Bibliografías temáticas / Adult education

Literatura académica sobre el tema "Adult education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 30 de julio de 2024

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Artículos de revistas sobre el tema "Adult education"

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Till, Barry. "Adult education ‐ or the education of adults". Policy Studies 6, n.º 1 (julio de 1985): 59–66. http://dx.doi.org/10.1080/01442878508423438.

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Čerkez, Anes y Denis Berberović. "Stavovi i mišljenja odraslih o elementima promotivnog miksa i promociji programa obrazovanja odraslih". Obrazovanje odraslih/Adult Education, n.º 1-2 2022 (2023): 19–52. http://dx.doi.org/10.53617/issn2744-2047.2022.22.1-2.19.

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Following modern global trends in the commercialization of education and adopting the lifelong learning concept, as well as rapid development of adult education in Bosnia and Herzegovina, this research connects the adult education field with one of the vital management models in each organization/company's practice – marketing management. The number of adult education providers is increasing, but practical tools and research of their scope of work are in deficit. With the intention to contribute to the improvement of the theory and practice of adult education and marketing management and to help adult education providers adjust their promotional messages to their target groups, for the purpose of this research, the population of adults is divided into four generations: Baby Boom, X, Y and Z. This research aims to understand opinions and attitudes of the four generation's representatives on the elements of the promotional mix of educational institutions and determine whether changes between them exist or not. A qualitative research approach has been used in collecting primary data with focus groups as the main research method. The final result of this research is a projection of twenty recommendations to adult education providers (public and private schools, organizations and adult education centers), which are not only applicable in these education institutions. Other companies and organizations creating offers for age-segmented markets could also benefit greatly from these recommendations.
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Russo, Marianne Robin. "Social Justice and Adult Education". International Journal of Adult Vocational Education and Technology 3, n.º 4 (octubre de 2012): 14–23. http://dx.doi.org/10.4018/javet.2012100102.

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It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton’s philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.
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Chopra, Suneet y Chris Duke. "Adult Education". Social Scientist 14, n.º 2/3 (febrero de 1986): 87. http://dx.doi.org/10.2307/3520177.

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Gessner, Barbara A. "Adult Education". Nursing Clinics of North America 24, n.º 3 (septiembre de 1989): 589–95. http://dx.doi.org/10.1016/s0029-6465(22)01516-x.

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Keating, Ross. "Adult Education". Teachers College Record 106, n.º 2 (febrero de 2004): 225–27. http://dx.doi.org/10.1111/j.1467-9620.2004.00331.x.

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Rismark, Marit y Silje Sitter. "Adult Education". Scandinavian Journal of Educational Research 47, n.º 5 (noviembre de 2003): 495–510. http://dx.doi.org/10.1080/0031383032000122426.

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Markson, E. W. y C. Bolton. "Adult Education". Gerontologist 25, n.º 4 (1 de agosto de 1985): 436–37. http://dx.doi.org/10.1093/geront/25.4.436.

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Peterson, D. A. "Adult Education". Gerontologist 25, n.º 6 (1 de diciembre de 1985): 657. http://dx.doi.org/10.1093/geront/25.6.657.

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Perez, Jose Tomas Pastor. "Adapting adult education to today's society". New Trends and Issues Proceedings on Humanities and Social Sciences 3, n.º 1 (28 de junio de 2017): 346–56. http://dx.doi.org/10.18844/gjhss.v3i1.1784.

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Tesis sobre el tema "Adult education"

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Wyatt, James. "Adult Education". ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/475.

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Thomas, R. Bradford. "Discovering why adults do not participate in formal adult education". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019468.

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Institutions of formal education have a survival interest in the question of why most adults do not participate in more formal adult education. This study, using a descriptive approach, gathered evidence from 16 adults (8 males and 8 females) who had not participated in formal education in the past 10 years. The evidence gathered was used to answer the question, How do adults, who have not participated in formal education as adults, describe their reasons for not participating? The evidence was gathered from multiple individual interviews and two focus groups.Much of the previous research in discovering why adults did not participate in formal education has been done from the perspective of the participating adult. An examination of this previous research identified job related reasons as the prominent reasons adults gave for participation in formal education. Barriers/deterrents to participation were most often identified as lack of time and money; however, the study presented here found neither money nor time reported as important reasons for nonparticipation in formal education for adults.The informants in this study answered the question clearly. They did not participate in formal education for adults because they found no need for, or value in, additional formal education. Furthermore, they had no interest in exploring potential benefits.Some research on participation in formal adult education shows some adults who participated, did so for social reasons. The informants in the study presented here may have avoided formal education for social reasons, that is, a fear of failure in that context. All informants were satisfied with the way they learned needed skills and/or knowledge. Previous formal education, schooling, was not recognized as an important contributor to the informants' current or future adult lifestyles. Schooling, as described by the informants, was not credited with providing them with understanding, knowledge, and/or skills required to find employment or to support or enhance their adult lifestyles.Hands-on, and less often reading, were the methods employed by the informants and their peers. There seemed to be a threat to their self esteem if they were involved in formal adult education to gain skill and/or knowledge.
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Dunn, Anne Maureen. "Music education : an adult education perspective". Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019700/.

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Waldrum, Sharon Gatling. "African American Adult Education Professors: Perceptions of Graduate Studies in Adult Education". [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001277.

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Barnett, Deborah R. "Adult Education: Motivation and Recruitment of Working Adults in the Pursuit of Higher Education". OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/349.

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Adult learners, particularly working adults pursuing higher education, face barriers which may be different from their traditional counterparts. In addition to issues of time and money which many students find challenging, working adults also balance job responsibilities and may have to juggle family responsibilities. These barriers, combined with the fact that some higher education institutions are still not fully recognizing this growing student population in regards to scheduling and services, leave working adults with limited access to higher education opportunities. This study was conducted in a rural Midwestern area which, like much of the United States, had experienced an economic downturn. Research was conducted using two groups of working adults within a 60-mile radius of Southern Illinois University Carbondale: those who were currently enrolled in a degree seeking program and those who were not currently furthering their education but may have had a desire to do so. The goal was to gain understanding about the demographics of these two groups, the barriers that may hinder their educational goals, and what higher education institutions can do to address those barriers in order to develop the knowledge and skills of working adults educationally with a goal to, in turn, develop the regional economically and educationally.
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Gerhard, Gabrielle. ""It was like a first step" : student transitions from adult basic education participation to community college enrollment /". Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7702.

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Bayliss, P. J. "Current changes in adult education". Thesis, University of Sheffield, 2001. http://etheses.whiterose.ac.uk/10242/.

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The subjects of this thesis are the current changes in adult education and their effects, focusing on the provision of local education authority (LEA) adult education. I have discussed the past century of adult education and related more recent policies to a case study of an adult education centre. LEA management structures of five counties were analysed and linked to their adult education provision. Within these counties I have investigated LEA adult education providers' partnerships, particularly those with secondary schools and further education (FE) colleges. Structured interviews were conducted with students, county administrators and a Department for Education and Employment (DfEE) adult education policy team leader. Lifelong learning is high on the political agenda throughout Europe, both for its alleged ability to improve national competitiveness and for the promotion of social cohesion. Yet at the same time LEA adult education has been marginalised as a direct result of government policy. Legislation weakened local authorities and divided the curriculum which left only the, so called, 'leisure' classes for adults to be organised by LEAs. Moreover, marketplace competition between providers has inhibited collaborative partnership. In the 2000 Learning and Skills Act, LEAs have the opportunity to make a 'key contribution' to the provision of adult education. The results of my research suggest that some LEAs must restructure and then cultivate harmonious partnerships in order to play a major part in developing a learning society.
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Luscinski, Autumn. "Best Practices in Adult Online Learning". Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608529.

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Students in the United States are obtaining more college degrees than ever before. In 1975, 21.9% of Americans held bachelor’s degrees, and in 2012, 33.5% of Americans held bachelor’s degrees (Rampell, 2013). A study in 2011 indicated that Americans possessing a bachelor’s degree earn approximately $2.27 million, those with master’s degrees earn $2.67 million and those with doctoral degrees earn $3.65 million over their adult lifetime, dwarfing those with some college, who earn $1.55 million, or no college, who earn $1.30 million (Burnsed, 2011).

Unfortunately, the increase in college degree attainment in the United States does not include all Americans. Among low-income students, degree attainment has been fairly flat for several decades (Mortenson, 2016). Although education can be a great equalizer and opportunity generator, among lower income students it is often times an insurmountable challenge to obtain a bachelor’s or post baccalaureate degree. College students can have challenges in obtaining learning opportunities due to factors beyond their control, such as geography and access to quality instruction.

In order to provide equity and opportunity for nontraditional students who either working, have family responsibilities, or are low income or first generation college attenders, it is important to make every effort to connect these students with meaningful and attainable opportunities to obtain a college degree. One such delivery model of curriculum is online learning. Online learning in higher education—in which students are obtaining bachelors, masters, or doctoral degrees—takes place either partially or fully in a virtual environment accessible from e-learning devices such as laptops, tablets, or smartphones.

The goal of this study was a greater understanding the best practices in adult online education. The participants in the study were asked to help identify both the challenges and successes experienced in their online learning environments. While success in both teaching and learning is subjective, the data revealed a number of common themes, which indicated similar elements that lead to success in an online environment in areas of curriculum design, classroom management, and use of technology.

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Walter, Woodrow James. "Books in Religious Adult Education Valued by Professional Religious Adult Educators". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc935810/.

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This research focused on discovering the most valued books in adult religious education through a survey of professors of adult religious education and in bibliographies of recent dissertations in adult religious education. Three groups of adult religious educators participated in the survey: the religious adult educators who are members of the adult sections of the Association of Professors and Researchers of Religious Education and North American Professors of Christian Education, and professors of adult religious education in Southern Baptist theological seminaries. In addition the author surveyed the adult religious education dissertation bibliographies for the period 1980-1995 to discover the most frequently cited adult religious education books. The author developed a listing of 312 adult religious education books published in English. Then a jury of three experts in the field choose seventy-seven books which they valued. From this list the three groups of professors choose books according to three criteria: textbooks they used in adult religious education courses, books they recommended as additional reading, and books they valued in the field.
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Keuch, James F. "An examination of educational principles as applied to an on-going congregational program of childhood and adult education". Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Libros sobre el tema "Adult education"

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United States. Superintendent of Documents. Adult education. Washington, D.C: U.S. G.P.O., Supt. of Docs., 1988.

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Prasad, D. Rajendra. Adult education. New Delhi: Ashish Pub. House, 1991.

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Drodge, Stephen. Adult education. Newcastle-under-Lyme: AAL Publishing, 1988.

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Murayama, Yuka. Adult education. Tōkyō: Gentōsha, 2010.

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Seetharamu, A. S. Adult education. New Delhi: Ashish Pub. House, 1994.

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Pati, Sura Prasad. Adult education. New Delhi: Ashish Pub. House, 1989.

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McNair, Stephen. Adult education. Birmingham: INLOGOV, 1986.

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Ireland, Teachers' Union of. Adult Education. Dublin: Teacher's Union of Ireland, 1989.

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Commission on Adult Basic Education. Adult basic education. Athens, Ga: Commission on Adult Basic Education, 1991.

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Kirkwood, Gerri y Colin Kirkwood. Living Adult Education. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-552-9.

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Capítulos de libros sobre el tema "Adult education"

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Potter, Jeremy. "Adult Education". En Independent Television in Britain, 244–51. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-09907-8_15.

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Fitzsimons, Gail E., Helga Jungwirth, Jeurgen Maaß y Wolfgang Schloeglmann. "Adults and Mathematics (Adult Numeracy)". En International Handbook of Mathematics Education, 827–76. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1465-0_23.

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Westwood, Peter Stuart. "Adult Numeracy". En SpringerBriefs in Education, 67–73. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3761-2_6.

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English, Leona M. y Peter Mayo. "Environmental Adult Education". En Learning with Adults, 189–96. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_17.

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English, Leona M. y Peter Mayo. "Adult Health Education". En Learning with Adults, 197–206. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_18.

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Lucio-Villegas, Emilio. "Claiming Adult Education". En Adult Education in Communities, 1–24. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-043-7_1.

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Johnson, Nina M., Elizabeth Osborn-Kibbe y Tina Rousselot de Saint Céran. "Decolonizing Adult Education". En Reimagining Adult Education as World Building, 91–111. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003371359-6.

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Griswold, Wendy. "Adult Environmental Education". En Career Pathways in Adult Education, 81–90. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003259602-11.

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Carlson, Marie y Bengt Jacobsson. "Neoliberalising adult education". En Neoliberalism and Market Forces in Education, 123–37. Abingdon, Oxon ; New York, NY : Routledge, [2019] | Series: Routledge research in education policy and politics: Routledge, 2019. http://dx.doi.org/10.4324/9780429470530-9.

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Hanson, Cindy y JoAnn Jaffe. "Decolonizing Adult Education". En The Handbook of Adult and Continuing Education, 341–49. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447849-42.

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Actas de conferencias sobre el tema "Adult education"

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Hegyesi, Franciska, Jozsef Kopjak y Rita Osz. "Educational strategies in adult education". En 2014 IEEE 9th International Symposium on Applied Computational Intelligence and Informatics (SACI). IEEE, 2014. http://dx.doi.org/10.1109/saci.2014.6840064.

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Dementieva, T. G. "FOREIGN LANGUAGE ENVIRONMENTAL EDUCATION FOR SPECIALISTS AS A FACTOR OF SUCCESSFUL PREPARATION TOWARDS INTERCULTURAL COMMUNICATION". En 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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Silvestru, Catalin ionut, Virgil Ion, Marianernut Lupescu, Camelia ramona Silvestru (bere) y Vasilica cristina Icociu. "EPALE FOR ONLINE ADULT EDUCATION IN ROMANIA". En eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-247.

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Taking into account the growing importance of online platforms for education, the current case study focuses the viability and high effectiveness of online adult education and training of EPALE in Romania. EPALE (Electronic Platform for Adult Learning in Europe) represents a multilingual community for teachers, trainers, academics, policymakers and anyone else with a professional role in adult learning across Europe. The case study is based on a quantitative analysis, focusing on the various reasons why online adult education and training represents a good step in lifelong education. The present study presents a formal quantitative point of view, based on survey conducted on various age categories of people. The methodology is based on statistical quantitative survey, using a questionnaire with 20 questions and grows upon the result of 3 open questions. The survey is constructed upon the active population of EPALE adult education programs collecting the data using an online platform. By using a random online survey, we support our conclusions using a fixed sample of the population. The main variables taken into consideration are: age, number of adults that are active in EPALE online education programs, regions, urban and rural areas. Using the ANOVA statistical test and studying the Independent T-test and Paired Sample T-test, we conclude with regard to the possible differences within the studied groups on the usage, viability, and effectiveness of EPALE adult education in Romania. After studying the survey results on a quantitative level, we can intervene and conclude on the importance of lifelong learning that is statistically sustained by EPALE online adult education.
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Decesare, Tony. "The Adults Are Not Alright: Theorizing Adult Democratic Education". En 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2011091.

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Jekabsone, Inga. "COVID-19 AND ONLINE ADULT EDUCATION: A COMPARATIVE STUDY". En 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.080.

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Covid-19 had tremendously affected the way how people learn. As a general tendency, the sector of adult education has transformed towards digitization offering a wide range of online adult education programmes, including in geosciences. Due to the Covid-19 related restrictions, educational institutions offering adult education programmes were forced to develop their strategies on how to adapt to the new reality. Within this study, a comparative analysis of three adult education institutions representing Latvia, Poland and Sweden is conducted. All three case studies present different approaches to the implementation of online adult education. The paper aims to analyse the approaches of three different adult education institutions to adapt to the pandemics focusing on the concept of online adult education. Used research methods: scientific literature review, expert interviews, statistical analysis. The main findings of the research show that all three adult education institutions used different strategies to adapt to the Covid-19-related restrictions. The digital skills of adult learners are the main factor that affected the strategies of analysed adult education institutions. Low digital skills are the main factor that hinders the development of online adult education. However, at the same time, the research has demonstrated the advantages of online learning and its growing role in the future of adult education.
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Hegyesi, Franciska, Krisztina Nemethy, Jozsef Gati y Gyula Kartyas. "New education challenges in adult education". En 2015 IEEE 13th International Symposium on Intelligent Systems and Informatics (SISY). IEEE, 2015. http://dx.doi.org/10.1109/sisy.2015.7325390.

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Madlenakova, Lucia y Margita Majercakova. "BARRIERS IN ADULT EDUCATION". En 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2054.

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"Adult Mental Health and Education". En Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium104-107.

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Cladera, Magdalena. "GENDER DIFFERENCES IN ADULT EDUCATION". En 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1496.

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Kozlova, Elena y Maxim Novak. "State Strategy for Adult Education". En 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482764.

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Informes sobre el tema "Adult education"

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Panitsides, Eugenia. Adult education: Reaching the unreached. Emerald, enero de 2022. http://dx.doi.org/10.35241/emeraldopenres.1114922.1.

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Sibieta, Luke, Ben Waltmann y Imran Tahir. Adult education: the past, present and future. The IFS, junio de 2022. http://dx.doi.org/10.1920/bn.ifs.2022.bn0344.

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Zhang, Yuan, Elizabeth Frankenberg y Duncan Thomas. Education and Adult Cognition in a Low-income Setting: Differences among Adult Siblings. Cambridge, MA: National Bureau of Economic Research, abril de 2024. http://dx.doi.org/10.3386/w32362.

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Benson, Vivienne y Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, febrero de 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Waddington, Hugh y Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), agosto de 2014. http://dx.doi.org/10.23846/srs001ffs.

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Waltmann, Ben, Imran Tahir y Luke Sibieta. Big changes ahead for adult education funding? Definitely maybe. Institute for Fiscal Studies, abril de 2021. http://dx.doi.org/10.1920/bn.ifs.2021.bn0325.

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Graves, Darlene. Creative Drama as an Instructional Strategy in Adult Christian Education. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1349.

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Lleras-Muney, Adriana. The Relationship Between Education and Adult Mortality in the United States. Cambridge, MA: National Bureau of Economic Research, junio de 2002. http://dx.doi.org/10.3386/w8986.

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Zimmer, Zachary, Linda Martin, Mary Ofstedal y Yi-Li Chuang. Education of adult children and mortality of their elderly parents in Taiwan. Population Council, 2005. http://dx.doi.org/10.31899/pgy2.1021.

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Clark, Damon y Heather Royer. The Effect of Education on Adult Health and Mortality: Evidence from Britain. Cambridge, MA: National Bureau of Economic Research, mayo de 2010. http://dx.doi.org/10.3386/w16013.

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