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You searched for subject:(Adult learning). Showing records 1 – 30 of 1242 total matches.

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University of Georgia

1. Lewis, Bisa Batten. Informal learning and early childhood faculty: the importance of intentional and incidental workplace learning in the preparation of preschool teachers.

Degree: EdD, Adult Education, 2010, University of Georgia

 This qualitative research project describes how novice Early Childhood Education (ECE) community college faculty, who may have little to no education or experience in early… (more)

Subjects/Keywords: Adult learning

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APA (6th Edition):

Lewis, B. B. (2010). Informal learning and early childhood faculty: the importance of intentional and incidental workplace learning in the preparation of preschool teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lewis_bisa_b_201005_edd

Chicago Manual of Style (16th Edition):

Lewis, Bisa Batten. “Informal learning and early childhood faculty: the importance of intentional and incidental workplace learning in the preparation of preschool teachers.” 2010. Doctoral Dissertation, University of Georgia. Accessed August 23, 2019. http://purl.galileo.usg.edu/uga_etd/lewis_bisa_b_201005_edd.

MLA Handbook (7th Edition):

Lewis, Bisa Batten. “Informal learning and early childhood faculty: the importance of intentional and incidental workplace learning in the preparation of preschool teachers.” 2010. Web. 23 Aug 2019.

Vancouver:

Lewis BB. Informal learning and early childhood faculty: the importance of intentional and incidental workplace learning in the preparation of preschool teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Aug 23]. Available from: http://purl.galileo.usg.edu/uga_etd/lewis_bisa_b_201005_edd.

Council of Science Editors:

Lewis BB. Informal learning and early childhood faculty: the importance of intentional and incidental workplace learning in the preparation of preschool teachers. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/lewis_bisa_b_201005_edd


University of Georgia

2. Cornileus, Tonya Harris. A critical examination of the impact of racism on the career development of African American professional men in corporate America.

Degree: PhD, Adult Education, 2010, University of Georgia

 More African Americans have careers in corporate America than at any other time in the nation’s history. However, even with greater access and participation, studies… (more)

Subjects/Keywords: Adult Learning

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APA (6th Edition):

Cornileus, T. H. (2010). A critical examination of the impact of racism on the career development of African American professional men in corporate America. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cornileus_tonya_h_201008_phd

Chicago Manual of Style (16th Edition):

Cornileus, Tonya Harris. “A critical examination of the impact of racism on the career development of African American professional men in corporate America.” 2010. Doctoral Dissertation, University of Georgia. Accessed August 23, 2019. http://purl.galileo.usg.edu/uga_etd/cornileus_tonya_h_201008_phd.

MLA Handbook (7th Edition):

Cornileus, Tonya Harris. “A critical examination of the impact of racism on the career development of African American professional men in corporate America.” 2010. Web. 23 Aug 2019.

Vancouver:

Cornileus TH. A critical examination of the impact of racism on the career development of African American professional men in corporate America. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Aug 23]. Available from: http://purl.galileo.usg.edu/uga_etd/cornileus_tonya_h_201008_phd.

Council of Science Editors:

Cornileus TH. A critical examination of the impact of racism on the career development of African American professional men in corporate America. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/cornileus_tonya_h_201008_phd


University of Georgia

3. Williams, Jana Nicole. A bounded case study of the perceptions of community leaders: an examination of Asset-Based Community Development and adult learning in a rural south Georgia community.

Degree: EdD, Adult Education, 2011, University of Georgia

 The purpose of this bounded case study was to explore how rural leaders experience community development and to understand the perceptions of community leaders in… (more)

Subjects/Keywords: Adult Learning

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APA (6th Edition):

Williams, J. N. (2011). A bounded case study of the perceptions of community leaders: an examination of Asset-Based Community Development and adult learning in a rural south Georgia community. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/williams_jana_n_201105_edd

Chicago Manual of Style (16th Edition):

Williams, Jana Nicole. “A bounded case study of the perceptions of community leaders: an examination of Asset-Based Community Development and adult learning in a rural south Georgia community.” 2011. Doctoral Dissertation, University of Georgia. Accessed August 23, 2019. http://purl.galileo.usg.edu/uga_etd/williams_jana_n_201105_edd.

MLA Handbook (7th Edition):

Williams, Jana Nicole. “A bounded case study of the perceptions of community leaders: an examination of Asset-Based Community Development and adult learning in a rural south Georgia community.” 2011. Web. 23 Aug 2019.

Vancouver:

Williams JN. A bounded case study of the perceptions of community leaders: an examination of Asset-Based Community Development and adult learning in a rural south Georgia community. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Aug 23]. Available from: http://purl.galileo.usg.edu/uga_etd/williams_jana_n_201105_edd.

Council of Science Editors:

Williams JN. A bounded case study of the perceptions of community leaders: an examination of Asset-Based Community Development and adult learning in a rural south Georgia community. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/williams_jana_n_201105_edd


University of Georgia

4. Cole, Jennifer Sue. Goal setting and job-embedded learning: how teachers pursue individual professional goals in a collegial setting.

Degree: EdD, Educational Leadership, 2015, University of Georgia

 This qualitative study sought to understand how teachers perceive the pursuit of individual professional goals in a collegial group setting as a form of job-embedded… (more)

Subjects/Keywords: Adult Learning

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APA (6th Edition):

Cole, J. S. (2015). Goal setting and job-embedded learning: how teachers pursue individual professional goals in a collegial setting. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cole_jennifer_s_201505_edd

Chicago Manual of Style (16th Edition):

Cole, Jennifer Sue. “Goal setting and job-embedded learning: how teachers pursue individual professional goals in a collegial setting.” 2015. Doctoral Dissertation, University of Georgia. Accessed August 23, 2019. http://purl.galileo.usg.edu/uga_etd/cole_jennifer_s_201505_edd.

MLA Handbook (7th Edition):

Cole, Jennifer Sue. “Goal setting and job-embedded learning: how teachers pursue individual professional goals in a collegial setting.” 2015. Web. 23 Aug 2019.

Vancouver:

Cole JS. Goal setting and job-embedded learning: how teachers pursue individual professional goals in a collegial setting. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Aug 23]. Available from: http://purl.galileo.usg.edu/uga_etd/cole_jennifer_s_201505_edd.

Council of Science Editors:

Cole JS. Goal setting and job-embedded learning: how teachers pursue individual professional goals in a collegial setting. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/cole_jennifer_s_201505_edd


University of Georgia

5. Fisher, Tracey Simmons. How African American, middle class parents learn and enact a racism resistant critical race achievement ideology in their adolescents in gifted and AP classes.

Degree: PhD, Adult Education, 2015, University of Georgia

 The purpose of this qualitative study was to examine African American, middle class parents’ facilitation of an academic achievement ideology that is racism-resistant in their… (more)

Subjects/Keywords: Adult learning

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

APA (6th Edition):

Fisher, T. S. (2015). How African American, middle class parents learn and enact a racism resistant critical race achievement ideology in their adolescents in gifted and AP classes. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/fisher_tracey_s_201505_phd

Chicago Manual of Style (16th Edition):

Fisher, Tracey Simmons. “How African American, middle class parents learn and enact a racism resistant critical race achievement ideology in their adolescents in gifted and AP classes.” 2015. Doctoral Dissertation, University of Georgia. Accessed August 23, 2019. http://purl.galileo.usg.edu/uga_etd/fisher_tracey_s_201505_phd.

MLA Handbook (7th Edition):

Fisher, Tracey Simmons. “How African American, middle class parents learn and enact a racism resistant critical race achievement ideology in their adolescents in gifted and AP classes.” 2015. Web. 23 Aug 2019.

Vancouver:

Fisher TS. How African American, middle class parents learn and enact a racism resistant critical race achievement ideology in their adolescents in gifted and AP classes. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Aug 23]. Available from: http://purl.galileo.usg.edu/uga_etd/fisher_tracey_s_201505_phd.

Council of Science Editors:

Fisher TS. How African American, middle class parents learn and enact a racism resistant critical race achievement ideology in their adolescents in gifted and AP classes. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/fisher_tracey_s_201505_phd


University of Johannesburg

6. Louw, Kerryn Kathleen. The participant experience of a personal development programme aimed at adult learners.

Degree: 2009, University of Johannesburg

M.Ed.

Stirring my interest in the area of personal development for adult learners was the recognition of the importance of self-development within the Life Orientation… (more)

Subjects/Keywords: Adult learning; Adult education; Transformative learning

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APA (6th Edition):

Louw, K. K. (2009). The participant experience of a personal development programme aimed at adult learners. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2312

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

Chicago Manual of Style (16th Edition):

Louw, Kerryn Kathleen. “The participant experience of a personal development programme aimed at adult learners.” 2009. Thesis, University of Johannesburg. Accessed August 23, 2019. http://hdl.handle.net/10210/2312.

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

MLA Handbook (7th Edition):

Louw, Kerryn Kathleen. “The participant experience of a personal development programme aimed at adult learners.” 2009. Web. 23 Aug 2019.

Vancouver:

Louw KK. The participant experience of a personal development programme aimed at adult learners. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10210/2312.

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

Council of Science Editors:

Louw KK. The participant experience of a personal development programme aimed at adult learners. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2312

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


University of Georgia

7. Vander Plaats, Rebecca Susan. Communities of practice and possible selves in elder cohousing: a case study.

Degree: PhD, Adult Education, 2015, University of Georgia

 Older adults’ experience of aging is influenced by many factors; among them are learning, social relationships, personal growth, and housing. The participants of this study… (more)

Subjects/Keywords: older adult learning

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APA (6th Edition):

Vander Plaats, R. S. (2015). Communities of practice and possible selves in elder cohousing: a case study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/vander-plaats_rebecca_s_201512_phd

Chicago Manual of Style (16th Edition):

Vander Plaats, Rebecca Susan. “Communities of practice and possible selves in elder cohousing: a case study.” 2015. Doctoral Dissertation, University of Georgia. Accessed August 23, 2019. http://purl.galileo.usg.edu/uga_etd/vander-plaats_rebecca_s_201512_phd.

MLA Handbook (7th Edition):

Vander Plaats, Rebecca Susan. “Communities of practice and possible selves in elder cohousing: a case study.” 2015. Web. 23 Aug 2019.

Vancouver:

Vander Plaats RS. Communities of practice and possible selves in elder cohousing: a case study. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Aug 23]. Available from: http://purl.galileo.usg.edu/uga_etd/vander-plaats_rebecca_s_201512_phd.

Council of Science Editors:

Vander Plaats RS. Communities of practice and possible selves in elder cohousing: a case study. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/vander-plaats_rebecca_s_201512_phd


Youngstown State University

8. Hollinger, Jennifer. Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants.

Degree: Doctor of Education (Educational Leadership), Department of Educational Foundations, Research, Technology and Leadership, 2018, Youngstown State University

 The rapid changes in our society have amplified the need for adult learning opportunities. However, adults often make decisions not to persist in formal learning(more)

Subjects/Keywords: Adult Education; Adult Learning; PIAAC; Numeracy

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APA (6th Edition):

Hollinger, J. (2018). Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522703981607228

Chicago Manual of Style (16th Edition):

Hollinger, Jennifer. “Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants.” 2018. Doctoral Dissertation, Youngstown State University. Accessed August 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522703981607228.

MLA Handbook (7th Edition):

Hollinger, Jennifer. “Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants.” 2018. Web. 23 Aug 2019.

Vancouver:

Hollinger J. Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants. [Internet] [Doctoral dissertation]. Youngstown State University; 2018. [cited 2019 Aug 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522703981607228.

Council of Science Editors:

Hollinger J. Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants. [Doctoral Dissertation]. Youngstown State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522703981607228


Penn State University

9. Thornton, Darrin H. Adult Music Engagement: Perspectives From Three Musically Engaged Cases.

Degree: PhD, Music Education, 2010, Penn State University

 The purpose of this study was to explore the phenomenon of adult music engagement from the perspectives of musically engaged adults not currently participating in… (more)

Subjects/Keywords: Adult Participation; Adult Music Engagement; Adult Education; Continuing Education; Adult Music Education; Phenomenology; Adult learning

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APA (6th Edition):

Thornton, D. H. (2010). Adult Music Engagement: Perspectives From Three Musically Engaged Cases. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11182

Chicago Manual of Style (16th Edition):

Thornton, Darrin H. “Adult Music Engagement: Perspectives From Three Musically Engaged Cases.” 2010. Doctoral Dissertation, Penn State University. Accessed August 23, 2019. https://etda.libraries.psu.edu/catalog/11182.

MLA Handbook (7th Edition):

Thornton, Darrin H. “Adult Music Engagement: Perspectives From Three Musically Engaged Cases.” 2010. Web. 23 Aug 2019.

Vancouver:

Thornton DH. Adult Music Engagement: Perspectives From Three Musically Engaged Cases. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2019 Aug 23]. Available from: https://etda.libraries.psu.edu/catalog/11182.

Council of Science Editors:

Thornton DH. Adult Music Engagement: Perspectives From Three Musically Engaged Cases. [Doctoral Dissertation]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/11182


University of Georgia

10. Jones, Ulrica. How African Americans in rural areas learn to become homeowners.

Degree: EdD, Adult Education, 2003, University of Georgia

 The purpose of this study was to identify the process by which African Americans in rural areas become homeowners. To achieve this purpose, the following… (more)

Subjects/Keywords: Adult Learning

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APA (6th Edition):

Jones, U. (2003). How African Americans in rural areas learn to become homeowners. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jones_ulrica_200305_edd

Chicago Manual of Style (16th Edition):

Jones, Ulrica. “How African Americans in rural areas learn to become homeowners.” 2003. Doctoral Dissertation, University of Georgia. Accessed August 23, 2019. http://purl.galileo.usg.edu/uga_etd/jones_ulrica_200305_edd.

MLA Handbook (7th Edition):

Jones, Ulrica. “How African Americans in rural areas learn to become homeowners.” 2003. Web. 23 Aug 2019.

Vancouver:

Jones U. How African Americans in rural areas learn to become homeowners. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 Aug 23]. Available from: http://purl.galileo.usg.edu/uga_etd/jones_ulrica_200305_edd.

Council of Science Editors:

Jones U. How African Americans in rural areas learn to become homeowners. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/jones_ulrica_200305_edd


University of Georgia

11. Ashcraft, Nikki Leigh. The role of formal and informal adult learning in the adaptation processes of Mexican immigrants.

Degree: PhD, Adult Education, 2004, University of Georgia

 The purpose of this study was to understand the role of formal and informal adult learning in the sociocultural, economic, and political adaptation of Mexican… (more)

Subjects/Keywords: Adult learning

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APA (6th Edition):

Ashcraft, N. L. (2004). The role of formal and informal adult learning in the adaptation processes of Mexican immigrants. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/ashcraft_nikki_l_200405_phd

Chicago Manual of Style (16th Edition):

Ashcraft, Nikki Leigh. “The role of formal and informal adult learning in the adaptation processes of Mexican immigrants.” 2004. Doctoral Dissertation, University of Georgia. Accessed August 23, 2019. http://purl.galileo.usg.edu/uga_etd/ashcraft_nikki_l_200405_phd.

MLA Handbook (7th Edition):

Ashcraft, Nikki Leigh. “The role of formal and informal adult learning in the adaptation processes of Mexican immigrants.” 2004. Web. 23 Aug 2019.

Vancouver:

Ashcraft NL. The role of formal and informal adult learning in the adaptation processes of Mexican immigrants. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Aug 23]. Available from: http://purl.galileo.usg.edu/uga_etd/ashcraft_nikki_l_200405_phd.

Council of Science Editors:

Ashcraft NL. The role of formal and informal adult learning in the adaptation processes of Mexican immigrants. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/ashcraft_nikki_l_200405_phd


University of Georgia

12. Amenyah, Augustine Mawuenyega. The importance of learning for changing sexual practices in response to HIV/AIDS crisis in Ghana.

Degree: EdD, Adult Education, 2005, University of Georgia

 The purpose of this study was to understand how adults in Ghana learned to make changes in their sexual practices in response to the HIV/AIDS… (more)

Subjects/Keywords: Adult learning

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APA (6th Edition):

Amenyah, A. M. (2005). The importance of learning for changing sexual practices in response to HIV/AIDS crisis in Ghana. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/amenyah_augustine_m_200508_edd

Chicago Manual of Style (16th Edition):

Amenyah, Augustine Mawuenyega. “The importance of learning for changing sexual practices in response to HIV/AIDS crisis in Ghana.” 2005. Doctoral Dissertation, University of Georgia. Accessed August 23, 2019. http://purl.galileo.usg.edu/uga_etd/amenyah_augustine_m_200508_edd.

MLA Handbook (7th Edition):

Amenyah, Augustine Mawuenyega. “The importance of learning for changing sexual practices in response to HIV/AIDS crisis in Ghana.” 2005. Web. 23 Aug 2019.

Vancouver:

Amenyah AM. The importance of learning for changing sexual practices in response to HIV/AIDS crisis in Ghana. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Aug 23]. Available from: http://purl.galileo.usg.edu/uga_etd/amenyah_augustine_m_200508_edd.

Council of Science Editors:

Amenyah AM. The importance of learning for changing sexual practices in response to HIV/AIDS crisis in Ghana. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/amenyah_augustine_m_200508_edd


University of Georgia

13. Bickmore, Dana Lee. Formal and informal learning experiences of middle grades principals.

Degree: PhD, Middle School Education, 2005, University of Georgia

 The purpose of this study was to identify the formal and informal professional learning experiences in which middle grades principals participate and the perceived contributions… (more)

Subjects/Keywords: Adult Learning

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APA (6th Edition):

Bickmore, D. L. (2005). Formal and informal learning experiences of middle grades principals. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bickmore_dana_l_200508_phd

Chicago Manual of Style (16th Edition):

Bickmore, Dana Lee. “Formal and informal learning experiences of middle grades principals.” 2005. Doctoral Dissertation, University of Georgia. Accessed August 23, 2019. http://purl.galileo.usg.edu/uga_etd/bickmore_dana_l_200508_phd.

MLA Handbook (7th Edition):

Bickmore, Dana Lee. “Formal and informal learning experiences of middle grades principals.” 2005. Web. 23 Aug 2019.

Vancouver:

Bickmore DL. Formal and informal learning experiences of middle grades principals. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Aug 23]. Available from: http://purl.galileo.usg.edu/uga_etd/bickmore_dana_l_200508_phd.

Council of Science Editors:

Bickmore DL. Formal and informal learning experiences of middle grades principals. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/bickmore_dana_l_200508_phd


University of Georgia

14. Kang, Dae Joong. Images of life and learning-a postmodern qualitative study of five Korean people's published oral history.

Degree: PhD, Adult Education, 2006, University of Georgia

 The purpose of this study was to understand the influence of the socio-cultural-historical context on learning as it contributes to the construction of people’s lives.… (more)

Subjects/Keywords: Adult Learning

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APA (6th Edition):

Kang, D. J. (2006). Images of life and learning-a postmodern qualitative study of five Korean people's published oral history. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kang_dae-joong_200608_phd

Chicago Manual of Style (16th Edition):

Kang, Dae Joong. “Images of life and learning-a postmodern qualitative study of five Korean people's published oral history.” 2006. Doctoral Dissertation, University of Georgia. Accessed August 23, 2019. http://purl.galileo.usg.edu/uga_etd/kang_dae-joong_200608_phd.

MLA Handbook (7th Edition):

Kang, Dae Joong. “Images of life and learning-a postmodern qualitative study of five Korean people's published oral history.” 2006. Web. 23 Aug 2019.

Vancouver:

Kang DJ. Images of life and learning-a postmodern qualitative study of five Korean people's published oral history. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Aug 23]. Available from: http://purl.galileo.usg.edu/uga_etd/kang_dae-joong_200608_phd.

Council of Science Editors:

Kang DJ. Images of life and learning-a postmodern qualitative study of five Korean people's published oral history. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/kang_dae-joong_200608_phd


Texas A&M University

15. Johnston, Suzanne 1963-. A Case Study of the Defense Support of Civil Authorities Program.

Degree: 2013, Texas A&M University

 The intent of this record of study is to examine the effectiveness of the Defense Support of Civil Authorities program through the theoretical lens of… (more)

Subjects/Keywords: adult learning; constructivism; sense making

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APA (6th Edition):

Johnston, S. 1. (2013). A Case Study of the Defense Support of Civil Authorities Program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149222

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

Chicago Manual of Style (16th Edition):

Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Thesis, Texas A&M University. Accessed August 23, 2019. http://hdl.handle.net/1969.1/149222.

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

MLA Handbook (7th Edition):

Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Web. 23 Aug 2019.

Vancouver:

Johnston S1. A Case Study of the Defense Support of Civil Authorities Program. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/1969.1/149222.

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

Council of Science Editors:

Johnston S1. A Case Study of the Defense Support of Civil Authorities Program. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149222

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


Addis Ababa University

16. GETACHEW, TELAYNEH. MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE .

Degree: 2012, Addis Ababa University

 The main objective of this research was to investigate the major factors influencing farmers’ participation in the training program given at FTCs. It was also… (more)

Subjects/Keywords: ADULT AND LIFELONG LEARNING

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

APA (6th Edition):

GETACHEW, T. (2012). MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3797

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

Chicago Manual of Style (16th Edition):

GETACHEW, TELAYNEH. “MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE .” 2012. Thesis, Addis Ababa University. Accessed August 23, 2019. http://etd.aau.edu.et/dspace/handle/123456789/3797.

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

MLA Handbook (7th Edition):

GETACHEW, TELAYNEH. “MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE .” 2012. Web. 23 Aug 2019.

Vancouver:

GETACHEW T. MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Aug 23]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3797.

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

Council of Science Editors:

GETACHEW T. MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3797

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


University of Southern California

17. Zamarripa, Geoffrey G. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 The purpose of this study was to discover how school site principals can have an impact on the learning of adults working in schools. One… (more)

Subjects/Keywords: adult learning; K-12 leadership

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APA (6th Edition):

Zamarripa, G. G. (2014). Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1695

Chicago Manual of Style (16th Edition):

Zamarripa, Geoffrey G. “Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.” 2014. Doctoral Dissertation, University of Southern California. Accessed August 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1695.

MLA Handbook (7th Edition):

Zamarripa, Geoffrey G. “Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.” 2014. Web. 23 Aug 2019.

Vancouver:

Zamarripa GG. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Aug 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1695.

Council of Science Editors:

Zamarripa GG. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1695


Oregon State University

18. Noone, Sharron M. Mandatory versus voluntary adult learners : implications for trainers.

Degree: PhD, Adult Education, 1994, Oregon State University

 During the past fifteen years, Professor John Keller has developed a systematic, comprehensive model to motivate adult learners. Its major elements are Attention- Relevance-Confidence-Satisfaction (ARCS),… (more)

Subjects/Keywords: Adult learning

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APA (6th Edition):

Noone, S. M. (1994). Mandatory versus voluntary adult learners : implications for trainers. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/7289

Chicago Manual of Style (16th Edition):

Noone, Sharron M. “Mandatory versus voluntary adult learners : implications for trainers.” 1994. Doctoral Dissertation, Oregon State University. Accessed August 23, 2019. http://hdl.handle.net/1957/7289.

MLA Handbook (7th Edition):

Noone, Sharron M. “Mandatory versus voluntary adult learners : implications for trainers.” 1994. Web. 23 Aug 2019.

Vancouver:

Noone SM. Mandatory versus voluntary adult learners : implications for trainers. [Internet] [Doctoral dissertation]. Oregon State University; 1994. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/1957/7289.

Council of Science Editors:

Noone SM. Mandatory versus voluntary adult learners : implications for trainers. [Doctoral Dissertation]. Oregon State University; 1994. Available from: http://hdl.handle.net/1957/7289


Oregon State University

19. Retherford, April L. Transformational learning : a deep description of an emancipatory experience.

Degree: EdD, Education, 2001, Oregon State University

 This ethnography describes a learning context where transformational learning routinely creates an emancipatory experience. It identifies those elements that increase understanding of transformative process-describing how… (more)

Subjects/Keywords: Adult learning

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APA (6th Edition):

Retherford, A. L. (2001). Transformational learning : a deep description of an emancipatory experience. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/7383

Chicago Manual of Style (16th Edition):

Retherford, April L. “Transformational learning : a deep description of an emancipatory experience.” 2001. Doctoral Dissertation, Oregon State University. Accessed August 23, 2019. http://hdl.handle.net/1957/7383.

MLA Handbook (7th Edition):

Retherford, April L. “Transformational learning : a deep description of an emancipatory experience.” 2001. Web. 23 Aug 2019.

Vancouver:

Retherford AL. Transformational learning : a deep description of an emancipatory experience. [Internet] [Doctoral dissertation]. Oregon State University; 2001. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/1957/7383.

Council of Science Editors:

Retherford AL. Transformational learning : a deep description of an emancipatory experience. [Doctoral Dissertation]. Oregon State University; 2001. Available from: http://hdl.handle.net/1957/7383


Virginia Tech

20. Smith, Maurice Devoe Jr. An Analysis of African American Farmer Participation in Virginia Cooperative Extension:  An Emphasis on the Small Farm Outreach and Technical Assistance Program.

Degree: MSin Life Sciences, Agricultural and Extension Education, 2013, Virginia Tech

 This research study examined African American farmer participation in Virginia Cooperative Extension as a step toward fully understanding the role participation plays in supporting African… (more)

Subjects/Keywords: Cooperative Extension; Adult Learning; Participation

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APA (6th Edition):

Smith, M. D. J. (2013). An Analysis of African American Farmer Participation in Virginia Cooperative Extension:  An Emphasis on the Small Farm Outreach and Technical Assistance Program. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/19217

Chicago Manual of Style (16th Edition):

Smith, Maurice Devoe Jr. “An Analysis of African American Farmer Participation in Virginia Cooperative Extension:  An Emphasis on the Small Farm Outreach and Technical Assistance Program.” 2013. Masters Thesis, Virginia Tech. Accessed August 23, 2019. http://hdl.handle.net/10919/19217.

MLA Handbook (7th Edition):

Smith, Maurice Devoe Jr. “An Analysis of African American Farmer Participation in Virginia Cooperative Extension:  An Emphasis on the Small Farm Outreach and Technical Assistance Program.” 2013. Web. 23 Aug 2019.

Vancouver:

Smith MDJ. An Analysis of African American Farmer Participation in Virginia Cooperative Extension:  An Emphasis on the Small Farm Outreach and Technical Assistance Program. [Internet] [Masters thesis]. Virginia Tech; 2013. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10919/19217.

Council of Science Editors:

Smith MDJ. An Analysis of African American Farmer Participation in Virginia Cooperative Extension:  An Emphasis on the Small Farm Outreach and Technical Assistance Program. [Masters Thesis]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/19217


University of British Columbia

21. Carpenter, Christine. The experience of spinal cord injury as transformative learning .

Degree: 1991, University of British Columbia

 The purpose of this study is to explore individual conceptions of the experience of traumatic spinal cord injury from the perspective of adult learning. A… (more)

Subjects/Keywords: Adult learning

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APA (6th Edition):

Carpenter, C. (1991). The experience of spinal cord injury as transformative learning . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/30422

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

Chicago Manual of Style (16th Edition):

Carpenter, Christine. “The experience of spinal cord injury as transformative learning .” 1991. Thesis, University of British Columbia. Accessed August 23, 2019. http://hdl.handle.net/2429/30422.

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

MLA Handbook (7th Edition):

Carpenter, Christine. “The experience of spinal cord injury as transformative learning .” 1991. Web. 23 Aug 2019.

Vancouver:

Carpenter C. The experience of spinal cord injury as transformative learning . [Internet] [Thesis]. University of British Columbia; 1991. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/2429/30422.

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

Council of Science Editors:

Carpenter C. The experience of spinal cord injury as transformative learning . [Thesis]. University of British Columbia; 1991. Available from: http://hdl.handle.net/2429/30422

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


University of Arkansas

22. Cornelius, Robbie Scott. An Analysis of Adult Educators’ Experiences with Professional Development Activities.

Degree: Doctor of Education in Adult and Lifelong Learning (EdD), Adult and Lifelong Learning (EdD), 2018, University of Arkansas

  This study was designed to explore Adult Basic Education (ABE), Adult Secondary Education (ASE), and English as a Second Language (ESL) teachers’ experiences with… (more)

Subjects/Keywords: Adult Education; Adult Learning; Education; Professional Development; Adult and Continuing Education

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APA (6th Edition):

Cornelius, R. S. (2018). An Analysis of Adult Educators’ Experiences with Professional Development Activities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2743

Chicago Manual of Style (16th Edition):

Cornelius, Robbie Scott. “An Analysis of Adult Educators’ Experiences with Professional Development Activities.” 2018. Doctoral Dissertation, University of Arkansas. Accessed August 23, 2019. https://scholarworks.uark.edu/etd/2743.

MLA Handbook (7th Edition):

Cornelius, Robbie Scott. “An Analysis of Adult Educators’ Experiences with Professional Development Activities.” 2018. Web. 23 Aug 2019.

Vancouver:

Cornelius RS. An Analysis of Adult Educators’ Experiences with Professional Development Activities. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Aug 23]. Available from: https://scholarworks.uark.edu/etd/2743.

Council of Science Editors:

Cornelius RS. An Analysis of Adult Educators’ Experiences with Professional Development Activities. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2743


University of Rochester

23. Tracey, Edward A. (1976 - ). Firefighter workplace learning : an exploratory case study.

Degree: EdD, 2014, University of Rochester

 Despite there being a significant amount of research investigating workplace learning, research exploring firefighter workplace learning is almost nonexistent. The purpose of this qualitative multi-case… (more)

Subjects/Keywords: Workplace learning; Firefighter learning; Informal learning; Informal workplace learning; Adult learning

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APA (6th Edition):

Tracey, E. A. (. -. ). (2014). Firefighter workplace learning : an exploratory case study. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/28350

Chicago Manual of Style (16th Edition):

Tracey, Edward A (1976 - ). “Firefighter workplace learning : an exploratory case study.” 2014. Doctoral Dissertation, University of Rochester. Accessed August 23, 2019. http://hdl.handle.net/1802/28350.

MLA Handbook (7th Edition):

Tracey, Edward A (1976 - ). “Firefighter workplace learning : an exploratory case study.” 2014. Web. 23 Aug 2019.

Vancouver:

Tracey EA(-). Firefighter workplace learning : an exploratory case study. [Internet] [Doctoral dissertation]. University of Rochester; 2014. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/1802/28350.

Council of Science Editors:

Tracey EA(-). Firefighter workplace learning : an exploratory case study. [Doctoral Dissertation]. University of Rochester; 2014. Available from: http://hdl.handle.net/1802/28350


Open Universiteit Nederland

24. Oosterveen, Susanne. Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning .

Degree: 2013, Open Universiteit Nederland

 Achtergrond Hoogbegaafde leerlingen beschikken, volgens onderzoek bij kinderen, jongeren en jongvolwassenen, over bepaalde specifieke leerkenmerken. Deze kenmerken leiden tot positieve of negatieve leerervaringen, afhankelijk van… (more)

Subjects/Keywords: gifted; learning experiences; adult learning; onderwijswetenschappen

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APA (6th Edition):

Oosterveen, S. (2013). Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/5131

Chicago Manual of Style (16th Edition):

Oosterveen, Susanne. “Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning .” 2013. Masters Thesis, Open Universiteit Nederland. Accessed August 23, 2019. http://hdl.handle.net/1820/5131.

MLA Handbook (7th Edition):

Oosterveen, Susanne. “Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning .” 2013. Web. 23 Aug 2019.

Vancouver:

Oosterveen S. Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning . [Internet] [Masters thesis]. Open Universiteit Nederland; 2013. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/1820/5131.

Council of Science Editors:

Oosterveen S. Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning . [Masters Thesis]. Open Universiteit Nederland; 2013. Available from: http://hdl.handle.net/1820/5131


University of Manitoba

25. Webb, Colleen. After the adult learning centre: rural women: decisions and transitions to post-secondary education.

Degree: Educational Administration, Foundations and Psychology, 2017, University of Manitoba

Adult Learning Centres (ALC) provide opportunities for rural women to complete a high school education and pursue career opportunities that may not have been available… (more)

Subjects/Keywords: adult learning; rural women; transformative learning; patriarchy

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APA (6th Edition):

Webb, C. (2017). After the adult learning centre: rural women: decisions and transitions to post-secondary education. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32537

Chicago Manual of Style (16th Edition):

Webb, Colleen. “After the adult learning centre: rural women: decisions and transitions to post-secondary education.” 2017. Masters Thesis, University of Manitoba. Accessed August 23, 2019. http://hdl.handle.net/1993/32537.

MLA Handbook (7th Edition):

Webb, Colleen. “After the adult learning centre: rural women: decisions and transitions to post-secondary education.” 2017. Web. 23 Aug 2019.

Vancouver:

Webb C. After the adult learning centre: rural women: decisions and transitions to post-secondary education. [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/1993/32537.

Council of Science Editors:

Webb C. After the adult learning centre: rural women: decisions and transitions to post-secondary education. [Masters Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32537


Penn State University

26. Pemberton, Jennifer Lynn. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”.

Degree: EdD, Adult Education, 2016, Penn State University

 The purpose of this narrative study was two-fold: (a) to examine how breastfeeding mothers learn they are members of a marginalized group; and (b) to… (more)

Subjects/Keywords: Adult education; adult learning; women's learning; feminist pedagogy; emancipatory learning; activist learning; breastfeeding

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APA (6th Edition):

Pemberton, J. L. (2016). "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/27703

Chicago Manual of Style (16th Edition):

Pemberton, Jennifer Lynn. “"i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”.” 2016. Doctoral Dissertation, Penn State University. Accessed August 23, 2019. https://etda.libraries.psu.edu/catalog/27703.

MLA Handbook (7th Edition):

Pemberton, Jennifer Lynn. “"i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”.” 2016. Web. 23 Aug 2019.

Vancouver:

Pemberton JL. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Aug 23]. Available from: https://etda.libraries.psu.edu/catalog/27703.

Council of Science Editors:

Pemberton JL. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/27703


Oregon State University

27. Remenick, Lauren. HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event.

Degree: MS, Forest Ecosystems and Society, 2015, Oregon State University

 For adult learners to succeed in their educational endeavors, adult educators and event planners must meet their needs and goals (Storksdieck, Ellenbogen, & Heimlich, 2005).… (more)

Subjects/Keywords: adult learning; Adult learning  – Oregon  – H.J. Andrews Experimental Forest  – Evaluation

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APA (6th Edition):

Remenick, L. (2015). HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/56069

Chicago Manual of Style (16th Edition):

Remenick, Lauren. “HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event.” 2015. Masters Thesis, Oregon State University. Accessed August 23, 2019. http://hdl.handle.net/1957/56069.

MLA Handbook (7th Edition):

Remenick, Lauren. “HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event.” 2015. Web. 23 Aug 2019.

Vancouver:

Remenick L. HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event. [Internet] [Masters thesis]. Oregon State University; 2015. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/1957/56069.

Council of Science Editors:

Remenick L. HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event. [Masters Thesis]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/56069


University of Wisconsin – Oshkosh

28. Kinser, Rebecca J. TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM.

Degree: MA, English, 2009, University of Wisconsin – Oshkosh

A Thesis Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Arts - English

This study explores the management of conversational… (more)

Subjects/Keywords: Adult education study and teaching; Continuing educatioin; Adult learning; Adult students; Learning strategies

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APA (6th Edition):

Kinser, R. J. (2009). TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM. (Masters Thesis). University of Wisconsin – Oshkosh. Retrieved from http://digital.library.wisc.edu/1793/46811

Chicago Manual of Style (16th Edition):

Kinser, Rebecca J. “TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM.” 2009. Masters Thesis, University of Wisconsin – Oshkosh. Accessed August 23, 2019. http://digital.library.wisc.edu/1793/46811.

MLA Handbook (7th Edition):

Kinser, Rebecca J. “TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM.” 2009. Web. 23 Aug 2019.

Vancouver:

Kinser RJ. TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM. [Internet] [Masters thesis]. University of Wisconsin – Oshkosh; 2009. [cited 2019 Aug 23]. Available from: http://digital.library.wisc.edu/1793/46811.

Council of Science Editors:

Kinser RJ. TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM. [Masters Thesis]. University of Wisconsin – Oshkosh; 2009. Available from: http://digital.library.wisc.edu/1793/46811


University of the Western Cape

29. Lackay, Bradley. Recognition of prior learning, benefits and social justice in the policing sector .

Degree: 2015, University of the Western Cape

 Conceptualised within Habermasian critical theory, the conceptual framework includes concepts such as domination, emancipation and emancipatory education, and frames RPL as emancipation. Recognition of prior… (more)

Subjects/Keywords: Workplace Learning; Adult learning; Recognition of prior learning; Experiential learning

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APA (6th Edition):

Lackay, B. (2015). Recognition of prior learning, benefits and social justice in the policing sector . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5281

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

Chicago Manual of Style (16th Edition):

Lackay, Bradley. “Recognition of prior learning, benefits and social justice in the policing sector .” 2015. Thesis, University of the Western Cape. Accessed August 23, 2019. http://hdl.handle.net/11394/5281.

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

MLA Handbook (7th Edition):

Lackay, Bradley. “Recognition of prior learning, benefits and social justice in the policing sector .” 2015. Web. 23 Aug 2019.

Vancouver:

Lackay B. Recognition of prior learning, benefits and social justice in the policing sector . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/11394/5281.

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

Council of Science Editors:

Lackay B. Recognition of prior learning, benefits and social justice in the policing sector . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/5281

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


University of South Florida

30. Bernard, Trevor Marshall. Environmental Perceptions to Promote Self-directed Learning in the Workplace.

Degree: 2018, University of South Florida

 The purpose of this study was to identify perceptions of environmental changes that promote self-directed learning in the workplace by Human Resources Development (HRD) practitioners… (more)

Subjects/Keywords: adult learning; environmental aspects; Learning Preference Assessment; workplace learning; Adult and Continuing Education and Teaching

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APA (6th Edition):

Bernard, T. M. (2018). Environmental Perceptions to Promote Self-directed Learning in the Workplace. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7126

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

Chicago Manual of Style (16th Edition):

Bernard, Trevor Marshall. “Environmental Perceptions to Promote Self-directed Learning in the Workplace.” 2018. Thesis, University of South Florida. Accessed August 23, 2019. https://scholarcommons.usf.edu/etd/7126.

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

MLA Handbook (7th Edition):

Bernard, Trevor Marshall. “Environmental Perceptions to Promote Self-directed Learning in the Workplace.” 2018. Web. 23 Aug 2019.

Vancouver:

Bernard TM. Environmental Perceptions to Promote Self-directed Learning in the Workplace. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Aug 23]. Available from: https://scholarcommons.usf.edu/etd/7126.

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

Council of Science Editors:

Bernard TM. Environmental Perceptions to Promote Self-directed Learning in the Workplace. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7126

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

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