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You searched for subject:(adult learners). Showing records 1 – 30 of 209 total matches.

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California State University – Chico

1. Schaffer, Seneca. The impact of one-on-one tutoring on ESL learners' writing .

Degree: 2018, California State University – Chico

 Tutoring centers are often visited by adult ESL learners with persistent concerns about sentence-level, linguistic features in their writing (i.e., ???grammar???), even when such concerns… (more)

Subjects/Keywords: ESL; Writing tutoring; Adult learners

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

APA (6th Edition):

Schaffer, S. (2018). The impact of one-on-one tutoring on ESL learners' writing . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.3/200211

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):

Schaffer, Seneca. “The impact of one-on-one tutoring on ESL learners' writing .” 2018. Thesis, California State University – Chico. Accessed February 16, 2019. http://hdl.handle.net/10211.3/200211.

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

MLA Handbook (7th Edition):

Schaffer, Seneca. “The impact of one-on-one tutoring on ESL learners' writing .” 2018. Web. 16 Feb 2019.

Vancouver:

Schaffer S. The impact of one-on-one tutoring on ESL learners' writing . [Internet] [Thesis]. California State University – Chico; 2018. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10211.3/200211.

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

Council of Science Editors:

Schaffer S. The impact of one-on-one tutoring on ESL learners' writing . [Thesis]. California State University – Chico; 2018. Available from: http://hdl.handle.net/10211.3/200211

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


University of Arizona

2. Saltourides, Eleni. The Sociocultural Impact of Technology on Adult Immigrant English as a Second Language Learners .

Degree: 2009, University of Arizona

 For immigrant adult learners, learning English is not only for survival and functioning in the target language (TL) culture, but it is also a means… (more)

Subjects/Keywords: Adult; immigrant; learners; Sociocultural; Technology

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APA (6th Edition):

Saltourides, E. (2009). The Sociocultural Impact of Technology on Adult Immigrant English as a Second Language Learners . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194537

Chicago Manual of Style (16th Edition):

Saltourides, Eleni. “The Sociocultural Impact of Technology on Adult Immigrant English as a Second Language Learners .” 2009. Doctoral Dissertation, University of Arizona. Accessed February 16, 2019. http://hdl.handle.net/10150/194537.

MLA Handbook (7th Edition):

Saltourides, Eleni. “The Sociocultural Impact of Technology on Adult Immigrant English as a Second Language Learners .” 2009. Web. 16 Feb 2019.

Vancouver:

Saltourides E. The Sociocultural Impact of Technology on Adult Immigrant English as a Second Language Learners . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10150/194537.

Council of Science Editors:

Saltourides E. The Sociocultural Impact of Technology on Adult Immigrant English as a Second Language Learners . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/194537


Bowling Green State University

3. Ray, Melanie Sue. Uncovering the Needs, Obstacles, Expectations, and Experiences of Adult Learners as They Reenter a Formal Learning Environment.

Degree: MEd, Career and Technology Education/Technology, 2008, Bowling Green State University

  This research was conducted to determine the difficulties faced by adult students in aMidwest community college as they reenter a formal learning environment, after… (more)

Subjects/Keywords: Adult Education; adult learners; college reentry

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APA (6th Edition):

Ray, M. S. (2008). Uncovering the Needs, Obstacles, Expectations, and Experiences of Adult Learners as They Reenter a Formal Learning Environment. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206390540

Chicago Manual of Style (16th Edition):

Ray, Melanie Sue. “Uncovering the Needs, Obstacles, Expectations, and Experiences of Adult Learners as They Reenter a Formal Learning Environment.” 2008. Masters Thesis, Bowling Green State University. Accessed February 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206390540.

MLA Handbook (7th Edition):

Ray, Melanie Sue. “Uncovering the Needs, Obstacles, Expectations, and Experiences of Adult Learners as They Reenter a Formal Learning Environment.” 2008. Web. 16 Feb 2019.

Vancouver:

Ray MS. Uncovering the Needs, Obstacles, Expectations, and Experiences of Adult Learners as They Reenter a Formal Learning Environment. [Internet] [Masters thesis]. Bowling Green State University; 2008. [cited 2019 Feb 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206390540.

Council of Science Editors:

Ray MS. Uncovering the Needs, Obstacles, Expectations, and Experiences of Adult Learners as They Reenter a Formal Learning Environment. [Masters Thesis]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206390540


Queensland University of Technology

4. Mason, Russell D. Improving outcomes for adult learners.

Degree: 2016, Queensland University of Technology

 This thesis investigates the range of experiences and circumstances that shape educational outcomes for adult learners. The study uses descriptive meta-synthesis to examine the complex… (more)

Subjects/Keywords: adult learners; adult education research; barriers for adult learners; strategies for success for adult learners; descriptive meta-synthesis

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APA (6th Edition):

Mason, R. D. (2016). Improving outcomes for adult learners. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/95505/

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):

Mason, Russell D. “Improving outcomes for adult learners.” 2016. Thesis, Queensland University of Technology. Accessed February 16, 2019. http://eprints.qut.edu.au/95505/.

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

MLA Handbook (7th Edition):

Mason, Russell D. “Improving outcomes for adult learners.” 2016. Web. 16 Feb 2019.

Vancouver:

Mason RD. Improving outcomes for adult learners. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2019 Feb 16]. Available from: http://eprints.qut.edu.au/95505/.

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

Council of Science Editors:

Mason RD. Improving outcomes for adult learners. [Thesis]. Queensland University of Technology; 2016. Available from: http://eprints.qut.edu.au/95505/

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


University of Zambia

5. Mainza-Mtolo, Pimpa. Performance of female Adult Learners Re-entering High School Through Academic Production Unit in Chipata and Katete Districts of Zambia,2007-2008 .

Degree: 2011, University of Zambia

 This study was aimed at identifying factors affecting performance of female adult learners re-entering high school through Academic Production Unit (APU) in Chipata and Katete… (more)

Subjects/Keywords: Female Adult Learners; Re-entry Policy; Re-entry Policy-High Schools; Female Adult Learners-Chipata; Female Adult Learners-Katete

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APA (6th Edition):

Mainza-Mtolo, P. (2011). Performance of female Adult Learners Re-entering High School Through Academic Production Unit in Chipata and Katete Districts of Zambia,2007-2008 . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/603

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):

Mainza-Mtolo, Pimpa. “Performance of female Adult Learners Re-entering High School Through Academic Production Unit in Chipata and Katete Districts of Zambia,2007-2008 .” 2011. Thesis, University of Zambia. Accessed February 16, 2019. http://hdl.handle.net/123456789/603.

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

MLA Handbook (7th Edition):

Mainza-Mtolo, Pimpa. “Performance of female Adult Learners Re-entering High School Through Academic Production Unit in Chipata and Katete Districts of Zambia,2007-2008 .” 2011. Web. 16 Feb 2019.

Vancouver:

Mainza-Mtolo P. Performance of female Adult Learners Re-entering High School Through Academic Production Unit in Chipata and Katete Districts of Zambia,2007-2008 . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/123456789/603.

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

Council of Science Editors:

Mainza-Mtolo P. Performance of female Adult Learners Re-entering High School Through Academic Production Unit in Chipata and Katete Districts of Zambia,2007-2008 . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/603

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


University of Limerick

6. McLaughlin, Patricia. The motivational potential of the use of information and communication technology on adult learners within adult education centres in the North West of Ireland.

Degree: Education and Professional Studies, 2010, University of Limerick

Non-peer-reviewed

Motivation is an internal compulsion that incites an individual to act in a certain manner and the level of motivation experienced determines the course… (more)

Subjects/Keywords: motivation; ICT; adult learners; West of Ireland

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

APA (6th Edition):

McLaughlin, P. (2010). The motivational potential of the use of information and communication technology on adult learners within adult education centres in the North West of Ireland. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/966

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):

McLaughlin, Patricia. “The motivational potential of the use of information and communication technology on adult learners within adult education centres in the North West of Ireland.” 2010. Thesis, University of Limerick. Accessed February 16, 2019. http://hdl.handle.net/10344/966.

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

MLA Handbook (7th Edition):

McLaughlin, Patricia. “The motivational potential of the use of information and communication technology on adult learners within adult education centres in the North West of Ireland.” 2010. Web. 16 Feb 2019.

Vancouver:

McLaughlin P. The motivational potential of the use of information and communication technology on adult learners within adult education centres in the North West of Ireland. [Internet] [Thesis]. University of Limerick; 2010. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10344/966.

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

Council of Science Editors:

McLaughlin P. The motivational potential of the use of information and communication technology on adult learners within adult education centres in the North West of Ireland. [Thesis]. University of Limerick; 2010. Available from: http://hdl.handle.net/10344/966

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


Louisiana State University

7. Justelien, III, Alvin James. Factors that influence course completion of individuals enrolled in craft-training courses offered by a large organization of member construction companies.

Degree: PhD, Human Resources Management, 2009, Louisiana State University

 The construction industry is one of the largest providers of jobs in the United States. Between 2009 and 2013, approximately 20% of the 7.7 million… (more)

Subjects/Keywords: Learning Culture; Discriminant Analysis; Adult Learners

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APA (6th Edition):

Justelien, III, A. J. (2009). Factors that influence course completion of individuals enrolled in craft-training courses offered by a large organization of member construction companies. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11022009-214820 ; https://digitalcommons.lsu.edu/gradschool_dissertations/907

Chicago Manual of Style (16th Edition):

Justelien, III, Alvin James. “Factors that influence course completion of individuals enrolled in craft-training courses offered by a large organization of member construction companies.” 2009. Doctoral Dissertation, Louisiana State University. Accessed February 16, 2019. etd-11022009-214820 ; https://digitalcommons.lsu.edu/gradschool_dissertations/907.

MLA Handbook (7th Edition):

Justelien, III, Alvin James. “Factors that influence course completion of individuals enrolled in craft-training courses offered by a large organization of member construction companies.” 2009. Web. 16 Feb 2019.

Vancouver:

Justelien, III AJ. Factors that influence course completion of individuals enrolled in craft-training courses offered by a large organization of member construction companies. [Internet] [Doctoral dissertation]. Louisiana State University; 2009. [cited 2019 Feb 16]. Available from: etd-11022009-214820 ; https://digitalcommons.lsu.edu/gradschool_dissertations/907.

Council of Science Editors:

Justelien, III AJ. Factors that influence course completion of individuals enrolled in craft-training courses offered by a large organization of member construction companies. [Doctoral Dissertation]. Louisiana State University; 2009. Available from: etd-11022009-214820 ; https://digitalcommons.lsu.edu/gradschool_dissertations/907


Grand Valley State University

8. Ventrone, Abbey L. Using Figurative Language in American English: Challenges and Successes of Adult English Learners.

Degree: 2017, Grand Valley State University

 English language learners (ELLs) face many challenges when learning English. One of those challenges is the figurative language that is used in every day conversations.… (more)

Subjects/Keywords: ESL; figurative language; adult english learners; Education

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APA (6th Edition):

Ventrone, A. L. (2017). Using Figurative Language in American English: Challenges and Successes of Adult English Learners. (Thesis). Grand Valley State University. Retrieved from https://scholarworks.gvsu.edu/theses/852

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):

Ventrone, Abbey L. “Using Figurative Language in American English: Challenges and Successes of Adult English Learners.” 2017. Thesis, Grand Valley State University. Accessed February 16, 2019. https://scholarworks.gvsu.edu/theses/852.

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

MLA Handbook (7th Edition):

Ventrone, Abbey L. “Using Figurative Language in American English: Challenges and Successes of Adult English Learners.” 2017. Web. 16 Feb 2019.

Vancouver:

Ventrone AL. Using Figurative Language in American English: Challenges and Successes of Adult English Learners. [Internet] [Thesis]. Grand Valley State University; 2017. [cited 2019 Feb 16]. Available from: https://scholarworks.gvsu.edu/theses/852.

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

Council of Science Editors:

Ventrone AL. Using Figurative Language in American English: Challenges and Successes of Adult English Learners. [Thesis]. Grand Valley State University; 2017. Available from: https://scholarworks.gvsu.edu/theses/852

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


University of New South Wales

9. Ollerhead, Sue. Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study.

Degree: Education, 2013, University of New South Wales

 This multi-site case study research project examines the experiences of teachers and adult ESL literacy learners within Australia’s Language, Literacy and Numeracy Program (LLNP). Drawing… (more)

Subjects/Keywords: Teacher identity; Learner identity; Adult ESL learners

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APA (6th Edition):

Ollerhead, S. (2013). Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/52975 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11653/SOURCE01?view=true

Chicago Manual of Style (16th Edition):

Ollerhead, Sue. “Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study.” 2013. Doctoral Dissertation, University of New South Wales. Accessed February 16, 2019. http://handle.unsw.edu.au/1959.4/52975 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11653/SOURCE01?view=true.

MLA Handbook (7th Edition):

Ollerhead, Sue. “Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study.” 2013. Web. 16 Feb 2019.

Vancouver:

Ollerhead S. Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study. [Internet] [Doctoral dissertation]. University of New South Wales; 2013. [cited 2019 Feb 16]. Available from: http://handle.unsw.edu.au/1959.4/52975 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11653/SOURCE01?view=true.

Council of Science Editors:

Ollerhead S. Experiences of teaching and learning in the adult ESL literacy classroom: a multi-site case study. [Doctoral Dissertation]. University of New South Wales; 2013. Available from: http://handle.unsw.edu.au/1959.4/52975 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11653/SOURCE01?view=true

10. Kinsella, Michelle. Breaking Through: How do Adult Learners negotiate Class prior to, during and after Higher Education?.

Degree: 2015, RIAN

 This thesis sets out to explore the experiences of adult learners and how they have negotiated class prior to, during and after higher education. Class… (more)

Subjects/Keywords: adult learners; experience; higher education; learners; learning; experiences; M.Ed. in Adult and Community Education; M.Ed.

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APA (6th Edition):

Kinsella, M. (2015). Breaking Through: How do Adult Learners negotiate Class prior to, during and after Higher Education?. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/9640/

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):

Kinsella, Michelle. “Breaking Through: How do Adult Learners negotiate Class prior to, during and after Higher Education?.” 2015. Thesis, RIAN. Accessed February 16, 2019. http://eprints.maynoothuniversity.ie/9640/.

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

MLA Handbook (7th Edition):

Kinsella, Michelle. “Breaking Through: How do Adult Learners negotiate Class prior to, during and after Higher Education?.” 2015. Web. 16 Feb 2019.

Vancouver:

Kinsella M. Breaking Through: How do Adult Learners negotiate Class prior to, during and after Higher Education?. [Internet] [Thesis]. RIAN; 2015. [cited 2019 Feb 16]. Available from: http://eprints.maynoothuniversity.ie/9640/.

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

Council of Science Editors:

Kinsella M. Breaking Through: How do Adult Learners negotiate Class prior to, during and after Higher Education?. [Thesis]. RIAN; 2015. Available from: http://eprints.maynoothuniversity.ie/9640/

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


University of Minnesota

11. Gullixson, Amy. Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence.

Degree: PhD, Organizational Leadership, Policy, and Development, 2015, University of Minnesota

 As a result of the growth in distance education, and subsequently, the growth of distance learners, it is exceedingly important, and necessary, to find ways… (more)

Subjects/Keywords: adult learners; distance education; distance learning; engagement; online learners; retention

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APA (6th Edition):

Gullixson, A. (2015). Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175446

Chicago Manual of Style (16th Edition):

Gullixson, Amy. “Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence.” 2015. Doctoral Dissertation, University of Minnesota. Accessed February 16, 2019. http://hdl.handle.net/11299/175446.

MLA Handbook (7th Edition):

Gullixson, Amy. “Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence.” 2015. Web. 16 Feb 2019.

Vancouver:

Gullixson A. Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/11299/175446.

Council of Science Editors:

Gullixson A. Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175446


Penn State University

12. Karmelita, Courtney E. Exploring Adult Learners' Experiences Transitioning to Higher Education.

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

 Abstract Research Topic With increasing adult learner enrollments in colleges and universities, adult learners more than ever require supports and services to help them successfully… (more)

Subjects/Keywords: adult learners; transition; higher education; adult learner barriers; transition theory

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APA (6th Edition):

Karmelita, C. E. (2016). Exploring Adult Learners' Experiences Transitioning to Higher Education. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/28699

Chicago Manual of Style (16th Edition):

Karmelita, Courtney E. “Exploring Adult Learners' Experiences Transitioning to Higher Education.” 2016. Doctoral Dissertation, Penn State University. Accessed February 16, 2019. https://etda.libraries.psu.edu/catalog/28699.

MLA Handbook (7th Edition):

Karmelita, Courtney E. “Exploring Adult Learners' Experiences Transitioning to Higher Education.” 2016. Web. 16 Feb 2019.

Vancouver:

Karmelita CE. Exploring Adult Learners' Experiences Transitioning to Higher Education. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Feb 16]. Available from: https://etda.libraries.psu.edu/catalog/28699.

Council of Science Editors:

Karmelita CE. Exploring Adult Learners' Experiences Transitioning to Higher Education. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/28699

13. Brady, Anne. Nowhere to Hide: A study of adult learners on a basic ICT course.

Degree: 2015, RIAN

 When key theorists in adult education are reviewed, there is not a strong focus on ICT, or on its transformative power. Most of the adult(more)

Subjects/Keywords: adult learners; ICT; M.Ed.; M.Ed. in Adult and Community Education

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APA (6th Edition):

Brady, A. (2015). Nowhere to Hide: A study of adult learners on a basic ICT course. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/9583/

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):

Brady, Anne. “Nowhere to Hide: A study of adult learners on a basic ICT course.” 2015. Thesis, RIAN. Accessed February 16, 2019. http://eprints.maynoothuniversity.ie/9583/.

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

MLA Handbook (7th Edition):

Brady, Anne. “Nowhere to Hide: A study of adult learners on a basic ICT course.” 2015. Web. 16 Feb 2019.

Vancouver:

Brady A. Nowhere to Hide: A study of adult learners on a basic ICT course. [Internet] [Thesis]. RIAN; 2015. [cited 2019 Feb 16]. Available from: http://eprints.maynoothuniversity.ie/9583/.

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

Council of Science Editors:

Brady A. Nowhere to Hide: A study of adult learners on a basic ICT course. [Thesis]. RIAN; 2015. Available from: http://eprints.maynoothuniversity.ie/9583/

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

14. Clarkson, Lia. How does blended learning motivate adult literacy learners?.

Degree: 2011, RIAN

 This piece of work looks at how adult literacy learners in the context of an urban Dublin community education centre are motivated by using a… (more)

Subjects/Keywords: blended learning; learning; motivate; motivates; motivation; motivations; adult literacy; learners; adult learners; literacy; M.Ed. in Adult and Community Education; M.Ed.

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

APA (6th Edition):

Clarkson, L. (2011). How does blended learning motivate adult literacy learners?. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/9619/

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):

Clarkson, Lia. “How does blended learning motivate adult literacy learners?.” 2011. Thesis, RIAN. Accessed February 16, 2019. http://eprints.maynoothuniversity.ie/9619/.

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

MLA Handbook (7th Edition):

Clarkson, Lia. “How does blended learning motivate adult literacy learners?.” 2011. Web. 16 Feb 2019.

Vancouver:

Clarkson L. How does blended learning motivate adult literacy learners?. [Internet] [Thesis]. RIAN; 2011. [cited 2019 Feb 16]. Available from: http://eprints.maynoothuniversity.ie/9619/.

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

Council of Science Editors:

Clarkson L. How does blended learning motivate adult literacy learners?. [Thesis]. RIAN; 2011. Available from: http://eprints.maynoothuniversity.ie/9619/

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


University of Southern California

15. Hernández, Rocío Durán. An exploration of the experiences of undergraduate adult learners in an adult degree program from the theoretical framework of self-authorship.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study applies Baxter Magolda’s theory of self-authorship (2001) from the literature of student development theory to examine the experiences of undergraduate adult learners. The… (more)

Subjects/Keywords: adult learners; undergraduate adult learners; non traditional students; self-authorship; student development; academic advising; adult degree programs

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

APA (6th Edition):

Hernández, R. D. (2013). An exploration of the experiences of undergraduate adult learners in an adult degree program from the theoretical framework of self-authorship. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/326583/rec/756

Chicago Manual of Style (16th Edition):

Hernández, Rocío Durán. “An exploration of the experiences of undergraduate adult learners in an adult degree program from the theoretical framework of self-authorship.” 2013. Doctoral Dissertation, University of Southern California. Accessed February 16, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/326583/rec/756.

MLA Handbook (7th Edition):

Hernández, Rocío Durán. “An exploration of the experiences of undergraduate adult learners in an adult degree program from the theoretical framework of self-authorship.” 2013. Web. 16 Feb 2019.

Vancouver:

Hernández RD. An exploration of the experiences of undergraduate adult learners in an adult degree program from the theoretical framework of self-authorship. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Feb 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/326583/rec/756.

Council of Science Editors:

Hernández RD. An exploration of the experiences of undergraduate adult learners in an adult degree program from the theoretical framework of self-authorship. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/326583/rec/756


University of the Western Cape

16. Buque, Domingos Carlos. Literacy programmes in mozambique: adults’ motivations, needs and expectations – the case of boane and pemba .

Degree: 2013, University of the Western Cape

 This study aims to determine the functionality of two adult literacy programmes (ALFA-REGULAR and ALFA-RÁDIO) provided by the Mozambican government, in Boane and Pemba. The… (more)

Subjects/Keywords: Multilingualism; Adult education; Literacy; Adult literacy programmes; Facilitators; Adult learners; Motivations; Learning needs; Expectations; Functionality

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APA (6th Edition):

Buque, D. C. (2013). Literacy programmes in mozambique: adults’ motivations, needs and expectations – the case of boane and pemba . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3951

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):

Buque, Domingos Carlos. “Literacy programmes in mozambique: adults’ motivations, needs and expectations – the case of boane and pemba .” 2013. Thesis, University of the Western Cape. Accessed February 16, 2019. http://hdl.handle.net/11394/3951.

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

MLA Handbook (7th Edition):

Buque, Domingos Carlos. “Literacy programmes in mozambique: adults’ motivations, needs and expectations – the case of boane and pemba .” 2013. Web. 16 Feb 2019.

Vancouver:

Buque DC. Literacy programmes in mozambique: adults’ motivations, needs and expectations – the case of boane and pemba . [Internet] [Thesis]. University of the Western Cape; 2013. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/11394/3951.

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

Council of Science Editors:

Buque DC. Literacy programmes in mozambique: adults’ motivations, needs and expectations – the case of boane and pemba . [Thesis]. University of the Western Cape; 2013. Available from: http://hdl.handle.net/11394/3951

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

17. McEvoy, Lisa. What are some of the implications of accreditation on care in adult education?.

Degree: 2013, RIAN

 The role of the adult educator is changing. This may be attributed to economic factors, changes in policy or changes to structures within educational institutions… (more)

Subjects/Keywords: M.Ed. in Adult and Community Education; M.Ed.; accreditation; care; adult education; adult learners

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

APA (6th Edition):

McEvoy, L. (2013). What are some of the implications of accreditation on care in adult education?. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/9662/

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):

McEvoy, Lisa. “What are some of the implications of accreditation on care in adult education?.” 2013. Thesis, RIAN. Accessed February 16, 2019. http://eprints.maynoothuniversity.ie/9662/.

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

MLA Handbook (7th Edition):

McEvoy, Lisa. “What are some of the implications of accreditation on care in adult education?.” 2013. Web. 16 Feb 2019.

Vancouver:

McEvoy L. What are some of the implications of accreditation on care in adult education?. [Internet] [Thesis]. RIAN; 2013. [cited 2019 Feb 16]. Available from: http://eprints.maynoothuniversity.ie/9662/.

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

Council of Science Editors:

McEvoy L. What are some of the implications of accreditation on care in adult education?. [Thesis]. RIAN; 2013. Available from: http://eprints.maynoothuniversity.ie/9662/

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


University of South Africa

18. Mokotedi, Johannes Renaldo. Information and communications technology literacy in adult education and training in a district of Tshwane.

Degree: 2016, University of South Africa

 The purpose of this study was to investigate ICT literacy in adult education and training within a public adult learning centre. A literature study was… (more)

Subjects/Keywords: ICT literacy; Public adult learning centres; Adult learners; Adult educators; National policies

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

APA (6th Edition):

Mokotedi, J. R. (2016). Information and communications technology literacy in adult education and training in a district of Tshwane. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22718

Chicago Manual of Style (16th Edition):

Mokotedi, Johannes Renaldo. “Information and communications technology literacy in adult education and training in a district of Tshwane.” 2016. Masters Thesis, University of South Africa. Accessed February 16, 2019. http://hdl.handle.net/10500/22718.

MLA Handbook (7th Edition):

Mokotedi, Johannes Renaldo. “Information and communications technology literacy in adult education and training in a district of Tshwane.” 2016. Web. 16 Feb 2019.

Vancouver:

Mokotedi JR. Information and communications technology literacy in adult education and training in a district of Tshwane. [Internet] [Masters thesis]. University of South Africa; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10500/22718.

Council of Science Editors:

Mokotedi JR. Information and communications technology literacy in adult education and training in a district of Tshwane. [Masters Thesis]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/22718


University of Pretoria

19. Dladla, Siphiwe Nonhlanhla. Experiences and perceptions of adult learners at public adult learning centres.

Degree: Early Childhood Education, 2014, University of Pretoria

 The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of… (more)

Subjects/Keywords: Adult Education; Adult Basic Education and Training; Adult learners; Adult Centres; Public Adult Learning Centres; UCTD

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

APA (6th Edition):

Dladla, S. N. (2014). Experiences and perceptions of adult learners at public adult learning centres. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40439

Chicago Manual of Style (16th Edition):

Dladla, Siphiwe Nonhlanhla. “Experiences and perceptions of adult learners at public adult learning centres.” 2014. Masters Thesis, University of Pretoria. Accessed February 16, 2019. http://hdl.handle.net/2263/40439.

MLA Handbook (7th Edition):

Dladla, Siphiwe Nonhlanhla. “Experiences and perceptions of adult learners at public adult learning centres.” 2014. Web. 16 Feb 2019.

Vancouver:

Dladla SN. Experiences and perceptions of adult learners at public adult learning centres. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/2263/40439.

Council of Science Editors:

Dladla SN. Experiences and perceptions of adult learners at public adult learning centres. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40439


University of Victoria

20. Smith, Andrea J. Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma.

Degree: Dept. of Curriculum and Instruction, 2012, University of Victoria

 For a distinct portion of Canadian youth, completing a high school diploma with their same-age peers is not a reality. Fortunately, opportunities exist for these… (more)

Subjects/Keywords: post-secondary barriers; post-secondary studies; high school drop-outs; adult learners; non-traditional learners

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

APA (6th Edition):

Smith, A. J. (2012). Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3815

Chicago Manual of Style (16th Edition):

Smith, Andrea J. “Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma.” 2012. Masters Thesis, University of Victoria. Accessed February 16, 2019. http://hdl.handle.net/1828/3815.

MLA Handbook (7th Edition):

Smith, Andrea J. “Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma.” 2012. Web. 16 Feb 2019.

Vancouver:

Smith AJ. Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma. [Internet] [Masters thesis]. University of Victoria; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1828/3815.

Council of Science Editors:

Smith AJ. Finding the path: enrolling in post-secondary studies without a secondary school graduation diploma. [Masters Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/3815


University of the Western Cape

21. Hendricks, Mohammed Natheem. Critical theory, adult learning and‘xenophobia’: a critical perspective on umoja wa Afrika’s human rights peer education programme .

Degree: 2011, University of the Western Cape

 The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of ‘xenophobia’ in… (more)

Subjects/Keywords: Adult; Adult learners; Adult learning; Adult education; Critical theory; Xenophobia; Human rights; Critical learning; Peer education; Human rights education; Education programme

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

APA (6th Edition):

Hendricks, M. N. (2011). Critical theory, adult learning and‘xenophobia’: a critical perspective on umoja wa Afrika’s human rights peer education programme . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3568

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):

Hendricks, Mohammed Natheem. “Critical theory, adult learning and‘xenophobia’: a critical perspective on umoja wa Afrika’s human rights peer education programme .” 2011. Thesis, University of the Western Cape. Accessed February 16, 2019. http://hdl.handle.net/11394/3568.

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

MLA Handbook (7th Edition):

Hendricks, Mohammed Natheem. “Critical theory, adult learning and‘xenophobia’: a critical perspective on umoja wa Afrika’s human rights peer education programme .” 2011. Web. 16 Feb 2019.

Vancouver:

Hendricks MN. Critical theory, adult learning and‘xenophobia’: a critical perspective on umoja wa Afrika’s human rights peer education programme . [Internet] [Thesis]. University of the Western Cape; 2011. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/11394/3568.

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

Council of Science Editors:

Hendricks MN. Critical theory, adult learning and‘xenophobia’: a critical perspective on umoja wa Afrika’s human rights peer education programme . [Thesis]. University of the Western Cape; 2011. Available from: http://hdl.handle.net/11394/3568

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


University of the Western Cape

22. Mati, Shepherd Ayanda. Critical theory, adult learning and‘xenophobia’: a critical perspective on Umoja wa Afrika’s human rights peer education programme .

Degree: 2011, University of the Western Cape

 The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of ‘xenophobia’ in… (more)

Subjects/Keywords: Adult; Adult learners; Adult learning; Adult education; Critical theory; Xenophobia; Human rights; Critical learning; Peer education; Human rights education; Education programme

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

APA (6th Edition):

Mati, S. A. (2011). Critical theory, adult learning and‘xenophobia’: a critical perspective on Umoja wa Afrika’s human rights peer education programme . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3609

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):

Mati, Shepherd Ayanda. “Critical theory, adult learning and‘xenophobia’: a critical perspective on Umoja wa Afrika’s human rights peer education programme .” 2011. Thesis, University of the Western Cape. Accessed February 16, 2019. http://hdl.handle.net/11394/3609.

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

MLA Handbook (7th Edition):

Mati, Shepherd Ayanda. “Critical theory, adult learning and‘xenophobia’: a critical perspective on Umoja wa Afrika’s human rights peer education programme .” 2011. Web. 16 Feb 2019.

Vancouver:

Mati SA. Critical theory, adult learning and‘xenophobia’: a critical perspective on Umoja wa Afrika’s human rights peer education programme . [Internet] [Thesis]. University of the Western Cape; 2011. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/11394/3609.

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

Council of Science Editors:

Mati SA. Critical theory, adult learning and‘xenophobia’: a critical perspective on Umoja wa Afrika’s human rights peer education programme . [Thesis]. University of the Western Cape; 2011. Available from: http://hdl.handle.net/11394/3609

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


University of South Africa

23. Viljoen, Karin. Motivators, contributors and inhibitors in adult higher education in the University of the Western Cape .

Degree: 2013, University of South Africa

 Lifelong learning for adults has almost become compulsory for the maintenance of employability. In the South African context, The National Plan for Higher Education advocated… (more)

Subjects/Keywords: Motivators; Inhibitors; Contributors; Adults; Adult learners; Traditional learners; Non-traditional learners; Institutions of higher education; Full-time students; Oral hygiene students

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

APA (6th Edition):

Viljoen, K. (2013). Motivators, contributors and inhibitors in adult higher education in the University of the Western Cape . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/10591

Chicago Manual of Style (16th Edition):

Viljoen, Karin. “Motivators, contributors and inhibitors in adult higher education in the University of the Western Cape .” 2013. Masters Thesis, University of South Africa. Accessed February 16, 2019. http://hdl.handle.net/10500/10591.

MLA Handbook (7th Edition):

Viljoen, Karin. “Motivators, contributors and inhibitors in adult higher education in the University of the Western Cape .” 2013. Web. 16 Feb 2019.

Vancouver:

Viljoen K. Motivators, contributors and inhibitors in adult higher education in the University of the Western Cape . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10500/10591.

Council of Science Editors:

Viljoen K. Motivators, contributors and inhibitors in adult higher education in the University of the Western Cape . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/10591


Virginia Commonwealth University

24. Rolander, Kathleen D. An Exploration of Identity Negotiation in Adult English Learners’ Communities of Practice.

Degree: PhD, Education, 2018, Virginia Commonwealth University

  This study utilizes Lave and Wenger’s (1991) communities of practice (COP) model to explore how ELLs navigate their positions within and between their many… (more)

Subjects/Keywords: adult education; English language learners; identity negotiation; communities of practice; adult English learners; Curriculum and Social Inquiry

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

APA (6th Edition):

Rolander, K. D. (2018). An Exploration of Identity Negotiation in Adult English Learners’ Communities of Practice. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5658

Chicago Manual of Style (16th Edition):

Rolander, Kathleen D. “An Exploration of Identity Negotiation in Adult English Learners’ Communities of Practice.” 2018. Doctoral Dissertation, Virginia Commonwealth University. Accessed February 16, 2019. https://scholarscompass.vcu.edu/etd/5658.

MLA Handbook (7th Edition):

Rolander, Kathleen D. “An Exploration of Identity Negotiation in Adult English Learners’ Communities of Practice.” 2018. Web. 16 Feb 2019.

Vancouver:

Rolander KD. An Exploration of Identity Negotiation in Adult English Learners’ Communities of Practice. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2018. [cited 2019 Feb 16]. Available from: https://scholarscompass.vcu.edu/etd/5658.

Council of Science Editors:

Rolander KD. An Exploration of Identity Negotiation in Adult English Learners’ Communities of Practice. [Doctoral Dissertation]. Virginia Commonwealth University; 2018. Available from: https://scholarscompass.vcu.edu/etd/5658

25. Kavanagh, Michael. Consulting the experiential knowledge of practitioners and learners through qualitative research: Implications for developing an online history project with older adults.

Degree: 2015, RIAN

 Individual difference and diversity among older people alludes to the importance of creating flexible programmes facilitated in welcoming, person-centred, learning environments. In response, I present… (more)

Subjects/Keywords: experiential knowledge; practitioners; learners; adult learners; learning; qualitative research; online history project; older adults; M.Ed. in Adult and Community Education; M.Ed.

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

APA (6th Edition):

Kavanagh, M. (2015). Consulting the experiential knowledge of practitioners and learners through qualitative research: Implications for developing an online history project with older adults. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/9638/

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):

Kavanagh, Michael. “Consulting the experiential knowledge of practitioners and learners through qualitative research: Implications for developing an online history project with older adults.” 2015. Thesis, RIAN. Accessed February 16, 2019. http://eprints.maynoothuniversity.ie/9638/.

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

MLA Handbook (7th Edition):

Kavanagh, Michael. “Consulting the experiential knowledge of practitioners and learners through qualitative research: Implications for developing an online history project with older adults.” 2015. Web. 16 Feb 2019.

Vancouver:

Kavanagh M. Consulting the experiential knowledge of practitioners and learners through qualitative research: Implications for developing an online history project with older adults. [Internet] [Thesis]. RIAN; 2015. [cited 2019 Feb 16]. Available from: http://eprints.maynoothuniversity.ie/9638/.

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

Council of Science Editors:

Kavanagh M. Consulting the experiential knowledge of practitioners and learners through qualitative research: Implications for developing an online history project with older adults. [Thesis]. RIAN; 2015. Available from: http://eprints.maynoothuniversity.ie/9638/

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

26. Dowling, Linda. Older adults in further education: re-defining careers in a recession, a narrative inquiry.

Degree: 2012, RIAN

 The focus of this research is an exploration of the impact of the current recession on the older adults’ decision to re-define their career path… (more)

Subjects/Keywords: older adults; further education; careers; recession; adult learners; M.Ed. in Adult and Community Education; M.Ed.

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

APA (6th Edition):

Dowling, L. (2012). Older adults in further education: re-defining careers in a recession, a narrative inquiry. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/9644/

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):

Dowling, Linda. “Older adults in further education: re-defining careers in a recession, a narrative inquiry.” 2012. Thesis, RIAN. Accessed February 16, 2019. http://eprints.maynoothuniversity.ie/9644/.

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

MLA Handbook (7th Edition):

Dowling, Linda. “Older adults in further education: re-defining careers in a recession, a narrative inquiry.” 2012. Web. 16 Feb 2019.

Vancouver:

Dowling L. Older adults in further education: re-defining careers in a recession, a narrative inquiry. [Internet] [Thesis]. RIAN; 2012. [cited 2019 Feb 16]. Available from: http://eprints.maynoothuniversity.ie/9644/.

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

Council of Science Editors:

Dowling L. Older adults in further education: re-defining careers in a recession, a narrative inquiry. [Thesis]. RIAN; 2012. Available from: http://eprints.maynoothuniversity.ie/9644/

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

27. Fitzpatrick, Suzanne. Where there's a will, there's a way: a study of persistence in further education and training in Ireland.

Degree: 2016, RIAN

 This research explores the phenomenon of persistence of adult learners in a Further Education and Training (FET) college in Ireland. FET in Ireland is an… (more)

Subjects/Keywords: M.Ed. in Adult and Community Education; M.Ed.; persistence; adult learners; back to education; further education

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

APA (6th Edition):

Fitzpatrick, S. (2016). Where there's a will, there's a way: a study of persistence in further education and training in Ireland. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/9659/

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):

Fitzpatrick, Suzanne. “Where there's a will, there's a way: a study of persistence in further education and training in Ireland.” 2016. Thesis, RIAN. Accessed February 16, 2019. http://eprints.maynoothuniversity.ie/9659/.

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

MLA Handbook (7th Edition):

Fitzpatrick, Suzanne. “Where there's a will, there's a way: a study of persistence in further education and training in Ireland.” 2016. Web. 16 Feb 2019.

Vancouver:

Fitzpatrick S. Where there's a will, there's a way: a study of persistence in further education and training in Ireland. [Internet] [Thesis]. RIAN; 2016. [cited 2019 Feb 16]. Available from: http://eprints.maynoothuniversity.ie/9659/.

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

Council of Science Editors:

Fitzpatrick S. Where there's a will, there's a way: a study of persistence in further education and training in Ireland. [Thesis]. RIAN; 2016. Available from: http://eprints.maynoothuniversity.ie/9659/

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


University of South Africa

28. Matlabe, Sizakele Mirriam. A case study of adult basic education and training programmes in the development of vocational skills in the North-West Province.

Degree: 2016, University of South Africa

 This study discusses the provision of vocational skills in Adult Basic Education and Training (ABET) centres in the North West Province (NWP) of South Africa.… (more)

Subjects/Keywords: Adult learners; Adult Basic Education and Training; Critical theory; Learnership interpritivism; Training and vocational skills

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

APA (6th Edition):

Matlabe, S. M. (2016). A case study of adult basic education and training programmes in the development of vocational skills in the North-West Province. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24834

Chicago Manual of Style (16th Edition):

Matlabe, Sizakele Mirriam. “A case study of adult basic education and training programmes in the development of vocational skills in the North-West Province.” 2016. Doctoral Dissertation, University of South Africa. Accessed February 16, 2019. http://hdl.handle.net/10500/24834.

MLA Handbook (7th Edition):

Matlabe, Sizakele Mirriam. “A case study of adult basic education and training programmes in the development of vocational skills in the North-West Province.” 2016. Web. 16 Feb 2019.

Vancouver:

Matlabe SM. A case study of adult basic education and training programmes in the development of vocational skills in the North-West Province. [Internet] [Doctoral dissertation]. University of South Africa; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10500/24834.

Council of Science Editors:

Matlabe SM. A case study of adult basic education and training programmes in the development of vocational skills in the North-West Province. [Doctoral Dissertation]. University of South Africa; 2016. Available from: http://hdl.handle.net/10500/24834


University of South Florida

29. Bulluck, Kristeen Tiffanee. A Qualitative Study Examining the Learning Orientations of Adult Doctoral Students in a College of Education Using Houle’s Typology as a Framework.

Degree: 2017, University of South Florida

 Houle conducted one of the first studies about adult learner participation. In 1961, Houle wrote The Inquiring Mind, which describes three distinct learning types: goal-oriented,… (more)

Subjects/Keywords: adult learners; motivation; continuing learning; self-directed learning; Adult and Continuing Education and Teaching

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

APA (6th Edition):

Bulluck, K. T. (2017). A Qualitative Study Examining the Learning Orientations of Adult Doctoral Students in a College of Education Using Houle’s Typology as a Framework. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6687

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):

Bulluck, Kristeen Tiffanee. “A Qualitative Study Examining the Learning Orientations of Adult Doctoral Students in a College of Education Using Houle’s Typology as a Framework.” 2017. Thesis, University of South Florida. Accessed February 16, 2019. https://scholarcommons.usf.edu/etd/6687.

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

MLA Handbook (7th Edition):

Bulluck, Kristeen Tiffanee. “A Qualitative Study Examining the Learning Orientations of Adult Doctoral Students in a College of Education Using Houle’s Typology as a Framework.” 2017. Web. 16 Feb 2019.

Vancouver:

Bulluck KT. A Qualitative Study Examining the Learning Orientations of Adult Doctoral Students in a College of Education Using Houle’s Typology as a Framework. [Internet] [Thesis]. University of South Florida; 2017. [cited 2019 Feb 16]. Available from: https://scholarcommons.usf.edu/etd/6687.

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

Council of Science Editors:

Bulluck KT. A Qualitative Study Examining the Learning Orientations of Adult Doctoral Students in a College of Education Using Houle’s Typology as a Framework. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/6687

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


University of Alberta

30. Albrecht, Lauren. Home Sex Toy Parties: A Non-Traditional, Uniquely Situated Venue of Sexuality Education for Women.

Degree: MEd, Department of Educational Policy Studies, 2012, University of Alberta

 Shaped by Western, patriarchal attitudes, sex education is a contentious issue. Sex education for adults primarily focuses on health promotion and prevention for ‘at risk’… (more)

Subjects/Keywords: sexuality education; autoethnography; adult education; feminist pedagogy; women learners

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

APA (6th Edition):

Albrecht, L. (2012). Home Sex Toy Parties: A Non-Traditional, Uniquely Situated Venue of Sexuality Education for Women. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/k35694774

Chicago Manual of Style (16th Edition):

Albrecht, Lauren. “Home Sex Toy Parties: A Non-Traditional, Uniquely Situated Venue of Sexuality Education for Women.” 2012. Masters Thesis, University of Alberta. Accessed February 16, 2019. https://era.library.ualberta.ca/files/k35694774.

MLA Handbook (7th Edition):

Albrecht, Lauren. “Home Sex Toy Parties: A Non-Traditional, Uniquely Situated Venue of Sexuality Education for Women.” 2012. Web. 16 Feb 2019.

Vancouver:

Albrecht L. Home Sex Toy Parties: A Non-Traditional, Uniquely Situated Venue of Sexuality Education for Women. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2019 Feb 16]. Available from: https://era.library.ualberta.ca/files/k35694774.

Council of Science Editors:

Albrecht L. Home Sex Toy Parties: A Non-Traditional, Uniquely Situated Venue of Sexuality Education for Women. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/k35694774

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