Thèses sur le sujet « Adult in training »
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Kennedy, Sharon Marian. « Anger management training with adult prisoners ». Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5780.
Texte intégralHitchcock, 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.
Texte intégralTodd, Mary K. « Adult literacy/adult basic education provision in Northern Ireland - ten years ago ». Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292476.
Texte intégralYoung, George R. II. « Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization ». Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7991.
Texte intégralHarrington, George E. III. « Mindfulness-based Skills among Counselors-in-Training ». Thesis, Barry University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750459.
Texte intégralThe purpose of this research study was to assess levels of mindfulness-based skills in counselors-in-training at the masters and doctoral level. By examining mindfulness levels within the counselor-in-training population, a reference point was established among counseling students with predictors of mindfulness-based skill levels. The research design was a cross-sectional survey approach, using the Five Facet Mindfulness Questionnaire (Baer et al., 2006) paired with a researcher developed questionnaire. Results yielded significant differences among facets of mindfulness and independent variables of age, perceived multicultural competence, knowledge of mindfulness, hours of formal training, current practice of mindfulness, and frequency of practice. Length of mindfulness practice, hours of formal training, and age were significant predictors of total mindfulness scores for the counseling student sample.
Ellis, Patricia. « Meeting the training needs of adult education practitioners : a study of adult education and training in the English-speaking Caribbean ». Thesis, University of Southampton, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.255344.
Texte intégralWashington, Benjamin C. II. « Applying Andragogical Principles To Corporate Medical Sales Training ». Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10169681.
Texte intégralThis qualitative action research study investigated how to apply andragogical principles to corporate medical sales training. The study stemmed from a practitioner’s concern that instructional methodologies may be insufficient for the learning needs of medical sales representatives in the post-2008 recession climate, which was requiring greater return on investment and performance accountability. The phenomenon of sales representatives being in the field one day and the next day being deemed ‘trainers’ exposed several gaps in sales training programs primarily originating from instructor deficiencies in curriculum development, instructional design, and weakness in application of adult learning methodologies. Andragogy, a learning theory on how to help adults learn, was explored due to its perceived application synergies within a business setting. Several vice presidents, directors, and managers of leading multi-billion dollar international sales training departments were interviewed to add comprehensive and relevant thought to the research data to promote answers to the research questions: (a) How do corporate medical sales training models current at the time of this writing align with the principles of andragogy? (b) Can a corporate medical sales training program be designed that applies andragogical principles? and (c) How does andragogy inform medical sales training?
From the interview answers several themes emerged to strengthen design of a new medical sales training program equipped with program and learner objectives that identify the needs of medical sales trainers who historically were experiencing trial by fire. This prototype sales training model demonstrated an alignment with the six assumptions and eight process elements contained within the andragogy theoretical framework, research data, interview answers, and personal experiences. This model helped inform my leadership decisions at a regional sales meeting of a multi-billion dollar biotechnology medical sales organization, specializing in rare disease and orphan drug infusion therapies. Feedback from the sales training workshop was formally collected and well received; which spearheaded a paradigm shift and re-vamp in instructional platforms and methodologies for the organization. Promising results from beta testing of applied andragogy to medical sales training may lead to broader testing within corporate medical sales training environments.
Payne, John Herbert. « Adult education, work, leisure and culture ». Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338969.
Texte intégralNgoitiama, Z. M. « Adult educators and adult education training in Tanzania : a study of the development of policy and provision and its impact on the position and work of adult educators ». Thesis, University of Southampton, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370516.
Texte intégralBroder, Jean. « Mediation training in Northern Ireland ». Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342427.
Texte intégralNxaba, Masibonge Benefactor Ka Malusi. « The impact of adult basic education and training (ABET) on the life of the adult learner ». Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1415.
Texte intégralThe right to education as entrenched in the Bill of Rights is a universally recognised human right and is similarly guaranteed and protected in section 29 of the Constitution. This has necessitated the need for government to enhance the educational capacity of adults through the adult basic and education training programme. The purpose of this study is to explore and examine the impact of Adult Basic Education and Training on the lives of adult learners. Historically disadvantaged communities, now have structures in place to afford adult learners an opportunity to acquire knowledge and skills to improve their educational standard. This programme affords the adult learner an opportunity to interact with fellow community members and educators and engage on a path of constructive learning. This study consists of a brief literature survey as well as empirical research on the impact of education and training on adult learners. A purposive sampling design was used to identify subjects or respondents for inclusion in the sample. As a result four ABET centres were identified in accordance with the defined population. From each centre, learners were selected in order to produce statistically dependable results. A total of 54 ABET learners formed a sample for the study and this was considered adequate to produce reliable results. The results of the study revealed that the ABET learners’ understanding of socioeconomic status of their families, the threat of HIV and AIDS, general behaviour in public as well as respect for self and others had improved. The majority of participants (89%) seemed to agree that after completing the ABET programme they could do their jobs more effectively. There was also general agreement amongst the learners that their confidence in demonstrating work-related skills had improved. A similar sentiment was also shared with regard to improvement in the level of education, trust in own abilities and understanding of HIV and AIDS related issues in their broadest sense.
Olson, Anne D. « AUDITORY TRAINING AT HOME FOR ADULT HEARING AID USERS ». UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/11.
Texte intégralHarlan, Steven Howard. « Anxiety and Focus in Work-Related Training ». ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1585.
Texte intégralGaddis, Margaret L. « Training Citizen Scientists for Data Reliability| A Multiple Case Study to Identify Themes in Current Training Initiatives ». Thesis, The University of the Rockies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13423764.
Texte intégralThis dissertation characterized trainings designed to prepare citizen scientists to collect ecological data in natural outdoor settings. Citizen scientists are volunteers who participate in scientific activities under the guidance of professional scientists and organizations. The work of citizen scientists greatly expands the data collection possibilities in natural resource management and increases science literacy among participants and their social communities. The general problem is that some scientists and land managers view the data collected by citizen scientists as unreliable. The specific problem is the absence of educational training measurement in citizen science program design and analysis with which to ascertain the learning gains of trained citizen scientists.
Through a sequenced methodology of data analysis, survey, and semi-structured interviews, deductive descriptors and codes guided a directed content analysis of data collected. The analysis indicated strong alignment between citizen science, andragogy, and social learning theory. The sample revealed a bimodal distribution related to the type of data collected and the subsequent training design. Little training existed when data collection involved photography only. Citizen scientists brought prior skills to the task but did not need to gain new procedural learning to complete their data collection task. When citizen scientists collected more complex measurements, classroom and field mentoring facilitated learning.
Citizen science leaders described their perception of the reliability of their citizen scientists’ data collection efforts. Computer technologies validated photo and water quality data. Therefore, quantitative data analysis supported the perception of data reliability. Terrestrial data had a range of reliability qualifications including video and paper quizzing, field observation of methods implemented, periodic data checks, and follow-up mentoring when data quality was poor. Managers of terrestrial citizen science programs were confident in the reliability of the data for the land management, policy, and research applications required.
Parish, Rodney L. « Online In-Service Training versus Traditional Training for Arizona Police Officers ». Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979089.
Texte intégralArizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department’s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training.
The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course.
The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.
Grimes, Lisa. « Social skills training in conjunction with parent training : The effects ». Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2660.
Texte intégralHillier, Yvonne. « Informal practitioner theory in adult basic education ». Thesis, University of East London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386250.
Texte intégralShortt, N. C. « Adult thought : aetiology and stimulation of change ». Thesis, University of Ulster, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242244.
Texte intégralMiles, Connie E. Townes Deirdre. « Improving product performance through new equipment training (NET) techniques ». Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/JAP/2008/Dec/08Dec%5FNAME%5FMiles.pdf.
Texte intégralAdvisor(s): Suchan, James and Simon, Cary. "December 2008." "Joint applied project"--Cover. Description based on title screen as viewed on January 28, 2009. Includes bibliographical references (p. 135-137). Also available in print.
Goldstein, Roberta Eisman. « Assessment of the Effects of Communication Training on the Adult Elderly and the Assisting Adult Child ». Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330633/.
Texte intégralMiranda, Edwin. « Teaching assistant training : adult education principles and discussion group leadership / ». Free full text is available to ORU patrons only ; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3131099.
Texte intégralParrish, John. « Exploring adult spiritual (trans)formation through short-term training events ». Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2007. http://www.tren.com.
Texte intégralMorgan, Pamela Cope Wircenski Jerry L. « Adult learner satisfaction with web-based non-credit workforce training ». [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3937.
Texte intégralEgan, Laurenz Anthony Joseph. « Adult student motives for accessing the Vocational Training Opportunities Scheme ». Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518276.
Texte intégralMorgan, Pamela Cope. « Adult Learner Satisfaction with Web-Based Non-Credit Workforce Training ». Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3937/.
Texte intégralRothlein-Goldstein, Mary DePiano. « Influences on adult education practitioners' working philosophies : a field study of probation officer training / ». Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11353909.
Texte intégralTypescript; issued also on microfilm. Sponsor: Franceska B. Smith. Dissertation Committee: Matthias Finger. Includes bibliographical references (leaves 251-263).
Shank, Jacqueline A. « Dropout and completion in adult vocational job training programs : a prediction model for the adult vocational student ». Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239896012.
Texte intégralDawson, Catherine Elaine. « Learning choices : a grounded theory study of adult returners ». Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/3128/.
Texte intégralEldred, Janine. « Perceptions of success in teaching and learning adult literacy ». Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251320.
Texte intégralMushi, Philemon A. K. « Origins and development of adult education innovations in Tanzania ». Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315518.
Texte intégralTarr, Sara E. « Description and evaluation of current fire service training materials development ». Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1379563841&sid=4&Fmt=2&clientId=3739&RQT=309&VName=PQD.
Texte intégralPete, Elizabeth. « Online Training Impact on Adjunct Faculty Compliance and Satisfaction With Professional Development ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2041.
Texte intégralTrent, Stoney A. « Team cognition in intelligence analysis training ». Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187034524.
Texte intégralEvans, John R. P. « Adult education on the rates : an investigation of the policies of Monmouthshire and Glamorgan County Councils in regard to adult education, 1945-74 ». Thesis, University of Nottingham, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328180.
Texte intégralDeBock, Gerhard T. « Andragogical principles applied to training adults at Trinity Fellowship seeking more effective ways to fulfill 2 Timothy 2:2 / ». Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Texte intégralSatterfield, Stephen Lindsay. « Employee Perceptions of Effective Training Strategies ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5122.
Texte intégralDladla, Siphiwe Nonhlanhla. « Experiences and perceptions of adult learners at public adult learning centres ». Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.
Texte intégralDissertation (MEd)--University of Pretoria, 2013.
gm2014
Early Childhood Education
unrestricted
Nicholson, Henry J. « A comparison of the motivations and learning strategies employed by adult learners in industrial training programs ». Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1464Nicholson/umi-uncg-1464.pdf.
Texte intégralTitle from PDF t.p. (viewed Feb. 29, 2008). Directed by Samuel D. Miller; submitted to the School of Education. Includes bibliographical references (p. 92-98).
Wadsworth, Matt. « Videogaming Principles and the Workplace ». Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1204580795.
Texte intégralJones, Francis Redvers. « Going it alone : self-instruction in adult foreign-language learning ». Thesis, University of Newcastle Upon Tyne, 1996. http://hdl.handle.net/10443/189.
Texte intégralSeale, Jane Katherine. « Microcomputers in adult special education : the management of an innovation ». Thesis, Keele University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317601.
Texte intégralMartin, Paul R. « Artists as teachers in contemporary adult education : a case study ». Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/843935/.
Texte intégralStenberg, Anders. « An evaluation of the adult education initiative relative labor market training ». Doctoral thesis, Umeå : Univ, 2003. http://www.econ.umu.se/ues/ues609.html.
Texte intégralCurulla, Virginia Latta. « Aggression replacement training in the community for adult learning disabled offenders / ». Thesis, Connect to this title online ; UW restricted, 1991. http://hdl.handle.net/1773/7761.
Texte intégralBeukes, Alida. « The effectiveness of adult training at a gold mine / Alida Beukes ». Thesis, North-West University, 2001. http://hdl.handle.net/10394/572.
Texte intégralThesis (M.Com.)--North-West University, Potchefstroom Campus, 2005.
Crosse-Wynn, Claudia LPC. « Training Satisfaction of Behavioral Health Providers Treating Older Adult Substance Use ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6884.
Texte intégralHaberlin, Alayna T. « A comparison of pyramidal staff training and direct staff training in community-based day programs ». Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2704.
Texte intégralLarney, Redewan. « ABET programmes at community learning centres in the Western Cape ». Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6055_1194348734.
Texte intégralThe problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of "
what exactly is the nature of the relationship between adult education and training"
?
Kikuchi, Yuko. « Contradictions in policy and implementation of adult education and training : unifying the system or accommodating diversity ? » Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/11658.
Texte intégralThis study attempts to examine and answer the research question: "What is the feasibility of the integration of education and training through promotion of the GETC as envisaged within the NQF discourse?" Focusing on problematic educational policy implementation in South Africa, the study also attempts to examine causes for the disparity between intended policies and implemented policies.
Green, Susan. « Effect of mental training techniques on knowledge and performance of volleyball skills ». Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/10504.
Texte intégral