subject:(continuing education)

University of Georgia

1. Stephenson, Sandria Shawn. Politics, policy, and socio-economic impact on continuing higher education.

Degree: PhD, Adult Education, 2008, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/stephenson_sandria_s_200808_phd

► Serving as corroborator and catalyst, linking needs to stakeholders and programs, yet doing so within their traditional setting, is the crucial “story” of continuing higher… (more)

Subjects/Keywords: Continuing education

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APA (6^th Edition):

Stephenson, S. S. (2008). Politics, policy, and socio-economic impact on continuing higher education. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/stephenson_sandria_s_200808_phd

Chicago Manual of Style (16^th Edition):

Stephenson, Sandria Shawn. “Politics, policy, and socio-economic impact on continuing higher education.” 2008. Doctoral Dissertation, University of Georgia. Accessed September 21, 2019. http://purl.galileo.usg.edu/uga_etd/stephenson_sandria_s_200808_phd.

MLA Handbook (7^th Edition):

Stephenson, Sandria Shawn. “Politics, policy, and socio-economic impact on continuing higher education.” 2008. Web. 21 Sep 2019.

Vancouver:

Stephenson SS. Politics, policy, and socio-economic impact on continuing higher education. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Sep 21]. Available from: http://purl.galileo.usg.edu/uga_etd/stephenson_sandria_s_200808_phd.

Council of Science Editors:

Stephenson SS. Politics, policy, and socio-economic impact on continuing higher education. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/stephenson_sandria_s_200808_phd

2. Arballo, Madelyn Rodriguez. Factorial structure of engagement and its relationship to persistence| A study of adult secondary education students.

Degree: 2011, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3472517

► Adult education programs provide a viable option for adults who seek lifelong learning. One type of such programs is the adult secondary program where… (more)

▼ Adult education programs provide a viable option for adults who seek lifelong learning. One type of such programs is the adult secondary program where high school dropouts can earn a high school diploma. Although a significant number of students return to adult secondary programs, most fail to change their dropout status as they fail to complete their programs. The large body of available engagement research pertaining to K-12 and higher education students appears to be a promising source from which to address the issue of poor persistence of adult secondary students. The purpose of this study was to examine the structure of engagement for students in an adult secondary program and to investigate how different components of engagement are associated with persistence. This study utilized a quantitative methodology, specifically employing a survey research design. The instrument used included the Student Engagement Instrument (SEI), a researcher-developed behavioral engagement scale, and demographic items. A convenience sample of 184 students who enrolled in the Luna Crest College Adult Diploma Program completed this instrument and indicated their perceived levels of emotional, behavioral, and cognitive engagement. The findings from a confirmatory factor analysis showed that the instrument tested in this study reliably identifies factors of emotional, behavioral, and cognitive engagement among adult secondary students. It is expected that this instrument of engagement will provide adult educators and researchers with a useful tool with which to measure engagement within adult secondary students. This is a significant contribution of this study, as there was not such an instrument available for use with adult education students prior to this study. In further analyses to examine the relationships between factors of engagement and persistence, Peer Support to Learning (PSL) was found to predict persistence of students in the adult secondary program. Persistence was operationalized with attendance hours of 62 hours or more, as students at Luna Crest College are required to complete at least 62 hours of school work to obtain credits for one course. The results of this study call for: (1) future efforts to modify the instructional format in adult secondary programs to promote peer support, student engagement, and student persistence, and (2) a more comprehensive examination of barriers that adult secondary students face in their endeavors to complete their programs.

Subjects/Keywords: Education, Adult and Continuing; Education, Continuing

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APA (6^th Edition):

Arballo, M. R. (2011). Factorial structure of engagement and its relationship to persistence| A study of adult secondary education students. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3472517

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):

Arballo, Madelyn Rodriguez. “Factorial structure of engagement and its relationship to persistence| A study of adult secondary education students.” 2011. Thesis, California State University, Long Beach. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3472517.

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

MLA Handbook (7^th Edition):

Arballo, Madelyn Rodriguez. “Factorial structure of engagement and its relationship to persistence| A study of adult secondary education students.” 2011. Web. 21 Sep 2019.

Vancouver:

Arballo MR. Factorial structure of engagement and its relationship to persistence| A study of adult secondary education students. [Internet] [Thesis]. California State University, Long Beach; 2011. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3472517.

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

Council of Science Editors:

Arballo MR. Factorial structure of engagement and its relationship to persistence| A study of adult secondary education students. [Thesis]. California State University, Long Beach; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3472517

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

University of South Florida

3. Phillips, Virginia B. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.

Degree: 2011, University of South Florida

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3482740

► Many adults attend and rely on continuing professional education (CPE) throughout their careers, and CPE is big business for associations. One way associations deliver… (more)

▼ Many adults attend and rely on continuing professional education (CPE) throughout their careers, and CPE is big business for associations. One way associations deliver CPE is through educational conferences. While adult education theories and frameworks offer developmental and operational guidance and advice, there is little practice data to understand what meeting planning professionals actually do as they implement adult education conferences in practice. The purpose of this study was to identify the elements that practicing meeting planning professionals in associations utilize in CPE conference planning and which elements are considered the most important. This study accessed a senior group of association planners who held credentials offered by meeting planning industry associations. In all, 40 participants with a cumulative 784 years of experience participated in eight, online focus group discussions. Utilizing a constructivist orientation, the study employed grounded theory to identify 23 specific elements which were divided into three overarching categories: CPE-related, business-related, and venue. When compared with the cited theoretical models, six of these 23 elements were strongly supported, eight elements were supported, and nine elements were not supported. Only two elements in the cited literature did not appear in the research group-derived list. The three most important elements that emerged were goals and objectives, budget, and venue. A model to describe these findings is offered. This project studied actual practice to understand it better in light of the literature of adult education program planning models. The subject pool was very narrow and the results of this research cannot be generalized. The findings, while partially represented in the literature, fit no single previous model. The most important implications of this study may be to provide insight into adult education in CPE association conference application and suggest areas for future research.

Subjects/Keywords: Education, Adult and Continuing; Education, Continuing

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APA (6^th Edition):

Phillips, V. B. (2011). What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?. (Thesis). University of South Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3482740

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):

Phillips, Virginia B. “What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.” 2011. Thesis, University of South Florida. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3482740.

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

MLA Handbook (7^th Edition):

Phillips, Virginia B. “What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.” 2011. Web. 21 Sep 2019.

Vancouver:

Phillips VB. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?. [Internet] [Thesis]. University of South Florida; 2011. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3482740.

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

Council of Science Editors:

Phillips VB. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?. [Thesis]. University of South Florida; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3482740

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

4. Yasuda, Mayuko. Conservators as gerontologists| Gerontology curriculum for conservators.

Degree: 2011, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1504555

► Older adults with decisional incapacity are at great risk for frauds and financial abuse under today's consumer-directed economic society. Today, conservators are served by… (more)

Subjects/Keywords: Gerontology; Education, Continuing

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APA (6^th Edition):

Yasuda, M. (2011). Conservators as gerontologists| Gerontology curriculum for conservators. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1504555

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):

Yasuda, Mayuko. “Conservators as gerontologists| Gerontology curriculum for conservators.” 2011. Thesis, California State University, Long Beach. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1504555.

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

MLA Handbook (7^th Edition):

Yasuda, Mayuko. “Conservators as gerontologists| Gerontology curriculum for conservators.” 2011. Web. 21 Sep 2019.

Vancouver:

Yasuda M. Conservators as gerontologists| Gerontology curriculum for conservators. [Internet] [Thesis]. California State University, Long Beach; 2011. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1504555.

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

Council of Science Editors:

Yasuda M. Conservators as gerontologists| Gerontology curriculum for conservators. [Thesis]. California State University, Long Beach; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1504555

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

University of Georgia

5. Funk, Joan R. Practitioners' views of continuing education: an empirical examination of social workers across the United States.

Degree: PhD, Social Work, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd

► The importance of Continuing Education (CE) is consistently highlighted across numerous professions. In social work, continuing professional education is well documented (Apps, 1981; Barker, 1990;… (more)

▼ The importance of Continuing Education (CE) is consistently highlighted across numerous professions. In social work, continuing professional education is well documented (Apps, 1981; Barker, 1990; Christ, 1996; Herie & Martin, 2002; Kane, Hamlin, & Green, 2001). A review of the literature on CE in social work, however, indicates that social work practitioners are struggling with many low quality programs that are often either irrelevant to practice, redundant in course content, inconvenient to access, and burdensome both in financial costs and time away from the office While many social work authors and scholars report numerous problems with existing systems of continuing education in social work, there is no empirical evidence to support these claims. Additionally, practitioners have not been solicited to give their views on the services they are receiving. The purpose of the study was to document practitioner views of the continuing educational offerings they are receiving. Specifically this study sought to provide data relative to the practitioner’s participation in continuing education and levels of satisfaction or dissatisfaction with current systems of CE. Two hundred and twenty social workers, all of whom were currently working in the field of social work at the time of the survey participated in the study. Major findings provided some support for problems with the seminar/conference as a mode of CE service delivery in that seminars and conferences were negatively related to practitioner satisfaction levels. Other major findings indicated that study participants chose serving their clients as their number one reason for participating in CE and that quality of services was positively correlated with satisfaction levels. Bivariate correlations and results of multiple regression also provided preliminary information about the relationship between practitioner satisfaction and convenience of access to services, cost of services and descriptive data relative to the professional background of the participants. Implications of the study are discussed as well as a comparative analysis of study results as they support or disagree with reports found in social work literature. In conclusion, the significance of the study is discussed and recommendations for future research are discussed. Advisors/Committee Members: Margaret M. Robinson.

Subjects/Keywords: Continuing professional education

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

APA (6^th Edition):

Funk, J. R. (2007). Practitioners' views of continuing education: an empirical examination of social workers across the United States. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd

Chicago Manual of Style (16^th Edition):

Funk, Joan R. “Practitioners' views of continuing education: an empirical examination of social workers across the United States.” 2007. Doctoral Dissertation, University of Georgia. Accessed September 21, 2019. http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd.

MLA Handbook (7^th Edition):

Funk, Joan R. “Practitioners' views of continuing education: an empirical examination of social workers across the United States.” 2007. Web. 21 Sep 2019.

Vancouver:

Funk JR. Practitioners' views of continuing education: an empirical examination of social workers across the United States. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Sep 21]. Available from: http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd.

Council of Science Editors:

Funk JR. Practitioners' views of continuing education: an empirical examination of social workers across the United States. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/funk_joan_r_200705_phd

6. Sheehe, Kay Roche. Investigating teacher perceptions of professional development and student achievement in rural Maryland.

Degree: 2016, Frostburg State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10140420

► This dissertation addresses 12 questions related to an overall investigation designed to determine if there is a relationship between teacher perceptions of professional development… (more)

Subjects/Keywords: Education; Secondary education; Continuing education

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

APA (6^th Edition):

Sheehe, K. R. (2016). Investigating teacher perceptions of professional development and student achievement in rural Maryland. (Thesis). Frostburg State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10140420

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):

Sheehe, Kay Roche. “Investigating teacher perceptions of professional development and student achievement in rural Maryland.” 2016. Thesis, Frostburg State University. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10140420.

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

MLA Handbook (7^th Edition):

Sheehe, Kay Roche. “Investigating teacher perceptions of professional development and student achievement in rural Maryland.” 2016. Web. 21 Sep 2019.

Vancouver:

Sheehe KR. Investigating teacher perceptions of professional development and student achievement in rural Maryland. [Internet] [Thesis]. Frostburg State University; 2016. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140420.

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

Council of Science Editors:

Sheehe KR. Investigating teacher perceptions of professional development and student achievement in rural Maryland. [Thesis]. Frostburg State University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140420

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

Stellenbosch University

7. Muller, Jan. Electrical engineering professionals’ continuing professional development needs within one South African company.

Degree: MPhil, 2015, Stellenbosch University

URL: http://hdl.handle.net/10019.1/96694

►

ENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group… (more)

▼

ENGLISH ABSTRACT: The aim of the study performed in 2014 was to identify what the Continuing Professional Development (CPD) needs are of a selected group of electrical engineering professionals from one company in South Africa. The interpretivist research paradigm formed the basis for the “Interactive Qualitative Analysis” methodology used in the study. Due to limitations research was focused on only one constituency, a selected group of electrical engineering professionals in one organisation, which is close to, but have very little power over the specific phenomenon of CPD. Research activities included conducting focus group and individual interviews with participants to gain a better understanding of identified problem through the analysis and interpretation of the collected data. The phenomenon of CPD was found to lie within the spectrum of lifelong learning. Due to increasingly fast changing technological and work environments, practicing professionals take part in professional development, if it is compulsory or not, in order to stay competitive in the global arena. Research has shown that compulsory CPD for registered engineering professionals may further their professional development. From the “Possible Implications for CPD Provision for Engineering Professionals” document several issues and concerns were identified, which influence engineering professionals’ perception of the professional body. The CPD system and CPD provision facilitated by the Engineering Council of South Africa (ECSA) may be one of the key reasons why many practicing engineers choose not to register professionally. Through this study the perceived and proposed CPD needs for the selected group of electrical engineering professionals have been identified, but to identify the actual needs of practicing engineering professionals in South Africa, a more detailed study will need to be done that should include all the constituencies that practice within the engineering environment or have any influence on the CPD phenomenon. The study also identified aspects that could help to improve the CPD system and the available CPD initiatives, and enhance the leadership from the professional body. This may positively influence the perception of practicing engineering professionals. Such positive perceptions could result in more practicing engineering professionals registering with ECSA and maintaining their professional registration.

AFRIKAANSE OPSOMMING: Die doel van die studie uitgevoer in 2014 was om die Voortgesette Professionele Ontwikkeling (VPO) behoeftes van ‘n geselekteerde groep elektriese ingenieurs van een maatskappy in Suid-Afrika te bepaal. Die interpretatiewe navorsingsparadigma het die “Interaktiewe Kwalitatiewe Analise” metodologie wat gebruik is in die studie onderlê. Binne die studie beperkinge is gefokus op slegs een konstituensie, ‘n geselekteerde groep professionele elektriese ingenieurs binne een organisasie, wie digby die spesifieke fenomeen van VPO funksioneer, maar baie beperkte mag daaroor het. Navorsingsaktiwiteite het…

Advisors/Committee Members: Frick, B. L., Stellenbosch University. Faculty of Education. Centre for Higher and Adult Education..

Subjects/Keywords: Electrical engineers – Education (Continuing education); Continuing professional development; Continuing education; UCTD

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

APA (6^th Edition):

Muller, J. (2015). Electrical engineering professionals’ continuing professional development needs within one South African company. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96694

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):

Muller, Jan. “Electrical engineering professionals’ continuing professional development needs within one South African company.” 2015. Thesis, Stellenbosch University. Accessed September 21, 2019. http://hdl.handle.net/10019.1/96694.

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

MLA Handbook (7^th Edition):

Muller, Jan. “Electrical engineering professionals’ continuing professional development needs within one South African company.” 2015. Web. 21 Sep 2019.

Vancouver:

Muller J. Electrical engineering professionals’ continuing professional development needs within one South African company. [Internet] [Thesis]. Stellenbosch University; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10019.1/96694.

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

Council of Science Editors:

Muller J. Electrical engineering professionals’ continuing professional development needs within one South African company. [Thesis]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96694

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

8. Perella, John M. A critical study of the National Institute for School Leadership in the Commonwealth of Massachusetts.

Degree: 2012, University of Massachusetts Boston

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3511293

► Since 2005, the National Institute for School Leadership (NISL) has contributed to school leadership training in Massachusetts and has trained over 945 superintendents, principals… (more)

Subjects/Keywords: Education, Leadership; Education, Continuing

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

APA (6^th Edition):

Perella, J. M. (2012). A critical study of the National Institute for School Leadership in the Commonwealth of Massachusetts. (Thesis). University of Massachusetts Boston. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3511293

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):

Perella, John M. “A critical study of the National Institute for School Leadership in the Commonwealth of Massachusetts.” 2012. Thesis, University of Massachusetts Boston. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3511293.

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

MLA Handbook (7^th Edition):

Perella, John M. “A critical study of the National Institute for School Leadership in the Commonwealth of Massachusetts.” 2012. Web. 21 Sep 2019.

Vancouver:

Perella JM. A critical study of the National Institute for School Leadership in the Commonwealth of Massachusetts. [Internet] [Thesis]. University of Massachusetts Boston; 2012. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3511293.

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

Council of Science Editors:

Perella JM. A critical study of the National Institute for School Leadership in the Commonwealth of Massachusetts. [Thesis]. University of Massachusetts Boston; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3511293

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

University of Zambia

9. Luntha, Chulu. The effectiveness of the Re-entry Policy in Government Schools: A case of selected schools in Itezhi-Tezhi District of Zambia .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4971

► Since 1997, the Zambian government has allowed girls who fall pregnant to take leave and go on maternity and then continue with their education after… (more)

▼ Since 1997, the Zambian government has allowed girls who fall pregnant to take leave and go on maternity and then continue with their education after delivery. This shows that Zambia has a policy in place to carter for the continued education of girls returning to school after giving birth. Despite the policy being implemented, many young girls continue dropping out of school due to challenges encountered in their pursuit of education. The purpose of this study was to investigate the effectiveness of the Re-entry policy in government schools, from an educational management perspective, in Itezhi-tezhi District of Central Province of Zambia. This study used the interpretative Phenomenological Analysis (IPA) and the data analysis approach which involved the coding of emerging themes on the effectiveness of the Re-entry policy in government schools from an educational management perspective. Interpretative Phenomenological analysis (IPA) as an experiential qualitative approach to research in social sciences is concerned with trying to understand lived experiences and how participants themselves make sense of their experiences. The main aim of using IP A was to explore in detail how participants made sense of their personal and social world. This study involved 36 participants composed of two (2) head teachers, two (2) guidance teachers, four (4) teachers, four (4) teen mothers, four (4) guardians or parents of the teen mothers, and twenty (20) pupils of which ten were girls and the other ten 10 were boys. All the participants were picked from the selected two secondary schools in Itezhi-tezhi District using purposive sampling. Purposive sampling was used because it is suitable for the small sample size which was used in the study. The findings of the study indicated that the Re-entry policy was not being effectively implemented in government schools from an educational management perspective. It was also found that there were low awareness levels among pupils about the Re-entry policy. The majority of the learners indicated that they were not aware of the Re-entry policy and this showed that the school management did not adequately sensitize the pupils on the policy. This study recommended that it was necessary to include the Re-entry policy in the school curriculum so that both learners and teachers could have adequate knowledge of it.

Subjects/Keywords: Education – Zambia.; Continuing Education – Zambia

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APA (6^th Edition):

Luntha, C. (2016). The effectiveness of the Re-entry Policy in Government Schools: A case of selected schools in Itezhi-Tezhi District of Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4971

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):

Luntha, Chulu. “The effectiveness of the Re-entry Policy in Government Schools: A case of selected schools in Itezhi-Tezhi District of Zambia .” 2016. Thesis, University of Zambia. Accessed September 21, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4971.

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

MLA Handbook (7^th Edition):

Luntha, Chulu. “The effectiveness of the Re-entry Policy in Government Schools: A case of selected schools in Itezhi-Tezhi District of Zambia .” 2016. Web. 21 Sep 2019.

Vancouver:

Luntha C. The effectiveness of the Re-entry Policy in Government Schools: A case of selected schools in Itezhi-Tezhi District of Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Sep 21]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4971.

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

Council of Science Editors:

Luntha C. The effectiveness of the Re-entry Policy in Government Schools: A case of selected schools in Itezhi-Tezhi District of Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4971

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

10. Matsiota, Evgenia Jenny. Laparoscopic colectomy training| A quasi-experimental comparison of simulators to traditional training.

Degree: 2015, University of Phoenix

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3714872

► The purpose of this quantitative, quasi-experimental study was to measure the relationship of surgical training with simulators with the acquisition of surgical skills, and… (more)

Subjects/Keywords: Surgery; Continuing education; Health education

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APA (6^th Edition):

Matsiota, E. J. (2015). Laparoscopic colectomy training| A quasi-experimental comparison of simulators to traditional training. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3714872

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):

Matsiota, Evgenia Jenny. “Laparoscopic colectomy training| A quasi-experimental comparison of simulators to traditional training.” 2015. Thesis, University of Phoenix. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3714872.

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

MLA Handbook (7^th Edition):

Matsiota, Evgenia Jenny. “Laparoscopic colectomy training| A quasi-experimental comparison of simulators to traditional training.” 2015. Web. 21 Sep 2019.

Vancouver:

Matsiota EJ. Laparoscopic colectomy training| A quasi-experimental comparison of simulators to traditional training. [Internet] [Thesis]. University of Phoenix; 2015. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3714872.

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

Council of Science Editors:

Matsiota EJ. Laparoscopic colectomy training| A quasi-experimental comparison of simulators to traditional training. [Thesis]. University of Phoenix; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3714872

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

University of Zambia

11. Chewe, Bwalya. Perceptions of Learners,Parents and Female Pupils Towards The Schools Re-entry Policy: A case study of Selected Secondary Schools of Kabwe District In Zambia .

Degree: 2016, University of Zambia

URL: http://dspace.unza.zm:8080/xmlui/handle/123456789/4643

► This study was instituted to establish perceptions that the teachers, parents and secondary school girls hold toward the school re-entry policy as well as to… (more)

▼ This study was instituted to establish perceptions that the teachers, parents and secondary school girls hold toward the school re-entry policy as well as to determine their knowledge levels of this policy in selected secondary schools in Kabwe district of central province. The aim of the study was to establish the perceptions of teachers, parents and female pupils towards the school re-entry policy. A descriptive survey design was selected for this study with both qualitative and quantitative approaches at play to explore and describe the findings. Data collection included the use of structured questionnaires with teachers and pupils while in-depth interviews with some teachers and pupils to consolidate the responses from the questionnaires. In addition, focus group discussion was used with the parents to establish their perceptions towards the policy and how much they know about it. The sample of this study was 156 broken down as follows: 91 girls drawn from 5 secondary schools, 45 teachers and 20 parents. Statistical package for social sciences was used to analyze quantitative data while qualitative data was analyzed thematically. Generally, the study revealed that the knowledge levels of the secondary school girls, teachers and parents of the re-entry policy are quite low. This is so because, despite most respondents agreeing that they were aware of the presence of the policy, further interviews showed that they could not spell out the exact guidelines of the policy and what prompted its introduction. A good number of teachers, about 58% indicated that there has been an increase in the number of pregnancies among school girls ever since the re-entry policy was introduced. The teachers were not able to give the exact statistics of the alleged increase however, what came out in the study was an assumption that many girls are taking advantage of the policy owing to its present form which is seen as promoting promiscuity among pupils. With regards to the parents’ perceptions towards the policy, the study found that out of the 20 respondents, only 2 had positive sentiments about it. The rest expressed fear that the presence of this policy has made children not to care about their morals, in fact some of them were calling for the removal of the policy. The majority of the girls do appreciate the presence of the policy however they feel that in its present form, the girls are abusing it. The study further revealed that all the stakeholders involved in the study feel that the majority of the school girls are engaging in sexual activities both within and outside school which is leading to an increase in pregnancy rates. Some of them attributed this kind of behavior to the presence of the re-entry policy. It can be concluded that the findings do not sit well with the liberal feminist theory from which the ideas of the re-entry policy were borrowed. It can therefore be recommended that the Ministry of General Education should intensify sensitization on the provisions of the policy among key stakeholders such as teachers,…

Subjects/Keywords: Continuing education; Adult education

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

APA (6^th Edition):

Chewe, B. (2016). Perceptions of Learners,Parents and Female Pupils Towards The Schools Re-entry Policy: A case study of Selected Secondary Schools of Kabwe District In Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4643

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):

Chewe, Bwalya. “Perceptions of Learners,Parents and Female Pupils Towards The Schools Re-entry Policy: A case study of Selected Secondary Schools of Kabwe District In Zambia .” 2016. Thesis, University of Zambia. Accessed September 21, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4643.

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

MLA Handbook (7^th Edition):

Chewe, Bwalya. “Perceptions of Learners,Parents and Female Pupils Towards The Schools Re-entry Policy: A case study of Selected Secondary Schools of Kabwe District In Zambia .” 2016. Web. 21 Sep 2019.

Vancouver:

Chewe B. Perceptions of Learners,Parents and Female Pupils Towards The Schools Re-entry Policy: A case study of Selected Secondary Schools of Kabwe District In Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Sep 21]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4643.

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

Council of Science Editors:

Chewe B. Perceptions of Learners,Parents and Female Pupils Towards The Schools Re-entry Policy: A case study of Selected Secondary Schools of Kabwe District In Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4643

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

University of Johannesburg

12. Dimpe, Mmueledi Matthews. The empowerment of learners at Mmabatho adult centres.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/4267

►

M.Ed.

This is a community education research. The claim of this investigation is that adult learners' needs in Mmabatho are not addressed properly by adult… (more)

▼

M.Ed.

This is a community education research. The claim of this investigation is that adult learners' needs in Mmabatho are not addressed properly by adult education. The investigation here is based on the unaddressed adult needs, and the main question is whether adult education empowers the adults or not. Given the local context, observation revealed the following: The rate of unemployment is growing, the number of streef kids, some of whom are becoming adults, is also growing. The ever-changing social, political and economic scene poses a challenge to the adult community. Women are now intensifying recognition of their rights, while men are busy trying to fight poverty. Adult education should cater for the above adult needs. By catering for the needs, that will be empowering the adults. Investigations of this essay prompted the researcher to review literature related to adult education. The theoretical foundation discussed the elements related to the research question. Theoretical elements discussed are: The adult, adult education, adult needs, empowerment, and adult teaching and learning methods. Literature here provided a rich mixture of theories and concepts related to adult education. This literature served the purpose of checking the validity of my claim, which was ultimately argued to be valid. The rationale for this research is to make a contribution to the academic body of knowledge. This knowledge is envisaged to help the academic planners, the ABET planners, AE researchers, the adult learners themselves, and anyone interested in community education programmes. This essay tries to address reform of adult education in Mmabatho to be shaped along acceptable standards. In the light of the above, it has been clear from this inquiry that Mmabatho has good physical resources necessary for implementing AE, and address adults' needs properly. There should not be any wastage of resources available. It is for the above reasons that this inquiry is conducted. Methodology of this research was qualitative. Investigations and data gathering depended on interviews, and observations. An attempt of being representative concerning gender in whom were involved in A.E., while some were not involved. The people involved in data gathering were the adults enrolled in programmes, the unenrolled, men, women, young adults, the 'drop-outs', ABET government officials, and the adult tutors. The setting for data gathering was urban, rural and semi-urban and semi-rural settings. Research data was analysed, and it gave nse to a categones, which were summarised, scrutinised, and formed into main clusters. The following clusters were arrived at: Community ownership problems; unaddressed adult needs; program's lack of needs relatedness; poor adult planning; unbalanced gender, and adult centres as day-school models. Data ultimately showed that the claim of my research is valid. The conclusion section of this research included a number of issues such as, the strengths and weaknesses of the inquiry, the implications of the inquiry, and a…

Subjects/Keywords: Adult education; Continuing education

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

APA (6^th Edition):

Dimpe, M. M. (2012). The empowerment of learners at Mmabatho adult centres. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4267

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):

Dimpe, Mmueledi Matthews. “The empowerment of learners at Mmabatho adult centres.” 2012. Thesis, University of Johannesburg. Accessed September 21, 2019. http://hdl.handle.net/10210/4267.

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

MLA Handbook (7^th Edition):

Dimpe, Mmueledi Matthews. “The empowerment of learners at Mmabatho adult centres.” 2012. Web. 21 Sep 2019.

Vancouver:

Dimpe MM. The empowerment of learners at Mmabatho adult centres. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10210/4267.

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

Council of Science Editors:

Dimpe MM. The empowerment of learners at Mmabatho adult centres. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/4267

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

Drexel University

13. Roller, Sarah Elizabeth. Transition Planning and Continuing Education for Students with Intellectual Disabilities.

Degree: 2016, Drexel University

URL: http://hdl.handle.net/1860/idea:7042

►

The purpose of this study was to research the perspectives, perceptions, and knowledge base that teachers and support personnel had regarding how well the transition… (more)

▼

The purpose of this study was to research the perspectives, perceptions, and knowledge base that teachers and support personnel had regarding how well the transition planning process prepared high school students with Intellectual Disabilities (ID) for life after secondary education and their views on continuing education for these students. Despite the development of programs specifically for students with ID, there still exists a lack of knowledge and resources available to school districts and families that are looking to send these students to a continuing education program at the conclusion of the student's high school career. In addition, the literature review shows that current transition activities and procedures often leave students unprepared for life after high school. This mixed methods study sought to gain information on educator perspectives on the special education transition planning process that students with disabilities experience during their high school education and their perceptions of continuing education for students with ID. Data was collected through an online survey tool and through focus groups. One population was included in this study, which included the special education teachers and support personnel of high school students with ID from six local school districts within South Central Pennsylvania. Descriptive statistics were used to analyze the survey data first, followed by a comparison of means and ANOVA tests. Further, Cronbach's coefficient alpha was used to determine reliability and validity of the survey tool. The qualitative data was analyzed with thematic coding and was used to support the quantitative data. The statistical results attained in this study did not result in any substantial significance. However, the qualitative data collected allowed for deeper insight into why the educators responded how they did on the survey and provided more robust answers for research questions (1) and (2). As the data were reviewed, it proved that the awareness of the programs and the understanding of the transition planning process have yet to become common knowledge among all of the participants. This issue led to the development of six recommendations for future practice within school districts to help educators disseminate information and to help students and their families receive information on the secondary transition process and post-secondary options available.

Ed.D., Educational Leadership and Management – Drexel University, 2016

Advisors/Committee Members: Severino, Lori, School of Education.

Subjects/Keywords: Education; Continuing education; Educators

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

APA (6^th Edition):

Roller, S. E. (2016). Transition Planning and Continuing Education for Students with Intellectual Disabilities. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:7042

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):

Roller, Sarah Elizabeth. “Transition Planning and Continuing Education for Students with Intellectual Disabilities.” 2016. Thesis, Drexel University. Accessed September 21, 2019. http://hdl.handle.net/1860/idea:7042.

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

MLA Handbook (7^th Edition):

Roller, Sarah Elizabeth. “Transition Planning and Continuing Education for Students with Intellectual Disabilities.” 2016. Web. 21 Sep 2019.

Vancouver:

Roller SE. Transition Planning and Continuing Education for Students with Intellectual Disabilities. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1860/idea:7042.

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

Council of Science Editors:

Roller SE. Transition Planning and Continuing Education for Students with Intellectual Disabilities. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:7042

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

14. Sealana, Richard Keith. Examining the Efficacy of Adult Learning of Government-Mandated Content Using Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods.

Degree: Doctor of Education (EdD), Leadership Studies, 2014, University of San Francisco

URL: https://repository.usfca.edu/diss/98

► To protect society from incompetent, unskilled, or out-of-date practitioners; to keep abreast of advances in knowledge and technology; and to respond to public demands… (more)

▼ To protect society from incompetent, unskilled, or out-of-date practitioners; to keep abreast of advances in knowledge and technology; and to respond to public demands for accountability and consumer protection; continuing education (CE) and mandatory continuing education (MCE) programs have significantly increased in the past 20 years. Individuals and organizations invest significant time and financial resources to comply with mandatory education and training requirements. Although the mandates and demand for CE and MCE continues to increase, there is minimal research on the efficacy of various delivery methods. The purpose of this study was to examine and document the efficacy of andragogical instructional delivery methods in comparison to traditional (pedagogical) instructional delivery methods to improve teaching and training methodologies for learning government-mandated course content. The findings from this study enhance the understanding of how best to teach and train adult learners when they are required to learn rather than when they choose to learn. This mixed-methods study employed an explanatory design to sequentially collect quantitative and qualitative data, and use the results to understand a research problem. Quantitative data was prioritized and qualitative data was used to refine the results based on a debriefing process with participants. This study reinforces prior research indicating the value and benefit of andragogical delivery in instructional settings. It confirms the value of andragogical delivery methods (ADM) with government-mandated course content. It confirms prior assumptions that adult learners desire learning opportunities based on their life experiences and personal situations; that adult learners desire an educational curriculum that allows learners to integrate their experiences into classroom efforts; that adult learners desire the instructor's role to be that of an "engager" of learning rather than a "transmitter" of knowledge; and that teaching strategies should consider learning times, place, styles, and pace. It was observed that ADMs require significant preparation, rigor, and "presence" to achieve the stated goals. Further research is required to determine to what extent ADM can be incorporated into online computer-based training and education and development of skills and andragogical techniques to deliver mandatory content in short sessions. Advisors/Committee Members: Patricia Mitchell, Betty Taylor, Darrick Smith.

Subjects/Keywords: Andragogy; Continuing Education; Learning; Mandatory Continuing Education; Adult and Continuing Education and Teaching; Education

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

APA (6^th Edition):

Sealana, R. K. (2014). Examining the Efficacy of Adult Learning of Government-Mandated Content Using Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/98

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):

Sealana, Richard Keith. “Examining the Efficacy of Adult Learning of Government-Mandated Content Using Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods.” 2014. Thesis, University of San Francisco. Accessed September 21, 2019. https://repository.usfca.edu/diss/98.

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

MLA Handbook (7^th Edition):

Sealana, Richard Keith. “Examining the Efficacy of Adult Learning of Government-Mandated Content Using Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods.” 2014. Web. 21 Sep 2019.

Vancouver:

Sealana RK. Examining the Efficacy of Adult Learning of Government-Mandated Content Using Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Sep 21]. Available from: https://repository.usfca.edu/diss/98.

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

Council of Science Editors:

Sealana RK. Examining the Efficacy of Adult Learning of Government-Mandated Content Using Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/98

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

Iowa State University

15. Anderson, Karen Tjossem. Linking adult learner satisfaction with retention| The role of background characteristics, academic characteristics, and satisfaction upon retention.

Degree: 2011, Iowa State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3458241

► Adult students are an important and viable clientele for colleges and universities today. They provide additional tuition revenue, bring the richness and variety of… (more)

▼ Adult students are an important and viable clientele for colleges and universities today. They provide additional tuition revenue, bring the richness and variety of their knowledge and life experience to the classroom, and present additional challenges and opportunities for institutions that choose to serve this group. Adult learners have different characteristics than traditional students, which result in different enrollment patterns. Adult learner retention is often influenced by factors outside the institution, such as family and work commitments as well as financial considerations. Adult learners view education as a product to be consumed, and their satisfaction with the product influences their retention. In this study, the researcher identified factors that influence adult learner retention, examined the relationship between adult learner satisfaction and retention, and developed a model that describes the relationships between the various factors, satisfaction, and retention. The study was conducted at a small, private, Midwestern, liberal arts baccalaureate institution. An adult learner satisfaction and retention model was proposed using the conceptual model of Schertzer and Schertzer (2004) as the framework for the research design. Student satisfaction information was obtained from the Noel-Levitz Adult Satisfaction Priorities Survey™ (ASPS), which had been previously administered at the college. Enrollment data for the semester following ASPS participation were used to determine retention. Descriptive statistics were used to compare the study participants with the adult learner population at the college. They were also used to compare participants who were retained with those who did not retain. Factor analysis was conducted to reduce the 50 satisfaction items into fewer, related variables. Sequential binary logistic regression was performed to determine the predictive model for retention. The results revealed background and academic characteristics of having children, an educational goal of earning a bachelor's degree, and a higher grade point average as enhancing retention. Satisfaction with academic advising positively influenced retention whereas satisfaction with the care and convenience factor did not increase the odds students being retained. An adult learner satisfaction and retention model was developed which depicts background and academic characteristics impacting student-faculty values and student-institutional values factors leading to institutional and academic fit, satisfaction, and retention.

Subjects/Keywords: Education, Higher Education Administration; Education, Adult and Continuing; Education, Continuing

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

APA (6^th Edition):

Anderson, K. T. (2011). Linking adult learner satisfaction with retention| The role of background characteristics, academic characteristics, and satisfaction upon retention. (Thesis). Iowa State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3458241

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):

Anderson, Karen Tjossem. “Linking adult learner satisfaction with retention| The role of background characteristics, academic characteristics, and satisfaction upon retention.” 2011. Thesis, Iowa State University. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3458241.

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

MLA Handbook (7^th Edition):

Anderson, Karen Tjossem. “Linking adult learner satisfaction with retention| The role of background characteristics, academic characteristics, and satisfaction upon retention.” 2011. Web. 21 Sep 2019.

Vancouver:

Anderson KT. Linking adult learner satisfaction with retention| The role of background characteristics, academic characteristics, and satisfaction upon retention. [Internet] [Thesis]. Iowa State University; 2011. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3458241.

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

Council of Science Editors:

Anderson KT. Linking adult learner satisfaction with retention| The role of background characteristics, academic characteristics, and satisfaction upon retention. [Thesis]. Iowa State University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3458241

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

16. Dixon-Williams, Shelley B. Where adults go| A multiple case study of adult serving undergraduate colleges and universities.

Degree: 2011, State University of New York at Albany

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3432475

► This research is an exploratory multiple case study of adult serving undergraduate colleges and universities. Using the Council of Adult and Experiential Learning (CAEL)… (more)

Subjects/Keywords: Education, Higher Education Administration; Education, Adult and Continuing; Education, Continuing

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APA (6^th Edition):

Dixon-Williams, S. B. (2011). Where adults go| A multiple case study of adult serving undergraduate colleges and universities. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3432475

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):

Dixon-Williams, Shelley B. “Where adults go| A multiple case study of adult serving undergraduate colleges and universities.” 2011. Thesis, State University of New York at Albany. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3432475.

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

MLA Handbook (7^th Edition):

Dixon-Williams, Shelley B. “Where adults go| A multiple case study of adult serving undergraduate colleges and universities.” 2011. Web. 21 Sep 2019.

Vancouver:

Dixon-Williams SB. Where adults go| A multiple case study of adult serving undergraduate colleges and universities. [Internet] [Thesis]. State University of New York at Albany; 2011. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3432475.

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

Council of Science Editors:

Dixon-Williams SB. Where adults go| A multiple case study of adult serving undergraduate colleges and universities. [Thesis]. State University of New York at Albany; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3432475

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

University of Texas – Austin

17. James, Genevieve Elena. Professional development needs in nutrition and dietetics.

Degree: MSin Nutritional Sciences, Nutritional Sciences, 2018, University of Texas – Austin

URL: http://dx.doi.org/10.26153/tsw/2841

► Background. Continuing education has long played a role in the maintenance of professional competence of nutrition and dietetics professionals. Due to the lack of published… (more)

Subjects/Keywords: Continuing education; Continuing professional education; Nutrition; CPE; Nutrition continuing education; Nutrition professional education; Nutrition professionals; Dietetic professionals; Continuing education needs

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

APA (6^th Edition):

James, G. E. (2018). Professional development needs in nutrition and dietetics. (Masters Thesis). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/2841

Chicago Manual of Style (16^th Edition):

James, Genevieve Elena. “Professional development needs in nutrition and dietetics.” 2018. Masters Thesis, University of Texas – Austin. Accessed September 21, 2019. http://dx.doi.org/10.26153/tsw/2841.

MLA Handbook (7^th Edition):

James, Genevieve Elena. “Professional development needs in nutrition and dietetics.” 2018. Web. 21 Sep 2019.

Vancouver:

James GE. Professional development needs in nutrition and dietetics. [Internet] [Masters thesis]. University of Texas – Austin; 2018. [cited 2019 Sep 21]. Available from: http://dx.doi.org/10.26153/tsw/2841.

Council of Science Editors:

James GE. Professional development needs in nutrition and dietetics. [Masters Thesis]. University of Texas – Austin; 2018. Available from: http://dx.doi.org/10.26153/tsw/2841

University of Georgia

18. Cormican, Beverly Snyder. Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix.

Degree: EdD, Higher Education, 2013, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd

► Continuing and Professional Education (CPE) represents a growing segment of higher education that can be a valuable source of innovation and revenue. Transitioning a non-credit… (more)

Subjects/Keywords: Continuing and professional education

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APA (6^th Edition):

Cormican, B. S. (2013). Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd

Chicago Manual of Style (16^th Edition):

Cormican, Beverly Snyder. “Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix.” 2013. Doctoral Dissertation, University of Georgia. Accessed September 21, 2019. http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd.

MLA Handbook (7^th Edition):

Cormican, Beverly Snyder. “Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix.” 2013. Web. 21 Sep 2019.

Vancouver:

Cormican BS. Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2019 Sep 21]. Available from: http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd.

Council of Science Editors:

Cormican BS. Additional revenue streams in higher education: positioning continuing & professional education (CPE) units for growth by shifting portfolio mix. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/cormican_beverly_s_201312_edd

19. Lewallen, Rosemary Warren. Development of an elder abuse awareness training and elder abuse recognition tool for Meals on Wheels volunteers.

Degree: 2012, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1507697

► The purpose of this project was to: (a) develop a replicable training program on elder abuse awareness, (b) develop a practical tool for Meals… (more)

Subjects/Keywords: Gerontology; Education, Adult and Continuing

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

APA (6^th Edition):

Lewallen, R. W. (2012). Development of an elder abuse awareness training and elder abuse recognition tool for Meals on Wheels volunteers. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1507697

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):

Lewallen, Rosemary Warren. “Development of an elder abuse awareness training and elder abuse recognition tool for Meals on Wheels volunteers.” 2012. Thesis, California State University, Long Beach. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1507697.

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

MLA Handbook (7^th Edition):

Lewallen, Rosemary Warren. “Development of an elder abuse awareness training and elder abuse recognition tool for Meals on Wheels volunteers.” 2012. Web. 21 Sep 2019.

Vancouver:

Lewallen RW. Development of an elder abuse awareness training and elder abuse recognition tool for Meals on Wheels volunteers. [Internet] [Thesis]. California State University, Long Beach; 2012. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1507697.

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

Council of Science Editors:

Lewallen RW. Development of an elder abuse awareness training and elder abuse recognition tool for Meals on Wheels volunteers. [Thesis]. California State University, Long Beach; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1507697

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

The George Washington University

20. Lofton, Charlotte Denise. Mid-Career Transitions| A Qualitative Study Examining the Developmental Relationships, Attitudes, Networks, and Strategies of Frontline Workers that Seek Career Development and Advancement.

Degree: 2012, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3524367

► In this qualitative case study, the researcher explored the relationship between developmental relationships and career attitudes orientation of frontline behavioral healthcare professionals that are… (more)

Subjects/Keywords: Education; Adult and Continuing

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APA (6^th Edition):

Lofton, C. D. (2012). Mid-Career Transitions| A Qualitative Study Examining the Developmental Relationships, Attitudes, Networks, and Strategies of Frontline Workers that Seek Career Development and Advancement. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3524367

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):

Lofton, Charlotte Denise. “Mid-Career Transitions| A Qualitative Study Examining the Developmental Relationships, Attitudes, Networks, and Strategies of Frontline Workers that Seek Career Development and Advancement.” 2012. Thesis, The George Washington University. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3524367.

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

MLA Handbook (7^th Edition):

Lofton, Charlotte Denise. “Mid-Career Transitions| A Qualitative Study Examining the Developmental Relationships, Attitudes, Networks, and Strategies of Frontline Workers that Seek Career Development and Advancement.” 2012. Web. 21 Sep 2019.

Vancouver:

Lofton CD. Mid-Career Transitions| A Qualitative Study Examining the Developmental Relationships, Attitudes, Networks, and Strategies of Frontline Workers that Seek Career Development and Advancement. [Internet] [Thesis]. The George Washington University; 2012. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3524367.

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

Council of Science Editors:

Lofton CD. Mid-Career Transitions| A Qualitative Study Examining the Developmental Relationships, Attitudes, Networks, and Strategies of Frontline Workers that Seek Career Development and Advancement. [Thesis]. The George Washington University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3524367

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

21. Kerns, Terry L. A phenomenological study of urban search and rescue members who responded to a disaster.

Degree: 2013, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3546931

► The complicated world of disaster management requires urban search and rescue (US&R) members to be well trained to respond to complex, unpredictable, and difficult… (more)

Subjects/Keywords: Education; Adult and Continuing

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APA (6^th Edition):

Kerns, T. L. (2013). A phenomenological study of urban search and rescue members who responded to a disaster. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3546931

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):

Kerns, Terry L. “A phenomenological study of urban search and rescue members who responded to a disaster.” 2013. Thesis, Capella University. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3546931.

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

MLA Handbook (7^th Edition):

Kerns, Terry L. “A phenomenological study of urban search and rescue members who responded to a disaster.” 2013. Web. 21 Sep 2019.

Vancouver:

Kerns TL. A phenomenological study of urban search and rescue members who responded to a disaster. [Internet] [Thesis]. Capella University; 2013. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3546931.

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

Council of Science Editors:

Kerns TL. A phenomenological study of urban search and rescue members who responded to a disaster. [Thesis]. Capella University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3546931

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

22. Ludden, James B. Learning in a heterogeneous community of practice.

Degree: 2009, Northern Illinois University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3369794

► A community of practice (CoP) is a group of individuals who share a common interest or concern that they collectively learn about and negotiate.… (more)

▼ A community of practice (CoP) is a group of individuals who share a common interest or concern that they collectively learn about and negotiate. Each CoP participant engages in a reciprocal transaction of contributing to the knowledge of, and learning from, other members of the group. To date only a small number of studies have examined the participants’ perspectives on how learning transpires within a CoP. Moreover, even fewer studies have explored heterogeneous communities comprised of individuals representing diverse stakeholder groups. Considering these gaps in the literature, this study addresses the following two questions: (a) how are the elements and characteristics of a heterogeneous CoP described by its members, and (b) how does learning transpire within a heterogeneous CoP? To answer the research questions of the study, a case study approach was used to investigate the Waukegan Harbor Citizens Advisory Group (CAG). The primary mission of the CAG is to develop and implement an action plan to remediate bio-hazardous material from Waukegan Harbor (Lake County, Illinois). Data were collected using three techniques: (a) semi-structured interviews of 18 CAG participants, (b) direct observation of two group meetings, and (c) document review. The data gathered through these techniques were analyzed through a multi-step, recursive coding process to generate themes. Upon analysis of the data, five themes emerged. The first theme uses the metaphor of the extended family as a heuristic tool for interpreting the intricacies of learning within the CAG. The second theme suggests that this CoP operates as a meta-community comprised of a constellation of distinct subgroups rather than a single, cohesive entity. The third theme reveals the influence of multiple realities on participant learning. The fourth theme highlights the impact that external forces have on group learning, and the fifth theme discusses the influence of leadership on how learning transpires within the CAG. The findings of this study contribute to the field of adult education by illuminating the perceptions members have regarding the complexities of learning within a heterogeneous CoP. Beyond the spectrum of adult education, the findings have implications for the process of learning within any group comprised of members representing diverse stakeholder interests.

Subjects/Keywords: Education; Adult and Continuing

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APA (6^th Edition):

Ludden, J. B. (2009). Learning in a heterogeneous community of practice. (Thesis). Northern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3369794

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):

Ludden, James B. “Learning in a heterogeneous community of practice.” 2009. Thesis, Northern Illinois University. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3369794.

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

MLA Handbook (7^th Edition):

Ludden, James B. “Learning in a heterogeneous community of practice.” 2009. Web. 21 Sep 2019.

Vancouver:

Ludden JB. Learning in a heterogeneous community of practice. [Internet] [Thesis]. Northern Illinois University; 2009. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3369794.

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

Council of Science Editors:

Ludden JB. Learning in a heterogeneous community of practice. [Thesis]. Northern Illinois University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3369794

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

23. Love-Quick, Sharon J. The relationship of students' awareness on drug policy, procedures, and intervention programs to the drug and alcohol use on college campuses| A correlational study.

Degree: 2016, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10124846

► One of the most pressing concerns that universities and colleges face today is the drug and alcohol abuse of students. In order to address… (more)

Subjects/Keywords: Philosophy; School counseling; Continuing education

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APA (6^th Edition):

Love-Quick, S. J. (2016). The relationship of students' awareness on drug policy, procedures, and intervention programs to the drug and alcohol use on college campuses| A correlational study. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10124846

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):

Love-Quick, Sharon J. “The relationship of students' awareness on drug policy, procedures, and intervention programs to the drug and alcohol use on college campuses| A correlational study.” 2016. Thesis, Capella University. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10124846.

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

MLA Handbook (7^th Edition):

Love-Quick, Sharon J. “The relationship of students' awareness on drug policy, procedures, and intervention programs to the drug and alcohol use on college campuses| A correlational study.” 2016. Web. 21 Sep 2019.

Vancouver:

Love-Quick SJ. The relationship of students' awareness on drug policy, procedures, and intervention programs to the drug and alcohol use on college campuses| A correlational study. [Internet] [Thesis]. Capella University; 2016. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10124846.

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

Council of Science Editors:

Love-Quick SJ. The relationship of students' awareness on drug policy, procedures, and intervention programs to the drug and alcohol use on college campuses| A correlational study. [Thesis]. Capella University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10124846

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

24. Harrington, Audrey M. Lived Experiences of Graduate Students who are the Mothers of Young Children.

Degree: MEd, Counseling and Human Development, 2013, South Dakota State University

URL: http://openprairie.sdstate.edu/etd/1423

► In this qualitative study, the experiences of graduate students who were also the mothers of preschool children were explored through the use of narrative… (more)

Subjects/Keywords: Adult and Continuing Education; Counseling

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APA (6^th Edition):

Harrington, A. M. (2013). Lived Experiences of Graduate Students who are the Mothers of Young Children. (Thesis). South Dakota State University. Retrieved from http://openprairie.sdstate.edu/etd/1423

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):

Harrington, Audrey M. “Lived Experiences of Graduate Students who are the Mothers of Young Children.” 2013. Thesis, South Dakota State University. Accessed September 21, 2019. http://openprairie.sdstate.edu/etd/1423.

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

MLA Handbook (7^th Edition):

Harrington, Audrey M. “Lived Experiences of Graduate Students who are the Mothers of Young Children.” 2013. Web. 21 Sep 2019.

Vancouver:

Harrington AM. Lived Experiences of Graduate Students who are the Mothers of Young Children. [Internet] [Thesis]. South Dakota State University; 2013. [cited 2019 Sep 21]. Available from: http://openprairie.sdstate.edu/etd/1423.

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

Council of Science Editors:

Harrington AM. Lived Experiences of Graduate Students who are the Mothers of Young Children. [Thesis]. South Dakota State University; 2013. Available from: http://openprairie.sdstate.edu/etd/1423

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

25. Kinkead, Karl J. A Qualitative Assessment| Adult Perceptions of Collaboration as Mitigation for Statistics Anxiety.

Degree: 2015, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3684560

► Math anxiety, defined as feelings of apprehension and fear of courses involving mathematics, often interferes with student learning in a variety of college-level courses.… (more)

Subjects/Keywords: Statistics; Education, Adult and Continuing

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APA (6^th Edition):

Kinkead, K. J. (2015). A Qualitative Assessment| Adult Perceptions of Collaboration as Mitigation for Statistics Anxiety. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3684560

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):

Kinkead, Karl J. “A Qualitative Assessment| Adult Perceptions of Collaboration as Mitigation for Statistics Anxiety.” 2015. Thesis, Walden University. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3684560.

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

MLA Handbook (7^th Edition):

Kinkead, Karl J. “A Qualitative Assessment| Adult Perceptions of Collaboration as Mitigation for Statistics Anxiety.” 2015. Web. 21 Sep 2019.

Vancouver:

Kinkead KJ. A Qualitative Assessment| Adult Perceptions of Collaboration as Mitigation for Statistics Anxiety. [Internet] [Thesis]. Walden University; 2015. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3684560.

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

Council of Science Editors:

Kinkead KJ. A Qualitative Assessment| Adult Perceptions of Collaboration as Mitigation for Statistics Anxiety. [Thesis]. Walden University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3684560

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

26. Amerman, Peter. Nehemiah – Leading with integrity| The Nehemiah process of faith integration and fulfillment of one's calling.

Degree: 2016, Nyack College, Alliance Theological Seminary

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10161696

► The purpose of this doctoral research project was to determine if the impartation of the step-by-step "business plan" of Nehemiah in a nine-week class… (more)

▼ The purpose of this doctoral research project was to determine if the impartation of the step-by-step "business plan" of Nehemiah in a nine-week class would assist participants in learning and applying this process to determine their unique calling from God, and integrating their faith in whatever realm they are called upon to lead: home, church, community, or workplace. In Chapter One, "Introduction," the research author stated the ministry problems being addressed (lack of "integration" or "dis-integration" of faith and life; need for clarity regarding one's calling), and the contribution that this Nehemiah: Leading with Integrity class could make to the re-integration of faith and life and clarity of one's calling. In Chapter Two, "Literature Review," the research author reviewed books on integration of faith and life (particularly books and articles on the Puritans); commentaries, books, articles, and papers on the content of the book of Nehemiah; books and articles on leadership (particularly integrity in leadership); books, articles, and papers on a theology of work and divine calling; and other research projects related to Nehemiah. In Chapter Three, "Procedure and Research Methodology," the research author described hypotheses ("Nehemiah Project"); the intervention (the Nehemiah course); summary (weekly topics; the development of the Nehemiah manual and the integrated leader evaluation); the evaluation process; and assessment toward goals. In Chapter Four, "Results," the research author reviewed the data collected from this study in two sections: (1) "Quantitative Analysis," analyzing the data collected from the Integrated Leader Evaluation (ILE) to determine if, in fact, there was a perceptible increase in a sense of integration in the nine areas of life listed above, as well as an increase in clarity regarding one" calling; and (2) "Qualitative Analysis," analyzing the journaling, classroom discussion, and "discovery papers" that outlined the individual steps that led to an increased sense of integration and calling that was expressed by the participants in this study. In Chapter Five, "Conclusions," the research author summarized conclusions from this study. Included in this chapter were the restatement of the purpose of the study, interpretation of results (quantitative and qualitative results), conclusions based on the evaluation of data, overall recommendations, and recommendations to improve the project and conduct further research.

Subjects/Keywords: Religion; Clergy; Continuing education

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APA (6^th Edition):

Amerman, P. (2016). Nehemiah – Leading with integrity| The Nehemiah process of faith integration and fulfillment of one's calling. (Thesis). Nyack College, Alliance Theological Seminary. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10161696

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):

Amerman, Peter. “Nehemiah – Leading with integrity| The Nehemiah process of faith integration and fulfillment of one's calling.” 2016. Thesis, Nyack College, Alliance Theological Seminary. Accessed September 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10161696.

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

MLA Handbook (7^th Edition):

Amerman, Peter. “Nehemiah – Leading with integrity| The Nehemiah process of faith integration and fulfillment of one's calling.” 2016. Web. 21 Sep 2019.

Vancouver:

Amerman P. Nehemiah – Leading with integrity| The Nehemiah process of faith integration and fulfillment of one's calling. [Internet] [Thesis]. Nyack College, Alliance Theological Seminary; 2016. [cited 2019 Sep 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10161696.

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

Council of Science Editors:

Amerman P. Nehemiah – Leading with integrity| The Nehemiah process of faith integration and fulfillment of one's calling. [Thesis]. Nyack College, Alliance Theological Seminary; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10161696

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

McGill University

27. Sverdlik, Anna. Encouraging realistic expectations in STEM students: paradoxical effects of a motivational intervention.

Degree: MA, Department of Educational and Counselling Psychology, 2014, McGill University

URL: http://digitool.library.mcgill.ca/thesisfile121476.pdf

►

University students in STEM disciplines are expected to successfully deal with academic stress while maintaining the well-being and motivation required to achieve superior performance. These… (more)

▼

University students in STEM disciplines are expected to successfully deal with academic stress while maintaining the well-being and motivation required to achieve superior performance. These students are at risk of overconfidence which can lead to disengagement when students are inevitably faced with disappointment. The present study evaluated the effects of a longitudinal motivational intervention encouraging downgrading expectations (Heckhausen, Wrosch, & Schulz, 2010) for pre-medicine university students (N = 52) on self-reported expectancies (academic expectations and optimism), academic emotions (enjoyment and anxiety), psychological well-being (illness symptoms and depression), and academic achievement (sessional GPA). Contrary to study hypotheses, results showed students in the intervention condition to report higher expectations and optimism on post-test measures, as well as lower GPAs over five academic semesters following the intervention. These paradoxical effects highlight the importance of tailoring previously successful motivational programs to the unique psychological needs and aptitudes of students in STEM disciplines. Keywords: Motivational intervention, STEM, downgrading expectations

Les étudiants universitaires dans les disciplines de STEM sont censés de traiter le stress académique en préservant leur bien-être et la motivation nécessaire pour obtenir un rendement supérieur. Ainsi, ces élèves sont à risque d'être trop confiants, ce qui peut provoquer un désengagement lorsque les élèves rencontreront des expériences décevantes. Cette étude a évalué les effets d'une intervention qui encourage un déclassement de leurs attentes auto-déclarées à long terme (Heckhausen, Wrosch, et Schulz, 2010) pour les étudiants universitaires pré-médecine (n = 52) concernant leurs réussites scolaires et leur optimisme, les émotions académiques (jouissance et l'anxiété), le bien-être (symptômes des maladies et la dépression), et la réussite scolaire (AMP). Les résultats ont révélé que, contraire à les hypothèses, les élèves de la condition d'intervention ont démontré des attentes scolaires et des niveaux d'optimisme plus élever, ainsi que les AMP inférieurs pendant une période de plus de cinq semestres académiques après avoir reçu l'intervention. Ces effets paradoxaux soulignent l'importance d'adapter les programmes de motivation éprouvées aux aptitudes et besoins psychologiques spécifiques des élèves dans des disciplines de STEM. Mots clés: intervention de motivation, STEM, déclassement d'attentes

Advisors/Committee Members: Nathan Hall (Internal/Supervisor).

Subjects/Keywords: Education - Adult and Continuing

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APA (6^th Edition):

Sverdlik, A. (2014). Encouraging realistic expectations in STEM students: paradoxical effects of a motivational intervention. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile121476.pdf

Chicago Manual of Style (16^th Edition):

Sverdlik, Anna. “Encouraging realistic expectations in STEM students: paradoxical effects of a motivational intervention.” 2014. Masters Thesis, McGill University. Accessed September 21, 2019. http://digitool.library.mcgill.ca/thesisfile121476.pdf.

MLA Handbook (7^th Edition):

Sverdlik, Anna. “Encouraging realistic expectations in STEM students: paradoxical effects of a motivational intervention.” 2014. Web. 21 Sep 2019.

Vancouver:

Sverdlik A. Encouraging realistic expectations in STEM students: paradoxical effects of a motivational intervention. [Internet] [Masters thesis]. McGill University; 2014. [cited 2019 Sep 21]. Available from: http://digitool.library.mcgill.ca/thesisfile121476.pdf.

Council of Science Editors:

Sverdlik A. Encouraging realistic expectations in STEM students: paradoxical effects of a motivational intervention. [Masters Thesis]. McGill University; 2014. Available from: http://digitool.library.mcgill.ca/thesisfile121476.pdf

McGill University

28. Lewis, Denice. Towards the identification of family physician learning needs through a reflective process.

Degree: MS, Department of Medicine, 2012, McGill University

URL: http://digitool.library.mcgill.ca/thesisfile110669.pdf

►

Background Continuing professional development stakeholders are continually searching for better ways of collecting and using data to determine the educational needs of physicians. Research questions1)… (more)

▼

Background Continuing professional development stakeholders are continually searching for better ways of collecting and using data to determine the educational needs of physicians. Research questions1) What, if any, family physician learning needs are revealed through the reflective process prompted by the Information Assessment Method (IAM)?2) What is the meaning of the Highlight ratings for the identification and prioritization of Canadian family physician learning needs? Methods A mixed methods sequential explanatory design was employed. Quantitative IAM data was collected from a family medicine web based e-Therapeutics+ 'Highlights' continuing medical education program over a 22-week period. Six senior Canadian continuing professional development key informants were interviewed about the meaning and potential uses of this IAM data in the context of current needs assessment practices. Results 3690 family physicians rated at least one highlight (31.4% participation rate). A mean of 675.2 (range 414-1176) ratings per highlight was recorded. On average, 54.5 % of participants learned something new, 45.7 % were motivated to learn more and 59.3% found topics to be relevant to at least one patient in practice. Key informants found that ratings 'motivation to learn more' may suggest participants' learning needs when combined with data from other sources, and that 'learning' and 'relevance' ratings can reveal information about participants' knowledge base. Conclusions With data from other sources, IAM data may suggest learning needs, and reveal topics where physician knowledge was confirmed.

Contexte Les personnes impliquées dans le domaine du développement professionnel continu (DPC) cherchent constamment des meilleurs moyens de collecter et d'utiliser des données pour déterminer les besoins des médecins en éducation continue. Questions de recherche1) Est-ce que des besoins d'apprentissage des médecins de famille sont révélés à travers le processus de réflexion suscitée par la Méthode d'évaluation des informations (MEI)?2) Quelle est la signification des évaluations des « Highlights » pour l'identification et le choix des priorités concernant les besoins d'apprentissage des médecins de famille canadiens? Méthodes Une recherche utilisant des méthodes mixtes a été conduite (devis séquentiel explicatif). Des données quantitatives ont été collectées avec la MEI sur une période de 22 semaines via un programme d'éducation continue en médecine familiale avec une ressource internet, e-Therapeutics+ 'Highlights'. Six informateurs clés experts en DPC ont été interrogés sur la signification des données obtenues avec la MEI, et les utilisations possibles de ces données pour évaluer les besoins d'apprentissage. Résultats 3690 médecins de famille ont participé (taux de participation : 31.4%). En moyenne, 675,2 questionnaires MEI ont été complétés par 'Highlight' (414 - 1176). En moyenne, 54,5% des participants ont appris quelque chose de nouveau, 45,7% étaient motivés pour en savoir plus, et 59,3% ont trouvé des informations…

Advisors/Committee Members: Pierre Pluye (Supervisor1), Rosario Rodriguez (Supervisor2).

Subjects/Keywords: Education - Adult and Continuing

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

APA (6^th Edition):

Lewis, D. (2012). Towards the identification of family physician learning needs through a reflective process. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile110669.pdf

Chicago Manual of Style (16^th Edition):

Lewis, Denice. “Towards the identification of family physician learning needs through a reflective process.” 2012. Masters Thesis, McGill University. Accessed September 21, 2019. http://digitool.library.mcgill.ca/thesisfile110669.pdf.

MLA Handbook (7^th Edition):

Lewis, Denice. “Towards the identification of family physician learning needs through a reflective process.” 2012. Web. 21 Sep 2019.

Vancouver:

Lewis D. Towards the identification of family physician learning needs through a reflective process. [Internet] [Masters thesis]. McGill University; 2012. [cited 2019 Sep 21]. Available from: http://digitool.library.mcgill.ca/thesisfile110669.pdf.

Council of Science Editors:

Lewis D. Towards the identification of family physician learning needs through a reflective process. [Masters Thesis]. McGill University; 2012. Available from: http://digitool.library.mcgill.ca/thesisfile110669.pdf

University of Oklahoma

29. Schrank, Stacy. The Relationship Between Self-Directed Learning Readiness and Learning Style Preferences on Employees in a Public Library System.

Degree: PhD, 2013, University of Oklahoma

URL: http://hdl.handle.net/11244/7909

► This quantitative correlational study investigated to what degree a relationship exists between self-directed learning readiness and learning style preferences on employee learning by sampling 169… (more)

▼ This quantitative correlational study investigated to what degree a relationship exists between self-directed learning readiness and learning style preferences on employee learning by sampling 169 employees employed in a large public library system located in a metropolitan city in a Southwestern state. General demographic information on the sample was also gathered and analyzed. The instruments used in this study included the Self-Directed Learning Readiness Scale (SDLRS), Kolb’s Learning Style Inventory (LSI), and a researcher designed pre-test / post-test measure where the resulting scores were used to calculate the employees’ learning gain. An online self-directed learning program was employed to increase employees’ understanding of various web-based applications currently being utilized by the public library system. The majority of the public library system employees scored in the above average category of readiness for self-directed learning, indicating that they perceived themselves as ready to engage in self-directed learning. The sample was fairly evenly distributed among the four learning preferences of the LSI with the learning preference known as concrete experience being the most preferred. No significant correlations were found to exist between SDLRS scores and learning gain, or between the learning styles and learning gain. While no significant relationships were found, public library system employees had a strong preference for the learning preference of concrete experience with 80% of the participants scoring in the 61-100 percentiles. Self-directed learning readiness did have significant correlations to the employees’ perceived understanding of the digital applications contained in the self-directed learning program both before and after completing the online self-directed learning program. There were also significant positive relationships between employees who had higher levels of understanding of the digital applications and the learning preferences of concrete experience and reflective observation both prior to and after participating in a self-directed learning program. A significant negative correlation was seen between concrete experience and post-participation perceived understanding of the digital applications. Further details about the results of this study are included as well as a discussion of the findings and implications for future research. Advisors/Committee Members: Lim, Doo Hun (advisor), Tan, David (committee member), Courtney, Vaughn (committee member), Barbara, Greene (committee member), Cecelia, Brown (committee member).

Subjects/Keywords: Education; Adult and Continuing.

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

APA (6^th Edition):

Schrank, S. (2013). The Relationship Between Self-Directed Learning Readiness and Learning Style Preferences on Employees in a Public Library System. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/7909

Chicago Manual of Style (16^th Edition):

Schrank, Stacy. “The Relationship Between Self-Directed Learning Readiness and Learning Style Preferences on Employees in a Public Library System.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed September 21, 2019. http://hdl.handle.net/11244/7909.

MLA Handbook (7^th Edition):

Schrank, Stacy. “The Relationship Between Self-Directed Learning Readiness and Learning Style Preferences on Employees in a Public Library System.” 2013. Web. 21 Sep 2019.

Vancouver:

Schrank S. The Relationship Between Self-Directed Learning Readiness and Learning Style Preferences on Employees in a Public Library System. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/11244/7909.

Council of Science Editors:

Schrank S. The Relationship Between Self-Directed Learning Readiness and Learning Style Preferences on Employees in a Public Library System. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/7909

University of Oklahoma

30. Pecha, David. A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students.

Degree: PhD, 2014, University of Oklahoma

URL: http://hdl.handle.net/11244/10423

► Consumer education, specifically information focusing on credit cards, is needed at all levels of society including students attending college campuses. Because financial decisions made can… (more)

▼ Consumer education, specifically information focusing on credit cards, is needed at all levels of society including students attending college campuses. Because financial decisions made can impact students’ progression to obtaining college degrees, delivery of information to these students is both timely and important. Several instructional delivery strategies are available to faculty teaching consumer education. Three instructional methods available to disseminate this information include the traditional classroom lecture, use of multimedia clips, and the use of case studies. With the use of Bloom’s Taxonomy of Educational Objectives and a combination of Tiers designed to track gain in short-term cognitive knowledge involving the most basic concepts up to the most complex issues relating to personal credit card debt, a quantitative study was conducted to see which teaching strategy was most effective in helping students gain that short-term knowledge. Overall, students gained knowledge after exposure to credit card information. No single teaching strategy when analyzed individually was significant however in providing that knowledge. When looking at co-variants such as exposure to consumer education in high school or motivation to apply for a credit card in the future, the lecture method did provide significance within certain tiers. The findings drawn from this study reveal that the specific instructional delivery method in providing consumer education to students is not the key factor but the fact that somehow making that learning opportunity available to college students is the critically important component. Implications from this study impact not only students, but their parents, consumer education instructors, credit card companies, and policy makers as the next generation of fiscally responsibly community members are educated. Advisors/Committee Members: Tan, David (advisor), Vargas, Juanita (committee member), Barker, Rebecca (committee member), Pasque, Penny (committee member), Houser, Neil (committee member).

Subjects/Keywords: Education; Adult and Continuing.

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Pecha, D. (2014). A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10423

Chicago Manual of Style (16^th Edition):

Pecha, David. “A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed September 21, 2019. http://hdl.handle.net/11244/10423.

MLA Handbook (7^th Edition):

Pecha, David. “A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students.” 2014. Web. 21 Sep 2019.

Vancouver:

Pecha D. A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/11244/10423.

Council of Science Editors:

Pecha D. A Study of the Correlation Between Three Instructional Methods and Short-Term Knowledge Gain of Credit Card Debt Among College Students. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10423

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Open Access Theses and Dissertations