subject:(adult learning)

University of Johannesburg

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

Degree: 2009, University of Johannesburg

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M.Ed.

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

▼

M.Ed.

Stirring my interest in the area of personal development for adult learners was the recognition of the importance of self-development within the Life Orientation and Arts and Culture learning fields. Within these, the focus is on learners’ “inner” development enabling them to live successfully in a dynamic world. There are a number of self–development programmes and books currently available, and while many of these claim to be transformative they offer little substantiation for this apart from personal anecdotal evidence. Few of the programmes provided evidence of their value for participants over time or of the effect, they had on an individual’s perspectives. Thus, it is my contention that any programme aimed at effecting a personal change would need to focus on facilitating an increase in the participant’s level of self-awareness by empowering them to engage in processes of critical self-examination. Participants should be encouraged to engage in critical discussion of challenging information they are introduced to (Brookfield, 1995; Brookfield & Preskill, 1999; Gravett, 2001). These types of discussions provide a forum in which participants are able to test and validate their transformation. Another consideration for programmes wanting to effect personal change is the learning climate in which the transformational learning takes place. A climate conducive to learning must promote the development of mutual trust and respect between the learners and the educator (Gravett, 2001; Vella, 1994). This helps the participants to gain a sense of psychological safety in which their perspectives are affirmed and validated. Further, it allows the participants the freedom needed to explore alternative points of view and supports them in their transformation. Adopting this approach enhances the learning process, as it allows for the inclusion of individual learning styles, uses the learner’s knowledge base as a starting point in constructing new knowledge, and promotes critical reflection and discussion resulting in transformation (Cranton, 2002; Foley, 2000; Gravett, 2001; Pratt, 2002; Vella, 1994). As Employee Development Consultant, at Contract Marketing, I was co-designer and presenter of a personal development programme. The objective of this specific programme can be summarised as aiming to transform the participant’s view by challenging their current perspectives and exposing them to the concept that everything that is has a unique purpose. In addition, it aimed at assisting individuals in defining and documenting their purpose in the form of a Mission Statement (Juriaanse, 1985). The programme piloted in January 2004 and involved seven participants. There is presently no information on how the programme was experienced by participants. As a period of two years has passed since presenting the programme, I was interested in exploring how participants’ experienced it and investigating what influence this particular programme has had on their lives two years later. In my view, two years would allow enough time for…

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Louw, Kerryn Kathleen. “The participant experience of a personal development programme aimed at adult learners.” 2009. Thesis, University of Johannesburg. Accessed March 01, 2021. http://hdl.handle.net/10210/2312.

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

MLA Handbook (7^th Edition):

Louw, Kerryn Kathleen. “The participant experience of a personal development programme aimed at adult learners.” 2009. Web. 01 Mar 2021.

Vancouver:

Louw KK. The participant experience of a personal development programme aimed at adult learners. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10210/2312.

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

Council of Science Editors:

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

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

Texas A&M University

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

Degree: EdD, Curriculum and Instruction, 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/149222

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

Subjects/Keywords: adult learning; constructivism; sense making

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Doctoral Dissertation, Texas A&M University. Accessed March 01, 2021. http://hdl.handle.net/1969.1/149222.

MLA Handbook (7^th Edition):

Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Web. 01 Mar 2021.

Vancouver:

Johnston S1. A Case Study of the Defense Support of Civil Authorities Program. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1969.1/149222.

Council of Science Editors:

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

Addis Ababa University

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

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3797

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

Subjects/Keywords: ADULT AND LIFELONG LEARNING

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

GETACHEW, TELAYNEH. “MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE .” 2012. Thesis, Addis Ababa University. Accessed March 01, 2021. http://etd.aau.edu.et/dspace/handle/123456789/3797.

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

MLA Handbook (7^th Edition):

GETACHEW, TELAYNEH. “MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE .” 2012. Web. 01 Mar 2021.

Vancouver:

GETACHEW T. MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Mar 01]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3797.

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

Council of Science Editors:

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

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

Oregon State University

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

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

URL: http://hdl.handle.net/1957/7289

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

▼ During the past fifteen years, Professor John Keller has developed a systematic, comprehensive model to motivate adult learners. Its major elements are Attention- Relevance-Confidence-Satisfaction (ARCS), and research with volunteers confirms that the strategies improve adult responses in learning settings. Training in business and industry, however, often involves mandatory attendance by participants. According to research, such "captive" audiences "ought" to be more resistant to the learning process. The purpose of this study, then, was to explore, first, whether Keller's tactics produce different outcomes for mandatory rather than voluntary participants in short, one-time-only presentations, and second, whether prior interest mitigates the expected negative responses from mandatory attendees. Teachers from poor rural school districts covered by a federal grant were the subjects. A presentation designed with Dr. Keller's assistance was delivered to teachers of all grades. Responses indicating attendees' post-presentation feelings about the emotional impact and recognition of specific techniques were collected from eight locations. A literature survey that included the topics of attention, curiosity, adult learning theory, Keller's design, and voluntary/mandatory participation provided information that assisted in interpreting the answers from the 196 attendees. Distribution analysis revealed that pre-presentation responses were severely skewed; therefore, non-parametric statistics, Chi-Square and the Nomographic Test of Percentages, were used for analysis. Chi-Square analysis between perceived level of mandatory attendance and post-presentation responses resulted in no significant associations, largely because of the extreme data skew. The Nomographic Test of Percentages between relevant pairs of percentages resulted in no-interaction findings. Attendees who were interested in the subject of drug education were not influenced by their mandatory/voluntary status. Limitations of the nomographic scale precluded statistical analysis of comparisons that involved low interest, voluntary attendees, but in the population grouping that included seven of the eight sessions, many such unmotivated participants responded with high scores. Use of Keller's strategies apparently overcame initial barriers. Such a finding is comforting to trainers who routinely deal with mandatory attendees. Positive emotional and presumably learning outcomes are quite possible if the materials are designed with attendee Attention-Relevance-Confidence-Satisfaction in mind. Advisors/Committee Members: Engel, Jodi (advisor).

Subjects/Keywords: Adult learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Noone, Sharron M. “Mandatory versus voluntary adult learners : implications for trainers.” 1994. Doctoral Dissertation, Oregon State University. Accessed March 01, 2021. http://hdl.handle.net/1957/7289.

MLA Handbook (7^th Edition):

Noone, Sharron M. “Mandatory versus voluntary adult learners : implications for trainers.” 1994. Web. 01 Mar 2021.

Vancouver:

Noone SM. Mandatory versus voluntary adult learners : implications for trainers. [Internet] [Doctoral dissertation]. Oregon State University; 1994. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1957/7289.

Council of Science Editors:

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

Oregon State University

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

Degree: EdD, Education, 2001, Oregon State University

URL: http://hdl.handle.net/1957/7383

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

▼ This ethnography describes a learning context where transformational learning routinely creates an emancipatory experience. It identifies those elements that increase understanding of transformative process-describing how the context that contains and supports this learning is constructed and a perspective transformation is sparked by group synergy. It names three transformational learning outcomes: greater self-awareness, ownership, and deeper relationships. By identifying the elements that shape a transformational experience, the study uncovers the power to invigorate learning in a well-designed personal growth seminar. The findings are: (1) Transformational learning inspires a significant emancipatory perspective shift, opens an array of expanded choices, and supports learners' increased freedom of movement; (2) A set of characteristics distinguish transformational learning from other adult learning: A high level of interpersonal trust is established early between learners and with facilitators; Learners are held in positive regard-facilitators see learners' potential as unbounded; Learners actively create cleaning and their full attention is engaged in meaning-making processes; Their comfort zones are stretched-they are challenged and sometimes uncomfortable with the content, learning activities, and group process; Many feelings are elicited and disclosed in the seminars; Non-cognitive awareness is encouraged and validated. The following terms emerge from this study to form a language describing transformational learning: trust, positive regard, fully present, holding vessel, aliveness/deep awareness, anchoring, and source. (3) Transformational learning depends upon the creation of a rich context of facilitation, structure, content, and learning activities. (4) Synergy supports the perspective shift essential to transformational learning through heightened attention and focus, group process, and relationship building. (5) Accepting and acting from ownership marks transformational learning, providing evidence of a perspective shift. (6) Reflection, feedback, and systemic, self-assessment contribute to integration of new behavior. (7) Transformational learning is about content as process and has application in many disciplines. The characteristics and elements of transformational learning found in these seminars are transferable to other learning contexts, though implementation in a public post-secondary institution of higher education will require faculty preparation. The study closes with recommendations for public institutions of higher learning wanting to incorporate more transformational learning opportunities.

Subjects/Keywords: Adult learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Retherford, April L. “Transformational learning : a deep description of an emancipatory experience.” 2001. Doctoral Dissertation, Oregon State University. Accessed March 01, 2021. http://hdl.handle.net/1957/7383.

MLA Handbook (7^th Edition):

Retherford, April L. “Transformational learning : a deep description of an emancipatory experience.” 2001. Web. 01 Mar 2021.

Vancouver:

Retherford AL. Transformational learning : a deep description of an emancipatory experience. [Internet] [Doctoral dissertation]. Oregon State University; 2001. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1957/7383.

Council of Science Editors:

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

University of Southern California

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

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

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1698

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

▼ The purpose of this study was to discover how school site principals can have an impact on the learning of adults working in schools. One of the fundamental elements of U.S. education reform rests on teachers’ constant and ongoing learning of new knowledge and ideologies and implementation of new skills and strategies. The contemporary global marketplace places a greater demand than ever before on schools to produce a highly‐skilled workforce. Principals and teachers must work together to meet these demands. In order to meet these demands, teachers must continue to learn new knowledge and skills and employ them as part of their daily practice. This study employed a critical qualitative approach (Merriam, 2002) utilizing Bolman and Deal (1997) as a lens through which to examine school leadership and its influence on professional development and teacher learning. Two principals and four teachers were interviewed on various and separate occasions. These interviews elicited much data about how principals can have an impact on the learning of all adults working in their schools. ❧ Findings emerged from this study that can assist other principals better understand how they can increase and enhance adult learning at their school. Principals must have an understanding of what adult learning is, how it is different from teaching children, and how they can enact the tenets of adult learning at their school. Further, principals must share the decision‐making responsibility for ongoing learning opportunities with their teachers and the staff. Sharing this responsibility invites teachers to seek out what they want to know to improve as opposed to what an external source suggests for improvement. Finally, principals will create more opportunities to learn for all adults working in the school when they operate from Bolman and Deal’s (1997) Human Resource Frame. Advisors/Committee Members: Garcia, Pedro EnriqueGarcía, Pedro Enrique (Committee Chair), Baca, Reynaldo R. (Committee Member), Escalante, Michael F. (Committee Member).

Subjects/Keywords: adult learning; K-12 leadership

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APA (6^th Edition):

Zamarripa, G. G. (2014). Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1698

Chicago Manual of Style (16^th Edition):

Zamarripa, Geoffrey G. “Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.” 2014. Doctoral Dissertation, University of Southern California. Accessed March 01, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1698.

MLA Handbook (7^th Edition):

Zamarripa, Geoffrey G. “Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus.” 2014. Web. 01 Mar 2021.

Vancouver:

Zamarripa GG. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2021 Mar 01]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1698.

Council of Science Editors:

Zamarripa GG. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1698

Virginia Tech

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

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

URL: http://hdl.handle.net/10919/19217

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

▼ This research study examined African American farmer participation in Virginia Cooperative Extension as a step toward fully understanding the role participation plays in supporting African American farmers as legitimate learners within the Cooperative Extension system. This study, therefore, focused on exploring participation in African American farmer programs through the single case of Virginia Cooperative Extension\'s Small Farm Outreach and Technical Assistance Program. This program, which is housed at Virginia State University, aims to support minority farmers who have limited access to benefits from USDA programs. Historically, limited resource farmers have been challenged to gain full access to programs offered by Cooperative Extension. Using a qualitative case study design, individual interviews were conducted with African American farmers, extension specialists, small farm agents, and the program administrators. Two focus groups were conducted with the Small Farm Program agents and another with African American farmers that participated in the program. A review of the findings indicated that the Small Farm Outreach and Technical Assistance at Virginia State University provide various educational opportunities to African American farmers. The program provides one-on-one technical assistance, distribution of information, USDA loan application assistance, workshops and conferences, and networking. Participants stated that agents being "hands on" was a great way to talk and effectively provide assistance to them. The findings for the study characterized barriers relaying from challenges in the program to communication between program and farmers. Family motivation, technology, and the USDA were other unknown barriers that were revealed in the study. The data suggest improvements for the program; first, the involvement of more farmers in the program planning of educational opportunities at Virginia State University would increase participation. Second, the current evaluation of strategies should be continued as a method of usage. However, a pre and post survey should be conducted to analyze and discover farmer\'s usage in modern to traditional communication systems. Third, providing additional technological advancement training to agents, specialists, and director to be more advance in the new age, and lastly at conferences and/or workshops, construct more engaging informative discussions on adult learning and farm family motivation factors. Advisors/Committee Members: Niewolny, Kimberly Lee (committeechair), Westfall-Rudd, Donna (committee member), Hairston, Jewel (committee member).

Subjects/Keywords: Cooperative Extension; Adult Learning; Participation

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Smith, Maurice Devoe Jr. “An Analysis of African American Farmer Participation in Virginia Cooperative Extension: An Emphasis on the Small Farm Outreach and Technical Assistance Program.” 2013. Masters Thesis, Virginia Tech. Accessed March 01, 2021. http://hdl.handle.net/10919/19217.

MLA Handbook (7^th Edition):

Smith, Maurice Devoe Jr. “An Analysis of African American Farmer Participation in Virginia Cooperative Extension: An Emphasis on the Small Farm Outreach and Technical Assistance Program.” 2013. Web. 01 Mar 2021.

Vancouver:

Smith MDJ. An Analysis of African American Farmer Participation in Virginia Cooperative Extension: An Emphasis on the Small Farm Outreach and Technical Assistance Program. [Internet] [Masters thesis]. Virginia Tech; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10919/19217.

Council of Science Editors:

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

University of British Columbia

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

Degree: MA- MA, Educational Studies, 1991, University of British Columbia

URL: http://hdl.handle.net/2429/30422

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

▼ The purpose of this study is to explore individual conceptions of the experience of traumatic spinal cord injury from the perspective of adult learning. A qualitative research approach was chosen as the most appropriate to explore these meanings. The methodology for this study was both descriptive and interpretive. Data collection took the form of semi-structured in-depth interviews. The research was essentially exploratory. Commonalities of meaning attributed to the injury were revealed through analysis of the data and grouped into three thematic categories; rediscovery of self, redefining disability and establishing a new identity. These themes, whilst representing commonalities, revealed the complex and multidimensional nature of each individual's experience. The disability and overall sense of loss were initially symbolized by the physical changes or the external experience of disability. These are separate from the internal concept of 'self ' which was perceived by the individuals as being the same as pre-injury. The findings suggest that an inner conflict between the external or public 'self ' and the internal or private 'self ' develops which can best be described as an experiential split. The theme of rediscovering self is concerned with those components of the post-injury experience which inhibit or facilitate a reintegration of the internal and external selves. The inhibiting factors identified included the loss of control over physical functioning and capabilities, alienation from the 'real world,' the restrictive environment and instructional limitations of the rehabilitation facility and the attitudes of health professionals. The process was found to be facilitated by the continuity of their sense of self, a gradual build-up of a new framework of experience and personal resources accrued from their pre-injury history and social context. The theme of redefining disability was achieved by challenging the attitudes and stereotypes espoused by health professionals and society, and an assimilation of a new sense of coherence. The latter was seen as occurring through attributing meaning to the cause of the injury, expanding the range of available options and developing new value priorities. The third theme of the establishment of a new identity was found to be associated with making comparisons with others by which self-esteem can be enhanced, by association and dialogue with a peer minority, by creating intimacy with significant others and new ways of interacting with society. These themes bear little relationship to the instructional content of current rehabilitation programs, and defy explanation through the traditional learning perspective of skill acquisition and behavioral change which has dominated rehabilitation practice, and to which research is primarily directed. The data yielded a way of understanding the experience of spinal cord injury which is not adequately expressed in the literature. It became apparent that these individuals were engaged upon a complex learning process. A theory of…

Subjects/Keywords: Adult learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Carpenter, Christine. “The experience of spinal cord injury as transformative learning.” 1991. Masters Thesis, University of British Columbia. Accessed March 01, 2021. http://hdl.handle.net/2429/30422.

MLA Handbook (7^th Edition):

Carpenter, Christine. “The experience of spinal cord injury as transformative learning.” 1991. Web. 01 Mar 2021.

Vancouver:

Carpenter C. The experience of spinal cord injury as transformative learning. [Internet] [Masters thesis]. University of British Columbia; 1991. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/2429/30422.

Council of Science Editors:

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

University of Arkansas

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

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

URL: https://scholarworks.uark.edu/etd/2743

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

▼ This study was designed to explore Adult Basic Education (ABE), Adult Secondary Education (ASE), and English as a Second Language (ESL) teachers’ experiences with professional development. The study sought to determine whether adult learning principles were evident in the facilitation of professional development activities. The study instrument was administered online to members of the Coalition on Adult Basic Education (COABE), with a total of n=348 respondents to the survey. The survey consisted of demographic questions, questions related to professional development experiences, and an open response question. The majority of respondents were teachers/instructors (n=232, 66.7%), held a master’s degree (n=187, 54.4%), and did not have adult education certification/licensure (n=205, 59.1%). Exploratory factor analysis (EFA) was utilized to identify adult learning principles that were perceived by ABE, ASE, and ESL teachers who attended professional development. Seven factors emerged to explain 67.11% of the total variance among 32 items on the instrument. The first factor in the exploratory factor analysis indicated that during professional development, ABE, ASE, and ESL teachers learned new skills and strategies for working with adult learners that were applicable to their classroom instruction. The other factors had fewer items and were less defined. To describe how the learning environment impacted ABE, ASE, and ESL teachers’ professional development experiences, a one-way between-groups analysis of variance (ANOVA) was conducted. Results indicated no statistically significant difference among the groups. To compare perceptions of facilitator skills and abilities that impacted ABE, ASE, and ESL teachers’ professional development experiences, a one-way between-groups analysis of variance (ANOVA) was used. Data analysis indicated differences existed between ASE and ESL groups on two items. Advisors/Committee Members: Kenda Grover, David Deggs, Kit Kacirek.

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

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Cornelius, Robbie Scott. “An Analysis of Adult Educators’ Experiences with Professional Development Activities.” 2018. Doctoral Dissertation, University of Arkansas. Accessed March 01, 2021. https://scholarworks.uark.edu/etd/2743.

MLA Handbook (7^th Edition):

Cornelius, Robbie Scott. “An Analysis of Adult Educators’ Experiences with Professional Development Activities.” 2018. Web. 01 Mar 2021.

Vancouver:

Cornelius RS. An Analysis of Adult Educators’ Experiences with Professional Development Activities. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2021 Mar 01]. Available from: https://scholarworks.uark.edu/etd/2743.

Council of Science Editors:

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

University of Tennessee – Knoxville

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

Degree: 2019, University of Tennessee – Knoxville

URL: https://trace.tennessee.edu/utk_graddiss/5947

► 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)

▼ 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 adult learners’ population who seek education through enrolling in ABE programs. These learners have experienced different learning environments due to their social life process and are motivated to make changes in their social status for a better life. Therefore, it is critical to understand their learning needs through their learning and educational experiences in order to develop an inclusive ABE learning environment. The purpose of this narrative study was to understand immigrant ABE learners’ experience in an ABE setting from a post-critical lens. The three research questions that guided this study were “How do immigrant ABE learners describe their educational experience prior to their enrollment in ABE?”, “How do immigrant ABE learners describe their learning experiences?”, and “How do immigrant ABE learners describe the role of education in changing their life situations?”The study was conducted in an ABE organization that offered HiSet preparation classes. The research data were collected through two sets of interviews with six immigrant ABE learners. Another source of the study data was the researcher’s field notes. While each participant’s process inspired certain key observation about their learning experiences, five themes were generated regarding their shared perspectives toward learning and education. They all experienced interrupted educational processes, held low socioeconomic status both in their home countries and in the US, perceived literacy in terms of learning English, had different learning experiences in different learning environments, and advocated the transformative power of education. The findings of this study suggest that the immigrant ABE learners seek to get educated in order to change their social status in terms of having a high income job and support their communities. Learning English would significantly facilitate this process for them, as it empowers them to communicate effectively in the American context.

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

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

APA (6^th 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 (16^th 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 01, 2021. https://trace.tennessee.edu/utk_graddiss/5947.

MLA Handbook (7^th Edition):

Nasrollahian Mojarad, Sara. “"Education is the Key to Every Door: Narratives of Immigrant Adult Basic Education Learners.” 2019. Web. 01 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 01]. 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 Rochester

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

Degree: EdD, 2014, University of Rochester

URL: http://hdl.handle.net/1802/28350

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

▼ Despite there being a significant amount of research investigating workplace learning, research exploring firefighter workplace learning is almost nonexistent. The purpose of this qualitative multi-case study was to explore how firefighters conceptualize, report, and practice workplace learning. The researcher also investigated how firefighters learn informally in the workplace and how that informal learning was manifested. A qualitative multi-case research study of six full-time career firefighters employed by a fire department in New York State was conducted. Data were collected through field observations, interviews, and document analysis. The data were analyzed using grounded theory analysis as detailed by Charmaz (2006). Several themes emerged from the data analysis revealing how firefighters learn in the workplace. Findings indicate that firefighters learn necessary workplace information through both formal and informal learning practices. Firefighters learn formally in the workplace by (a) attending the fire academy, (b) participating in the in-service training programs, (c) taking external fire service courses, (d) attending college-level fire science programs, and (e) teaching and instructing. Firefighters learn informally in the workplace (a) through practice, (b) from each other, (c), through self-directed learning activities, and (d) from prior exposure to the fire service. These findings highlighted a complex, hybrid interaction between formal and informal workplace learning activities. The findings present implications for both fire service practice and policy. Findings from this study suggest workplace learning may be enhanced through training fire officers to identify and foster firefighter’s informal workplace learning practices. The policy implications for fire department managers and trainers include improving firefighter informal learning in the fire service through the provision of support, resources, and time for learning activities as well as by developing mechanisms to record and document the time spent on informal learning activities.

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

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Tracey, Edward A (1976 - ). “Firefighter workplace learning : an exploratory case study.” 2014. Doctoral Dissertation, University of Rochester. Accessed March 01, 2021. http://hdl.handle.net/1802/28350.

MLA Handbook (7^th Edition):

Tracey, Edward A (1976 - ). “Firefighter workplace learning : an exploratory case study.” 2014. Web. 01 Mar 2021.

Vancouver:

Tracey EA(-). Firefighter workplace learning : an exploratory case study. [Internet] [Doctoral dissertation]. University of Rochester; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1802/28350.

Council of Science Editors:

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

Open Universiteit Nederland

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

Degree: 2013, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/5131

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

▼ Achtergrond Hoogbegaafde leerlingen beschikken, volgens onderzoek bij kinderen, jongeren en jongvolwassenen, over bepaalde specifieke leerkenmerken. Deze kenmerken leiden tot positieve of negatieve leerervaringen, afhankelijk van diverse factoren. De focus van onderwijsonderzoek bij hoogbegaafden richt zich gewoonlijk niet op volwassenen. Doel Het doel van dit onderzoek is het begrijpen van de leerervaringen van hoogbegaafde volwassenen die weer of alsnog zijn gaan studeren. De hoofdvraag van dit onderzoek is als volgt geformuleerd: Welke positieve en/of negatieve ervaringen met volwasseneneducatie rapporteren hoogbegaafde volwassenen na opnieuw of alsnog te gaan studeren, hoe interpreteren zij deze ervaringen, en welke oplossingen dragen zij aan voor mogelijke problemen? Deelnemers, procedure, onderzoeksontwerp De steekproef bestond uit 10 hoogbegaafde mannen en 12 hoogbegaafde vrouwen in de leeftijd van 29 tot 61 jaar. De deelnemers werden benaderd via oproepen in de digitale nieuwsbrief van Mensa en plaatselijke elektronische mailinglijsten van Mensa. Er werd een cross-sectionele kwalitatieve survey gedaan, bestaande uit diepte-interviews met behulp van de online video software Skype. Meetinstrumenten Voor de interviews werd een beknopte topiclijst opgesteld om een open interview te faciliteren over positieve en negatieve ervaringen in het onderwijs. Dit bood deelnemers de gelegenheid om thema’s aan te dragen die voor hen relevant waren, in plaats van bevraagd te worden op de thema’s die vooraf uit de literatuur over hoogbegaafde kinderen, adolescenten en jongvolwassenen naar voren waren gekomen. Resultaten Deelnemers gaven aan dat ze graag nieuwe kennis opdeden en ondergedompeld werden in een heel nieuwe denkkader. Ze rapporteerden negatieve ervaringen wanneer de content werd gepresenteerd op een manier die niet overeen kwam met hun leerstijl. De oplossingen die zij aandroegen richtten zich op het bewust maken van docenten en studenten van verschillende leerstijlen en hoe daarmee om te gaan. Vanwege hun hoge interne kwaliteitsstandaard waren de deelnemers positief over docenten die de stof in een groter geheel wisten te plaatsen en die open stonden voor discussie. Negatieve ervaringen werden gerapporteerd wanneer docenten deze eigenschappen niet hadden. Wanneer naar oplossingen werd gevraagd, gaven de meeste deelnemers aan zich te conformeren aan de docent. De deelnemers hadden een voorkeur voor assessment procedures die diepe verwerking testten. Negatieve ervaringen werden voornamelijk gerapporteerd waar assessment bestond uit meerkeuzevragen. De deelnemers geven aan dat meerkeuzevragen in toetsing niet de standaard zou moeten zijn. De deelnemers rapporteerden positieve ervaringen met klasgenoten die relevante werkervaring hadden. Ze rapporteerden negatieve ervaringen waar klasgenoten bij samenwerkend leren minder gemotiveerd waren dan zijzelf om een goed resultaat te behalen. Oplossingen omvatten: het conformeren aan de standaard van klasgenoten en het bewust selecteren van…

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

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Oosterveen, Susanne. “Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning .” 2013. Masters Thesis, Open Universiteit Nederland. Accessed March 01, 2021. http://hdl.handle.net/1820/5131.

MLA Handbook (7^th Edition):

Oosterveen, Susanne. “Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning .” 2013. Web. 01 Mar 2021.

Vancouver:

Oosterveen S. Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning . [Internet] [Masters thesis]. Open Universiteit Nederland; 2013. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1820/5131.

Council of Science Editors:

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

University of Manitoba

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

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

URL: http://hdl.handle.net/1993/32537

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

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

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Webb, Colleen. “After the adult learning centre: rural women: decisions and transitions to post-secondary education.” 2017. Masters Thesis, University of Manitoba. Accessed March 01, 2021. http://hdl.handle.net/1993/32537.

MLA Handbook (7^th Edition):

Webb, Colleen. “After the adult learning centre: rural women: decisions and transitions to post-secondary education.” 2017. Web. 01 Mar 2021.

Vancouver:

Webb C. After the adult learning centre: rural women: decisions and transitions to post-secondary education. [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1993/32537.

Council of Science Editors:

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

Penn State University

14. Pemberton, Jennifer Lynn. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist .

Degree: 2016, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/27703

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

▼ The purpose of this narrative study was two-fold: (a) to examine how breastfeeding mothers learn they are members of a marginalized group; and (b) to investigate how some of these mothers move from marginalization to activism. This study was grounded in two interconnected theoretical frameworks: critical feminism (also with attention to embodied learning) and women’s emancipatory learning in relation to breastfeeding and activism. There were 11 participants in the study, chosen according to purposeful criteria related to the study’s purpose; they represent diversity in age, race/ethnicity, sexual orientation, religion, and educational background. Data collection included narrative semi-structured interviews, which were co-constructed between the researcher and the participants, and researcher-generated artifacts. Both narrative and constant-comparative analysis were used to analyze the data. There were three sets of findings that emerged from the data. First, those related to the marginalization of breastfeeding mothers indicate that their marginalization is manifested in: negative views of breastfeeding in public; lack of breastfeeding support of some health professionals; the commercial formula industry; and returning to employment. Second, the findings regarding how they learned to be activists indicate they did so: by becoming conscious of marginalization; through mentoring, networking, and collaboration; through sometimes leveraging men’s power and support; and through social media and technology. Third, the findings regarding what they learned from being activists center on: seeing activism as a continuum; perspective-taking; learning leadership skills; and claiming their own empowerment. The findings from this study have implications for both theory and practice. Related to adult learning theory, this study offers new insight into the role of embodied learning as part of women’s activist learning. The public health field can glean from this study how to better educate women not only on breastfeeding, but also on public health issues in general by fostering collaboration and connection, and adopting insights from feminist pedagogy. Further, integrating activism and emancipatory learning into the curriculum for health care professionals can help them not only in their efforts at patient education, but in their own activist efforts for healthcare. The study ends with discussion of suggestions for further research. Advisors/Committee Members: Elizabeth Jean Tisdell, Dissertation Advisor/Co-Advisor, Robin Redmon Wright, Committee Member, Ann Swartz, Committee Member, Janet Elaine Fogg, Special Member.

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

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APA (6^th Edition):

Pemberton, J. L. (2016). "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27703

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

Chicago Manual of Style (16^th Edition):

Pemberton, Jennifer Lynn. “"i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist .” 2016. Thesis, Penn State University. Accessed March 01, 2021. https://submit-etda.libraries.psu.edu/catalog/27703.

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

MLA Handbook (7^th Edition):

Pemberton, Jennifer Lynn. “"i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist .” 2016. Web. 01 Mar 2021.

Vancouver:

Pemberton JL. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist . [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Mar 01]. Available from: https://submit-etda.libraries.psu.edu/catalog/27703.

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

Council of Science Editors:

Pemberton JL. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:” a Narrative Study on Becoming a Breastfeeding Activist . [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/27703

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

University of KwaZulu-Natal

15. Zwane, Eunice Sibongile Thembi. An investigation into male participation in adult education classes at Endleleni Public Adult Learning Centre.

Degree: 2016, University of KwaZulu-Natal

URL: https://researchspace.ukzn.ac.za/handle/10413/17018

► This study focuses on gender, with a particular interest in male participation in adult education centres. The attention is on men because from my experience… (more)

▼ This study focuses on gender, with a particular interest in male participation in adult education centres. The attention is on men because from my experience there are few men in these centres. The purpose was to explore the factors impacting on male participation in adult education centres, with particular reference to Endleleni AET centre in Madadeni, Newcastle in the northern KwaZulu-Natal province. A qualitative case study approach was adopted within the interpretive paradigm to explore the men’s views about education, their experiences of learning and the factors that affect their participation in an adult centre. Qualitative research was appropriate because it seeks to explain and understand social phenomena within their natural setting. The data were collected by means of a life history interview, discussion with men and individual interviews with teachers, as well as class observation. This was done for triangulation purposes. Collected data were analysed by means of both inductive and deductive approaches, and themes were identified. Guided by Rogers’ concept of motivation and Owens’ barriers to learning, the study explored the motivation of men to register at the centre. It has been argued that motivation varies between individual men and can determine the reasons for a man to participate in adult classes. Gender inequality in the provision of adult education may steer men away from engaging in educational activities. This creates pressure among men and they may find themselves responding differently to situations. This research has revealed that men are aware of the benefit of education but their participation gets affected by a combination of factors, which may stem from a man’s disposition, his situation or from the institution itself. Men’s participation may also be influenced by community expectations, their cultural norms and the manner in which they respond to these in different ways. However, the men in this study who do attend, feel they have gained many benefits from adult classes. Advisors/Committee Members: Arbuckle, Katherine Elizabeth. (advisor).

Subjects/Keywords: Adult education.; Men in adult education classes.; Endleleni Public Adult Learning Centre.; Gender and learning.

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APA (6^th Edition):

Zwane, E. S. T. (2016). An investigation into male participation in adult education classes at Endleleni Public Adult Learning Centre. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17018

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

Chicago Manual of Style (16^th Edition):

Zwane, Eunice Sibongile Thembi. “An investigation into male participation in adult education classes at Endleleni Public Adult Learning Centre.” 2016. Thesis, University of KwaZulu-Natal. Accessed March 01, 2021. https://researchspace.ukzn.ac.za/handle/10413/17018.

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

MLA Handbook (7^th Edition):

Zwane, Eunice Sibongile Thembi. “An investigation into male participation in adult education classes at Endleleni Public Adult Learning Centre.” 2016. Web. 01 Mar 2021.

Vancouver:

Zwane EST. An investigation into male participation in adult education classes at Endleleni Public Adult Learning Centre. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2021 Mar 01]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17018.

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

Council of Science Editors:

Zwane EST. An investigation into male participation in adult education classes at Endleleni Public Adult Learning Centre. [Thesis]. University of KwaZulu-Natal; 2016. Available from: https://researchspace.ukzn.ac.za/handle/10413/17018

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

Oregon State University

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

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

URL: http://hdl.handle.net/1957/56069

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

▼ For adult learners to succeed in their educational endeavors, adult educators and event planners must meet their needs and goals (Storksdieck, Ellenbogen, & Heimlich, 2005). The learning environment affects how adults learn and what outcomes they achieve (e.g., Hamilton & Tee, 2010; Knowles, 1990; Lim, Morris, & Kupritz, 2007; Young, 2005), so we can help adults by understanding what a successful learning environment entails. To expand our understanding of how adult learner outcomes are shaped by different learning settings, we performed an exploratory study of a non-formal adult learning event. For the past several years the Long Term Ecological Research Committee of the HJ Andrews Forest has hosted HJA Day, a non-formal science education event, in an effort to educate the public about research and educational programs taking place at the HJ Andrews Forest in southern Oregon. The event has traditionally been well attended, but attendance numbers are no longer adequate to represent a successful event. Data from 76 participants was used to answer four exploratory questions about HJA Day: 1) Who are the participants at HJA Day? 2) What outcomes resulted from HJA Day? 3) What experiences and factors impacted those outcomes? and 4) How are those factors and outcomes related? A mixed-method approach was used to determine the main outcomes and the factors that affect those outcomes. We found that HJA Day participants attended HJA Day primarily to learn, network, and spend a day in the forest. Participant outcomes were impacted by three main factors: structural aspects, people and networking, and participants' teaching/learning style preference. The main outcomes that resulted from HJA Day were perceived knowledge gain, change in thinking, overall appreciation, and overall satisfaction. All three factors both positively and negatively impacted the main outcomes. Most participants agreed that they learned, that HJA Day changed their thinking, that their overall appreciation increased, and that they were generally very satisfied with the event. All main outcomes positively and significantly correlated except for overall satisfaction and change in thinking. These findings have implications for the improvement of future HJA Day events, and may inform participant experiences at other adult non-formal science education events. By understanding participant experiences and outcomes, we may aid adults in their pursuits of continuing lifelong learning and help to form a scientifically literate population of responsible decision-makers (Miller, 2004). Advisors/Committee Members: Olsen, Christine S. (advisor), Nelson, Michael P. (committee member).

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

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

APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Remenick, Lauren. “HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event.” 2015. Masters Thesis, Oregon State University. Accessed March 01, 2021. http://hdl.handle.net/1957/56069.

MLA Handbook (7^th Edition):

Remenick, Lauren. “HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event.” 2015. Web. 01 Mar 2021.

Vancouver:

Remenick L. HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event. [Internet] [Masters thesis]. Oregon State University; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1957/56069.

Council of Science Editors:

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

University of the Western Cape

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

Degree: 2015, University of the Western Cape

URL: http://hdl.handle.net/11394/5281

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

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Lackay, Bradley. “Recognition of prior learning, benefits and social justice in the policing sector .” 2015. Thesis, University of the Western Cape. Accessed March 01, 2021. http://hdl.handle.net/11394/5281.

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

MLA Handbook (7^th Edition):

Lackay, Bradley. “Recognition of prior learning, benefits and social justice in the policing sector .” 2015. Web. 01 Mar 2021.

Vancouver:

Lackay B. Recognition of prior learning, benefits and social justice in the policing sector . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/11394/5281.

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

Council of Science Editors:

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

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

University of Pretoria

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

Degree: Early Childhood Education, 2013, University of Pretoria

URL: http://hdl.handle.net/2263/40439

► 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)

▼ 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 eighteen adult learners from three Public Adult Learning Centres in Nkomazi East Circuit at Ehlanzeni District participated in the study. The study was qualitative in nature using the interpretive paradigm. Data was collected through focus group interviews, individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding their experiences at Public Adult Learning Centres. Results indicated that some adults found their experiences interesting and enriching and have positive attitudes towards the teaching and learning at Public Adult Learning Centres, while others were frustrated with the lack of teaching and learning resources, and the poor management at the centres. Adult learners seem to regard education as important and they received satisfactory support from their families, communities, teachers, employers, and fellow adult learners, as well as financial support from the Department of Education. Findings revealed that adult learners find it difficult to understand the content of subjects and to cope with the pace of teaching. Participants had different views about the language of instruction. Some preferred English for employment and social purposes while others preferred the vernacular so as to have a better understanding of the content and to pass the subjects. These learners preferred that the content should prepare them for employment and for coping with day-to-day activities in rural areas. Responsibilities at home, becoming a learner at an elderly age, being involved in seasonal jobs and catching up work after absence were some of the challenges that adult learners experienced. From the results and findings of the study, recommendations were made to improve the effectiveness of teaching and learning and functionality of Public Adult Learning Centres. Advisors/Committee Members: Dippenaar, A.J.F. (Hanlie) (advisor), Hartell, Cycil George (coadvisor).

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 (6^th 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 (16^th Edition):

Dladla, Siphiwe Nonhlanhla. “Experiences and perceptions of adult learners at public adult learning centres.” 2013. Masters Thesis, University of Pretoria. Accessed March 01, 2021. http://hdl.handle.net/2263/40439.

MLA Handbook (7^th Edition):

Dladla, Siphiwe Nonhlanhla. “Experiences and perceptions of adult learners at public adult learning centres.” 2013. Web. 01 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 01]. 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 South Africa

19. Mello, Masefora Victoria. Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection .

Degree: 2017, University of South Africa

URL: http://hdl.handle.net/10500/23455

► The purpose of the study was to find out why adult learners absent themselves from adult basic education programmes and to devise strategies to encourage… (more)

▼ The purpose of the study was to find out why adult learners absent themselves from adult basic education programmes and to devise strategies to encourage them to attend classes. In order to achieve the aim of the study, the objective of the study were to investigate the economic and social reasons why adult learners do not attend classes. The research focus on a critical issue of absenteei(sm by adult learners at SEKGOSESE West Circuit adult centre in Limpopo Province. Literature review was engaged in the field of Adult Education and related to the research problem. The literature review presented an insight into theoretical frameworks and conceptual frameworks about causes of adult learner’s absenteeism. The researcher used sources which included journals, books, articles and dissertations. To collect information. This qualitative study explored the causes of adult learner absenteeism and came with strategies to reduce adult learner absenteeism. Critical theory was used as a theoretical framework. The theory deals with social economic factors and conditions under which people live. Data was collected through focus group interviews. There were sixteen participants who attend classes at Mosima adult learning centre, and they were selected homogeneously. It was discovered that adult learner absenteeism is caused by lack of motivation, lack of support from departmental officials, lack of adult learner commitment, lack of facilities, lack of qualified adult educators, lack of respect amongst adult learners and adult educators as a serious matter, lack of parental support for those who are still under parental care and lack of transport for adult learners who stay far from the centre. Based on the causes of adult learner absenteeism, recommendations are made for the Department of Education to address these causes in order to elevate adult learner absenteeism and further research efforts are recommended. It is recommended that the department of education include stationery material in their budget for adult basic education. Adult Basic education educators should also receive adequate training s o that they can be able to teach adult learners effectively. Advisors/Committee Members: Higgs, Leonie (advisor).

Subjects/Keywords: Absenteeism; Adult learner; Adult educator; Adult Basic Education; Socio-economic factors; Barriers to learning; Critical reflection; Adult learning centre

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

APA (6^th Edition):

Mello, M. V. (2017). Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23455

Chicago Manual of Style (16^th Edition):

Mello, Masefora Victoria. “Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection .” 2017. Masters Thesis, University of South Africa. Accessed March 01, 2021. http://hdl.handle.net/10500/23455.

MLA Handbook (7^th Edition):

Mello, Masefora Victoria. “Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection .” 2017. Web. 01 Mar 2021.

Vancouver:

Mello MV. Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection . [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10500/23455.

Council of Science Editors:

Mello MV. Absenteeism of adult learners at the Sekgosese West Circuit in Limpopo Province : a critical reflection . [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23455

University of the Western Cape

20. 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

URL: http://hdl.handle.net/11394/3568

► 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)

▼ 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 the terrain of discrimination and the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing people’s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators’ programme enables young adults to develop a critical consciousness about human rights and ‘xenophobia’. The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter-xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher’s critical reflections.The research was located within a critical theory framework in the field of adult learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).The key finding of the study is that the experience of the workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and ‘xenophobia’. The participants identified specific factors that contributed to such awareness. These included the diverse composition of participants, the ‘accompanying’ facilitation style, and the interactive training methodology.This study makes a contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology. Advisors/Committee Members: Groener, Zelda (advisor).

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 (6^th 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 (16^th 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 01, 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 (7^th 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. 01 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 01]. 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

21. 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

URL: http://hdl.handle.net/11394/3609

► 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)

▼ 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 the terrain of discrimination and the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing people’s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators’ programme enables young adults to develop a critical consciousness about human rights and ‘xenophobia’. The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter-xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher’s critical reflections.The research was located within a critical theory framework in the field of adult learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).The key finding of the study is that the experience of the workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and ‘xenophobia’. The participants identified specific factors that contributed to such awareness. These included the diverse composition of participants, the ‘accompanying’ facilitation style, and the interactive training methodology. This study makes a contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology. Advisors/Committee Members: Groener, Zelda (advisor), Hendricks, Mohammed Natheem (advisor).

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 (6^th 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 (16^th 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 01, 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 (7^th 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. 01 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 01]. 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 Georgia

22. Brown, Laura C. Role of spirituality in adult learning contexts.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/25139

► The purpose of this qualitative study was to understand how adult learners perceive the influence of spirituality in their learning. To address this purpose, this… (more)

▼ The purpose of this qualitative study was to understand how adult learners perceive the influence of spirituality in their learning. To address this purpose, this study examined how adult learners defined spirituality, how adults perceived the role of spirituality in their learning, and the factors that influenced spirituality in the learning of adults. Data from semi-structured interviews and artifacts were collected and analyzed using the constant comparative method. The nine female participants represented five adult learning contexts: Adult Literacy, University/Four-Year Degree Programs, Continuing Professional Education, Technical College, and Religious Education. An underlying rationale for this study was to explore if spiritual experiences had commonalities or differences across different adult education contexts. The data revealed that even in religious settings where it would be expected that a spiritual lens would frame the learning, there was no difference from those experiences that occurred in other adult education contexts. The findings of this study indicate that these adult learners perceive the self as spiritual, and they hold strong beliefs in a transcendent Other. These perceptions and beliefs impact the connections they have with others. When these spiritual perceptions, beliefs, and connections are complemented by reverent instructors, hospitable spaces, dependence on a transcendent Other, and when the adult learners use their spiritual lens to interpret the content, they perceive that spirituality has contributed to their learning. These adults describe the role of spirituality as enhancing the learning of the content, facilitating transformational learning, and revealing meaning and purpose for their lives. Three conclusions were derived from this study. First, spiritual experiences are likely to occur for adult learners who view spirituality as the essence of self. Second, spirituality is linked to learning. Third, the nature of the instructor, the nature of the classroom environment and the spiritual world view of the learner can influence spirituality in adult learning.

Subjects/Keywords: Spirituality; Adult Learning; Adult Education; Transformational Learning; Holistic Learning; Meaning and Purpose for Life

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

APA (6^th Edition):

Brown, L. C. (2014). Role of spirituality in adult learning contexts. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25139

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

Chicago Manual of Style (16^th Edition):

Brown, Laura C. “Role of spirituality in adult learning contexts.” 2014. Thesis, University of Georgia. Accessed March 01, 2021. http://hdl.handle.net/10724/25139.

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

MLA Handbook (7^th Edition):

Brown, Laura C. “Role of spirituality in adult learning contexts.” 2014. Web. 01 Mar 2021.

Vancouver:

Brown LC. Role of spirituality in adult learning contexts. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10724/25139.

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

Council of Science Editors:

Brown LC. Role of spirituality in adult learning contexts. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25139

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

University of Georgia

23. Joaquin, Edward. The encounters of indifference of Filipino American faculty in higher education.

Degree: 2015, University of Georgia

URL: http://hdl.handle.net/10724/30927

► The purpose of this qualitative study was to examine the experiences of Filipino American faculty members in North American colleges and universities to ascertain how… (more)

▼ The purpose of this qualitative study was to examine the experiences of Filipino American faculty members in North American colleges and universities to ascertain how they negotiated through societal, institutional and cultural barriers. The research questions that guided this study were: 1) what societal and institutional barriers did Filipino scholars encounter in their academic pursuits; 2) how did Filipino scholars negotiate societal and institutional barriers; 3) in what ways did culture impact the academic experiences of Filipino scholars; and 4) what is the nature of the learning that occurred in the academic experiences of Filipino faculty? The participants of this study were seven Filipino American faculty members currently at teaching institutions on the West Coast, Pacific Northwest, Southeast, East Coast regions and Canada. All of the faculty participants were purposely selected and self-identified as Filipino Americans with a doctoral degree. Data collection consisted of interviews, document analysis, and field notes. Using semi-structured questions, I collected, analyzed, and interpreted their personal experiences in the academy. The documents consisted of curriculum vitae, professional publications, and data from university home pages. Three themes emerged from the data. The first theme, Hostile Experiences Connected to Living in a Post-Colonial World, described overt and subtle forms of hostility from faculty members, institutional policies and procedures and interactions with students. The second theme, Experiences of Isolation Rooted in Existing Cultural Relational Patterns, suggested an inherent manifestation of internal and external isolation. In the third theme, Feelings of Self-Doubt Entrenched in Memories and Reinforced by Daily Experiences, underscored how self-doubt is manifested through memories of cultural messages. The major conclusions drawn from this study were: 1) Hostility Permeates the Filipino American Faculty Experience, 2) Filipino American Scholars Desire Representation and Validation, 3) Cultural Messages Persist as a Colonizing Influence, and 4) The Learning Processes For Filipino American Faculty Are Rooted in Transformation and Incidental Learning.

Subjects/Keywords: Adult Education; Adult Learning; Filipino American Faculty; Colonialism; Postcolonialism; Incidental Learning; Transformative Learning

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

APA (6^th Edition):

Joaquin, E. (2015). The encounters of indifference of Filipino American faculty in higher education. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/30927

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

Chicago Manual of Style (16^th Edition):

Joaquin, Edward. “The encounters of indifference of Filipino American faculty in higher education.” 2015. Thesis, University of Georgia. Accessed March 01, 2021. http://hdl.handle.net/10724/30927.

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

MLA Handbook (7^th Edition):

Joaquin, Edward. “The encounters of indifference of Filipino American faculty in higher education.” 2015. Web. 01 Mar 2021.

Vancouver:

Joaquin E. The encounters of indifference of Filipino American faculty in higher education. [Internet] [Thesis]. University of Georgia; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10724/30927.

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

Council of Science Editors:

Joaquin E. The encounters of indifference of Filipino American faculty in higher education. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/30927

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

University of KwaZulu-Natal

24. Spooner, Vivienne Susan. Exploring nonformal adult learning in a business school leadership programme: a case study of the nexus programme.

Degree: 2018, University of KwaZulu-Natal

URL: https://researchspace.ukzn.ac.za/handle/10413/17808

► This study examined how participants in a business school nonformal leadership programme, Nexus, learn. The nature of learning as reported by Nexus participants and programme… (more)

▼ This study examined how participants in a business school nonformal leadership programme, Nexus, learn. The nature of learning as reported by Nexus participants and programme managers was explored, as well as how participation on Nexus impacted the leadership practices and broader lives of programme participants. Nexus is a programme in which there is no curriculum nor are there marks awarded for assignments. There is no examination or portfolio of evidence as assurance of learning. Participants are awarded a certificate of attendance at the conclusion of the eight month long programme. There is minimal theorising of this particular form of adult learning, especially within a post-apartheid and fractured South African context, and within a business school environment. The impact of this type of learning has also not been theorised. Using transformative learning theory, and drawing on leadership literature, the study links how this transformative learning experience can lead to re-humanising leadership. It also examines the length, breadth and depth of transformative learning outcomes. This case study of the Nexus programme collected data from focus groups and semi-structured interviews with past Nexus participants, semi-structured interviews with the programme managers of Nexus, extensive document analysis and observations of two Nexus events. Using an inductive data analysis approach in this qualitative research, the nature of learning showed that philosophically there is a need to acknowledge such learning takes time and requires multiple viewpoints, but that the structure and processes of learning must create a safe space to explore the contested socio-historical context of post-apartheid South Africa. In contrast with learning in formal settings, participants reported a sense of being ‘forced to’ learn about themselves and others. Data were also deductively coded using transformative learning theory. The impact of learning through participation in Nexus speaks to the many ways in which boundaries are broken down and blockages are removed. A 4 P Model of learning (Prescribed process, Participation, Profound transformative learning, and Praxis) is proposed. Advisors/Committee Members: John, Vaughn Mitchell. (advisor).

Subjects/Keywords: Non-formal adult learning.; Adult learning styles.; Adult learning strategies.; Business school leadership programmes.; Nexus programme.

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

APA (6^th Edition):

Spooner, V. S. (2018). Exploring nonformal adult learning in a business school leadership programme: a case study of the nexus programme. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17808

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

Chicago Manual of Style (16^th Edition):

Spooner, Vivienne Susan. “Exploring nonformal adult learning in a business school leadership programme: a case study of the nexus programme.” 2018. Thesis, University of KwaZulu-Natal. Accessed March 01, 2021. https://researchspace.ukzn.ac.za/handle/10413/17808.

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

MLA Handbook (7^th Edition):

Spooner, Vivienne Susan. “Exploring nonformal adult learning in a business school leadership programme: a case study of the nexus programme.” 2018. Web. 01 Mar 2021.

Vancouver:

Spooner VS. Exploring nonformal adult learning in a business school leadership programme: a case study of the nexus programme. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2021 Mar 01]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17808.

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

Council of Science Editors:

Spooner VS. Exploring nonformal adult learning in a business school leadership programme: a case study of the nexus programme. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17808

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

University of Georgia

25. Ojo, Oluremilekun Risikat. Teaching and learning in a blended distance education context.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/28851

► Ongoing changes to the global economy have a tremendous effect on available physical and human resources. Adult distance education teaching and learning environments are increasingly… (more)

▼ Ongoing changes to the global economy have a tremendous effect on available physical and human resources. Adult distance education teaching and learning environments are increasingly used in higher education and by corporations for individual and career development purposes to meet the lifelong learning trend. Consequently, there is a need to continually ensure that the distance education teaching and learning process meets the needs of those within it. Unfortunately, there is a paucity of empirical evidence about DE practices within Sub-Saharan Africa (Ayadi, Adekoya & Ikem, 2005; Chiumbu, 2006). Critical poignant questions about how instructors and learners in Sub-Saharan African contexts experience and navigate their DE teaching and learning spaces remain unaddressed. The study was undertaken to understand the teaching and learning experience of facilitators and learners at a distance education program operated from a Nigerian university. This qualitative case study was guided by the following research questions: (1) How does teaching and learning take place within a distance education program? (2) What instructional design is being used and to what extent does it allow faculty to accomplish its educational objectives for the higher education learners? (3) What is the learner’s experience in the Nigerian distance education context? This inductive study was conducted with fifteen participants, which included five instructors, eight learners, and two administrators using semi-structured interviews, document analysis and naturalistic observation. The teaching and learning experience for DE participants within the Teacher’s Education program was complex. Two main categories each with its own subcategories emerged from the data: Nigerian factors and paradoxical context. Additionally, the findings of each research question drew on aspects from the two main categories as several issues overlap. These findings resulted in three main conclusions for the study: first, the Nigerian context’s DE teaching and learning takes place in an ambiguous, often contradictory and not clearly defined manner. Second, the Nigerian context’s DE lacks consistent DE teaching and learning instructional design because of its laissez faire education system. Third, the DE teaching and learning experience in the context fluctuates (mixed experience) resulting in an unpredictable, unsupported DE process.

Subjects/Keywords: Adult Education; International Adult Education; Adult Learning; Distance Education; Blended Learning; Instructional Design; Qualitative Case Study; Teaching and Learning Experience; Nigeria.

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

APA (6^th Edition):

Ojo, O. R. (2014). Teaching and learning in a blended distance education context. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28851

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

Chicago Manual of Style (16^th Edition):

Ojo, Oluremilekun Risikat. “Teaching and learning in a blended distance education context.” 2014. Thesis, University of Georgia. Accessed March 01, 2021. http://hdl.handle.net/10724/28851.

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

MLA Handbook (7^th Edition):

Ojo, Oluremilekun Risikat. “Teaching and learning in a blended distance education context.” 2014. Web. 01 Mar 2021.

Vancouver:

Ojo OR. Teaching and learning in a blended distance education context. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10724/28851.

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

Council of Science Editors:

Ojo OR. Teaching and learning in a blended distance education context. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28851

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

University of Pennsylvania

26. Gioia, Danielle. “i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions.

Degree: 2016, University of Pennsylvania

URL: https://repository.upenn.edu/edissertations/2306

► This study examined adult learning practices in adult learning-focused postsecondary institutions. Using semi-structured phenomenographic interviews, course observations, and site observations at two Midwestern adult-focused postsecondary… (more)

▼ This study examined adult learning practices in adult learning-focused postsecondary institutions. Using semi-structured phenomenographic interviews, course observations, and site observations at two Midwestern adult-focused postsecondary institutions, this year-long study applied an intersectional sociocultural framework toward understanding adult learning practices, with emphasis on their characteristics, goals, and influences. Results of the study suggest that all participants specifically chose their institution based on perceived alignment with their ages, learning styles, and schedules. They also suggest that students’ challenging personal contexts contributed favorably to students’ decisions to enroll. Students generally attributed institutional factors with posing the biggest challenges to their learning engagement, course planning, and completion, rather than their often significant personal obstacles. Participants also emphasized the sacrifices necessary to prioritize time for college in their complex schedules. They described the experience and impact of college-related stress on their professional and personal lives, yet they affirmed college as their highest priority despite these challenges. They also described avoiding shortcuts in their coursework, often prioritizing time-consuming approaches to deepen and challenge their learning. Supplementary practitioner interviews indicated divergent perspectives on students’ commitment, motivation, and use of time. Many characterized their students as spending insufficient time on or insufficiently prioritizing their college education. However, contradictions within their perspectives also suggest a positive association between their specificity student-related talk and more nuanced or affirmative perspectives on student lives and learning. Findings extend existing research on adult undergraduate learning practices, most importantly in the context of adult learning-focused institutions. They also provide directions for future research on adults’ learning practices, choices, and academic literacies, with implications for informing adult-focused instructional, tutoring, and advising practices and policies.

Subjects/Keywords: Academic Literacies; Adult Higher Education; Adult Learning; Adult Learning Focused Postsecondary Institution; Adult Undergraduate; Phenomenography; Adult and Continuing Education Administration; Adult and Continuing Education and Teaching; Education

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APA (6^th Edition):

Gioia, D. (2016). “i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/2306

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

Chicago Manual of Style (16^th Edition):

Gioia, Danielle. ““i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions.” 2016. Thesis, University of Pennsylvania. Accessed March 01, 2021. https://repository.upenn.edu/edissertations/2306.

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

MLA Handbook (7^th Edition):

Gioia, Danielle. ““i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions.” 2016. Web. 01 Mar 2021.

Vancouver:

Gioia D. “i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2021 Mar 01]. Available from: https://repository.upenn.edu/edissertations/2306.

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

Council of Science Editors:

Gioia D. “i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions. [Thesis]. University of Pennsylvania; 2016. Available from: https://repository.upenn.edu/edissertations/2306

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

University of South Africa

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

Degree: 2016, University of South Africa

URL: http://hdl.handle.net/10500/22718

► 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 (6^th 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 (16^th 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 01, 2021. http://hdl.handle.net/10500/22718.

MLA Handbook (7^th Edition):

Mokotedi, Johannes Renaldo. “Information and communications technology literacy in adult education and training in a district of Tshwane .” 2016. Web. 01 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 01]. 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

28. Marden, Rose A. Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation.

Degree: D.Min., Religious Education/Catechetics, 2014, The Catholic University of America

URL: http://hdl.handle.net/1961/etd:425

►

Degree awarded: D.Min. Religious Education/Catechetics. The Catholic University of America

Despite Church teachings indicating that adult faith formation should be at the center of a… (more)

Subjects/Keywords: Religious education; Adult education; adult faith formation; adult learning; motivation; post modernism

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

APA (6^th Edition):

Marden, R. A. (2014). Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/etd:425

Chicago Manual of Style (16^th Edition):

Marden, Rose A. “Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation.” 2014. Doctoral Dissertation, The Catholic University of America. Accessed March 01, 2021. http://hdl.handle.net/1961/etd:425.

MLA Handbook (7^th Edition):

Marden, Rose A. “Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation.” 2014. Web. 01 Mar 2021.

Vancouver:

Marden RA. Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation. [Internet] [Doctoral dissertation]. The Catholic University of America; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1961/etd:425.

Council of Science Editors:

Marden RA. Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation. [Doctoral Dissertation]. The Catholic University of America; 2014. Available from: http://hdl.handle.net/1961/etd:425

29. Marden, Rose A. Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation.

Degree: D.Min., Religious Education/Catechetics, 2014, The Catholic University of America

URL: http://hdl.handle.net/1961/16646

►

Degree awarded: D.Min. Religious Education/Catechetics. The Catholic University of America

Despite Church teachings indicating that adult faith formation should be at the center of a… (more)

Subjects/Keywords: Religious education; Adult education; adult faith formation; adult learning; motivation; post modernism

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Marden, R. A. (2014). Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation. (Doctoral Dissertation). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/16646

Chicago Manual of Style (16^th Edition):

Marden, Rose A. “Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation.” 2014. Doctoral Dissertation, The Catholic University of America. Accessed March 01, 2021. http://hdl.handle.net/1961/16646.

MLA Handbook (7^th Edition):

Marden, Rose A. “Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation.” 2014. Web. 01 Mar 2021.

Vancouver:

Marden RA. Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation. [Internet] [Doctoral dissertation]. The Catholic University of America; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1961/16646.

Council of Science Editors:

Marden RA. Why Don't They Come? Enhancing Participation in Parish Adult Faith Formation. [Doctoral Dissertation]. The Catholic University of America; 2014. Available from: http://hdl.handle.net/1961/16646

University of the Western Cape

30. 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

URL: http://hdl.handle.net/11394/3951

► 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 (6^th 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 (16^th 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 01, 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 (7^th Edition):

Buque, Domingos Carlos. “Literacy programmes in Mozambique: adults’ motivations, needs and expectations – the case of Boane and Pemba .” 2013. Web. 01 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 01]. 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

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Open Access Theses and Dissertations