subject:(adult learning)

University of Georgia

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

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

URL: http://purl.galileo.usg.edu/uga_etd/lewis_bisa_b_201005_edd

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

Subjects/Keywords: Adult learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Lewis, Bisa Batten. “Informal learning and early childhood faculty: the importance of intentional and incidental workplace learning in the preparation of preschool teachers.” 2010. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://purl.galileo.usg.edu/uga_etd/lewis_bisa_b_201005_edd.

MLA Handbook (7^th Edition):

Lewis, Bisa Batten. “Informal learning and early childhood faculty: the importance of intentional and incidental workplace learning in the preparation of preschool teachers.” 2010. Web. 25 Jun 2019.

Vancouver:

Lewis BB. Informal learning and early childhood faculty: the importance of intentional and incidental workplace learning in the preparation of preschool teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Jun 25]. Available from: http://purl.galileo.usg.edu/uga_etd/lewis_bisa_b_201005_edd.

Council of Science Editors:

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

University of Georgia

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

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

URL: http://purl.galileo.usg.edu/uga_etd/cornileus_tonya_h_201008_phd

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

▼ More African Americans have careers in corporate America than at any other time in the nation’s history. However, even with greater access and participation, studies indicate African Americans continue to encounter racism and disparate treatment, which impedes their career development. African American men are especially vulnerable, though there is little research that focuses solely on their experiences. The lack of attention to African American professional men in corporate America is problematic because it has rendered invisible the range of experiences germane to them as they too encounter gendered racism, meaning they are subjects of prejudice, negative stereotypes and oppression because they are both Black and men – “blackmen”(Mutua, 2006). The purpose of this study was to critically examine the impact of racism on the career development of African American professional men in corporate America. Four research questions guided the study: (1) how do African American professional men describe their career development? (2) how has racism shaped the career development of African American professional men? (3) what factors influence the career development of African American professional men? and (4) what strategies do African American professional men employ to negotiate the impact of racism on their career development? A critical qualitative research design was chosen for this study. The study included 14 African American professional men who held positions at mid-management or higher in their respective companies. The findings revealed that African American professional men experience both repressive structures and facilitative structures as they negotiate the impact of racism on their career development. From the findings, I concluded four things: (1) personal identity and cultural identity influence the career development of African American professional men; (2) gendered racism constrains the career development of African American professional men in ways not experienced by White men or African American women; (3) African American professional men’s careers develop through internal and external organizational resources and through formal and informal learning; and (4) African American professional men learn to employ a range of strategies to negotiate the impact of racism on their career development. Advisors/Committee Members: Talmadge Guy.

Subjects/Keywords: Adult Learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Cornileus, Tonya Harris. “A critical examination of the impact of racism on the career development of African American professional men in corporate America.” 2010. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://purl.galileo.usg.edu/uga_etd/cornileus_tonya_h_201008_phd.

MLA Handbook (7^th Edition):

Cornileus, Tonya Harris. “A critical examination of the impact of racism on the career development of African American professional men in corporate America.” 2010. Web. 25 Jun 2019.

Vancouver:

Cornileus TH. A critical examination of the impact of racism on the career development of African American professional men in corporate America. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2019 Jun 25]. Available from: http://purl.galileo.usg.edu/uga_etd/cornileus_tonya_h_201008_phd.

Council of Science Editors:

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

University of Georgia

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

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

URL: http://purl.galileo.usg.edu/uga_etd/williams_jana_n_201105_edd

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

▼ The purpose of this bounded case study was to explore how rural leaders experience community development and to understand the perceptions of community leaders in identifying and promoting community assets, including human assets and learning. Research questions that guided this study were as follows: (1) How do community leaders experience rural community development? (2) What roles do community leaders play in creating a learning environment through rural community development? (3) How do rural community leaders define assets, specifically human assets and learning opportunities, within this rural south Georgia community? (4) In what ways do community leaders utilize assets in community development activities? This study examined how rural community leaders view and utilize their roles as community leaders in the community development process. Asset-Based Community Development (ABCD) served as the conceptual framework for this study and guided the examination of adult learning opportunities as assets in the rural community studied. This bounded case study explored the role of 12 rural community leaders of a particular south Georgia county. These 12 leaders were chosen based on formal leadership positions or by a snowball method of participant selection. The participants responded to interview questions involving their roles in community development and their perceptions of assets the County holds, including adult learning programs or activities. As a result of the process of constant comparative method of analysis, four themes emerged from the data collected: (1) varying definitions of community development from community leaders, including an inseparable connection between community and economic development in rural development and a strong response from participants describing the people within the community, (2) the importance of collaboration among community citizens and entities in the community development process, (3) the existence of politics in identifying and utilizing assets in community development, and (4) a weak acknowledgment and utilization of adult learning opportunities as assets to aid in rural development. From these findings, four conclusions emerged: (1) economic development is a key component of community development, (2) communication and collaboration among community leaders and citizens are key components of a community’s development, (3) community development is a political process characterized by the exclusion of key assets, and (4) community leaders must see adult learning opportunities as assets in the community development process. Advisors/Committee Members: Desna L. Wallin.

Subjects/Keywords: Adult Learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Williams, Jana Nicole. “A bounded case study of the perceptions of community leaders: an examination of Asset-Based Community Development and adult learning in a rural south Georgia community.” 2011. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://purl.galileo.usg.edu/uga_etd/williams_jana_n_201105_edd.

MLA Handbook (7^th Edition):

Williams, Jana Nicole. “A bounded case study of the perceptions of community leaders: an examination of Asset-Based Community Development and adult learning in a rural south Georgia community.” 2011. Web. 25 Jun 2019.

Vancouver:

Williams JN. A bounded case study of the perceptions of community leaders: an examination of Asset-Based Community Development and adult learning in a rural south Georgia community. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2019 Jun 25]. Available from: http://purl.galileo.usg.edu/uga_etd/williams_jana_n_201105_edd.

Council of Science Editors:

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

University of Georgia

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

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

URL: http://purl.galileo.usg.edu/uga_etd/cole_jennifer_s_201505_edd

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

▼ This qualitative study sought to understand how teachers perceive the pursuit of individual professional goals in a collegial group setting as a form of job-embedded professional learning. The gap that this study hoped to address examined teachers’ perspectives of their participation in goal groups an emerging professional learning process at Edge Elementary School. The teachers at Edge Elementary School developed annual goals at the beginning of the year as part of the teacher evaluation system within the school district. The goals determined teacher placement in the topic-based learning groups called goal groups. Through the lens of communal constructivism, case study methodology was used to discover teachers’ perspectives of goal setting, collaborative professional learning, and the subsequent impacts on teachers, students, and school culture. The study was conducted at one elementary school in Georgia. Ten teachers participated: five teachers engaged in two interviews and five teachers participated in one focus group. Each teacher was a member of one of the six goal groups for the 2013-2014 school year. Findings were explicated from five different data sets: (1) interview transcripts; (2) a focus group transcript; (3) participant observations; (4) field notes; and (5) artifacts from goal groups. Five themes emerged revealing teachers’ perceptions of their participation in goal group professional learning. Teachers valued the collaborative process of goal groups while they encountered barriers related to time, increased difficulty in planning, and frustrations with group members. The continued development of teacher relationships and networks connected to professional practice created positive shifts in school culture. The synergy between individual and collaborative work propelled learning forward at the individual and group levels. Goal group professional learning supported coherence among evaluation, goal setting, and professional learning. Teachers not only made lasting changes in their teaching practice but they also made shifts in their beliefs about teaching. Findings had implication for further research, particularly in the areas of teacher goal setting, teacher professional learning, school culture, and teacher leadership. Advisors/Committee Members: Sally J. Zepeda.

Subjects/Keywords: Adult Learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Cole, Jennifer Sue. “Goal setting and job-embedded learning: how teachers pursue individual professional goals in a collegial setting.” 2015. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://purl.galileo.usg.edu/uga_etd/cole_jennifer_s_201505_edd.

MLA Handbook (7^th Edition):

Cole, Jennifer Sue. “Goal setting and job-embedded learning: how teachers pursue individual professional goals in a collegial setting.” 2015. Web. 25 Jun 2019.

Vancouver:

Cole JS. Goal setting and job-embedded learning: how teachers pursue individual professional goals in a collegial setting. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Jun 25]. Available from: http://purl.galileo.usg.edu/uga_etd/cole_jennifer_s_201505_edd.

Council of Science Editors:

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

University of Georgia

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

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

URL: http://purl.galileo.usg.edu/uga_etd/fisher_tracey_s_201505_phd

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

▼ The purpose of this qualitative study was to examine African American, middle class parents’ facilitation of an academic achievement ideology that is racism-resistant in their adolescent offspring in AP and Gifted Education classrooms. Three research questions guided the study: (1) how do African American, middle class parents come to acquire or learn an achievement ideology that is resistant to racism? (2) how do African American, middle class parents of adolescents enact an achievement ideology with them that resists racism? (3) what are the consequences or results of African American, middle class parents enacting an achievement ideology with their adolescents that is resistant to racism? The method used to gather data in this qualitative study was the person-to-person, semi-structured interview. A modified version of the Seidman (2013) interview method captured rich, narrative data. A stratified purposeful sample of potential parent participants was accessed at one southeastern high school. Potential parent participants were identified through their African American adolescent children who had earned above average grades, were in AP and gifted classes, and earned high AP national test scores. Participation was voluntary. Additional screening criteria were the parents’ college experience and income level. Major themes are: (a) understand that education impacts life quality (b) expect to work twice as hard to get half as far as Whites (c) use available resources to support learning (d) engage in high expectation conversations at home (e) network to enhance educational, racial and social class experiences. Conclusions are that the African American parents in this study intentionally pass on racially and culturally relevant knowledge to their adolescents about academic achievement resisting racism and compel them to be in, excel in, and understand the benefits of, AP and gifted. The parents in this study also reported that their adolescents developed friendships across racial lines in AP and gifted which is a consequence of enacting a racism resistant achievement ideology that includes enhancing their adolescents’ social class connections. Advisors/Committee Members: Talmadge Guy.

Subjects/Keywords: Adult learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Fisher, Tracey Simmons. “How African American, middle class parents learn and enact a racism resistant critical race achievement ideology in their adolescents in gifted and AP classes.” 2015. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://purl.galileo.usg.edu/uga_etd/fisher_tracey_s_201505_phd.

MLA Handbook (7^th Edition):

Fisher, Tracey Simmons. “How African American, middle class parents learn and enact a racism resistant critical race achievement ideology in their adolescents in gifted and AP classes.” 2015. Web. 25 Jun 2019.

Vancouver:

Fisher TS. How African American, middle class parents learn and enact a racism resistant critical race achievement ideology in their adolescents in gifted and AP classes. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Jun 25]. Available from: http://purl.galileo.usg.edu/uga_etd/fisher_tracey_s_201505_phd.

Council of Science Editors:

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

University of Johannesburg

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

Degree: 2009, University of Johannesburg

URL: http://hdl.handle.net/10210/2312

►

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 June 25, 2019. http://hdl.handle.net/10210/2312.

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

MLA Handbook (7^th Edition):

Louw, Kerryn Kathleen. “The participant experience of a personal development programme aimed at adult learners.” 2009. Web. 25 Jun 2019.

Vancouver:

Louw KK. The participant experience of a personal development programme aimed at adult learners. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10210/2312.

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

Council of Science Editors:

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

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

University of Georgia

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

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

URL: http://purl.galileo.usg.edu/uga_etd/vander-plaats_rebecca_s_201512_phd

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

Subjects/Keywords: older adult learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Vander Plaats, Rebecca Susan. “Communities of practice and possible selves in elder cohousing: a case study.” 2015. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://purl.galileo.usg.edu/uga_etd/vander-plaats_rebecca_s_201512_phd.

MLA Handbook (7^th Edition):

Vander Plaats, Rebecca Susan. “Communities of practice and possible selves in elder cohousing: a case study.” 2015. Web. 25 Jun 2019.

Vancouver:

Vander Plaats RS. Communities of practice and possible selves in elder cohousing: a case study. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Jun 25]. Available from: http://purl.galileo.usg.edu/uga_etd/vander-plaats_rebecca_s_201512_phd.

Council of Science Editors:

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

Youngstown State University

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

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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522703981607228

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

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

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Hollinger, Jennifer. “Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants.” 2018. Doctoral Dissertation, Youngstown State University. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522703981607228.

MLA Handbook (7^th Edition):

Hollinger, Jennifer. “Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants.” 2018. Web. 25 Jun 2019.

Vancouver:

Hollinger J. Numeracy and Adults’ Learning Readiness and Commitment: Results from a Large National Random Sample of Participants. [Internet] [Doctoral dissertation]. Youngstown State University; 2018. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1522703981607228.

Council of Science Editors:

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

Penn State University

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

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

URL: https://etda.libraries.psu.edu/catalog/11182

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

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

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Thornton, Darrin H. “Adult Music Engagement: Perspectives From Three Musically Engaged Cases.” 2010. Doctoral Dissertation, Penn State University. Accessed June 25, 2019. https://etda.libraries.psu.edu/catalog/11182.

MLA Handbook (7^th Edition):

Thornton, Darrin H. “Adult Music Engagement: Perspectives From Three Musically Engaged Cases.” 2010. Web. 25 Jun 2019.

Vancouver:

Thornton DH. Adult Music Engagement: Perspectives From Three Musically Engaged Cases. [Internet] [Doctoral dissertation]. Penn State University; 2010. [cited 2019 Jun 25]. Available from: https://etda.libraries.psu.edu/catalog/11182.

Council of Science Editors:

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

10. Zeide, Inga. Mūža mācīšanās izpratnes ietekme uz pieaugušo svešvalodu kompetences paaugstināšanu: Latvijas un Dānijas pieredze .

Degree: 2015, University of Latvia

URL: https://dspace.lu.lv/dspace/handle/7/29028

► .Darbs veltīts mūža mācīšanās izpratnes un nozīmes apzināšanai Eiropā un Latvijā un Dānijā tās kontekstā. Darbā vairāk analizēta viena no Eiropas Parlamenta 2006.gadā definētajām nepieciešamajām… (more)

Subjects/Keywords: Baltijas jūras reģiona studijas; lifelong learning; adult learning; foreign language learning; lifelong learning; adult learning

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APA (6^th Edition):

Zeide, I. (2015). Mūža mācīšanās izpratnes ietekme uz pieaugušo svešvalodu kompetences paaugstināšanu: Latvijas un Dānijas pieredze . (Thesis). University of Latvia. Retrieved from https://dspace.lu.lv/dspace/handle/7/29028

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):

Zeide, Inga. “Mūža mācīšanās izpratnes ietekme uz pieaugušo svešvalodu kompetences paaugstināšanu: Latvijas un Dānijas pieredze .” 2015. Thesis, University of Latvia. Accessed June 25, 2019. https://dspace.lu.lv/dspace/handle/7/29028.

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

MLA Handbook (7^th Edition):

Zeide, Inga. “Mūža mācīšanās izpratnes ietekme uz pieaugušo svešvalodu kompetences paaugstināšanu: Latvijas un Dānijas pieredze .” 2015. Web. 25 Jun 2019.

Vancouver:

Zeide I. Mūža mācīšanās izpratnes ietekme uz pieaugušo svešvalodu kompetences paaugstināšanu: Latvijas un Dānijas pieredze . [Internet] [Thesis]. University of Latvia; 2015. [cited 2019 Jun 25]. Available from: https://dspace.lu.lv/dspace/handle/7/29028.

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

Council of Science Editors:

Zeide I. Mūža mācīšanās izpratnes ietekme uz pieaugušo svešvalodu kompetences paaugstināšanu: Latvijas un Dānijas pieredze . [Thesis]. University of Latvia; 2015. Available from: https://dspace.lu.lv/dspace/handle/7/29028

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

University of Georgia

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

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

URL: http://purl.galileo.usg.edu/uga_etd/jones_ulrica_200305_edd

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

▼ The purpose of this study was to identify the process by which African Americans in rural areas become homeowners. To achieve this purpose, the following questions were guided the research: 1) what were the components of the process of becoming homeowners? 2) what did people learn in the process of becoming homeowners? 3) how did people learn in the process of becoming homeowners? 4) how did race and other factors shape the process of becoming homeowners in the rural context? A qualitative study utilizing in-depth interviews to obtain data from the participants was conducted to identify the process by which African Americans in rural areas become homeowners. A purposeful sampling of ten African Americans first-time homebuyers living in rural middle Georgia and who purchased their homes through one of the Federal Rural Housing Programs within the past five years or less was conducted. Governmental documents obtained from various Federal Rural Housing agencies were also reviewed. Participants’ interviews were the primary source of data with some official documents reviewed included in the analysis. Four components assisted the respondents in becoming homeowners: a) desire to be a homeowner, b) systematic inquiry, c) application process, and d) approval. The homeowners learned lessons in four categories from going through the process: 1) steps and concepts of homeownership, 2) money management, 3) home maintenance, and 4) communication skills. Homeowners utilized informal and some formal methods of learning to obtain information. Race, participants’ background, and the Federal Rural Housing Programs were factors that played a major part in shaping the process of becoming a homeowner. Three major conclusions were revealed in this study: (1) African Americans in rural areas lacked the knowledge and expertise of information gathering; therefore, retarding the homeownership process; (2) Before and during the participants’ investigations, informal learning was the principal way for African Americans in rural areas to learn about the homeownership process; and (3) Racism was a barrier in the homeownership process for African Americans in rural areas. Advisors/Committee Members: Ronald M. Cervero.

Subjects/Keywords: Adult Learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Jones, Ulrica. “How African Americans in rural areas learn to become homeowners.” 2003. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://purl.galileo.usg.edu/uga_etd/jones_ulrica_200305_edd.

MLA Handbook (7^th Edition):

Jones, Ulrica. “How African Americans in rural areas learn to become homeowners.” 2003. Web. 25 Jun 2019.

Vancouver:

Jones U. How African Americans in rural areas learn to become homeowners. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 Jun 25]. Available from: http://purl.galileo.usg.edu/uga_etd/jones_ulrica_200305_edd.

Council of Science Editors:

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

University of Georgia

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

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

URL: http://purl.galileo.usg.edu/uga_etd/ashcraft_nikki_l_200405_phd

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

▼ The purpose of this study was to understand the role of formal and informal adult learning in the sociocultural, economic, and political adaptation of Mexican immigrants in the state of Georgia. The research questions focused on the formal adult education and informal learning activities the immigrants have participated in since coming to the United States, the ways these learning experiences have contributed to their adaptation, and the aspects of the teaching/learning transaction which have supported their adaptation processes. Because adaptation is a long-term process, the life history method was employed. The sample consisted of five Mexican immigrants who had been in the U.S. from 5 to 25 years. Three life story interviews were conducted with each immigrant. The immigrants’ participation in adult education programs was observed. Some of the immigrants shared artifacts from their lives. Data were analyzed using two methods. First, the holistic-content method was used to construct a life history for each participant and to track themes related to the individual’s sociocultural, economic, and political adaptation. Then, the categorical-content method was employed to look across the five immigrants’ histories and to identify common themes. Data analysis revealed that the immigrants had engaged in a wide range of learning activities in the United States. These activities were learning the English language, attending GED classes, developing job-skills, acquiring business knowledge, learning to drive, preparing for the citizenship interview, and purchasing a home. These experiences contributed to the immigrants’ adaptation by developing their survival skills, enabling their participation in the labor force, increasing their physical mobility, and enhancing stability in their lives. Aspects of the teaching/learning transaction contributed both directly and indirectly to the immigrants’ adaptation processes. These aspects were American teachers who acted as helpers, course content, level appropriate instruction, instructional quality, student input into the learning process, student/student relationships, and the teacher/student relationship. The Continual Decision Adult Learning Participation Model was introduced. Two conclusions were derived from this study. First, the contribution of formal and informal learning to the adaptation processes of Mexican immigrants varies along sociocultural, economic, and political dimensions. Second, deterrents and motivators internal to the learning experience influence continued participation in learning activities. Advisors/Committee Members: Sharan Merriam.

Subjects/Keywords: Adult learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Ashcraft, Nikki Leigh. “The role of formal and informal adult learning in the adaptation processes of Mexican immigrants.” 2004. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://purl.galileo.usg.edu/uga_etd/ashcraft_nikki_l_200405_phd.

MLA Handbook (7^th Edition):

Ashcraft, Nikki Leigh. “The role of formal and informal adult learning in the adaptation processes of Mexican immigrants.” 2004. Web. 25 Jun 2019.

Vancouver:

Ashcraft NL. The role of formal and informal adult learning in the adaptation processes of Mexican immigrants. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Jun 25]. Available from: http://purl.galileo.usg.edu/uga_etd/ashcraft_nikki_l_200405_phd.

Council of Science Editors:

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

University of Georgia

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

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

URL: http://purl.galileo.usg.edu/uga_etd/amenyah_augustine_m_200508_edd

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

Subjects/Keywords: Adult learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Amenyah, Augustine Mawuenyega. “The importance of learning for changing sexual practices in response to HIV/AIDS crisis in Ghana.” 2005. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://purl.galileo.usg.edu/uga_etd/amenyah_augustine_m_200508_edd.

MLA Handbook (7^th Edition):

Amenyah, Augustine Mawuenyega. “The importance of learning for changing sexual practices in response to HIV/AIDS crisis in Ghana.” 2005. Web. 25 Jun 2019.

Vancouver:

Amenyah AM. The importance of learning for changing sexual practices in response to HIV/AIDS crisis in Ghana. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Jun 25]. Available from: http://purl.galileo.usg.edu/uga_etd/amenyah_augustine_m_200508_edd.

Council of Science Editors:

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

University of Georgia

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

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

URL: http://purl.galileo.usg.edu/uga_etd/bickmore_dana_l_200508_phd

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

▼ The purpose of this study was to identify the formal and informal professional learning experiences in which middle grades principals participate and the perceived contributions of these experiences to effective middle grades leadership. This study also examined the relationship between these professional learning experiences and developmentally responsive middle grades leadership. Two instruments, The Professional Learning Experience Middle Level Questionnaire (PLEQ_ML) and the Adapted Middle Level Leadership Questionnaire (Adapted MLLQ) were mailed to all (N = 393) middle grades principals in the state of Georgia. The PLEQ-ML measured the professional learning experiences in which principals participated, as well as those they perceived as contributing and contributing most to their effectiveness. The Adapted MLLQ measured developmentally responsive middle level leadership. One hundred sixty seven principals returned the instruments for a response rate of 42.5%. The results of this study indicated principals participated at various levels in a variety of both formal and informal professional learning experiences, with reading professional journals and books, and participating in conferences and university classes being the most common experiences in which principals participated. The vast majority of principals perceived both formal and informal professional learning experiences in which they participated as contributing to their effectiveness. Principals perceived networking inside and outside school, participating in conferences at the district level, and participating in study groups outside of school as the professional learning experiences that contributed most to their effectiveness. When comparing professional learning experiences with developmentally responsive middle grades leadership, however, participation in informal, collaborative professional learning experiences, such as networking within the school, were most associated with developmentally responsive middle level leadership. The findings from this study indicate that participating in professional learning experiences is both perceived as contributing to effectiveness and associated with developmentally responsive middle level leadership. In addition, participating in informal, collaborative professional learning experiences is associated more with developmental responsiveness than is participating in formal professional learning experiences. As such, policy makers may be advised to provide more informal staff development for middle grades principals to help them work collaboratively with their staff and other professionals. Advisors/Committee Members: Denise M. Glynn.

Subjects/Keywords: Adult Learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Bickmore, Dana Lee. “Formal and informal learning experiences of middle grades principals.” 2005. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://purl.galileo.usg.edu/uga_etd/bickmore_dana_l_200508_phd.

MLA Handbook (7^th Edition):

Bickmore, Dana Lee. “Formal and informal learning experiences of middle grades principals.” 2005. Web. 25 Jun 2019.

Vancouver:

Bickmore DL. Formal and informal learning experiences of middle grades principals. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Jun 25]. Available from: http://purl.galileo.usg.edu/uga_etd/bickmore_dana_l_200508_phd.

Council of Science Editors:

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

University of Georgia

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

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

URL: http://purl.galileo.usg.edu/uga_etd/kang_dae-joong_200608_phd

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

▼ The purpose of this study was to understand the influence of the socio-cultural-historical context on learning as it contributes to the construction of people’s lives. In particular, this study examined how the 20th century Korean socio-cultural-historical context and the lifelong learning of Korean people co-construct one another. The following research questions guided the study: (1) What are the patterns of learning activities among the people? (2) What was the socio-cultural-historical context that influenced their life and learning? (3) How did the patterns of learning activities emerge in conjunction with the socio-cultural-historical context? This study analyzed five narratives from the Korean People’s Oral History Series published by the Deep-Rooted Publishing House in Korea. The Series contains life narratives of twenty Korean people who were born between 1898 and 1926. I selected five for this study Ki-nam (book three, Janggu drummer), Na-sop (book seven, onggi potter), So-shim (book nine, Kanggangsullae performer), Myong-hwan (book eleven, pansori drummer), and Tong-jong-wol (book fifteen, Kayageum player). I used postmodern content analysis that I developed through a critique of various content analysis methods. Postmodern content analysis is concerned with two different kinds of data source data and assembling data. By using reading and writing as a method of inquiry, I took assembling data notes and analysis notes while I was reading the source data. Repeated readings and writings evolved into findings. Findings were presented in the form of essay. The first four essays presented four different figurations of lifelong learning escaping, creating, controlling, and formalizing. They are the patterns of learning activities. The influences of the Korean socio-cultural-historical context were described in each figuration essay. The figuration essays had different styles and are composed as interrogative text. The fifth essay described the sameness and differences of the four figurations among the five people to show multiple emergences of learning activities. The findings of this study were discussed in terms of how they contribute to producing different images of the learner. Images of the learner out of figurations were compared with images of the learner out of adult learning theories escaping (community of practice), creating (informal learning), controlling (transformational learning, experiential learning), and formalizing (informal learning). Advisors/Committee Members: Sharan B. Merriam.

Subjects/Keywords: Adult Learning

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Kang, Dae Joong. “Images of life and learning-a postmodern qualitative study of five Korean people's published oral history.” 2006. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://purl.galileo.usg.edu/uga_etd/kang_dae-joong_200608_phd.

MLA Handbook (7^th Edition):

Kang, Dae Joong. “Images of life and learning-a postmodern qualitative study of five Korean people's published oral history.” 2006. Web. 25 Jun 2019.

Vancouver:

Kang DJ. Images of life and learning-a postmodern qualitative study of five Korean people's published oral history. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Jun 25]. Available from: http://purl.galileo.usg.edu/uga_etd/kang_dae-joong_200608_phd.

Council of Science Editors:

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

Texas A&M University

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

Degree: 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. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149222

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

Chicago Manual of Style (16^th Edition):

Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/149222.

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

MLA Handbook (7^th Edition):

Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Web. 25 Jun 2019.

Vancouver:

Johnston S1. A Case Study of the Defense Support of Civil Authorities Program. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/149222.

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

Council of Science Editors:

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

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

Addis Ababa University

17. 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 June 25, 2019. http://etd.aau.edu.et/dspace/handle/123456789/3797.

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

MLA Handbook (7^th Edition):

GETACHEW, TELAYNEH. “MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE .” 2012. Web. 25 Jun 2019.

Vancouver:

GETACHEW T. MAJOR FACTORS INFLUENCING FARMERS’ PARTICIPATION IN SKILL TRAINING PROGRAM IN ASSOSA ZONE . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Jun 25]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3797.

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

Council of Science Editors:

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

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

University of Southern California

18. 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/1695

► 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/1695

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 June 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1695.

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. 25 Jun 2019.

Vancouver:

Zamarripa GG. Creating transformational learning opportunities for teachers: how leadership affects adult learning on a school campus. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jun 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/439860/rec/1695.

Council of Science Editors:

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

Oregon State University

19. 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 June 25, 2019. http://hdl.handle.net/1957/7289.

MLA Handbook (7^th Edition):

Noone, Sharron M. “Mandatory versus voluntary adult learners : implications for trainers.” 1994. Web. 25 Jun 2019.

Vancouver:

Noone SM. Mandatory versus voluntary adult learners : implications for trainers. [Internet] [Doctoral dissertation]. Oregon State University; 1994. [cited 2019 Jun 25]. 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

20. 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 June 25, 2019. 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. 25 Jun 2019.

Vancouver:

Retherford AL. Transformational learning : a deep description of an emancipatory experience. [Internet] [Doctoral dissertation]. Oregon State University; 2001. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1957/7383.

Council of Science Editors:

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

Virginia Tech

21. 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 June 25, 2019. 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. 25 Jun 2019.

Vancouver:

Smith MDJ. An Analysis of African American Farmer Participation in Virginia Cooperative Extension: An Emphasis on the Small Farm Outreach and Technical Assistance Program. [Internet] [Masters thesis]. Virginia Tech; 2013. [cited 2019 Jun 25]. 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

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

Degree: 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 . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/30422

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

Chicago Manual of Style (16^th Edition):

Carpenter, Christine. “The experience of spinal cord injury as transformative learning .” 1991. Thesis, University of British Columbia. Accessed June 25, 2019. http://hdl.handle.net/2429/30422.

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

MLA Handbook (7^th Edition):

Carpenter, Christine. “The experience of spinal cord injury as transformative learning .” 1991. Web. 25 Jun 2019.

Vancouver:

Carpenter C. The experience of spinal cord injury as transformative learning . [Internet] [Thesis]. University of British Columbia; 1991. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2429/30422.

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

Council of Science Editors:

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

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

University of Arkansas

23. 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 June 25, 2019. 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. 25 Jun 2019.

Vancouver:

Cornelius RS. An Analysis of Adult Educators’ Experiences with Professional Development Activities. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Jun 25]. Available from: https://scholarworks.uark.edu/etd/2743.

Council of Science Editors:

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

University of Rochester

24. 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 June 25, 2019. http://hdl.handle.net/1802/28350.

MLA Handbook (7^th Edition):

Tracey, Edward A (1976 - ). “Firefighter workplace learning : an exploratory case study.” 2014. Web. 25 Jun 2019.

Vancouver:

Tracey EA(-). Firefighter workplace learning : an exploratory case study. [Internet] [Doctoral dissertation]. University of Rochester; 2014. [cited 2019 Jun 25]. 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

25. 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 June 25, 2019. 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. 25 Jun 2019.

Vancouver:

Oosterveen S. Ervaringen van Hoogbegaafde Volwassenen die weer Toetreden tot het Onderwijs: een Kwalitatieve Verkenning . [Internet] [Masters thesis]. Open Universiteit Nederland; 2013. [cited 2019 Jun 25]. 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

26. 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 June 25, 2019. 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. 25 Jun 2019.

Vancouver:

Webb C. After the adult learning centre: rural women: decisions and transitions to post-secondary education. [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2019 Jun 25]. 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

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

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

URL: https://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.

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:”. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/27703

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:”.” 2016. Doctoral Dissertation, Penn State University. Accessed June 25, 2019. https://etda.libraries.psu.edu/catalog/27703.

MLA Handbook (7^th Edition):

Pemberton, Jennifer Lynn. “"i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”.” 2016. Web. 25 Jun 2019.

Vancouver:

Pemberton JL. "i Saw a Wrong and I Wanted to Stand Up for What I Thought Was Right:”. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Jun 25]. Available from: https://etda.libraries.psu.edu/catalog/27703.

Council of Science Editors:

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

Oregon State University

28. 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 June 25, 2019. 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. 25 Jun 2019.

Vancouver:

Remenick L. HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event. [Internet] [Masters thesis]. Oregon State University; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1957/56069.

Council of Science Editors:

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

University of Wisconsin – Oshkosh

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

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

URL: http://digital.library.wisc.edu/1793/46811

►

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

This study explores the management of conversational… (more)

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

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

APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Kinser, Rebecca J. “TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM.” 2009. Masters Thesis, University of Wisconsin – Oshkosh. Accessed June 25, 2019. http://digital.library.wisc.edu/1793/46811.

MLA Handbook (7^th Edition):

Kinser, Rebecca J. “TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM.” 2009. Web. 25 Jun 2019.

Vancouver:

Kinser RJ. TRANSITIONAL TALK: MANAGING THE FLOOR IN AN ADULT-LEARNER CLASSROOM. [Internet] [Masters thesis]. University of Wisconsin – Oshkosh; 2009. [cited 2019 Jun 25]. Available from: http://digital.library.wisc.edu/1793/46811.

Council of Science Editors:

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

University of the Western Cape

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

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 June 25, 2019. http://hdl.handle.net/11394/5281.

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

MLA Handbook (7^th Edition):

Lackay, Bradley. “Recognition of prior learning, benefits and social justice in the policing sector .” 2015. Web. 25 Jun 2019.

Vancouver:

Lackay B. Recognition of prior learning, benefits and social justice in the policing sector . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 Jun 25]. 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

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