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You searched for subject:(adult learners). Showing records 1 – 30 of 275 total matches.

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

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

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

Subjects/Keywords: Adult Completion; Adult Learners; Education

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Trnovec, Audra Joan. “Differences in Complete 2 Compete Participant Characteristics: What Can They Tell Us?.” 2019. Thesis, University of Mississippi. Accessed March 08, 2021. https://egrove.olemiss.edu/etd/1704.

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

MLA Handbook (7th Edition):

Trnovec, Audra Joan. “Differences in Complete 2 Compete Participant Characteristics: What Can They Tell Us?.” 2019. Web. 08 Mar 2021.

Vancouver:

Trnovec AJ. Differences in Complete 2 Compete Participant Characteristics: What Can They Tell Us?. [Internet] [Thesis]. University of Mississippi; 2019. [cited 2021 Mar 08]. Available from: https://egrove.olemiss.edu/etd/1704.

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

Council of Science Editors:

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

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


Queensland University of Technology

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

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 March 08, 2021. 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. 08 Mar 2021.

Vancouver:

Mason RD. Improving outcomes for adult learners. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2021 Mar 08]. 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


Penn State University

3. Frey, Shannon. Success in Learning, Literacy, and Life: Views of Adult Basic Education Students and Federal Policy.

Degree: 2020, Penn State University

 This qualitative study examines how six Adult Basic Education (ABE) students perceived success in their personal and academic lives. Policy discourses concerning ABE learners offer… (more)

Subjects/Keywords: adult basic education; New Literacy Studies; adult learners; adult literacy

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APA (6th Edition):

Frey, S. (2020). Success in Learning, Literacy, and Life: Views of Adult Basic Education Students and Federal Policy. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/17553ssf124

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):

Frey, Shannon. “Success in Learning, Literacy, and Life: Views of Adult Basic Education Students and Federal Policy.” 2020. Thesis, Penn State University. Accessed March 08, 2021. https://submit-etda.libraries.psu.edu/catalog/17553ssf124.

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

MLA Handbook (7th Edition):

Frey, Shannon. “Success in Learning, Literacy, and Life: Views of Adult Basic Education Students and Federal Policy.” 2020. Web. 08 Mar 2021.

Vancouver:

Frey S. Success in Learning, Literacy, and Life: Views of Adult Basic Education Students and Federal Policy. [Internet] [Thesis]. Penn State University; 2020. [cited 2021 Mar 08]. Available from: https://submit-etda.libraries.psu.edu/catalog/17553ssf124.

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

Council of Science Editors:

Frey S. Success in Learning, Literacy, and Life: Views of Adult Basic Education Students and Federal Policy. [Thesis]. Penn State University; 2020. Available from: https://submit-etda.libraries.psu.edu/catalog/17553ssf124

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


University of Tennessee – Knoxville

4. Nasrollahian Mojarad, Sara. "Education is the Key to Every Door: Narratives of Immigrant Adult Basic Education Learners.

Degree: 2019, University of Tennessee – Knoxville

Adult Basic Education (ABE) is a broad concept that aims at educating adults with low education. Immigrant ABE learners comprise a significant portion of the… (more)

Subjects/Keywords: Immigrant Adult Learners Adult Basic Education Postcritical research Adult Learning

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APA (6th Edition):

Nasrollahian Mojarad, S. (2019). "Education is the Key to Every Door: Narratives of Immigrant Adult Basic Education Learners. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/5947

Chicago Manual of Style (16th Edition):

Nasrollahian Mojarad, Sara. “"Education is the Key to Every Door: Narratives of Immigrant Adult Basic Education Learners.” 2019. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed March 08, 2021. https://trace.tennessee.edu/utk_graddiss/5947.

MLA Handbook (7th Edition):

Nasrollahian Mojarad, Sara. “"Education is the Key to Every Door: Narratives of Immigrant Adult Basic Education Learners.” 2019. Web. 08 Mar 2021.

Vancouver:

Nasrollahian Mojarad S. "Education is the Key to Every Door: Narratives of Immigrant Adult Basic Education Learners. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2019. [cited 2021 Mar 08]. Available from: https://trace.tennessee.edu/utk_graddiss/5947.

Council of Science Editors:

Nasrollahian Mojarad S. "Education is the Key to Every Door: Narratives of Immigrant Adult Basic Education Learners. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2019. Available from: https://trace.tennessee.edu/utk_graddiss/5947


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 March 08, 2021. 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. 08 Mar 2021.

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 2021 Mar 08]. 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


Grand Valley State University

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

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 March 08, 2021. 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. 08 Mar 2021.

Vancouver:

Ventrone AL. Using Figurative Language in American English: Challenges and Successes of Adult English Learners. [Internet] [Thesis]. Grand Valley State University; 2017. [cited 2021 Mar 08]. 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

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

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 March 08, 2021. 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. 08 Mar 2021.

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 2021 Mar 08]. 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


University of Minnesota

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

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 March 08, 2021. http://hdl.handle.net/11299/175446.

MLA Handbook (7th Edition):

Gullixson, Amy. “Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence.” 2015. Web. 08 Mar 2021.

Vancouver:

Gullixson A. Rethinking Retention: Using Engagement to Increase Adult Distance Learner Persistence. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2021 Mar 08]. 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

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

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 March 08, 2021. 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. 08 Mar 2021.

Vancouver:

Kinsella M. Breaking Through: How do Adult Learners negotiate Class prior to, during and after Higher Education?. [Internet] [Thesis]. RIAN; 2015. [cited 2021 Mar 08]. 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

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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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://mural.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 March 08, 2021. http://mural.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. 08 Mar 2021.

Vancouver:

Kinsella M. Breaking Through: How do Adult Learners negotiate Class prior to, during and after Higher Education?. [Internet] [Thesis]. RIAN; 2015. [cited 2021 Mar 08]. Available from: http://mural.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://mural.maynoothuniversity.ie/9640/

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


Penn State University

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

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

APA (6th Edition):

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

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):

Karmelita, Courtney E. “Exploring Adult Learners' Experiences Transitioning to Higher Education.” 2016. Thesis, Penn State University. Accessed March 08, 2021. https://submit-etda.libraries.psu.edu/catalog/28699.

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

MLA Handbook (7th Edition):

Karmelita, Courtney E. “Exploring Adult Learners' Experiences Transitioning to Higher Education.” 2016. Web. 08 Mar 2021.

Vancouver:

Karmelita CE. Exploring Adult Learners' Experiences Transitioning to Higher Education. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Mar 08]. Available from: https://submit-etda.libraries.psu.edu/catalog/28699.

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

Council of Science Editors:

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

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

12. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 March 08, 2021. 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. 08 Mar 2021.

Vancouver:

Brady A. Nowhere to Hide: A study of adult learners on a basic ICT course. [Internet] [Thesis]. RIAN; 2015. [cited 2021 Mar 08]. 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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brady, A. (2015). Nowhere to Hide: A study of adult learners on a basic ICT course. (Thesis). RIAN. Retrieved from http://mural.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 March 08, 2021. http://mural.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. 08 Mar 2021.

Vancouver:

Brady A. Nowhere to Hide: A study of adult learners on a basic ICT course. [Internet] [Thesis]. RIAN; 2015. [cited 2021 Mar 08]. Available from: http://mural.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://mural.maynoothuniversity.ie/9583/

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

14. Csepelyi, Tünde. Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs.

Degree: 2012, University of Nevada – Reno

 This phenomenological study examined the transition of a group of adult English language learners from an Adult Basic Education program to a community college. The… (more)

Subjects/Keywords: Adult Basic Education; adult English learners; ethic of care; transition

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

APA (6th Edition):

Csepelyi, T. (2012). Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/3542

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):

Csepelyi, Tünde. “Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs.” 2012. Thesis, University of Nevada – Reno. Accessed March 08, 2021. http://hdl.handle.net/11714/3542.

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

MLA Handbook (7th Edition):

Csepelyi, Tünde. “Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs.” 2012. Web. 08 Mar 2021.

Vancouver:

Csepelyi T. Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs. [Internet] [Thesis]. University of Nevada – Reno; 2012. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/11714/3542.

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

Council of Science Editors:

Csepelyi T. Transition to Community College: The Journey of Adult Basic Education English Learners from Non-Credit to Credit Programs. [Thesis]. University of Nevada – Reno; 2012. Available from: http://hdl.handle.net/11714/3542

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

15. 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 March 08, 2021. 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. 08 Mar 2021.

Vancouver:

Clarkson L. How does blended learning motivate adult literacy learners?. [Internet] [Thesis]. RIAN; 2011. [cited 2021 Mar 08]. 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

16. 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 March 08, 2021. 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. 08 Mar 2021.

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 2021 Mar 08]. 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

17. 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://mural.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 March 08, 2021. http://mural.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. 08 Mar 2021.

Vancouver:

Clarkson L. How does blended learning motivate adult literacy learners?. [Internet] [Thesis]. RIAN; 2011. [cited 2021 Mar 08]. Available from: http://mural.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://mural.maynoothuniversity.ie/9619/

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 March 08, 2021. 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. 08 Mar 2021.

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 2021 Mar 08]. 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

19. 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 March 08, 2021. 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. 08 Mar 2021.

Vancouver:

McEvoy L. What are some of the implications of accreditation on care in adult education?. [Internet] [Thesis]. RIAN; 2013. [cited 2021 Mar 08]. 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 the Western Cape

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

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 March 08, 2021. 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. 08 Mar 2021.

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 2021 Mar 08]. 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

21. 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://mural.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 March 08, 2021. http://mural.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. 08 Mar 2021.

Vancouver:

McEvoy L. What are some of the implications of accreditation on care in adult education?. [Internet] [Thesis]. RIAN; 2013. [cited 2021 Mar 08]. Available from: http://mural.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://mural.maynoothuniversity.ie/9662/

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


University of Georgia

22. McClain, June Elizabeth. The influence of spirituality on learning for adult learners in technical college practical nursing programs.

Degree: 2014, University of Georgia

Adult education and nursing education are two fields of study that advocate the incorporation of spirituality as a component of teaching to the whole person.… (more)

Subjects/Keywords: spirituality; adult learners; adult educators; nursing education; nursing programs; adult education; learning; technical colleges

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

APA (6th Edition):

McClain, J. E. (2014). The influence of spirituality on learning for adult learners in technical college practical nursing programs. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24989

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):

McClain, June Elizabeth. “The influence of spirituality on learning for adult learners in technical college practical nursing programs.” 2014. Thesis, University of Georgia. Accessed March 08, 2021. http://hdl.handle.net/10724/24989.

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

MLA Handbook (7th Edition):

McClain, June Elizabeth. “The influence of spirituality on learning for adult learners in technical college practical nursing programs.” 2014. Web. 08 Mar 2021.

Vancouver:

McClain JE. The influence of spirituality on learning for adult learners in technical college practical nursing programs. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10724/24989.

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

Council of Science Editors:

McClain JE. The influence of spirituality on learning for adult learners in technical college practical nursing programs. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24989

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


University of Georgia

23. Lasker-Scott, Tennille J. The hard road.

Degree: 2016, University of Georgia

 The purpose of this qualitative research study was to examine the impact of class and race on the perceptions of formal education and participation of… (more)

Subjects/Keywords: Adult Education; Black Adult Learners; First-Generation Students; Low-Income Students; Adult Participation

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

APA (6th Edition):

Lasker-Scott, T. J. (2016). The hard road. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/34345

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):

Lasker-Scott, Tennille J. “The hard road.” 2016. Thesis, University of Georgia. Accessed March 08, 2021. http://hdl.handle.net/10724/34345.

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

MLA Handbook (7th Edition):

Lasker-Scott, Tennille J. “The hard road.” 2016. Web. 08 Mar 2021.

Vancouver:

Lasker-Scott TJ. The hard road. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10724/34345.

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

Council of Science Editors:

Lasker-Scott TJ. The hard road. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/34345

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


University of Pretoria

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

Degree: Early Childhood Education, 2013, 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. (2013). 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.” 2013. Masters Thesis, University of Pretoria. Accessed March 08, 2021. http://hdl.handle.net/2263/40439.

MLA Handbook (7th Edition):

Dladla, Siphiwe Nonhlanhla. “Experiences and perceptions of adult learners at public adult learning centres.” 2013. Web. 08 Mar 2021.

Vancouver:

Dladla SN. Experiences and perceptions of adult learners at public adult learning centres. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2021 Mar 08]. 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; 2013. Available from: http://hdl.handle.net/2263/40439


University of Victoria

25. 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 March 08, 2021. 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. 08 Mar 2021.

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 2021 Mar 08]. 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


Western Michigan University

26. McCallum, Constance L. The Perception of Adult Learners Concerning their Satisfaction of Their Educational Experiences in a Midwestern Community College.

Degree: PhD, Educational Leadership, Research and Technology, 2012, Western Michigan University

  In the United States, over 90 million adult students, aged 25 years or older, are engaging in post-secondary studies (Stokes, 2006). Adult learners are… (more)

Subjects/Keywords: adult learners; perception of adult learners; perception of educational experiences; community colleges; adult learners in community college; aspects of teaching; Curriculum and Instruction; Education

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

APA (6th Edition):

McCallum, C. L. (2012). The Perception of Adult Learners Concerning their Satisfaction of Their Educational Experiences in a Midwestern Community College. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/30

Chicago Manual of Style (16th Edition):

McCallum, Constance L. “The Perception of Adult Learners Concerning their Satisfaction of Their Educational Experiences in a Midwestern Community College.” 2012. Doctoral Dissertation, Western Michigan University. Accessed March 08, 2021. https://scholarworks.wmich.edu/dissertations/30.

MLA Handbook (7th Edition):

McCallum, Constance L. “The Perception of Adult Learners Concerning their Satisfaction of Their Educational Experiences in a Midwestern Community College.” 2012. Web. 08 Mar 2021.

Vancouver:

McCallum CL. The Perception of Adult Learners Concerning their Satisfaction of Their Educational Experiences in a Midwestern Community College. [Internet] [Doctoral dissertation]. Western Michigan University; 2012. [cited 2021 Mar 08]. Available from: https://scholarworks.wmich.edu/dissertations/30.

Council of Science Editors:

McCallum CL. The Perception of Adult Learners Concerning their Satisfaction of Their Educational Experiences in a Midwestern Community College. [Doctoral Dissertation]. Western Michigan University; 2012. Available from: https://scholarworks.wmich.edu/dissertations/30


University of South Africa

27. 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 March 08, 2021. 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. 08 Mar 2021.

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 2021 Mar 08]. 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


University of South Africa

28. Mabuza, Raymond Vusi. Perceptions of adult education teachers about their working condition in the Adult Basic Education and Training programme in the Gauteng East Education District .

Degree: 2019, University of South Africa

 This research presents a qualitative inquiry of the perceptions of the adult education teachers about their working conditions in the Adult Basic Education and Training… (more)

Subjects/Keywords: Adult education; Adult education teachers; Adult learning centres; Adult learners; Job satisfaction; Literacy; Illiteracy; Poverty; Working conditions

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

APA (6th Edition):

Mabuza, R. V. (2019). Perceptions of adult education teachers about their working condition in the Adult Basic Education and Training programme in the Gauteng East Education District . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/26508

Chicago Manual of Style (16th Edition):

Mabuza, Raymond Vusi. “Perceptions of adult education teachers about their working condition in the Adult Basic Education and Training programme in the Gauteng East Education District .” 2019. Masters Thesis, University of South Africa. Accessed March 08, 2021. http://hdl.handle.net/10500/26508.

MLA Handbook (7th Edition):

Mabuza, Raymond Vusi. “Perceptions of adult education teachers about their working condition in the Adult Basic Education and Training programme in the Gauteng East Education District .” 2019. Web. 08 Mar 2021.

Vancouver:

Mabuza RV. Perceptions of adult education teachers about their working condition in the Adult Basic Education and Training programme in the Gauteng East Education District . [Internet] [Masters thesis]. University of South Africa; 2019. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10500/26508.

Council of Science Editors:

Mabuza RV. Perceptions of adult education teachers about their working condition in the Adult Basic Education and Training programme in the Gauteng East Education District . [Masters Thesis]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/26508


University of the Western Cape

29. 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 March 08, 2021. 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. 08 Mar 2021.

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 2021 Mar 08]. 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

30. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 March 08, 2021. 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. 08 Mar 2021.

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 2021 Mar 08]. 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

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