subject:(Adult education)

1. Hataier, Maria. How Higher Education Compliance Officers Learn to Manage New Requirements in a Dynamic Regulatory Environment.

Degree: 2018, Teachers College, Columbia University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10817413

► As modern gender movements shift our cultural norms, the literature describing Title IX suggests possibly concerning trends in both hiring and policy. Many university… (more)

▼ As modern gender movements shift our cultural norms, the literature describing Title IX suggests possibly concerning trends in both hiring and policy. Many university administrations and recent legislation have promoted a defensive, legal-minded and objective approach to handling Title IX cases. Since the April 2011 Dear Colleague Letter, which delivered a mandated timeframe and eased the burden of evidence, the number of cases the Office for Civil Rights have grown significantly. The number of cases continues growing despite huge increases in labor hours and financial resources being diverted to Title IX enforcement. In contrast, research has demonstrated that education, such as bystander training is a proven deterrence to campus sexual assault. By prioritizing investigation and limiting compliance officers legally acceptable options, we have perhaps shifted officers time away from actions which might lead to more positive outcomes including reducing the overall campus-wide criminal incidence frequency. This qualitative case study was designed to explore how higher education compliance officers learn to manage new requirements in a dynamic regulatory environment. The site for the study included private and public colleges and universities in the northeastern part of the U.S. The primary sources of data were in-depth interviews with nineteen Title IX compliance officers supplemented by an extensive review of relevant documents. Key findings that emerged include: (1) A majority of compliance officers defined the need to interpret new regulations with general counsel before communicating resulting changes to stakeholders. (2) All regulators learn through informal learning means; dialogue and critical reflection were universally reported as the most frequent pathways by which regulators made meaning of new regulations. (3) Most compliance officers described sharing information with peers as most helpful to them in completing regulatory tasks. Trends in Title IX compliance hiring and labor hour allocation appear to not address the growing frequency of OCR investigations. Real changes to campus policy, including budget priorities, training and the use of student activists may allow universities to better optimize the money and personal they invest toward Title IX.

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hataier, M. (2018). How Higher Education Compliance Officers Learn to Manage New Requirements in a Dynamic Regulatory Environment. (Thesis). Teachers College, Columbia University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10817413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hataier, Maria. “How Higher Education Compliance Officers Learn to Manage New Requirements in a Dynamic Regulatory Environment.” 2018. Thesis, Teachers College, Columbia University. Accessed February 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10817413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hataier, Maria. “How Higher Education Compliance Officers Learn to Manage New Requirements in a Dynamic Regulatory Environment.” 2018. Web. 24 Feb 2021.

Vancouver:

Hataier M. How Higher Education Compliance Officers Learn to Manage New Requirements in a Dynamic Regulatory Environment. [Internet] [Thesis]. Teachers College, Columbia University; 2018. [cited 2021 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10817413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hataier M. How Higher Education Compliance Officers Learn to Manage New Requirements in a Dynamic Regulatory Environment. [Thesis]. Teachers College, Columbia University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10817413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Washington, Benjamin C., II. Applying Andragogical Principles To Corporate Medical Sales Training.

Degree: 2016, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10169681

► This qualitative action research study investigated how to apply andragogical principles to corporate medical sales training. The study stemmed from a practitioner’s concern that… (more)

▼ This 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.

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Washington, Benjamin C., I. (2016). Applying Andragogical Principles To Corporate Medical Sales Training. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10169681

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Washington, Benjamin C., II. “Applying Andragogical Principles To Corporate Medical Sales Training.” 2016. Thesis, Lindenwood University. Accessed February 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10169681.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Washington, Benjamin C., II. “Applying Andragogical Principles To Corporate Medical Sales Training.” 2016. Web. 24 Feb 2021.

Vancouver:

Washington, Benjamin C. I. Applying Andragogical Principles To Corporate Medical Sales Training. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2021 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10169681.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Washington, Benjamin C. I. Applying Andragogical Principles To Corporate Medical Sales Training. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10169681

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

3. Zinash, Tesfaye. THE EXTENT OF ECONOMIC EMPOWERMENT OF WOMEN THROUGH ADULT EDUCATION: .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7485

► The purpose of this study was to examine the extent of economic empowerment of women through adult education. To conduct this study, 238 women‟s and… (more)

▼ The purpose of this study was to examine the extent of economic empowerment of women through adult education. To conduct this study, 238 women‟s and 10 facilitators, coordinators and administrative members were sampled from Kolfe Keranyo Sub-city Woreda 01 and 05. For the women‟s questionnaires were used, and the facilitator ,coordinators and administrative members were interviewed, the content of the questionnaire and interview were about the economic gains derived by women‟s after joining adult literacy program, the major factors influencing women‟s economic empowerment and further supports needed to empower women economically through adult literacy program. The study yields that woman‟s adult education program learners. According to the study, their primary reason for joining adult literacy program were for economic benefit and their major gains are; the increment of the household income level, quality education and better health services for them and their families. On the other hand, the contributing factors for the economic gains are; supports of the concerned bodies and the favorable environments given to them. There are also influencing factors; the traditional attitude, belief and practice. Accordingly, Kolfe Keranyo Sub-city Woreda o1 and 05 administrations perform different activities to achieve full commitment for the success of the economic empowerment of women through adult education by creating awareness for women‟s and the societies about the program. However, with regard to getting quality education; starting from the selection of favorable environments, teaching materials and other supports required from the concerned bodies are some of the limitations with regard to the program. On the bases of the above findings, it is suggested that adult education programs are instruments for women‟s economic empowerment thus, the concerned bodies need to work together to achieve the desirable objectives Advisors/Committee Members: Enguday Ademe Dr (advisor).

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Zinash, T. (2014). THE EXTENT OF ECONOMIC EMPOWERMENT OF WOMEN THROUGH ADULT EDUCATION: . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7485

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zinash, Tesfaye. “THE EXTENT OF ECONOMIC EMPOWERMENT OF WOMEN THROUGH ADULT EDUCATION: .” 2014. Thesis, Addis Ababa University. Accessed February 24, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7485.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zinash, Tesfaye. “THE EXTENT OF ECONOMIC EMPOWERMENT OF WOMEN THROUGH ADULT EDUCATION: .” 2014. Web. 24 Feb 2021.

Vancouver:

Zinash T. THE EXTENT OF ECONOMIC EMPOWERMENT OF WOMEN THROUGH ADULT EDUCATION: . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Feb 24]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7485.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zinash T. THE EXTENT OF ECONOMIC EMPOWERMENT OF WOMEN THROUGH ADULT EDUCATION: . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7485

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

4. Bizuayehu, Bekele. Factors that Influence the Enrolment and Implementation of Integrated Functional Adult Education: The Case of Sebeta Town .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7583

► The purpose of the present study was to investigate Factors that Affect the Enrollment and Implementation of IFAE in some selected kebeles of Sebeta Town.… (more)

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bizuayehu, B. (2014). Factors that Influence the Enrolment and Implementation of Integrated Functional Adult Education: The Case of Sebeta Town . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7583

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bizuayehu, Bekele. “Factors that Influence the Enrolment and Implementation of Integrated Functional Adult Education: The Case of Sebeta Town .” 2014. Thesis, Addis Ababa University. Accessed February 24, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7583.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bizuayehu, Bekele. “Factors that Influence the Enrolment and Implementation of Integrated Functional Adult Education: The Case of Sebeta Town .” 2014. Web. 24 Feb 2021.

Vancouver:

Bizuayehu B. Factors that Influence the Enrolment and Implementation of Integrated Functional Adult Education: The Case of Sebeta Town . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Feb 24]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7583.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bizuayehu B. Factors that Influence the Enrolment and Implementation of Integrated Functional Adult Education: The Case of Sebeta Town . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7583

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

5. Assefa, Moltote. An Investigation of Intercultural Relation through Adult Education In the Case Of Enewary and Surrounding Communities in North Shewa Zone of the Amhara National Regional State .

Degree: 2015, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7781

► The research is conducted on intercultural relation through adult education, the case of Enewary and surrounding Communities of North shewa zone of Amhara Regional State.… (more)

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Assefa, M. (2015). An Investigation of Intercultural Relation through Adult Education In the Case Of Enewary and Surrounding Communities in North Shewa Zone of the Amhara National Regional State . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7781

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Assefa, Moltote. “An Investigation of Intercultural Relation through Adult Education In the Case Of Enewary and Surrounding Communities in North Shewa Zone of the Amhara National Regional State .” 2015. Thesis, Addis Ababa University. Accessed February 24, 2021. http://etd.aau.edu.et/dspace/handle/123456789/7781.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Assefa, Moltote. “An Investigation of Intercultural Relation through Adult Education In the Case Of Enewary and Surrounding Communities in North Shewa Zone of the Amhara National Regional State .” 2015. Web. 24 Feb 2021.

Vancouver:

Assefa M. An Investigation of Intercultural Relation through Adult Education In the Case Of Enewary and Surrounding Communities in North Shewa Zone of the Amhara National Regional State . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2021 Feb 24]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7781.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Assefa M. An Investigation of Intercultural Relation through Adult Education In the Case Of Enewary and Surrounding Communities in North Shewa Zone of the Amhara National Regional State . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7781

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

6. Cheruiyot, Chirchir S. Factors influencing participation of learners in adult and continuing education in Kipkelion Districtin Rift Valley Province .

Degree: 2012, University of Nairobi

URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10435

► In Kenya, low participation of adults in ACE has resulted in slow increase of literacy rates for the country from 40% in 1999 (Republic of… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cheruiyot, C. S. (2012). Factors influencing participation of learners in adult and continuing education in Kipkelion Districtin Rift Valley Province . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10435

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cheruiyot, Chirchir S. “Factors influencing participation of learners in adult and continuing education in Kipkelion Districtin Rift Valley Province .” 2012. Thesis, University of Nairobi. Accessed February 24, 2021. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10435.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cheruiyot, Chirchir S. “Factors influencing participation of learners in adult and continuing education in Kipkelion Districtin Rift Valley Province .” 2012. Web. 24 Feb 2021.

Vancouver:

Cheruiyot CS. Factors influencing participation of learners in adult and continuing education in Kipkelion Districtin Rift Valley Province . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2021 Feb 24]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10435.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cheruiyot CS. Factors influencing participation of learners in adult and continuing education in Kipkelion Districtin Rift Valley Province . [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10435

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

7. Kageni, Taari J. Factors Influence participation of learners in Adult and Continuing Education in Magumoni Division , Meru South District .

Degree: 2012, University of Nairobi

URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10465

► The purpose of this research study was to investigate the factors which influence participation of learners in ACE in Magumoni division, Meru South District. Data… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kageni, T. J. (2012). Factors Influence participation of learners in Adult and Continuing Education in Magumoni Division , Meru South District . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10465

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kageni, Taari J. “Factors Influence participation of learners in Adult and Continuing Education in Magumoni Division , Meru South District .” 2012. Thesis, University of Nairobi. Accessed February 24, 2021. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10465.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kageni, Taari J. “Factors Influence participation of learners in Adult and Continuing Education in Magumoni Division , Meru South District .” 2012. Web. 24 Feb 2021.

Vancouver:

Kageni TJ. Factors Influence participation of learners in Adult and Continuing Education in Magumoni Division , Meru South District . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2021 Feb 24]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10465.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kageni TJ. Factors Influence participation of learners in Adult and Continuing Education in Magumoni Division , Meru South District . [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10465

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

8. Mwandoto, Morris. Factors affecting the effectiveness of adult Education in Ganze division, Kenya .

Degree: 2011, University of Nairobi

URL: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10918

► In her infancy as a nation, Kenya through her founding father, Kenyatta, identified ignorance, diseases and poverty as the major hindrance to development therefore all… (more)

▼ In her infancy as a nation, Kenya through her founding father, Kenyatta, identified ignorance, diseases and poverty as the major hindrance to development therefore all efforts were directed to the eradication of these hindrances to development. Elimu ya Ngumbaro (adult education) was introduced to improve literacy levels hence eradicating ignorance especially in the adult population. At that time AE was under the Ministry of Culture and Social Services.Today AE, apart from its original aim of teaching basic literacy skill also aims at inculculating appropriate skills to enable the adult face the challenging environment more confidently. It is worth noting that adults have immense challenges in accessing education. The purpose of this study was to investigate factors that affect the effectiveness of adult education in Ganze division, Kilifi District of Kenya.Objectives and research questions were formulated to guide the study. The researcher sought to establish if there is sufficient funding of AE, examined the composition of the target groups, role played by traditional beliefs and customs and the nature of the teaching and learning resources and how they affect the effectiveness of adult education. The study adopted an- ex-post-factor research design. The researcher targeted all 25 villages (target groups) in the division from which a sample of 24 villages was taken. All the providers of AE were also included in the study. Purposive sampling technique was used to select 100 adult learners to partspate in the study.Research instruments included questionnaires for adults’ teachers and adult learners and an observation schedule. Before the main study a pilot study was conducted to test the validity and reliability of the instruments. The research instruments were found to be valid and reliable. Using descriptive statistics the data was analyzed and presented in terms of frequency tables, pie charts, graphs and percentages. The findings of the study revealed that AE funding is inadequate, teaching and learning resources are poor as indicated by 67% of the adults’ teachers and in addition AE lacks trained teachers. The research recommended the provision of adequate and appropriate teaching and learning resources in AE, increased funding in AE, development of a curriculum for AE and above all the creation of AE programs. The study identified areas in which further research should be conducted. These include a similar study to be replicated in other parts of the country so as to derive a national perspective on the factors affecting the effectiveness of AE.

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mwandoto, M. (2011). Factors affecting the effectiveness of adult Education in Ganze division, Kenya . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10918

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mwandoto, Morris. “Factors affecting the effectiveness of adult Education in Ganze division, Kenya .” 2011. Thesis, University of Nairobi. Accessed February 24, 2021. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10918.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mwandoto, Morris. “Factors affecting the effectiveness of adult Education in Ganze division, Kenya .” 2011. Web. 24 Feb 2021.

Vancouver:

Mwandoto M. Factors affecting the effectiveness of adult Education in Ganze division, Kenya . [Internet] [Thesis]. University of Nairobi; 2011. [cited 2021 Feb 24]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10918.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mwandoto M. Factors affecting the effectiveness of adult Education in Ganze division, Kenya . [Thesis]. University of Nairobi; 2011. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10918

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

9. Onchari, Tom O. Factors Influencing Learners Enrolment in Adult Education, in Isinya Sub-county, Kajiado County, Kenya .

Degree: 2016, University of Nairobi

URL: http://hdl.handle.net/11295/97674

► The Kenya constitution provides the right to access basic education by all citizens in order to address the issue of illiteracy. The purpose of this… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Onchari, T. O. (2016). Factors Influencing Learners Enrolment in Adult Education, in Isinya Sub-county, Kajiado County, Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/97674

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Onchari, Tom O. “Factors Influencing Learners Enrolment in Adult Education, in Isinya Sub-county, Kajiado County, Kenya .” 2016. Thesis, University of Nairobi. Accessed February 24, 2021. http://hdl.handle.net/11295/97674.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Onchari, Tom O. “Factors Influencing Learners Enrolment in Adult Education, in Isinya Sub-county, Kajiado County, Kenya .” 2016. Web. 24 Feb 2021.

Vancouver:

Onchari TO. Factors Influencing Learners Enrolment in Adult Education, in Isinya Sub-county, Kajiado County, Kenya . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2021 Feb 24]. Available from: http://hdl.handle.net/11295/97674.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Onchari TO. Factors Influencing Learners Enrolment in Adult Education, in Isinya Sub-county, Kajiado County, Kenya . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/97674

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

10. Onchari, Tom O. Factors Influencing Learners Enrolment in Adult Education, in Isinya Sub-county, Kajiado County, Kenya .

Degree: 2016, University of Nairobi

URL: http://hdl.handle.net/11295/97677

► The Kenya constitution provides the right to access basic education by all citizens in order to address the issue of illiteracy. The purpose of this… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Onchari, T. O. (2016). Factors Influencing Learners Enrolment in Adult Education, in Isinya Sub-county, Kajiado County, Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/97677

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Onchari, Tom O. “Factors Influencing Learners Enrolment in Adult Education, in Isinya Sub-county, Kajiado County, Kenya .” 2016. Thesis, University of Nairobi. Accessed February 24, 2021. http://hdl.handle.net/11295/97677.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Onchari, Tom O. “Factors Influencing Learners Enrolment in Adult Education, in Isinya Sub-county, Kajiado County, Kenya .” 2016. Web. 24 Feb 2021.

Vancouver:

Onchari TO. Factors Influencing Learners Enrolment in Adult Education, in Isinya Sub-county, Kajiado County, Kenya . [Internet] [Thesis]. University of Nairobi; 2016. [cited 2021 Feb 24]. Available from: http://hdl.handle.net/11295/97677.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Onchari TO. Factors Influencing Learners Enrolment in Adult Education, in Isinya Sub-county, Kajiado County, Kenya . [Thesis]. University of Nairobi; 2016. Available from: http://hdl.handle.net/11295/97677

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of KwaZulu-Natal

11. Thaver, Kamandhree. Are teachers lifelong learners? : a case study of informal learning in a suburban high school.

Degree: M. Ed., Adult education, 2011, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/8211

► Internationally, there is a growing body of research that focuses on teachers’ informal learning. However, there is very little research in South Africa on informal… (more)

▼ Internationally, there is a growing body of research that focuses on teachers’ informal learning. However, there is very little research in South Africa on informal learning and most research focuses on formal professional development initiatives. The purpose of this study is to address the gap in South African literature on the contemporary educational phenomenon of informal teacher learning. The study aims to investigate how teachers learn informally at school. The key research questions, 1. What do the selected teachers understand by the concept teacher learning? 2. In what ways do teachers learn informally at school? 3. What kinds of knowledge do teachers learn informally at school? were used to frame the study. The body of literature surveyed for this study makes reference to the variety of ways teachers learn informally in school and the benefits derived from this alternative form of learning. In South Africa, studies undertaken by Abrahams (1997) and Graven (2004) seem to suggest that there is some kind of support for collaboration and communities of practice as models of teacher learning. This study was conducted with a group of five teachers, both novice and experienced at a suburban government girls’ high school in KwaZulu-Natal. The study used the exploratory, descriptive style of case study methodology where the case is teacher learning in a high school. It was designed to unfold in four different stages and a data collection instrument specific to each stage was used to generate the necessary data: Journals (Stage 1), Photographs (Stage 2), Photovoice (Stage 3). The data were analysed in three steps: (1) Identifying patterns and themes emerging from the interview transcripts and journal entries. (2) Content analysis to give a rich, textured description of all the details of the participants’ experiences and reflections through the narrative written about each participant. (3) A deeper analysis then followed linking data to literature by looking across narratives of the five participants for what was similar or different about what knowledges they learnt and in what ways they learnt these knowledges. Some of the key findings indicate that these participants are self-motivated and that each of them took the initiative in an individual capacity to engage in informal teacher learning to either enhance or develop their content knowledge, pedagogic knowledge, pedagogic content knowledge or contextual knowledge. They learnt these knowledges by engaging in either individual learning (planned or unplanned) or social learning (planned or unplanned) from or with colleagues. Advisors/Committee Members: Bertram, Carol Anne. (advisor).

Subjects/Keywords: Adult education.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Thaver, K. (2011). Are teachers lifelong learners? : a case study of informal learning in a suburban high school. (Masters Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/8211

Chicago Manual of Style (16^th Edition):

Thaver, Kamandhree. “Are teachers lifelong learners? : a case study of informal learning in a suburban high school.” 2011. Masters Thesis, University of KwaZulu-Natal. Accessed February 24, 2021. http://hdl.handle.net/10413/8211.

MLA Handbook (7^th Edition):

Thaver, Kamandhree. “Are teachers lifelong learners? : a case study of informal learning in a suburban high school.” 2011. Web. 24 Feb 2021.

Vancouver:

Thaver K. Are teachers lifelong learners? : a case study of informal learning in a suburban high school. [Internet] [Masters thesis]. University of KwaZulu-Natal; 2011. [cited 2021 Feb 24]. Available from: http://hdl.handle.net/10413/8211.

Council of Science Editors:

Thaver K. Are teachers lifelong learners? : a case study of informal learning in a suburban high school. [Masters Thesis]. University of KwaZulu-Natal; 2011. Available from: http://hdl.handle.net/10413/8211

12. Harrington, George E., III. Mindfulness-based Skills among Counselors-in-Training.

Degree: 2018, Barry University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10750459

► The 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… (more)

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Harrington, George E., I. (2018). Mindfulness-based Skills among Counselors-in-Training. (Thesis). Barry University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10750459

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harrington, George E., III. “Mindfulness-based Skills among Counselors-in-Training.” 2018. Thesis, Barry University. Accessed February 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10750459.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harrington, George E., III. “Mindfulness-based Skills among Counselors-in-Training.” 2018. Web. 24 Feb 2021.

Vancouver:

Harrington, George E. I. Mindfulness-based Skills among Counselors-in-Training. [Internet] [Thesis]. Barry University; 2018. [cited 2021 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10750459.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harrington, George E. I. Mindfulness-based Skills among Counselors-in-Training. [Thesis]. Barry University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10750459

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Kasimbo, Batra. Headteachers' perceptions of Adult Education Degree graduate teachers in the Copperbelt Province.

Degree: 2013, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/3054

► This research attempts to investigate the headteachers’ perceptions of Adult Education degree graduate teachers in the Copperbelt Province. The study was carried out in three… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kasimbo, B. (2013). Headteachers' perceptions of Adult Education Degree graduate teachers in the Copperbelt Province. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/3054

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kasimbo, Batra. “Headteachers' perceptions of Adult Education Degree graduate teachers in the Copperbelt Province.” 2013. Thesis, University of Zimbabwe. Accessed February 24, 2021. http://dspace.unza.zm/handle/123456789/3054.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kasimbo, Batra. “Headteachers' perceptions of Adult Education Degree graduate teachers in the Copperbelt Province.” 2013. Web. 24 Feb 2021.

Vancouver:

Kasimbo B. Headteachers' perceptions of Adult Education Degree graduate teachers in the Copperbelt Province. [Internet] [Thesis]. University of Zimbabwe; 2013. [cited 2021 Feb 24]. Available from: http://dspace.unza.zm/handle/123456789/3054.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kasimbo B. Headteachers' perceptions of Adult Education Degree graduate teachers in the Copperbelt Province. [Thesis]. University of Zimbabwe; 2013. Available from: http://dspace.unza.zm/handle/123456789/3054

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Pakuwa, Maureen Musa. Perceptions and Attitudes of the Ministry of Education Staff in Lusaka District Towards Adult Education Degree Programme at The University of Zambia.

Degree: 2011, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/502

► This is a report of a study on the perceptions and attitudes of the Ministry of Education staff in Lusaka district towards the adult education… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pakuwa, M. M. (2011). Perceptions and Attitudes of the Ministry of Education Staff in Lusaka District Towards Adult Education Degree Programme at The University of Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/502

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pakuwa, Maureen Musa. “Perceptions and Attitudes of the Ministry of Education Staff in Lusaka District Towards Adult Education Degree Programme at The University of Zambia.” 2011. Thesis, University of Zimbabwe. Accessed February 24, 2021. http://dspace.unza.zm/handle/123456789/502.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pakuwa, Maureen Musa. “Perceptions and Attitudes of the Ministry of Education Staff in Lusaka District Towards Adult Education Degree Programme at The University of Zambia.” 2011. Web. 24 Feb 2021.

Vancouver:

Pakuwa MM. Perceptions and Attitudes of the Ministry of Education Staff in Lusaka District Towards Adult Education Degree Programme at The University of Zambia. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Feb 24]. Available from: http://dspace.unza.zm/handle/123456789/502.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pakuwa MM. Perceptions and Attitudes of the Ministry of Education Staff in Lusaka District Towards Adult Education Degree Programme at The University of Zambia. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/502

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Klepper, Erin M. Andragogy and Workplace Relationships| A Mixed-Methods Study Exploring Employees' Perceptions of Their Relationships with Their Supervisors.

Degree: 2017, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10683863

► The purpose of this mixed-method study was to explore employees’ perceptions of their relationships with their direct supervisor, and to determine why employees chose… (more)

▼ The purpose of this mixed-method study was to explore employees’ perceptions of their relationships with their direct supervisor, and to determine why employees chose to remain at SSM Health. This study used a three-part research design comprised of quantitative Likert scale rating statements, Henschke’s (2016) Modified Instructional Perspectives Inventory — Employees and Direct Supervisor (MIPI-EDS), and a qualitative open-ended survey-questionnaire to also explore how managers were perceived by their employees. By using Henschke’s measurement tool in alignment with questions/statements from Parts I and II of the survey-questionnaire, relationships between the andragogical principles as measured by the MIPI-EDS and other components, such as job satisfaction and employee length of service, were able to be examined. Specifically, this research study used andragogy to explore whether the factors of the direct supervisors identified by their employees, as measured by MIPI-EDS, were predictors of the employees’ job satisfaction and their length of service. This study invited 448 employees of SSM Health who worked in specific departments throughout the Patient Business Service division to participate. All eligible employees had the option to participate in Parts I and II, while only employees who had been with the organization longer than five years were eligible to participate in Part III. At the end of the study, 100 employees participated in Parts I and II, and 49 of those 100 employees participated in Part III. The data revealed unexpected findings. In Parts I and II, there was no correlation found between the factors identified by the employees on the MIPI-EDS and the employees’ length of service with the organization. There was a significant correlation between the factors on the MIPI-EDS identified by the employees and the employees’ level of job satisfaction. In Part III, survey-questionnaires were analyzed using open coding methods and eight themes emerged as the reasons why participants chose to remain with SSM Health. Among the reasons, the top reasons that people chose to remain at SSM Health were: a) peer impact, b) relationship with direct supervisor, and c) genuine happiness/intrinsic motivation. Part III of the survey-questionnaire was also analyzed to potentially identify common themes that were related to the perceived level of job satisfaction of the employees who had been with the organization for longer than five years. After analyzing specific statements in Part III of the survey-questionnaire, two conclusions were identified: (a) the role of the supervisor impacted whether or not each employee liked his or her job and, (b) there were five main themes that supervisors needed to focus on in order for employees to like their actual jobs. Those themes were: (a) managerial appreciation and recognition of employees, (b) supervisor’s providing of emotional, and mental support, (c) employee individualization, (d) clear two-way…

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Klepper, E. M. (2017). Andragogy and Workplace Relationships| A Mixed-Methods Study Exploring Employees' Perceptions of Their Relationships with Their Supervisors. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10683863

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Klepper, Erin M. “Andragogy and Workplace Relationships| A Mixed-Methods Study Exploring Employees' Perceptions of Their Relationships with Their Supervisors.” 2017. Thesis, Lindenwood University. Accessed February 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10683863.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Klepper, Erin M. “Andragogy and Workplace Relationships| A Mixed-Methods Study Exploring Employees' Perceptions of Their Relationships with Their Supervisors.” 2017. Web. 24 Feb 2021.

Vancouver:

Klepper EM. Andragogy and Workplace Relationships| A Mixed-Methods Study Exploring Employees' Perceptions of Their Relationships with Their Supervisors. [Internet] [Thesis]. Lindenwood University; 2017. [cited 2021 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10683863.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Klepper EM. Andragogy and Workplace Relationships| A Mixed-Methods Study Exploring Employees' Perceptions of Their Relationships with Their Supervisors. [Thesis]. Lindenwood University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10683863

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of KwaZulu-Natal

16. Harley, Anne. 'Unlearning' hegemony : an exploration of the applicability of Alain Badiou's theory of the event to informal learning through an examination of the life histories of South African social movement activists.

Degree: PhD, Adult education, 2012, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/9318

► This thesis argues that it is both necessary and possible to change the world. Changing the world requires engaging with, to try to understand it… (more)

▼ This thesis argues that it is both necessary and possible to change the world. Changing the world requires engaging with, to try to understand it from the basis of lived reality, and then acting. Our ability to do this is, however, affected by hegemony, which attempts to convince us that the way things are is either normal and natural and the only possible way they could be, or that it is impossible to change them. Nevertheless, there is always resistance to this, and I suggest that we might learn something useful by examining how this happens. The thesis thus explores Gramsci’s theory of hegemony, and its applicability to our current world; and also considers resistance to this. I argue that the nature of capitalism has shifted, and discuss how this shift has impacted on hegemony, identifying three current interlocking hegemonic ideologies. I consider current resistance to this hegemony, including the role of social movements. Much resistance, and many social movements, I argued, cannot properly be called counter-hegemonic in that, although it/they may critique the dominant economic system, it/they remain trapped within hegemonic logic. However, it is clear that there is existing truly counter-hegemonic resistance, including some social movements, and I argue that Abahlali baseMjondolo is one such counter-hegemonic movement. Thus it is possible that those who join/align themselves with this movement might be considered to have ‘unlearned’ hegemony and be useful subjects for this study. I thus consider the life stories of seven people who have aligned themselves to this movement, in order to determine whether they have indeed ‘unlearned’ hegemony, and if so, how. I discuss relevant and appropriate theory for examining this phenomenon, including experiential learning, transformative learning and Freirean emancipatory learning. I argue that whilst these theories of learning are helpful, they cannot entirely account for unlearning. I then turn to the theory of the event of Alain Badiou as a possible complementary or alternative way into thinking about unlearning. I apply both the learning theories and Badiou’s theory of the event to the stories, all of which show strong evidence of unlearning,, and consider how useful the theories are in understanding this. I conclude that all of the theories help to some extent in understanding the unlearning in stories. There are, however, fundamental differences between the learning theories on the one hand and Badiou’s theory on the other. I construct a model showing that the basis of the difference between the adult learning theories and Badiou’s theory of the event rests on the locus of the trigger for transformation. I argue that Badiou’s theory provides a very useful additional perspective to adult learning theory; but that it cannot be considered to have replaced existing theories in understanding how people learn informally to think and act in counter-hegemonic ways. Advisors/Committee Members: Rule, Peter Neville. (advisor).

Subjects/Keywords: Adult education.

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Harley, A. (2012). 'Unlearning' hegemony : an exploration of the applicability of Alain Badiou's theory of the event to informal learning through an examination of the life histories of South African social movement activists. (Doctoral Dissertation). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/9318

Chicago Manual of Style (16^th Edition):

Harley, Anne. “'Unlearning' hegemony : an exploration of the applicability of Alain Badiou's theory of the event to informal learning through an examination of the life histories of South African social movement activists.” 2012. Doctoral Dissertation, University of KwaZulu-Natal. Accessed February 24, 2021. http://hdl.handle.net/10413/9318.

MLA Handbook (7^th Edition):

Harley, Anne. “'Unlearning' hegemony : an exploration of the applicability of Alain Badiou's theory of the event to informal learning through an examination of the life histories of South African social movement activists.” 2012. Web. 24 Feb 2021.

Vancouver:

Harley A. 'Unlearning' hegemony : an exploration of the applicability of Alain Badiou's theory of the event to informal learning through an examination of the life histories of South African social movement activists. [Internet] [Doctoral dissertation]. University of KwaZulu-Natal; 2012. [cited 2021 Feb 24]. Available from: http://hdl.handle.net/10413/9318.

Council of Science Editors:

Harley A. 'Unlearning' hegemony : an exploration of the applicability of Alain Badiou's theory of the event to informal learning through an examination of the life histories of South African social movement activists. [Doctoral Dissertation]. University of KwaZulu-Natal; 2012. Available from: http://hdl.handle.net/10413/9318

University of Cape Town

17. Salaam, Safia. A multimodal social semiotic approach to jewellery design pedagogy.

Degree: Image, School of Education, 2012, University of Cape Town

URL: http://hdl.handle.net/11427/12014

This thesis presents a multimodal social semiotic theoretical framework to explore jewellery design pedagogy. The role of the designer, meaning making and the semiotic functions of resources used within the practice of jewellery design are analysed. Advisors/Committee Members: Archer, Arlene (advisor).

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Salaam, S. (2012). A multimodal social semiotic approach to jewellery design pedagogy. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/12014

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Salaam, Safia. “A multimodal social semiotic approach to jewellery design pedagogy.” 2012. Thesis, University of Cape Town. Accessed February 24, 2021. http://hdl.handle.net/11427/12014.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Salaam, Safia. “A multimodal social semiotic approach to jewellery design pedagogy.” 2012. Web. 24 Feb 2021.

Vancouver:

Salaam S. A multimodal social semiotic approach to jewellery design pedagogy. [Internet] [Thesis]. University of Cape Town; 2012. [cited 2021 Feb 24]. Available from: http://hdl.handle.net/11427/12014.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Salaam S. A multimodal social semiotic approach to jewellery design pedagogy. [Thesis]. University of Cape Town; 2012. Available from: http://hdl.handle.net/11427/12014

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Cape Town

18. Tennison, Colette. Historical shifts in knowledge, skill and identity in the South African plant baking industry : implications for curriculum.

Degree: Image, School of Education, 2014, University of Cape Town

URL: http://hdl.handle.net/11427/13379

► The South African economy, as with the rest of the world economy, has been influenced by the trends of globalisation and the knowledge economy (Castells,… (more)

▼ The South African economy, as with the rest of the world economy, has been influenced by the trends of globalisation and the knowledge economy (Castells, 2001). The South African plant (large scale) baking industry is an industry undergoing significant change with the introduction of cutting edge technology and automation. The aim of this study is to examine the shifts in organisation of work in the South African plant baking industry and, in doing so, identify the corresponding shifts in knowledge, skill and identity of production supervisors. By examining how the work organisation of the bakeries has changed, as well as the adaptations of knowledge, skill and identity, the aim is to draw implications for the development of production supervisors in the future. This, combined with an analysis of the current curricula, is then drawn on to consider the possible implications for a curriculum that addresses the needs of production supervisors in the changing plant baking industry. This qualitative research made use of a case study approach. The first phase of the study examined views on shifts in the organisation of work, and the relative importance of knowledge, skill and identity, via interviews with employees of a national plant baking company that has multiple bakeries at varying stages of automation. Changes in the organisation of work and knowledge, skill and identity were then analysed through the lens of Marx’ Labour Process Theory and Barnett and Coate (2005)’s model for professional curriculum, respectively. The second phase of this study made use of documentary evidence of two different curricula currently available for the development of production supervisors; one developed by the South African Qualifications Authority and the other by the South African Chamber of Baking. This phase sought to examine their ability to address the new organisation of work identified in the first phase of the study, drawing again on the Barnett and Coate (2005) model for professional curriculum. Findings from the first phase of the study point to changes to the organisation of work as seen in the decrease in the amount of labour required to operate an increasingly automated plant and a shift in the role of the production supervisor. These changes have resulted in shifts in the relative importance of knowledge, skill and identity, according to those interviewed. The most significant of these shifts was the perceived increase in the relative importance of identity as interviewees identified the need for a strengthened occupational identity for production supervisors, and a relative devaluing of skill within the bakeries as the role of operators has shifted more towards monitoring instead of operating the machines. These findings might be explained by the increase in automation that has led both to a weakening of occupational identity and a change in the knowledge base required by production supervisors. The need for multi-skilling has increased the need for context independent knowledge. At the same time the need for the… Advisors/Committee Members: Cooper, Linda (advisor), Gamble, Jeanne (advisor).

Subjects/Keywords: Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tennison, C. (2014). Historical shifts in knowledge, skill and identity in the South African plant baking industry : implications for curriculum. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/13379

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tennison, Colette. “Historical shifts in knowledge, skill and identity in the South African plant baking industry : implications for curriculum.” 2014. Thesis, University of Cape Town. Accessed February 24, 2021. http://hdl.handle.net/11427/13379.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tennison, Colette. “Historical shifts in knowledge, skill and identity in the South African plant baking industry : implications for curriculum.” 2014. Web. 24 Feb 2021.

Vancouver:

Tennison C. Historical shifts in knowledge, skill and identity in the South African plant baking industry : implications for curriculum. [Internet] [Thesis]. University of Cape Town; 2014. [cited 2021 Feb 24]. Available from: http://hdl.handle.net/11427/13379.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tennison C. Historical shifts in knowledge, skill and identity in the South African plant baking industry : implications for curriculum. [Thesis]. University of Cape Town; 2014. Available from: http://hdl.handle.net/11427/13379

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Cape Town

19. Pottier, Lyndal. 'Respek vir ek, respek die plek!': a case study of a single popular educator's approach to pedagogy in post-apartheid South Africa.

Degree: Image, School of Education, 2011, University of Cape Town

URL: http://hdl.handle.net/11427/11134

► This thesis explores the pedagogy of a single popular educator, Mike Abrams, currently practising in post-apartheid South Africa. The study aimed to describe his ideology,… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pottier, L. (2011). 'Respek vir ek, respek die plek!': a case study of a single popular educator's approach to pedagogy in post-apartheid South Africa. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/11134

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pottier, Lyndal. “'Respek vir ek, respek die plek!': a case study of a single popular educator's approach to pedagogy in post-apartheid South Africa.” 2011. Thesis, University of Cape Town. Accessed February 24, 2021. http://hdl.handle.net/11427/11134.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pottier, Lyndal. “'Respek vir ek, respek die plek!': a case study of a single popular educator's approach to pedagogy in post-apartheid South Africa.” 2011. Web. 24 Feb 2021.

Vancouver:

Pottier L. 'Respek vir ek, respek die plek!': a case study of a single popular educator's approach to pedagogy in post-apartheid South Africa. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2021 Feb 24]. Available from: http://hdl.handle.net/11427/11134.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pottier L. 'Respek vir ek, respek die plek!': a case study of a single popular educator's approach to pedagogy in post-apartheid South Africa. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/11134

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Cleveland State University

20. Kriner, Bridget Ann. Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study.

Degree: PhD, College of Education and Human Services, 2017, Cleveland State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=csu1494340855144881

► The purpose of this qualitative case study was to explore how instructional approaches to teaching developmental writing at a large urban community college foster the… (more)

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kriner, B. A. (2017). Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1494340855144881

Chicago Manual of Style (16^th Edition):

Kriner, Bridget Ann. “Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study.” 2017. Doctoral Dissertation, Cleveland State University. Accessed February 24, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=csu1494340855144881.

MLA Handbook (7^th Edition):

Kriner, Bridget Ann. “Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study.” 2017. Web. 24 Feb 2021.

Vancouver:

Kriner BA. Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study. [Internet] [Doctoral dissertation]. Cleveland State University; 2017. [cited 2021 Feb 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1494340855144881.

Council of Science Editors:

Kriner BA. Writer Self-Efficacy and Student Self-Identity in Developmental Writing Classes: A Case Study. [Doctoral Dissertation]. Cleveland State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1494340855144881

University of Cape Town

21. Erasmus, Janice. Early Childhood development Level 4 learnership: A qualitative study of the curriculum responsiveness to the needs of experienced ECD teachers.

Degree: MEd, School of Education, 2019, University of Cape Town

URL: http://hdl.handle.net/11427/31364

► This study aimed to explore whether the curriculum and pedagogy of an Early Childhood Development (ECD) Level 4 Learnership recognized the informal knowledge of experienced… (more)

▼ This study aimed to explore whether the curriculum and pedagogy of an Early Childhood Development (ECD) Level 4 Learnership recognized the informal knowledge of experienced practitioners. It focused on whether the curriculum and pedagogy considered the experiences of adult learners and to what extent adult education principles were followed in its delivery. A review of the literature in South Africa showed that there is a very limited amount of research on the training of ECD practitioners. The study considered the experiences of adult students completing their Learnership at two TVET colleges in Cape Town and focused on practices that could potentially have followed principles of adult learning as well as the recognition of prior experiential learning. The research explored whether the ECD teachers who had gained entry to the Learnership felt that their prior experiential knowledge was considered in the delivery of the learnership. The research adopted a qualitative and exploratory approach, using a conceptual frame drawn from the theoretical literature on adult learning, and on the Recognition of Prior Learning. The research design adopted a mixed methods approach involving interviews with the ECD managers at two TVET colleges and eight ECD teachers drawn from four different ECD centres in Mitchells Plain. A purposive sampling technique was used to select the research participants and semi-structured interviews were conducted face-to-face with each participant. In addition, data was collected via classroom observations as well as relevant policy and course documents. The analysis of research findings revealed that although ECD teachers without formal training had considerable understanding of how to educate the young children in their classes, this rich experiential knowledge was not drawn on during the initial process of entry into the learnership, nor in the curriculum or teaching strategies within the ECD Level 4 Learnership. The thesis ends by noting that there are various ways in which ECD teachers could have been better assisted. Advisors/Committee Members: Cooper, Linda (advisor).

Subjects/Keywords: Adult Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Erasmus, J. (2019). Early Childhood development Level 4 learnership: A qualitative study of the curriculum responsiveness to the needs of experienced ECD teachers. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/31364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Erasmus, Janice. “Early Childhood development Level 4 learnership: A qualitative study of the curriculum responsiveness to the needs of experienced ECD teachers.” 2019. Thesis, University of Cape Town. Accessed February 24, 2021. http://hdl.handle.net/11427/31364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Erasmus, Janice. “Early Childhood development Level 4 learnership: A qualitative study of the curriculum responsiveness to the needs of experienced ECD teachers.” 2019. Web. 24 Feb 2021.

Vancouver:

Erasmus J. Early Childhood development Level 4 learnership: A qualitative study of the curriculum responsiveness to the needs of experienced ECD teachers. [Internet] [Thesis]. University of Cape Town; 2019. [cited 2021 Feb 24]. Available from: http://hdl.handle.net/11427/31364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Erasmus J. Early Childhood development Level 4 learnership: A qualitative study of the curriculum responsiveness to the needs of experienced ECD teachers. [Thesis]. University of Cape Town; 2019. Available from: http://hdl.handle.net/11427/31364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Trnovec, Audra Joan. Differences in Complete 2 Compete Participant Characteristics: What Can They Tell Us?.

Degree: EdD in Education, Education, 2019, University of Mississippi

URL: https://egrove.olemiss.edu/etd/1704

► The majority of C2C students participating at the University of Mississippi (UM) are adult students who face different barriers in their return to higher education… (more)

Subjects/Keywords: Adult Completion; Adult Learners; Education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Trnovec, A. J. (2019). Differences in Complete 2 Compete Participant Characteristics: What Can They Tell Us?. (Thesis). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/1704

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Trnovec, Audra Joan. “Differences in Complete 2 Compete Participant Characteristics: What Can They Tell Us?.” 2019. Thesis, University of Mississippi. Accessed February 24, 2021. https://egrove.olemiss.edu/etd/1704.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Trnovec, Audra Joan. “Differences in Complete 2 Compete Participant Characteristics: What Can They Tell Us?.” 2019. Web. 24 Feb 2021.

Vancouver:

Trnovec AJ. Differences in Complete 2 Compete Participant Characteristics: What Can They Tell Us?. [Internet] [Thesis]. University of Mississippi; 2019. [cited 2021 Feb 24]. Available from: https://egrove.olemiss.edu/etd/1704.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Trnovec AJ. Differences in Complete 2 Compete Participant Characteristics: What Can They Tell Us?. [Thesis]. University of Mississippi; 2019. Available from: https://egrove.olemiss.edu/etd/1704

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pennsylvania

23. Bage, Lisa. Satisfaction with Online Learning Options in the Insurance Industry| Does Mindfulness Play a Role.

Degree: 2018, University of Pennsylvania

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10823433

► The insurance industry is onboarding large numbers of new employees as the baby boomers retire. At the same time, the industry is shifting to… (more)

Subjects/Keywords: Education; Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bage, L. (2018). Satisfaction with Online Learning Options in the Insurance Industry| Does Mindfulness Play a Role. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10823433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bage, Lisa. “Satisfaction with Online Learning Options in the Insurance Industry| Does Mindfulness Play a Role.” 2018. Thesis, University of Pennsylvania. Accessed February 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10823433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bage, Lisa. “Satisfaction with Online Learning Options in the Insurance Industry| Does Mindfulness Play a Role.” 2018. Web. 24 Feb 2021.

Vancouver:

Bage L. Satisfaction with Online Learning Options in the Insurance Industry| Does Mindfulness Play a Role. [Internet] [Thesis]. University of Pennsylvania; 2018. [cited 2021 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10823433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bage L. Satisfaction with Online Learning Options in the Insurance Industry| Does Mindfulness Play a Role. [Thesis]. University of Pennsylvania; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10823433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Sutliffe-Auch, Jennifer Lynn. The Lived Experiences of Faculty Who Guide Students Toward Postsecondary Aspirations.

Degree: 2018, Grand Canyon University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10687567

► The purpose of this qualitative phenomenological study was to explore how college and career readiness teachers describe their lived experiences as they guide students… (more)

Subjects/Keywords: Education; Adult education; Elementary education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sutliffe-Auch, J. L. (2018). The Lived Experiences of Faculty Who Guide Students Toward Postsecondary Aspirations. (Thesis). Grand Canyon University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10687567

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sutliffe-Auch, Jennifer Lynn. “The Lived Experiences of Faculty Who Guide Students Toward Postsecondary Aspirations.” 2018. Thesis, Grand Canyon University. Accessed February 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10687567.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sutliffe-Auch, Jennifer Lynn. “The Lived Experiences of Faculty Who Guide Students Toward Postsecondary Aspirations.” 2018. Web. 24 Feb 2021.

Vancouver:

Sutliffe-Auch JL. The Lived Experiences of Faculty Who Guide Students Toward Postsecondary Aspirations. [Internet] [Thesis]. Grand Canyon University; 2018. [cited 2021 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10687567.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sutliffe-Auch JL. The Lived Experiences of Faculty Who Guide Students Toward Postsecondary Aspirations. [Thesis]. Grand Canyon University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10687567

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Brown, Lenis Colton. Exploring Community College Peer Mentoring Practices Within Central California| A Multiple Case Study.

Degree: 2017, Northcentral University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10642120

► The purpose of this qualitative, multiple case study was to illuminate the prevalence and configurations of peer mentoring programs at Central California Community Colleges… (more)

Subjects/Keywords: Education; Adult education; Higher education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Brown, L. C. (2017). Exploring Community College Peer Mentoring Practices Within Central California| A Multiple Case Study. (Thesis). Northcentral University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10642120

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brown, Lenis Colton. “Exploring Community College Peer Mentoring Practices Within Central California| A Multiple Case Study.” 2017. Thesis, Northcentral University. Accessed February 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10642120.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brown, Lenis Colton. “Exploring Community College Peer Mentoring Practices Within Central California| A Multiple Case Study.” 2017. Web. 24 Feb 2021.

Vancouver:

Brown LC. Exploring Community College Peer Mentoring Practices Within Central California| A Multiple Case Study. [Internet] [Thesis]. Northcentral University; 2017. [cited 2021 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10642120.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown LC. Exploring Community College Peer Mentoring Practices Within Central California| A Multiple Case Study. [Thesis]. Northcentral University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10642120

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Orbinati, Albert G. Spirituality and learning| An exploration into the understanding of spirituality in adult education.

Degree: 2015, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3727098

► The purpose of this basic qualitative research was to gain a deeper understanding of how spirituality informs adult learning. Using transformative and holistic learning… (more)

Subjects/Keywords: Adult education; Spirituality

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Orbinati, A. G. (2015). Spirituality and learning| An exploration into the understanding of spirituality in adult education. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3727098

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Orbinati, Albert G. “Spirituality and learning| An exploration into the understanding of spirituality in adult education.” 2015. Thesis, Capella University. Accessed February 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3727098.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Orbinati, Albert G. “Spirituality and learning| An exploration into the understanding of spirituality in adult education.” 2015. Web. 24 Feb 2021.

Vancouver:

Orbinati AG. Spirituality and learning| An exploration into the understanding of spirituality in adult education. [Internet] [Thesis]. Capella University; 2015. [cited 2021 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3727098.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Orbinati AG. Spirituality and learning| An exploration into the understanding of spirituality in adult education. [Thesis]. Capella University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3727098

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Zambia

27. Sarker, Rani Durga. Adult Education for Women in Bangladesh: Problems and Prospects .

Degree: 2012, University of Zambia

URL: http://hdl.handle.net/123456789/1043

► The purpose of the study was to investigate the problems of adult education for women in Bangladesh and its prospects for them.A descriptive survey design… (more)

▼ The purpose of the study was to investigate the problems of adult education for women in Bangladesh and its prospects for them.A descriptive survey design was used in conducting this research. Primary data was collected through questionnaires, checklists, and Focus Group Discussions to a sample of people selected to accurately represent the population under study, while secondary data was collected through reviewing the relevant literature. This study was grounded on “Feminist Pedagogy Theory” which states that the feminist classroom – should be a place where there is sense of struggle, where there is visible acknowledgement of the union of theory and practice, where people work together as teachers and students to overcome the estrangement and alienation that have become so much the norm in the contemporary university. Most importantly, feminist pedagogy should engage students in the learning process that makes the world “more rather than less real.The study used mainly qualitative methods in the collection of data. The study used both qualitative and quantitative methods. The target population comprised all illiterate and literate women in Bangladesh The research was conducted among the sample of 212 illiterate and 206 new literate women and the government and non-governmental organizations which were involved in adult literacy and education sector.The analysis of study findings revealed that there was lack of traditions of mass literacy programmes in Bengal in the early period and the period from 1948 to 1971.Shortly after independence in 1972, there was a national literacy campaign, However, initially the programmes were mainly taken up by the youth and men from the middle classes, and the methods and materials used were unsophisticated. A more significant change occurred after the famine in 1974, when many NGOs began working in the literacy campaign. As a part of ‘relief’ efforts, this focus shifted from individuals to a ‘community’ approach to benefit women as a target group.There were some problems to increase literacy among women, despite the effort of government and NGOs, as there were very few experienced staff, reliance on local improvisation for the school teaching materials, discontinuation of literacy programme, un-accountability and lack of a transparency implementing authority, extreme poverty, cultural and religious conservativeness. As such, the result was less successful than the programmes had expected to achieve. The primary data of the study showed some positive changes in terms of social and economic development among new literate women compared to the illiterate women. The contribution of adult literacy in increasing social awareness is very effective. However, a high number of illiterate women still existed in Bangladesh who needed adult literacy for their better prospects.The study concluded that unless the new-literate women have opportunities of using their newly acquired knowledge, it would be almost impossible for them to retain the literacy level attained.…

Subjects/Keywords: Adult Education – Bangladesh

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sarker, R. D. (2012). Adult Education for Women in Bangladesh: Problems and Prospects . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1043

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sarker, Rani Durga. “Adult Education for Women in Bangladesh: Problems and Prospects .” 2012. Thesis, University of Zambia. Accessed February 24, 2021. http://hdl.handle.net/123456789/1043.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sarker, Rani Durga. “Adult Education for Women in Bangladesh: Problems and Prospects .” 2012. Web. 24 Feb 2021.

Vancouver:

Sarker RD. Adult Education for Women in Bangladesh: Problems and Prospects . [Internet] [Thesis]. University of Zambia; 2012. [cited 2021 Feb 24]. Available from: http://hdl.handle.net/123456789/1043.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sarker RD. Adult Education for Women in Bangladesh: Problems and Prospects . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1043

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

28. [No author]. A framework that supports the acquisition of reflexive competence in a MBA : South African perspectives .

Degree: 2010, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-03312010-131337/

► The purpose of this research was to explore the domain of reflexive competence; how it is developed in business schools; what role the Council on… (more)

▼ The purpose of this research was to explore the domain of reflexive competence; how it is developed in business schools; what role the Council on Higher Education (CHE) plays in supporting its development and what organisation processes support its development. Further to this, the research then set out to establish if the individual needs that encourage the acquisition of reflexive competence and the methods and processes that develop and support the acquisition of reflexive competence, exist for MBA students. The study used a dominant – less dominant design. In-depth semi-structured interviews were used in the dominant qualitative phase to explore the views of the CHE, business schools in Gauteng, and various medium to large organisations in Gauteng as to what reflexive competence actually is, and what methods or processes support its development. The findings from this phase, was then used in the less dominant quantitative phase of the study to design a survey that was administered on final year MBA students. The findings from the dominant study showed that predominantly, reflexive competence is about making values-based judgements in varying contexts by systematically and holistically working through the issue or problem. Reflection and feedback were identified as key tools that enable an individual to develop reflexive competence that should permeate every context. Environmental factors such as open and honest communication, a safe environment and trust were found to be necessary to promote reflection and feedback. The qualitative study showed that business schools develop reflexive competence through: curriculum design, assignments and syndicate work, a case study approach, the use of lecturers with business experience and different styles of lectures, values, social responsibility and ethics education and the research project. Organisations support the development of reflexive competence though a commitment to ethics and values, the development of an organisation climate (questioning culture, empowerment and accountability, a diverse culture and work autonomy), career development and succession planning, mentoring and learning and development. The role of the CHE in supporting the acquisition of reflexive competence was found to be that of monitoring and reviewing. It was further found that the individual needs and self interests played a huge part in developing reflexive competence. The findings from the less dominant study showed that the individual needs that encourage the acquisition of reflexive competence and the methods and processes that develop and support the acquisition of reflexive competence exist for MBA students. Finally, a framework is proposed that supports the acquisition of reflexive competence in a MBA. Advisors/Committee Members: Mr C Rowley (advisor).

Subjects/Keywords: UCTD; Adult education

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2010). A framework that supports the acquisition of reflexive competence in a MBA : South African perspectives . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-03312010-131337/

Chicago Manual of Style (16^th Edition):

author], [No. “A framework that supports the acquisition of reflexive competence in a MBA : South African perspectives .” 2010. Masters Thesis, University of Pretoria. Accessed February 24, 2021. http://upetd.up.ac.za/thesis/available/etd-03312010-131337/.

MLA Handbook (7^th Edition):

author], [No. “A framework that supports the acquisition of reflexive competence in a MBA : South African perspectives .” 2010. Web. 24 Feb 2021.

Vancouver:

author] [. A framework that supports the acquisition of reflexive competence in a MBA : South African perspectives . [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2021 Feb 24]. Available from: http://upetd.up.ac.za/thesis/available/etd-03312010-131337/.

Council of Science Editors:

author] [. A framework that supports the acquisition of reflexive competence in a MBA : South African perspectives . [Masters Thesis]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-03312010-131337/

29. Hanson-Zalot, Mary E. Perceptions of accelerated Bachelor of Science in nursing program graduates regarding andragogical practices employed by faculty.

Degree: 2016, Widener University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10147082

► This research study was designed to examine accelerated, second-degree prelicensure baccalaureate graduates’ perceptions of the andragogical practices employed by faculty that prepared students best… (more)

Subjects/Keywords: Adult education; Nursing

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hanson-Zalot, M. E. (2016). Perceptions of accelerated Bachelor of Science in nursing program graduates regarding andragogical practices employed by faculty. (Thesis). Widener University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10147082

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hanson-Zalot, Mary E. “Perceptions of accelerated Bachelor of Science in nursing program graduates regarding andragogical practices employed by faculty.” 2016. Thesis, Widener University. Accessed February 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10147082.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hanson-Zalot, Mary E. “Perceptions of accelerated Bachelor of Science in nursing program graduates regarding andragogical practices employed by faculty.” 2016. Web. 24 Feb 2021.

Vancouver:

Hanson-Zalot ME. Perceptions of accelerated Bachelor of Science in nursing program graduates regarding andragogical practices employed by faculty. [Internet] [Thesis]. Widener University; 2016. [cited 2021 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10147082.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hanson-Zalot ME. Perceptions of accelerated Bachelor of Science in nursing program graduates regarding andragogical practices employed by faculty. [Thesis]. Widener University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10147082

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Hughes, Bette L. Relationship between simulation and intuition in clinical decision making in associate degree nursing students.

Degree: 2016, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10076357

► In the current health care environment, caring for the increasing numbers of seriously ill patients require novice nurses to use advanced, intuitive clinical decision-making… (more)

Subjects/Keywords: Adult education; Nursing

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hughes, B. L. (2016). Relationship between simulation and intuition in clinical decision making in associate degree nursing students. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10076357

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hughes, Bette L. “Relationship between simulation and intuition in clinical decision making in associate degree nursing students.” 2016. Thesis, Capella University. Accessed February 24, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10076357.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hughes, Bette L. “Relationship between simulation and intuition in clinical decision making in associate degree nursing students.” 2016. Web. 24 Feb 2021.

Vancouver:

Hughes BL. Relationship between simulation and intuition in clinical decision making in associate degree nursing students. [Internet] [Thesis]. Capella University; 2016. [cited 2021 Feb 24]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10076357.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hughes BL. Relationship between simulation and intuition in clinical decision making in associate degree nursing students. [Thesis]. Capella University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10076357

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

		in
And / Or
		in
And / Or
		in
And / Or
		in

Open Access Theses and Dissertations