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You searched for subject:(adult learning). Showing records 1 – 23 of 23 total matches.

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1. Fitzgerald, Martin. Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners.

Degree: PhD, University of Glamorgan, 2011, University of South Wales

 The current literature on critical thinking, critical reflection and critical action supports the view that higher education cannot be defined as such without the implicit… (more)

Subjects/Keywords: adult learning; adult college students; higher education; 373.007

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APA (6th Edition):

Fitzgerald, M. (2011). Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners. (Doctoral Dissertation). University of South Wales. Retrieved from http://hdl.handle.net/10265/337

Chicago Manual of Style (16th Edition):

Fitzgerald, Martin. “Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners.” 2011. Doctoral Dissertation, University of South Wales. Accessed July 17, 2019. http://hdl.handle.net/10265/337.

MLA Handbook (7th Edition):

Fitzgerald, Martin. “Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners.” 2011. Web. 17 Jul 2019.

Vancouver:

Fitzgerald M. Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners. [Internet] [Doctoral dissertation]. University of South Wales; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10265/337.

Council of Science Editors:

Fitzgerald M. Becoming critical beings: a thematic study exploring the development, learning and teaching of a group of non traditional adult learners. [Doctoral Dissertation]. University of South Wales; 2011. Available from: http://hdl.handle.net/10265/337

2. Fitzgerald, Martin. Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners.

Degree: PhD, 2009, University of South Wales

 The current literature on critical thinking, critical reflection and critical action supports the view that higher education cannot be defined as such without the implicit… (more)

Subjects/Keywords: 373.007; adult learning; adult college students; higher education

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APA (6th Edition):

Fitzgerald, M. (2009). Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners. (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220

Chicago Manual of Style (16th Edition):

Fitzgerald, Martin. “Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners.” 2009. Doctoral Dissertation, University of South Wales. Accessed July 17, 2019. https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220.

MLA Handbook (7th Edition):

Fitzgerald, Martin. “Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners.” 2009. Web. 17 Jul 2019.

Vancouver:

Fitzgerald M. Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners. [Internet] [Doctoral dissertation]. University of South Wales; 2009. [cited 2019 Jul 17]. Available from: https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220.

Council of Science Editors:

Fitzgerald M. Becoming critical beings : a thematic study exploring the development, learning and teaching of a group of non-traditional adult learners. [Doctoral Dissertation]. University of South Wales; 2009. Available from: https://pure.southwales.ac.uk/en/studentthesis/becoming-critical-beings(ed015ee7-4d59-45f3-86f1-d18ce677b30a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512220


Robert Gordon University

3. Lawton, Sally Margaret Rolfe. The effectiveness of educating community nurses by distance learning.

Degree: PhD, 1996, Robert Gordon University

 The purpose of this thesis is to examine the effectiveness of distance learning within post-registration community nurse education. In this context, 'effectiveness' is defined as… (more)

Subjects/Keywords: 370; Adult learning

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APA (6th Edition):

Lawton, S. M. R. (1996). The effectiveness of educating community nurses by distance learning. (Doctoral Dissertation). Robert Gordon University. Retrieved from http://hdl.handle.net/10059/534

Chicago Manual of Style (16th Edition):

Lawton, Sally Margaret Rolfe. “The effectiveness of educating community nurses by distance learning.” 1996. Doctoral Dissertation, Robert Gordon University. Accessed July 17, 2019. http://hdl.handle.net/10059/534.

MLA Handbook (7th Edition):

Lawton, Sally Margaret Rolfe. “The effectiveness of educating community nurses by distance learning.” 1996. Web. 17 Jul 2019.

Vancouver:

Lawton SMR. The effectiveness of educating community nurses by distance learning. [Internet] [Doctoral dissertation]. Robert Gordon University; 1996. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10059/534.

Council of Science Editors:

Lawton SMR. The effectiveness of educating community nurses by distance learning. [Doctoral Dissertation]. Robert Gordon University; 1996. Available from: http://hdl.handle.net/10059/534


University of Exeter

4. Cook, Paul Alexander. Any curriculum will do : structure as a catalyst for adult transformation.

Degree: Thesis (EdD), 2013, University of Exeter

 This thesis employs phenomenological hermeneutic circle analysis, to investigate structure versus agency and adult identity change in lifelong learning. Achieving transformed agency and enhanced identity… (more)

Subjects/Keywords: 374.007; Adult Education Transformation Curriculum; transformative learning

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APA (6th Edition):

Cook, P. A. (2013). Any curriculum will do : structure as a catalyst for adult transformation. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/13972

Chicago Manual of Style (16th Edition):

Cook, Paul Alexander. “Any curriculum will do : structure as a catalyst for adult transformation.” 2013. Doctoral Dissertation, University of Exeter. Accessed July 17, 2019. http://hdl.handle.net/10871/13972.

MLA Handbook (7th Edition):

Cook, Paul Alexander. “Any curriculum will do : structure as a catalyst for adult transformation.” 2013. Web. 17 Jul 2019.

Vancouver:

Cook PA. Any curriculum will do : structure as a catalyst for adult transformation. [Internet] [Doctoral dissertation]. University of Exeter; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10871/13972.

Council of Science Editors:

Cook PA. Any curriculum will do : structure as a catalyst for adult transformation. [Doctoral Dissertation]. University of Exeter; 2013. Available from: http://hdl.handle.net/10871/13972


University of Edinburgh

5. Cardona, Mario. The very process of living together 'educates' : learning 'in', 'from' and 'for' co-operative life in rural Malta.

Degree: PhD, 2016, University of Edinburgh

 This dissertation contributes to our knowledge about the development of Maltese cooperatives, placing the process in a wider historical and ideological perspective. More importantly it… (more)

Subjects/Keywords: 334; community; co-operative; adult learning; power

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APA (6th Edition):

Cardona, M. (2016). The very process of living together 'educates' : learning 'in', 'from' and 'for' co-operative life in rural Malta. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/22845

Chicago Manual of Style (16th Edition):

Cardona, Mario. “The very process of living together 'educates' : learning 'in', 'from' and 'for' co-operative life in rural Malta.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed July 17, 2019. http://hdl.handle.net/1842/22845.

MLA Handbook (7th Edition):

Cardona, Mario. “The very process of living together 'educates' : learning 'in', 'from' and 'for' co-operative life in rural Malta.” 2016. Web. 17 Jul 2019.

Vancouver:

Cardona M. The very process of living together 'educates' : learning 'in', 'from' and 'for' co-operative life in rural Malta. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1842/22845.

Council of Science Editors:

Cardona M. The very process of living together 'educates' : learning 'in', 'from' and 'for' co-operative life in rural Malta. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/22845


University of Edinburgh

6. Deniozou, Thaleia. Investigating the potential of mobile games as learning environments for independent adult skill development.

Degree: PhD, 2016, University of Edinburgh

 The research described in this thesis is grounded in the fields of independent adult learning, user experience for mobile applications and game design. It considers… (more)

Subjects/Keywords: 371.33; game-based learning; education; mobile game-based learning; game design; adult learning; mobile devices

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APA (6th Edition):

Deniozou, T. (2016). Investigating the potential of mobile games as learning environments for independent adult skill development. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/22926

Chicago Manual of Style (16th Edition):

Deniozou, Thaleia. “Investigating the potential of mobile games as learning environments for independent adult skill development.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed July 17, 2019. http://hdl.handle.net/1842/22926.

MLA Handbook (7th Edition):

Deniozou, Thaleia. “Investigating the potential of mobile games as learning environments for independent adult skill development.” 2016. Web. 17 Jul 2019.

Vancouver:

Deniozou T. Investigating the potential of mobile games as learning environments for independent adult skill development. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1842/22926.

Council of Science Editors:

Deniozou T. Investigating the potential of mobile games as learning environments for independent adult skill development. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/22926

7. Mathew, David. Fragile learning.

Degree: PhD, 2016, University of Bedfordshire

 A critical exploration of seven peer-reviewed published papers supports the author’s contention that learning in Higher Education is a fragile system of conscious and unconscious… (more)

Subjects/Keywords: 370.15; education; fragile learning; adult learning; gendered learning; gender; e-learning; prison language; X300 Academic studies in Education

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APA (6th Edition):

Mathew, D. (2016). Fragile learning. (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/622106

Chicago Manual of Style (16th Edition):

Mathew, David. “Fragile learning.” 2016. Doctoral Dissertation, University of Bedfordshire. Accessed July 17, 2019. http://hdl.handle.net/10547/622106.

MLA Handbook (7th Edition):

Mathew, David. “Fragile learning.” 2016. Web. 17 Jul 2019.

Vancouver:

Mathew D. Fragile learning. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10547/622106.

Council of Science Editors:

Mathew D. Fragile learning. [Doctoral Dissertation]. University of Bedfordshire; 2016. Available from: http://hdl.handle.net/10547/622106


University of Manchester

8. Grimm, Tammie. Holistic and holy transformation : the practice of Wesleyan discipleship and transformative learning theory.

Degree: PhD, 2017, University of Manchester

 The subject of this thesis is the nature of Christian transformation as understood through the process of discipleship in the Wesleyan tradition and United Methodism… (more)

Subjects/Keywords: 287; Discipleship; Wesleyan Theology; Transformative Learning Theory; Sanctification; United Methodist; Adult Learning; Transformation

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APA (6th Edition):

Grimm, T. (2017). Holistic and holy transformation : the practice of Wesleyan discipleship and transformative learning theory. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/holistic-and-holy-transformation-the-practice-of-wesleyan-discipleship-and-transformative-learning-theory(4fed1896-e567-4cab-8327-af9213f1811c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728143

Chicago Manual of Style (16th Edition):

Grimm, Tammie. “Holistic and holy transformation : the practice of Wesleyan discipleship and transformative learning theory.” 2017. Doctoral Dissertation, University of Manchester. Accessed July 17, 2019. https://www.research.manchester.ac.uk/portal/en/theses/holistic-and-holy-transformation-the-practice-of-wesleyan-discipleship-and-transformative-learning-theory(4fed1896-e567-4cab-8327-af9213f1811c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728143.

MLA Handbook (7th Edition):

Grimm, Tammie. “Holistic and holy transformation : the practice of Wesleyan discipleship and transformative learning theory.” 2017. Web. 17 Jul 2019.

Vancouver:

Grimm T. Holistic and holy transformation : the practice of Wesleyan discipleship and transformative learning theory. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Jul 17]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/holistic-and-holy-transformation-the-practice-of-wesleyan-discipleship-and-transformative-learning-theory(4fed1896-e567-4cab-8327-af9213f1811c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728143.

Council of Science Editors:

Grimm T. Holistic and holy transformation : the practice of Wesleyan discipleship and transformative learning theory. [Doctoral Dissertation]. University of Manchester; 2017. Available from: https://www.research.manchester.ac.uk/portal/en/theses/holistic-and-holy-transformation-the-practice-of-wesleyan-discipleship-and-transformative-learning-theory(4fed1896-e567-4cab-8327-af9213f1811c).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728143


Durham University

9. Garvey, Bob. Mentoring in the market place.

Degree: PhD, 1999, Durham University

Subjects/Keywords: 658; Adult development; Learning parnerships

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APA (6th Edition):

Garvey, B. (1999). Mentoring in the market place. (Doctoral Dissertation). Durham University. Retrieved from http://etheses.dur.ac.uk/1434/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284478

Chicago Manual of Style (16th Edition):

Garvey, Bob. “Mentoring in the market place.” 1999. Doctoral Dissertation, Durham University. Accessed July 17, 2019. http://etheses.dur.ac.uk/1434/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284478.

MLA Handbook (7th Edition):

Garvey, Bob. “Mentoring in the market place.” 1999. Web. 17 Jul 2019.

Vancouver:

Garvey B. Mentoring in the market place. [Internet] [Doctoral dissertation]. Durham University; 1999. [cited 2019 Jul 17]. Available from: http://etheses.dur.ac.uk/1434/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284478.

Council of Science Editors:

Garvey B. Mentoring in the market place. [Doctoral Dissertation]. Durham University; 1999. Available from: http://etheses.dur.ac.uk/1434/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284478

10. Barnes, Sarah Butler. Individual differences in learning to use a word processing system.

Degree: PhD, 1993, University of Bristol

Subjects/Keywords: 620.82; Human-computer interaction; Adult learning

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APA (6th Edition):

Barnes, S. B. (1993). Individual differences in learning to use a word processing system. (Doctoral Dissertation). University of Bristol. Retrieved from http://hdl.handle.net/1983/661df1aa-04f9-483f-b897-efc8ea38215f

Chicago Manual of Style (16th Edition):

Barnes, Sarah Butler. “Individual differences in learning to use a word processing system.” 1993. Doctoral Dissertation, University of Bristol. Accessed July 17, 2019. http://hdl.handle.net/1983/661df1aa-04f9-483f-b897-efc8ea38215f.

MLA Handbook (7th Edition):

Barnes, Sarah Butler. “Individual differences in learning to use a word processing system.” 1993. Web. 17 Jul 2019.

Vancouver:

Barnes SB. Individual differences in learning to use a word processing system. [Internet] [Doctoral dissertation]. University of Bristol; 1993. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1983/661df1aa-04f9-483f-b897-efc8ea38215f.

Council of Science Editors:

Barnes SB. Individual differences in learning to use a word processing system. [Doctoral Dissertation]. University of Bristol; 1993. Available from: http://hdl.handle.net/1983/661df1aa-04f9-483f-b897-efc8ea38215f


King's College London (University of London)

11. Hayes, Amanda Keith. Making the future : women students in the new further education.

Degree: 1999, King's College London (University of London)

Subjects/Keywords: 370; Mature students : Adult learning : Learning society

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APA (6th Edition):

Hayes, A. K. (1999). Making the future : women students in the new further education. (Doctoral Dissertation). King's College London (University of London). Retrieved from https://kclpure.kcl.ac.uk/portal/en/theses/making-the-future – women-students-in-the-new-further-education(159bf916-a37c-4600-8f5f-fd49a9db5dd2).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313675

Chicago Manual of Style (16th Edition):

Hayes, Amanda Keith. “Making the future : women students in the new further education.” 1999. Doctoral Dissertation, King's College London (University of London). Accessed July 17, 2019. https://kclpure.kcl.ac.uk/portal/en/theses/making-the-future – women-students-in-the-new-further-education(159bf916-a37c-4600-8f5f-fd49a9db5dd2).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313675.

MLA Handbook (7th Edition):

Hayes, Amanda Keith. “Making the future : women students in the new further education.” 1999. Web. 17 Jul 2019.

Vancouver:

Hayes AK. Making the future : women students in the new further education. [Internet] [Doctoral dissertation]. King's College London (University of London); 1999. [cited 2019 Jul 17]. Available from: https://kclpure.kcl.ac.uk/portal/en/theses/making-the-future – women-students-in-the-new-further-education(159bf916-a37c-4600-8f5f-fd49a9db5dd2).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313675.

Council of Science Editors:

Hayes AK. Making the future : women students in the new further education. [Doctoral Dissertation]. King's College London (University of London); 1999. Available from: https://kclpure.kcl.ac.uk/portal/en/theses/making-the-future – women-students-in-the-new-further-education(159bf916-a37c-4600-8f5f-fd49a9db5dd2).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313675


University of Cambridge

12. Lightfoot, Sarah Louise. Enhancing the professionality of early years educators: a model of support for professional development .

Degree: 2019, University of Cambridge

 This dissertation presents an intervention-based study that aimed to enable early years educators to develop and enact a particularly agential mode of professionality, helping them… (more)

Subjects/Keywords: early years education; professional development; agency; leadership; professionality; narrative; action research; insider research; nursery education; transformational learning; adult learning

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APA (6th Edition):

Lightfoot, S. L. (2019). Enhancing the professionality of early years educators: a model of support for professional development . (Thesis). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/291996

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

Chicago Manual of Style (16th Edition):

Lightfoot, Sarah Louise. “Enhancing the professionality of early years educators: a model of support for professional development .” 2019. Thesis, University of Cambridge. Accessed July 17, 2019. https://www.repository.cam.ac.uk/handle/1810/291996.

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

MLA Handbook (7th Edition):

Lightfoot, Sarah Louise. “Enhancing the professionality of early years educators: a model of support for professional development .” 2019. Web. 17 Jul 2019.

Vancouver:

Lightfoot SL. Enhancing the professionality of early years educators: a model of support for professional development . [Internet] [Thesis]. University of Cambridge; 2019. [cited 2019 Jul 17]. Available from: https://www.repository.cam.ac.uk/handle/1810/291996.

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

Council of Science Editors:

Lightfoot SL. Enhancing the professionality of early years educators: a model of support for professional development . [Thesis]. University of Cambridge; 2019. Available from: https://www.repository.cam.ac.uk/handle/1810/291996

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


University of Exeter

13. Hooker, Rebecca. The value and benefits of learning a foreign language in community settings in the UK : older adults' perceptions of what this does and means for them.

Degree: Thesis (EdD), 2011, University of Exeter

 This is a qualitative and context-specific study into the meaning and value attributed by older people to learning a foreign language in their own time… (more)

Subjects/Keywords: 428.0071; Hermeneutical phenomenology; Conversational interviews; Age and second language learning; Adult cultural literacy; Adult language learning in the community; Older adults and foreign language learning; Language learning benefits; Dementia and second language learning; Dialogic approaches; Lifehistory and biographies

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APA (6th Edition):

Hooker, R. (2011). The value and benefits of learning a foreign language in community settings in the UK : older adults' perceptions of what this does and means for them. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/21398

Chicago Manual of Style (16th Edition):

Hooker, Rebecca. “The value and benefits of learning a foreign language in community settings in the UK : older adults' perceptions of what this does and means for them.” 2011. Doctoral Dissertation, University of Exeter. Accessed July 17, 2019. http://hdl.handle.net/10871/21398.

MLA Handbook (7th Edition):

Hooker, Rebecca. “The value and benefits of learning a foreign language in community settings in the UK : older adults' perceptions of what this does and means for them.” 2011. Web. 17 Jul 2019.

Vancouver:

Hooker R. The value and benefits of learning a foreign language in community settings in the UK : older adults' perceptions of what this does and means for them. [Internet] [Doctoral dissertation]. University of Exeter; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10871/21398.

Council of Science Editors:

Hooker R. The value and benefits of learning a foreign language in community settings in the UK : older adults' perceptions of what this does and means for them. [Doctoral Dissertation]. University of Exeter; 2011. Available from: http://hdl.handle.net/10871/21398


University of Stirling

14. Chepelin , Evgueni. Reflexivity and the process of maturation of students in a work-based learning programme.

Degree: PhD, 2017, University of Stirling

 This thesis presents the outcomes of a five-year ethnographic research project of a work-based learning programme, the BA in Social Pedagogy (hereafter, the BA), which… (more)

Subjects/Keywords: work-based learning; higher education; personal development; reflexivity; Bourdieusian analysis; morphogenetic approach; vocational education; adult learning; Applied sociology Research; Active learning; Experiential learning; College students; Undergraduates

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APA (6th Edition):

Chepelin , E. (2017). Reflexivity and the process of maturation of students in a work-based learning programme. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/27069

Chicago Manual of Style (16th Edition):

Chepelin , Evgueni. “Reflexivity and the process of maturation of students in a work-based learning programme.” 2017. Doctoral Dissertation, University of Stirling. Accessed July 17, 2019. http://hdl.handle.net/1893/27069.

MLA Handbook (7th Edition):

Chepelin , Evgueni. “Reflexivity and the process of maturation of students in a work-based learning programme.” 2017. Web. 17 Jul 2019.

Vancouver:

Chepelin E. Reflexivity and the process of maturation of students in a work-based learning programme. [Internet] [Doctoral dissertation]. University of Stirling; 2017. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1893/27069.

Council of Science Editors:

Chepelin E. Reflexivity and the process of maturation of students in a work-based learning programme. [Doctoral Dissertation]. University of Stirling; 2017. Available from: http://hdl.handle.net/1893/27069


University of Stirling

15. Galloway, Sarah. Distinguishing between empowerment and emancipation in the context of adult literacies education: Understanding power and enacting equality.

Degree: PhD, 2012, University of Stirling

 This thesis considers a theoretical tradition which is concerned with how adult literacies education might not always serve to socialise students into existing society, instead… (more)

Subjects/Keywords: Adult Literacies Education; Emancipation; Empowerment; Equality; New Literacies Studies; Pierre Bourdieu; Paulo Freire; Jacques Ranciere; Raymond Williams; Oppression; Educational Theory; Methodology; James Paul Gee; Literacy Social aspects; Adult learning Social aspects; Adult education Social aspects; Educational sociology

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APA (6th Edition):

Galloway, S. (2012). Distinguishing between empowerment and emancipation in the context of adult literacies education: Understanding power and enacting equality. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/12902

Chicago Manual of Style (16th Edition):

Galloway, Sarah. “Distinguishing between empowerment and emancipation in the context of adult literacies education: Understanding power and enacting equality.” 2012. Doctoral Dissertation, University of Stirling. Accessed July 17, 2019. http://hdl.handle.net/1893/12902.

MLA Handbook (7th Edition):

Galloway, Sarah. “Distinguishing between empowerment and emancipation in the context of adult literacies education: Understanding power and enacting equality.” 2012. Web. 17 Jul 2019.

Vancouver:

Galloway S. Distinguishing between empowerment and emancipation in the context of adult literacies education: Understanding power and enacting equality. [Internet] [Doctoral dissertation]. University of Stirling; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1893/12902.

Council of Science Editors:

Galloway S. Distinguishing between empowerment and emancipation in the context of adult literacies education: Understanding power and enacting equality. [Doctoral Dissertation]. University of Stirling; 2012. Available from: http://hdl.handle.net/1893/12902


University of Stirling

16. Peacock, Susi. A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework.

Degree: PhD, 2015, University of Stirling

 This thesis comprises a critical review and suggestions for enhancement of the Community of Inquiry Framework (CoIF), the frequently cited model of collaborative community-based online… (more)

Subjects/Keywords: online learning; community of inquiry; social presence; cognitive presence; teaching presence; emotion; reflection; critical thinking; student-centred learning; PhD by publication; intermental; intramental; Community learning; Adult learning Social aspects; Internet in higher education; Teacher-student relationships

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

APA (6th Edition):

Peacock, S. (2015). A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/22319

Chicago Manual of Style (16th Edition):

Peacock, Susi. “A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework.” 2015. Doctoral Dissertation, University of Stirling. Accessed July 17, 2019. http://hdl.handle.net/1893/22319.

MLA Handbook (7th Edition):

Peacock, Susi. “A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework.” 2015. Web. 17 Jul 2019.

Vancouver:

Peacock S. A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework. [Internet] [Doctoral dissertation]. University of Stirling; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1893/22319.

Council of Science Editors:

Peacock S. A Constructive, Conceptual Analytical Review of the Community of Inquiry Framework. [Doctoral Dissertation]. University of Stirling; 2015. Available from: http://hdl.handle.net/1893/22319


University of Edinburgh

17. Forster, Mary Josephine. 'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham.

Degree: PhD, 2018, University of Edinburgh

 This thesis examines the effects of de-industrialisation on the lives of adult learners attending adult education programmes in the former coal mining and steel working… (more)

Subjects/Keywords: adult learners; de-industrialisation; learner voice; employability skills training; social exclusion; employability trainer; public education; lifelong learning; community adult education; government employability skills programmes; social class; identity; gender; precariat; churning; ontological insecurity; social trauma; life histories

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

APA (6th Edition):

Forster, M. J. (2018). 'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/31194

Chicago Manual of Style (16th Edition):

Forster, Mary Josephine. “'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham.” 2018. Doctoral Dissertation, University of Edinburgh. Accessed July 17, 2019. http://hdl.handle.net/1842/31194.

MLA Handbook (7th Edition):

Forster, Mary Josephine. “'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham.” 2018. Web. 17 Jul 2019.

Vancouver:

Forster MJ. 'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham. [Internet] [Doctoral dissertation]. University of Edinburgh; 2018. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1842/31194.

Council of Science Editors:

Forster MJ. 'Exit, loyalty and voice' : the experience of adult learners in the context of de- industrialisation in County Durham. [Doctoral Dissertation]. University of Edinburgh; 2018. Available from: http://hdl.handle.net/1842/31194


University of Exeter

18. Feltham, Richard Mark. Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace.

Degree: PhD, 2012, University of Exeter

 This thesis examines the use of actor-based Applied Theatre methods within the workplace. Typically such methods are employed for behavioural skills training with the intention… (more)

Subjects/Keywords: 792.07155; Applied Theatre : Applied Drama : Role-Play : Forum Theatre : Experiential Learning : Adult Education : Leadership Development : Applied Acting : Simulation : Role play : Theatre in Business : Business role play

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APA (6th Edition):

Feltham, R. M. (2012). Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3573

Chicago Manual of Style (16th Edition):

Feltham, Richard Mark. “Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace.” 2012. Doctoral Dissertation, University of Exeter. Accessed July 17, 2019. http://hdl.handle.net/10036/3573.

MLA Handbook (7th Edition):

Feltham, Richard Mark. “Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace.” 2012. Web. 17 Jul 2019.

Vancouver:

Feltham RM. Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10036/3573.

Council of Science Editors:

Feltham RM. Theatre at work : the characteristics, efficacy and impact of participatory actor-based applied theatre in the workplace. [Doctoral Dissertation]. University of Exeter; 2012. Available from: http://hdl.handle.net/10036/3573


University of Stirling

19. Cowell, Gillian. Curating Places: Civic action, civic learning, and the construction of public spaces.

Degree: PhD, School of Education, 2013, University of Stirling

 This research involves understanding the civic learning that emerged from the ways individuals in two civic action groups, Greenhill Historical Society (GHS) in Bonnybridge, a… (more)

Subjects/Keywords: community education; adult education; cartography; public space; public sphere; local history; geography; post-industrial; public history; civic learning; Cities and towns; Public spaces

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APA (6th Edition):

Cowell, G. (2013). Curating Places: Civic action, civic learning, and the construction of public spaces. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/13062

Chicago Manual of Style (16th Edition):

Cowell, Gillian. “Curating Places: Civic action, civic learning, and the construction of public spaces.” 2013. Doctoral Dissertation, University of Stirling. Accessed July 17, 2019. http://hdl.handle.net/1893/13062.

MLA Handbook (7th Edition):

Cowell, Gillian. “Curating Places: Civic action, civic learning, and the construction of public spaces.” 2013. Web. 17 Jul 2019.

Vancouver:

Cowell G. Curating Places: Civic action, civic learning, and the construction of public spaces. [Internet] [Doctoral dissertation]. University of Stirling; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1893/13062.

Council of Science Editors:

Cowell G. Curating Places: Civic action, civic learning, and the construction of public spaces. [Doctoral Dissertation]. University of Stirling; 2013. Available from: http://hdl.handle.net/1893/13062

20. Grimm, Tammie Marie. Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory.

Degree: 2017, University of Manchester

 The subject of this thesis is the nature of Christian transformation as understood through the process of discipleship in the Wesleyan tradition and United Methodism… (more)

Subjects/Keywords: Discipleship; Wesleyan Theology; Transformative Learning Theory; Sanctification; United Methodist; Adult Learning; Transformation

…Wesleyan theology and transformative learning theory (TLT), a contemporary adult… …Learning Theory A theory in the field of adult education, TLT was first proposed by Jack Mezirow… …considered a uniquely adult learning theory. Adult learners, whether or not they seek formal higher… …Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory 2016 The… …of learning. !9 Copyright Statement I. The author of this thesis (including the… 

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

APA (6th Edition):

Grimm, T. M. (2017). Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308596

Chicago Manual of Style (16th Edition):

Grimm, Tammie Marie. “Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory.” 2017. Doctoral Dissertation, University of Manchester. Accessed July 17, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308596.

MLA Handbook (7th Edition):

Grimm, Tammie Marie. “Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory.” 2017. Web. 17 Jul 2019.

Vancouver:

Grimm TM. Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Jul 17]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308596.

Council of Science Editors:

Grimm TM. Holistic and Holy Transformation: The Practice of Wesleyan Discipleship and Transformative Learning Theory. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:308596


University of Edinburgh

21. Diouf, Abdou. A proposal to examine the principles of video use in ELT with a view to making concrete suggestions of its use in adult ELT classes, in particular in the distance learning satellites in Senegal.

Degree: 1990, University of Edinburgh

 This work is arranged in six chapters. The first chapter deals with the English teaching situation in Senegal and focuses on a Distant Learning Centre… (more)

Subjects/Keywords: Senegal; distance learning; English teaching; English language learning; adult education; continuing education; teaching process; learning process; issues; difficulties; video; video aides; programme implementation

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APA (6th Edition):

Diouf, A. (1990). A proposal to examine the principles of video use in ELT with a view to making concrete suggestions of its use in adult ELT classes, in particular in the distance learning satellites in Senegal. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8811

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

Chicago Manual of Style (16th Edition):

Diouf, Abdou. “A proposal to examine the principles of video use in ELT with a view to making concrete suggestions of its use in adult ELT classes, in particular in the distance learning satellites in Senegal.” 1990. Thesis, University of Edinburgh. Accessed July 17, 2019. http://hdl.handle.net/1842/8811.

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

MLA Handbook (7th Edition):

Diouf, Abdou. “A proposal to examine the principles of video use in ELT with a view to making concrete suggestions of its use in adult ELT classes, in particular in the distance learning satellites in Senegal.” 1990. Web. 17 Jul 2019.

Vancouver:

Diouf A. A proposal to examine the principles of video use in ELT with a view to making concrete suggestions of its use in adult ELT classes, in particular in the distance learning satellites in Senegal. [Internet] [Thesis]. University of Edinburgh; 1990. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1842/8811.

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

Council of Science Editors:

Diouf A. A proposal to examine the principles of video use in ELT with a view to making concrete suggestions of its use in adult ELT classes, in particular in the distance learning satellites in Senegal. [Thesis]. University of Edinburgh; 1990. Available from: http://hdl.handle.net/1842/8811

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

22. Pate, John Kenton. Predictability effects in language acquisition.

Degree: 2013, University of Edinburgh

 Human language has two fundamental requirements: it must allow competent speakers to exchange messages efficiently, and it must be readily learned by children. Recent work… (more)

Subjects/Keywords: language; predictability effects; language-learning; adult-directed speech; child-directed speech

…Experiment I – child- and adult-directed speech. . . . . . . . . . . . . 4.3.2 4.4 55 4.3.1 4.3… …available to children, we will examine how useful they might be for learning about syntax in an… …decades has shown that some notion of probability is represented in the adult grammars infants… …syntactic structure in a way that is useful for unsupervised learning, but not necessarily by… …presents a series of HMM-based unsupervised chunkers, and shows that learning from words and… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Pate, J. K. (2013). Predictability effects in language acquisition. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8235

Chicago Manual of Style (16th Edition):

Pate, John Kenton. “Predictability effects in language acquisition.” 2013. Doctoral Dissertation, University of Edinburgh. Accessed July 17, 2019. http://hdl.handle.net/1842/8235.

MLA Handbook (7th Edition):

Pate, John Kenton. “Predictability effects in language acquisition.” 2013. Web. 17 Jul 2019.

Vancouver:

Pate JK. Predictability effects in language acquisition. [Internet] [Doctoral dissertation]. University of Edinburgh; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1842/8235.

Council of Science Editors:

Pate JK. Predictability effects in language acquisition. [Doctoral Dissertation]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8235


University of Stirling

23. Mannion, Greg. Children's Participation in Changing School Grounds and Public Play Areas in Scotland.

Degree: PhD, School of Education, 1999, University of Stirling

 Abstract The study draws on theories of society, learning, planning and design, democracy, identity formation, and cultural change to inquire into children’s participation in the… (more)

Subjects/Keywords: children; participation; identity; relations; child-adult; adult-child; spatial; spatiality; identification; education; learning; space; school grounds; play park; Scotland; school; visual methods; inclusion; Decision making in children; School grounds Design Scotland; Play areas Scotland; Environment and children

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

APA (6th Edition):

Mannion, G. (1999). Children's Participation in Changing School Grounds and Public Play Areas in Scotland. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/88

Chicago Manual of Style (16th Edition):

Mannion, Greg. “Children's Participation in Changing School Grounds and Public Play Areas in Scotland.” 1999. Doctoral Dissertation, University of Stirling. Accessed July 17, 2019. http://hdl.handle.net/1893/88.

MLA Handbook (7th Edition):

Mannion, Greg. “Children's Participation in Changing School Grounds and Public Play Areas in Scotland.” 1999. Web. 17 Jul 2019.

Vancouver:

Mannion G. Children's Participation in Changing School Grounds and Public Play Areas in Scotland. [Internet] [Doctoral dissertation]. University of Stirling; 1999. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1893/88.

Council of Science Editors:

Mannion G. Children's Participation in Changing School Grounds and Public Play Areas in Scotland. [Doctoral Dissertation]. University of Stirling; 1999. Available from: http://hdl.handle.net/1893/88

.