Tesis sobre el tema "Adult learning in prison"
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Kim, Jeanie Jinwee. "Nutrition education for English learning in the prison context". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2374.
Texto completoWeisel, Laura Peltz. "A comparative analysis of two diagnostic procedures for identification of adult learning problems in a male prison population /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992904499.
Texto completoMathew, David. "Fragile learning". Thesis, University of Bedfordshire, 2016. http://hdl.handle.net/10547/622106.
Texto completoMitchell, Vanessa Jacqueline. "Political prisoner education through sport on Robben Island: 1960-1990". University of the Western Cape, 2018. http://hdl.handle.net/11394/6508.
Texto completoThis research was motivated by my interest in the sport and the systems of provision of the education on Robben Island. The problem that gave rise to the study was to determine how political prisoners were able to organise prisoner education (political education and non-formal education) and participate in prison-sponsored education (formal education) and to find answers to the question of what impact education had on the sport that they agitated for.
Lackay, Bradley. "Recognition of prior learning, benefits and social justice in the policing sector". University of the Western Cape, 2015. http://hdl.handle.net/11394/5281.
Texto completoConceptualised within Habermasian critical theory, the conceptual framework includes concepts such as domination, emancipation and emancipatory education, and frames RPL as emancipation. Recognition of prior learning is promoted by the South African government as an instrument for access and redress. This research paper focuses on an investigation into the benefits of the implementation of RPL policies and practices in the policing sector. Findings reveal that the participants in the study who are employed in the policing sector enjoyed a wide range of emancipatory benefits, including access to formal academic programmes. Furthermore, these programmes enabled historically disadvantaged staff to gain formal qualifications which in turn provided access to higher salaries and promotions. Explaining the latter as redress, I argue that RPL is a form of emancipation that has liberated disadvantaged staff from apartheid discrimination and domination.
Düring, Anncarin. ""Jag velar fortfarande..." : Om unga kortutbildade intagnas inställning till utbildning och motivation för att studera i fängelse". Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-86733.
Texto completoMoseley-Hobbs, Kerri. "Faculty Perspectives of Academic Preparedness of Nontraditional Students Who Earned Prior Learning Assessment Credits". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3809.
Texto completoLichtenfeld, Reena Diane. "Prior Learning Assessment at a Small, Private Midwestern Institution". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5368.
Texto completoConroy, Arthur Thomas III. "Diagramming Prior Knowledge in the Classroom: A Case Study". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/83831.
Texto completoPh. D.
McNally, John D. "Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment". Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3543.
Texto completoStewart, Heather M. "Perceived instructor effectiveness in Canadian prison adult basic education". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29602.
Texto completoEducation, Faculty of
Graduate
Hunter, Wanda Taree. "Life After Prison: The Role of the Juvenile Prison Experience and the Impact on Reintegration for Black Males". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/563.
Texto completoKocanova, Daniela. "La reconnaissance des acquis de l'expérience dans l'enseignement supérieur : déclinaisons nationales et locales d'une thématique promue par la coopération européenne (Angleterre, Belgique francophone et France)". Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB188.
Texto completoThe recognition of prior experiential learning refers to arrangements that aim to identify and valorise learning outcomes achieved outside education and training institutions. At present, such arrangements exist or are being introduced in a number of countries, and are also promoted in the framework of European cooperation in education and training. However, the recognition of prior experiential learning does not always apply to all sectors of education and training, its implementation being particularly challenging in the higher education sector. Starting from these elements, this research looks at three higher education systems considered relatively advanced in this field: England, French-speaking Belgium and France. By researching the institutionalisation and implementation of the recognition of prior experiential learning in the aforementioned systems, the study raises the question of whether, under the influence of supranational processes, approaches to the recognition of prior experiential learning converge towards the same model. A three-point perspective is adopted to explore this issue. First, the research examines the role of European cooperation in the development of national arrangements for the recognition of prior experiential learning. Second, the study looks at the evolution of the recognition of prior experiential learning in the investigated systems. Finally, the analysis considers how the recognition of prior experiential learning is being implemented in higher education institutions, in this case, universities. The investigation related to the first two areas mainly relies on the collection and analysis of written sources, including regulations, official guidelines, analysis reports and research. The institutional analysis focuses on a sample of three to four universities in each studied system, and is based on site visits, interviews with actors involved in the recognition of prior experiential learning and the information disseminated by universities. Research shows that the development of arrangements for the recognition of prior experiential learning is influenced by a number of factors, including the organisation and structure of higher education systems, the perception of the role of higher education, as well as the presence of individual and collective actors able to promote these arrangements. Thus, European activities in the area of the recognition of prior experiential learning appear as a general frame of reference that translates into different arrangements in each higher education system
Flexner, Paul Arthur. "Facilitating adult jewish learning /". Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12126640.
Texto completoIncludes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Kathleen A. Loughlin. Includes bibliographical references (leaves 296-304).
Shepherd, Mark Stephen. "Recognizing adult learning disabilities". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.
Texto completoThody, Philippa. "The effects of integrating the populations : the experiences of young adult male offenders incarcerated in an adult prison". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3934/.
Texto completoWilson, Clive Antonio. "A comparative study of the historical development of andragogy and the formation of its scientific foundation in Germany and the United States of America, 1833-1999 /". Free full text is available to ORU patrons only; click to view:, 2003. http://wwwlib.umi.com/cr/oru/fullcit?p3122575.
Texto completoWorrall, Jackie. "Overcoming barriers to learning : educating young men in prison". Thesis, Birmingham City University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289473.
Texto completoGarcia, Daniela Filipa Fontoura. "Formação de Adultos em Contexto Prisional". Bachelor's thesis, [s.n.], 2017. http://hdl.handle.net/10284/6206.
Texto completoEste projeto apresenta uma reflexão acerca das possibilidades e dos programas educativos nos estabelecimentos prisionais. Procura-se refletir sobre o estado da educação em meio prisional, saber como se organiza, se responde ou não às necessidades da população prisional e avançar com propostas de melhoria neste sector, após uma introdução sobre a problemática da educação nas prisões. Na componente teórica, será feira uma revisão da literatura sobre o tema, centrando-se na evolução da pena de prisão e na forma como foi inserida a educação no sistema prisional e do funcionamento da mesma na Europa, em especial, em Portugal. Por sua vez, na componente empírica deste trabalho e como forma de anular a lacuna da investigação neste âmbito, propõe-se a realização de um estudo, com recurso à participação de reclusos, de forma a entender a forma como estas atividades são encaradas pelos mesmos. Para a recolha de dados, propõe-se a realização de uma entrevista semiestruturada e semidiretiva e a aplicação de um questionário, cujos tratamentos dos dados passará pela análise de conteúdo. Em relação aos resultados esperados ou expectáveis, esta investigação procurará analisar se a forma como estes programas de aumento de competências escolares ou profissionais são dados é a mais indicada para este grupo, indo de encontro aos objetivos traçados.
This project presents a reflection about possibilities and educational programs in prisons. It seeks to reflect on the state of prison education, to know how it is organized, whether or not it responds to the needs of the prison population and to come up with proposals for improvement in this sector, after an introduction on the problem of prisons education. In the theoretical component, a review of the literature on the subject will be held, focusing on the evolution of the prison sentence and on how education has been inserted into the prison system and its functioning in Europe, especially in Portugal. On the other hand, in the empirical component of this work and as a way of overcoming the research gap in this field, a study is proposed, with the participation of inmates, in order to understand the way in which these activities are themselves. For data collection, it is proposed to perform a semi-structured and semi-directional interview and the application of a questionnaire, whose data processing will go through content analysis. In relation to the expected or expected results, this research will analyze whether the way in which these programs to increase school or professional competences are given is the most appropriate for this group, meeting the objectives outlined.
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Mongalo, Lucky. "Assessment practices of adult educators in Mamelodi Adult Learning Centers". Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2105_1271020736.
Texto completoThis study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment
the skills levels of these educators
the nature of support and training these educators received to enhance their assessment practices
the different assessment methods employed by the adult educators to assess learners
and the educational validity and efficacy of these practices.
Qiu, Kiki Maleika. "Exploring Discourses on Prison Education. A comparative analysis of prison education policies of the UK, Norway and Ireland". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182454.
Texto completoCampbell, Katherine. "Learning to play Scots fiddle : an adult learning perspective". Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/30415.
Texto completoCann, Roger James. "Everyday learning gap filling : a process of adult learning". Thesis, University of Southampton, 1998. https://eprints.soton.ac.uk/378847/.
Texto completoDladla, Siphiwe Nonhlanhla. "Experiences and perceptions of adult learners at public adult learning centres". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.
Texto completoDissertation (MEd)--University of Pretoria, 2013.
gm2014
Early Childhood Education
unrestricted
Luscinski, Autumn. "Best Practices in Adult Online Learning". Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608529.
Texto completoStudents 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.
Hood, Garfield Kevin. "Spirituality in the adult learning quest". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60394.pdf.
Texto completoYackley, Luke E. "Storytelling a key to adult learning /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 88 p, 2007. http://proquest.umi.com/pqdlink?did=1251904051&Fmt=7&clientId=79356&RQT=309&VName=PQD.
Texto completoChapman, Hoult Elizabeth. "Representations of resilience in adult learning". Thesis, Canterbury Christ Church University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509648.
Texto completoWatson, Victoria Frances. "Adult learning in art appreciation classes". Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411545.
Texto completoPratt, Sarah. "Implicit spatial learning in adult humans". Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310559.
Texto completoBoshier, Peter James. "Perceptions of quality in adult learning". Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020462/.
Texto completoPurdy, Martha Leete. "Adult Experience of Learning From Novels". Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/40505.
Texto completoEd. D.
Hitchcock, Melanie J. "Adult learning and naval leadership training". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FHitchcock.pdf.
Texto completoKeith, Karin. "Elizabethton Leads: Coaching and Adult Learning". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4146.
Texto completoTrivette, Carol M. "Supporting Adult Learning in Early Intervention". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4450.
Texto completoTrivette, Carol M. "Principles of Adult Learning in Action". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4456.
Texto completoRuhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.
Texto completoMacKenzie, Lindsay. "An investigation into adult learners and learning : powerful learners and learning in three sites of adult education". Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/6201/.
Texto completoPike, Anne. "Prison-based transformative learning and its role in life after release". Thesis, Open University, 2014. http://oro.open.ac.uk/44618/.
Texto completoEngelbrecht, Jacobus Johannes. "Transformative and emancipatory challenges for facilitators of adult learning : a learning journey". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52040.
Texto completoENGLISH ABSTRACT: Exploring emancipatory and transformative paradigms towards lifelong learning in the new millenium confront facilitators of adult learning to reflect critically on their own paradigms and practices of learning. Transformative learning occurs in this process of revision and reflection and when it leads to transformed meaning perspectives or change, emancipatory learning takes place. This implies that the process of critical reflection can be seen as a key to adult learning. Out of this background the broad question arises of how facilitators of adult learning can be prompted to engage in reflection on their own learning journeys to playa role in uplifting the status of adult learning and to become lifelong learners themselves. This study, in the form of a personal learning journey, in the short term addresses this question by focusing on three levels namely: ~ Exploring more relevant and alternative research approaches to the field of adult learning ~ Exploring adult learning theory in a dialogical and reflective manner ~ Developing integrated and holistic models for adult learning and lifelong learning in a constructivist and reflective manner. In the long term the learning journey aims to effect a framework for the narratives of other facilitators of adult learning in constructing meaning-making in their processes of transformative and emancipatory learning. A constructivist, biographical and dialogical approach is followed to engage reflectively with my inquiry and aiming at creating emancipatory and transformative challenges for facilitators of adult learning. It invites facilitators to respond in a critical, dialogical and reflective manner to their changing environments and practices. Adult learning theory is explored in a dialogical manner and an integrated and holistic model for adult learning is developed. My learning journey thus challenges other facilitators of adult learning to provide leadership in their practice by developing the ability to reflect critically resulting in alternative ways of engaging with the challenges facing us towards a learning millenium.
AFRIKAANSE OPSOMMING: Transformatiewe en Emansipatoriese Uitdagings vir Fasiliteerders van Volwassene Leer: 'n Lerende Reis Deur emansipatoriese en transformatiewe paradigmas op pad na lewenslange leer in die nuwe millenium te eksploreer word fasiliteerders van volwassene leer gekonfronteer om krities oor hul eie paradigmas en praktyke van leer te reflekteer. Transformatiewe leer vind plaas in die proses van revisie en refleksie en wanneer dit lei tot getransformeerde betekenis perspektiewe of verandering, vind emansipatoriese leer plaas. Dit impliseer dat die proses van kritiese refleksie as 'n sleutel tot volwassene leer gesien kan word. Vanuit hierdie agtergrond ontstaan die breë vraag van hoe fasiliteerders van volwassene leer geïnspireer kan word om te reflekteer oor hulle eie lerende reise en daardeur 'n rol te speel in die opheffing van die status van volwassene leer en om hulself lewenslange leerders te word. Hierdie studie, in die vorm van 'n persoonlike lerende reis, spreek die vraag op die korttermyn op drie vlakke aan, naamlik: ~ Eksplorering van meer relevante en alternatiewe navorsingsbenaderings in die veld van volwassene leer ~ Eksplorering van volwassene leer teorie op 'n dialogiese en reflektiewe wyse ~ Ontwikkeling van geïntegreerde en holistiese modelle vir volwassene leer en lewenslange leer op 'n konstruktivistiese en reflektiewe wyse. Die lerende reis beoog om op die langtermyn 'n raamwerk vir die narratiewe van ander fasiliteerders van volwassene leer daar te stel in konstruktiewe betekenismaking in hul prosesse van transformatiewe en emansipatoriese leer. 'n Konstruktivistiese, biografiese en dialogiese benadering word gevolg ten einde reflektief om te gaan met my ondersoek met die doelom emansipatoriese en transformatiewe uitdagings aan fasiliteerders van volwassene leer te stel. Fasiliteerders word uitgenooi om op 'n kritiese, dialogiese en reflektiewe wyse te reageer op hul veranderende omgewings en praktyke. Volwassene leer teorie word geeksploreer op In dialogiese wyse en In geïntegreerde en holistiese model vir volwassene leer is ontwikkel. My lerende reis konfronteer dus ander fasiliteerders van volwassene leer met die uitdaging om leierskap daar te stel in hulle praktyk deur die vermoë te ontwikkel om krities te reflekteer. Die resultaat hiervan is om oorweging te skenk aan alternatiewe maniere van omgaan met die uitdagings wat ons in die gesig staar op pad na 'n lerende millenium.
Kaiser, Robert Cresswell. "Adult Learning: Evaluation of Preferences for Technology and Learning Sources for Workplace Learning". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955033/.
Texto completoDu, Wenchong. "Associative implicit learning in adult dyslexic readers". Thesis, University of Strathclyde, 2013. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=20828.
Texto completoMcLean, Lesley. "Adult learning : towards a framework of participation". Thesis, Edinburgh Napier University, 2013. http://researchrepository.napier.ac.uk/Output/6895.
Texto completoRegan, Jeanette. "The dance of learning on encounters in adult second-language learning". Bern Berlin Bruxelles Frankfurt, M. New York, NY Oxford Wien Lang, 2008. http://d-nb.info/996091572/04.
Texto completoChristenberry, Thomas Catron. "Characteristics of Residential Adult Learning in the FBI National Academy Learning Environment and the Impact on Participant's Attitude of Satisfaction". Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29100.
Texto completoPh. D.
Strang, Alison Bridget. "A model of learning : an investigation of technicians' approaches to open learning". Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018494/.
Texto completoGormley, Jenette Caitlin. "Prison, power, and people with learning disabilities : the complexities of curtailed lives". Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8439/.
Texto completoConde, Jean. "Logiques d'utilisation des MOOC en entreprise au prisme des capabilités". Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLN054/document.
Texto completoEncouraged and financed to some extent by European Commission and the French State, MOOCs are flexible courses, open to anyone and they potentially deliver certificates ; as such, they appear to represent an ideal response to the calls for a mutation of lifelong learning that come along with the politics aimed at developing flexicurity in Europe. In France, MOOC platforms bypass the traditional professional training institutions, and by doing so, could be a potential way for individuals to acquire more freedom to chose their professionnal future. Nevertheless, due to poor collective self-regulation, and due to the lack of pedagogical guidance and legal framework, there is a high risk that only the most seelf-regulated individuals benefit from such opportunities. Through the « capabilities » theoretical framework developped by A. Sen, this research aims at identifying the factors that foster or on the contrary impede the empowerment of employees through MOOCs. In that perspective we followed a mixed method approach based on field observation in organizations, semi-structured interviews and surveys. We show that the uses of MOOCs in companies reveal important inegalities among individuals ; moreover, the fact that they are followed in an informal way tend to benefit employers. We propose a typology of uses in MOOCs, based on their ability to empower employees
Pitt, Robert Michael. "Journeys into lifelong learning : experiences of adult learners returning to formal learning". Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444529.
Texto completoMace, Heather A. "Hybrid learning: Understanding experiences in adult secondary education". Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27776.
Texto completo