. Prospettive formative ed esistenziali tra lifelong learning e cura di sé." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/14339.

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This study concerns the strategy of lifelong and life wide learning as a form of "taking care of oneself". I assume, as Beck and Bauman say, that nowadays we live in a "risk society" and in a "liquid" society. In this context, the world has become more complex and the future more unpredictable in comparison with only few decades ago. The former collective agents (workers, women, social movements in general) seem to have vanished and the prospect of a public solution to the problems posed by the new/post modernity is very slim. It is the individual who has to undertake responsibility for his/her own future. There are at least two ways of considering lifelong learning: the first focuses on personal ability to purchase the skills, the competences, the capabilities required by the market, and become a "lifelong learner" in order to continuously respond to market-place challenges and remain employable. Somehow the person has always got to learn and can never consider himself/herself a complete professional, citizen, individual but is obliged to follow adaptive strategies just to stay afloat. The second way tries to see the "positive" side of an epoch of uncertainty: if social roles and status have become less solid, it should be possible, in adult life, to have the opportunity to seek for an autonomous form of satisfactory life, where lifelong learning links with experience and original, personal ways of elaborating experience. In this perspective, lifelong learning is a construct that has to give account of the situated, historical, economical, political role that education experiences play at the individual level but also in the individual's social context. I investigate the link between "necessity and possibility" in the process of "Bildung" of subjectivities. There are social, structural and cultural bonds that strongly condition access to education and to the opportunity to find one's place into society and there must be some possibility to overcome those bonds. What are the resources that individuals can count on to express their aptitudes and yearnings? What is the role of gender differences in such a need? I can say that lifelong learning may be only one of many different strategies to respond to deep and latent needs concerning identity, membership, self-planning, gender. As no dominion disposals are given without some resistance disposals, I look at experiences of existential re-definition that take place through a fracture, a crisis, a withdrawal, and lead to a new equilibrium, where the people experiencing them look for a "second chance" in their lives. I de-construct the idea of "second chance" pointing up notions of falling, risk, gain and loss, crisis and opportunity, freedom of choice. Also, the courage to look for something considered "second best" - or the courage to quit aiming for a first place in a competitive and individualistic society is to be valued. In the concept of "second chance" there is a redeeming dimension: the idea that learning throughout one's life does not mean to accumulate knowledge, skills, competencies in a linear and adaptive process, but - on the contrary - can be an evolutionary process similar to that found in nature, expressed by the concept of "exaptation". By the term "exaptation" I refer to the ability of individuals to learn, develop and self construct using in a creative form what they already possess. Maybe this is a particular kind of wisdom. It is also necessary to re-think the role of education in individual life stories, the different weight and the different meaning that people give to it depending on the moments in which they come into contact with educational systems. The role of those responsible for educational processes must also change: there is a need for a more circular way of defining educational requirements and knowledge. And so, the research, moving from a critical theory of society and from a Foucoultian perspective (with regards to the categories of power, resistance and freedom), makes use of the method devised in Italy by Riccardo Massa and by the Clinic of Education, because it allows investigation of the latent and hidden dimensions of everyday actions and beliefs while simultaneously constructing new forms of knowledge and self-knowledge. The research participants are individuals who have decided to give themselves a "second chance": they are adult students in Bicocca and many of them have abandoned previous studies, some have changed their lifestyles and have experienced a personal crisis. In this research, narrative and auto/biographical pedagogy play a substantial role: this approach, as a matter of fact, in the last fifteen years has gained full recognition in many context (Denzin & Lincoln; West; Josso; Ferrarotti; Pineau; Demetrio; Formenti; Gonzàlez Monteagudo, etc) and has proved to be a powerful research method in its own right for understanding subjectivity and making subjective experiences more visible and intelligible. Above all, this approach, with the aim of critiquing hierarchical models, has important implications for the change of roles. It is a way of acquiring knowledge and a social action, that promotes self-directed learning and the appropriation of one's own education. For these reasons I selected a small group of adults (aged 34 and up) who have decided to give themselves a "second chance", taking possession of their own lives, and by so doing taking care of themselves. I investigated together with these people their life history and the roots of the "turning point". To carry out this research I used face-to-face instruments, such as open and in-depth interviews, into a clinic perspective. The Clinic of Education as a method that brings to light the hidden dimensions of actions and decisions, in other words the symbolic, cognitive, emotional and procedural latencies related to education, is the theoretical frame in which the research is inscribed.
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Prendergast, Carrie Ann. "Nontraditional online students perceptions on student success conditions." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599141.

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This dissertation examines nontraditional online students’ perceptions of Tinto’s four student success conditions: expectations, support, assessment, and engagement. Expectations include those of the student, the faculty and the institution. Support includes academic, social, and financial support. Providing early and meaningful assessment and feedback to students is crucial during their educational career. The fourth success condition in Tinto’s model includes the involvement or engagement of students with their peers (and faculty) in both an academic and social contexts. Nontraditional student perceptions of each of these institutional conditions of success was uncovered through demographic survey, interviews, syllabi and website artifacts.This qualitative study provided a rich, detailed description of the lived experience of the nontraditional online student to add to the paucity of research on this understudied population. The three main themes emerged from the data: (a) nontraditional students identified in an asynchronous environment did not find the success conditions to be consistently present and reported that they would have benefitted from them if they had existed both academically and socially; (b) nontraditional students identified key elements for success, which included flexibility in their schedule and the opportunity to receive a degree from a reputable institution that would lead to career enhancement; (c) students reported developing a strong, positive academic relationship with their advisor. The advisor served as a substitute for faculty-student relationships and was the primary role for providing academic, social and financial support.

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Books on the topic "Studenti adulti"

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Federal student aid for adult students. Washington, D.C.]: U.S. Dept. of Education, 2011.

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Teaching the adult learner. [Bloomington, IN]: Xlibris Corp, 2011.

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Mike, Doolin, ed. The success manual for adult college students: How to go to college (almost) full time in your spare time-- and still have time to hold down a job, raise a family, pay the bills, and have some fun. 3rd ed. Rochester, NY: M. Doolin, 2006.

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Where are the footnotes?: A guide for the non-traditional female college student. East Grand Rapids, Mich: American Em. Press, 2008.

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John, Benseman, and Sutton Alison 1953-, eds. Facing the challenge: Foundation learning for adults in Aotearoa New Zealand. Wellington, N.Z: Dunmore Pub., 2008.

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100 things every adult college student ought to know: A self-orientation guide with definitions, customs, procedures, and advice to assist adults in adjusting to the start of college. Williamsville, NY: Cambridge Stratford Study Skills Institute, 2000.

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New beginnings: A reference guide for adult learners. 3rd ed. Upper Saddle River, N.J: Skidmore College Pearson/Prentice Hall, 2006.

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Simon, Linda. New beginnings: A reference guide for adult learners. 4th ed. Upper Saddle River, N.J: Prentice Hall, 2010.

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Culp, Marguerite McGann, and Gwendolyn Jordan Dungy. Increasing adult learner persistence and completion rates: A guide for student affairs leaders and practitioners. Washington, DC: NASPA-Student Affairs Administrators in Higher Education, 2014.

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Tracy-Mumford, Fran. Student retention: Creating student success. Washington, DC: National Adult Education Professional Development Consortium, 1994.

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Book chapters on the topic "Studenti adulti"

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Sanders, Leslie. "Adult Students." In Voices from the Classroom, edited by Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi, and John Spencer, 93–94. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-018.

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Pike, Pamela D. "Coda: The Facilitator's Lifespan." In The Adult Music Student, 129–35. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003359-cd1.

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Pike, Pamela D. "Technology as a Tool for Self-Directed and Assisted Music Learning." In The Adult Music Student, 65–75. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003359-7.

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Pike, Pamela D. "Facilitating Learning: Learning Contracts, Negotiating Learning Outcomes and Reframing Musical Goals." In The Adult Music Student, 76–87. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003359-8.

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Pike, Pamela D. "Learning Music as an Adult: Andragogy in Action." In The Adult Music Student, 3–11. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003359-1.

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Pike, Pamela D. "Qualities of Outstanding Adult Music Facilitators and Leaders." In The Adult Music Student, 99–105. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003359-10.

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Pike, Pamela D. "Wlodkowski, Houle, Knowles and Adult Motivation to Learn." In The Adult Music Student, 55–64. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003359-6.

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Pike, Pamela D. "Physical Skills and Abilities: Age-related Changes that Impact Music Learning and Participation." In The Adult Music Student, 39–52. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003359-5.

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Pike, Pamela D. "Private Lessons in the Second Age." In The Adult Music Student, 106–9. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003359-11.

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Pike, Pamela D. "Group Lessons in the Second Age." In The Adult Music Student, 110–13. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003003359-12.

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Conference papers on the topic "Studenti adulti"

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Dementieva, T. G. "FOREIGN LANGUAGE ENVIRONMENTAL EDUCATION FOR SPECIALISTS AS A FACTOR OF SUCCESSFUL PREPARATION TOWARDS INTERCULTURAL COMMUNICATION." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-53-56.

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The purpose of additional adult education is the personal development of students as subjects of intercultural communication. Foreign language environmental education of specialists is one of the conditions for successful preparation for intercultural communication. To achieve this goal, teachers use various pedagogical technologies for teaching adults, which helps to increase the communicative motivation of adult students, increases their activity, and contributes to the intensification of the educational process. The article presents the experience of working with the educational material of the authentic textbook «EDITO A2», dedicated to the analysis of environmental problems in francophone countries: France, Belgium, Switzerland and Canada.
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Balanescu, Ramona cristina. "ASPECTS OF THE LEARNING MOTIVATION IN THE STUDENT POPULATION." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-206.

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The concept of motivation was granted and is still being granted particular attention, the researchers being intensely concerned with studying the reasons leading people and pushing them to act. Furthermore, the learning process is contemporarily suffering changes triggered by the individuals' characteristics, needs and interests. The learning is a particularly complex and difficult process at any age, a process the authors of "Orizontul f?r? limite al ?nv???rii" ("The Limitless Horizon of Learning") state about that "nowadays, no one is learning, yet, at the level, with the intensity and at the speed necessary to deal the modern world complexity". Thus, the concepts mentioned hereinabove acquire new connotations, the education theorists and practitioners being interested in identifying the factors stimulating the learning motivation at different age stages. The adult motivation and learning has certain features, but it might be difficult to generalise the features of adults as students because of the individual differences generated by age, mentality, education level, personality, economic situation, but also by other factors. This paper attempts the identification of some aspects of the learning motivation in the student population, going beyond these differences. A student's successes can be attributed to his high motivation, while a student avoiding the effort and acquiring in-depth knowledge can be considered as lacking motivation. The higher the students' motivation, the higher their involvement, which will not delay their activity results in appearing. We consider one of the main aspects a successful teacher should reflect upon should be both knowing the student population he/she works with, and identifying and applying the effective manners of motivating students, supporting their learning activity. This study aims at finding the characteristics behind the learning motivation in some of the students in the "Politehnica" University in Bucharest, where we perform our activity, as a premise both for building a better relationship in the didactic process, and for their academic succes.
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Boghikian-Whitby, Seta, and Yehia Mortagy. "The Effect of Student Background in E-Learning - Longitudinal Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3203.

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This study surveyed how students’ backgrounds prepare them for online education. The study compared learning outcome between traditional and non-traditional (adult) undergraduate students in online and face-to-face sessions; the difference in learning over time; and the effect of prior online experience. Student learning measurements included: pre-test, final examination (post-test), and final letter grade. Findings revealed that online education is as effective as F2F sessions and that learning has occurred. The study found a significant difference of learning outcomes over time. And that adult student with some prior online experience performed better than those with no prior experience. Conclusions suggest that Adult students benefit more from taking online classes compared to traditional age students, and that computer competency helped improve performance in online classes over time. Additional analysis is needed to determine if there is a difference between the personality of students and their performance in online and F2F classes.
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Fasanya, Bankole, Olukunle Akanbi, Nihaar Usu, and Temilade Adeyeye. "Technology and Young Adult Visual Acuity Degradation Symptoms." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002625.

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Technology in the modern age is used in various sectors, particularly screen technology, usually in many everyday devices such as smartphones, personal computers, tablets, and smartwatches. Most of the consumer products used in this current age have a screen interface and are abundantly distributed to the public. This study investigated the connection between the rapid availability of digital screen devices and vision problems in young adults. One hundred and two students and twelve vision care experts participated in the study. Results revealed that about 59% of the students experienced a worse vision from 2015 to late 2021. About 73% of these student respondents affirmed using a smartphone as the primary digital screen device for 5-6 hours daily, and 37% confirmed to have experienced eye dryness and irritation during COVID-19. Vision care experts confirmed treating many young adult patients with vision-related issues in the past five years compared with a decade ago. About 58% of the vision experts believe blue light filters will reduce visual degradation when over exposed to digital screens. This area of study needs empirical research to ascertain other health hazards associated with the new technology evolving in our daily activities.
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Mete, Ipek, and Yonca Toker. "Relative importance of college success predictors: fluid intelligence, crystallized intelligence, and grit." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5568.

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This study aimed to compare the predictive power of grit and two cognitive ability tests of fluid and crystallized intelligence used for university admission on the success of college students in Turkey. Utilizing Cattell’s Investment Theory and Ackerman’s PPIK Theory of Adult Intelligence, we hypothesized that knowledge tests would be a better predictor of academic achievement in college than tests of fluid intelligence. We collected data from 441 students enrolled in engineering, physical sciences, social sciences, and administrative sciences majors in a technical university. Our results based on hierarchical regression and dominance analyses provided support for our hypothesis. For science, technology, engineering and math (STEM) students, the test of crystallized intelligence not only was a better predictor of college GPA compared to the test of fluid intelligence but also explained incremental variance over and above the fluid intelligence test. For social-administrative sciences, the predictive powers of tests were equivalent to each other. We also found that the perseverance of effort dimension of grit was the best predictor of GPA. Our findings support the notions of the adult intelligence theories suggesting that domain knowledge is a better predictor of typical performance in adults.
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Neacsu, Mihaela gabriela, and Adrian Adascalitei. "NEW TRENDS FOR DEVELOPING BLENDED LEARNING COURSES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-268.

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The paper presents the conclusions of a qualitative study regarding the efficiency of new design/development models of pedagogical resurses very useful in blended learning. The purpose of the present study is the capitalization of the new blended educational directions used in designing/accomplishing/implementing modern courses used pedagogical methods, recent software products, new perspectives in the process of blended learning/education. The methodology is a qualitative one. The experts participating in the focus group introduce us to new insights with a view to blended learning, emphasizing the advantages of using the blended education in learning environments that allow the adults either on-line or face-to-face communication in oder to create and present their own content and evidence of learning through performance-based evaluations. The specific objects of this study are: o the analysis of the latest tendencies regarding the design and development of the adults' blended learning courses; o the analysis of the complex role of the teacher in adult blended learning and of the mentorship relation with the beneficiaries of the course; o the analysis of the benefits of the blended learning strategies including the evaluation of the acquired competences using blended learning strategies; o outcomes of nowadays adult blended learning best practices in Romania. The conclusions of the present study points out the efficiency of blended learning models designed for stimulating the adults' cognitive procecess in order to allow the capitalization of the educational differentiated and personalised content and to ensure a flexible structure of the learning steps, an instantaneous measurement of the students' progress in acquiring competences and last but not least, an increased involvement of the adults in their own learning process.
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Samho, Bartolomeus, Ace Suryadi, Kama Abdul Hakam, and Dasim Budimansyah. "Strengthening Students’ Tolerance in the Context of Plurality." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.026.

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Stanescu, Monica, Elena daniela Salih khidir, and Souzan Al sayegh. "USING MOBILE TECHNOLOGY TO EVALUATE THE ACTIVE LIFESTYLE OF ADULTS FROM CAMPUSES IN QATAR." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-194.

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In Arab countries, physical inactivity among adults varies from 33% to 86%. Qatar shows an inactivity prevalence of 41.6%. This study describes the evaluation of 2 phases community-based intervention in university campuses in Qatar, Step into Health (SIH), designed to engage adults from campuses in Qatar into healthy lifestyle through walking. This evaluation aims to assess the effectiveness of mobile technology usage to increase participation in registered adult within the walking program. This study involved 397 eligible students and staff (aged 18-64 years), from 15 university campuses. The mobile technology-based interventions were implemented in 2 phases, (January - May 2018) - 288 participants, and (January - May 2019) - 109 participants with 104 common members that joined both phases of the program. Step counts were assessed by program coordinators using pedometers and mobile applications linked to a web-database. This study provided evidence that a systematic approach of the activism successfully engages adults from campuses in Qatar into a healthy lifestyle This intervention engaged inactive, low active, and active students into the walking program by the use of mobile technology. Results showed a significant increase in steps uploads during phase one of walking intervention when participants received reminders, awareness sessions, and technical support related to mobile technology use. Although these 104 members were committed to a long period of time, (10 months) to perform walking at the low physical activity level, they did not register a significant improvement of the physical efforts over time. The step uploads result for both intervention phases demonstrated a higher level of motivation amongst participants.
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Wright, Angela Siobhan. "Enquiry Based Learning: A Valuable Mechanism at Level 9?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5066.

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This paper examines ‘Enquiry Based Learning’ (EBL) as an engagement strategy for assessment at ‘taught masters’ level 9. The master students in question are adult learners in full time employment and the empirical data was gathered from these students. First, an outline of the key features of EBL is presented and, from there, an investigation of how it is viewed when applied to a specific problem statement by the masters students. EBL creates a memorable atmosphere in the classroom and encourages deep learning (Ramsden, 1992). EBL also encourages active learning, which is more enjoyable for the students (Eison, 2010), especially adults – offering more control (Whowell, 2006). Learning should not be passive or a spectator sport; students learn most effectively by active engagement (Karmas, 2006), with an interesting project, hence, the use of EBL. It is vital that we move beyond a conceptualisation of education as the simple acquisition of knowledge to one which equally emphasises, nurtures and assesses innovation and expertise in the utilisation and application of knowledge, (Boland, 2010). The findings of this research are relevant and important as they inform practice and feed into future programme reviews when considering the inclusion of EBL for assessment.
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Afanasenko, Irina Andreevna. "Students-volunteers' role in teaching computer knowledge to adults." In IX International students' applied research conference, chair Irina Anatolyevna Marsenich. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80834.

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Reports on the topic "Studenti adulti"

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Rackers, Hannah, Rebecca M. Jones, Vanessa Sacks, Kristin Anderson Moore, and Zakia Redd. The youthCONNECT Integrated Student Supports Model Shows a Relationship Between Caring Adults and Students’ Academic Outcomes. Child Trends, Inc., December 2022. http://dx.doi.org/10.56417/3773e6947v.

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Jackson, Shelly. Adult student perceptions of traditionally sex-typed toys. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6211.

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Wilkinson, David. Adult ESL Students: Traits and Goals - A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6546.

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Cook, Cody, Lindsey Currier, and Edward Glaeser. Urban Mobility and the Experienced Isolation of Students and Adults. Cambridge, MA: National Bureau of Economic Research, January 2022. http://dx.doi.org/10.3386/w29645.

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Wiggins, Patricia. Soviet Evangelical Students in Adult ESL Classes: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6765.

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Brown, Jesie, and Deanna Marcum. Serving the Adult Student at University of Maryland University College. Ithaka S+R, June 2016. http://dx.doi.org/10.18665/sr.282666.

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Watson, Sophie. Student activism: Learning through doing. NZCER, May 2022. http://dx.doi.org/10.18296/rep.0020.

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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.
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Leonetti, Shannon. Adults as Students: Ego Development and the Influence of the Academic Environment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1390.

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Sitomer, Ann. Adult Returning Students and Proportional Reasoning: Rich Experience and Emerging Mathematical Proficiency. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1793.

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Beyer, Charles. A Comparison of High School Student and Adult Expectations of Leader Behavior. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6848.

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