Global ETD Search

111	Thankful Learning: A Grounded Theory Study of Relational Practice between Master’s Students and Professors Schwartz, Harriet L. 17 July 2009 (has links) No description available. Adult Education Education Educational Psychology Higher Education Psychology Teacher Education Teaching relational practice college faculty master&8217 s students grounded theory mentoring relationships adult learners relational cultural theory qualitative research student professor relations graduate students positive psychology
112	IMPLEMENTATION OF AUTHENTIC INVESTIGATIVEACTIVITIES IN RATIO AND PROPORTION TO ADULT LEARNERS:A CASE STUDY Brennan, Cynthia Reeder 04 May 2015 (has links) No description available. Adult Education Education Educational Theory Mathematics Mathematics Education Pedagogy Teacher Education Teaching Technology adult learners mathematics ratio and proportion authentic investigative activities case study Lamon Ben-Chiam Lesh numeracy context content
113	The educational challenges of pregnant and nursing adult learners: a case study of Morgenster Teachers’ College Mamhute, Rosemary January 2011 (has links) The academic challenges faced by pregnant and nursing students in Zimbabwe do not seem to attract the attention of scholars. This study focused on the educational challenges faced by pregnant and nursing adult learners at Morgenster Teachers‟ College, a tertiary education institution. Participants‟ perceptions of the academic challenges they faced were established through the use of a qualitative methodology in which the semi-structured interview was the dominant data collection method. Non-participant observation and document analysis were employed to complement the dominant method. The findings indicated that the academic challenges faced by mothering adult learners are related to physical problems, social relationships, inadequate financial resources and administrative problems. The study revealed that such students develop strategies to alleviate some of the educational challenges they face. In view of the findings, recommendations are made to improve the learning environment of mothering students and for further research to address the problem. / M. Ed. (Adult Education) / Educational Studies Educational challenges Third phase college students Adult Learners Academic Performance Pregnant Students' Challenges Nursing Students' Challenges Physical problems Insufficient Financial Resources Administrative problems Anxiety Academic progress Self – esteem 2-5-2 programme 3-3-3 programme 378.19822096891 Morgenster Teachers' College -- Students
114	Acknowledging cultural values and diversities when teaching English as a foreign language to adult learners in Qatar Rousseau, Riana 06 1900 (has links) The study of a foreign language can never be seen in isolation, but forms part of the social and cultural setting in which it functions. Therefore, teaching English to multicultural groups of adults in Qatar, cannot be done effectively and efficiently, without taking the influence of cultural diversities and values, as well as the requirements of the adult learner, into account. This research deals with how native English speaking lecturers at one specific language centre in Qatar acknowledge these cultural diversities and values and how they accommodate adult learners in the multicultural classroom environment, by means of a literature study and an empirical investigation. Qualitative data collection was done by open-ended questionnaires to lecturers and learners, focus group interviews with lecturers and learners, individual interviews with lecturers, classroom observations and keeping of field notes. Findings revealed that lecturers are aware of the cultural diversities and values of learners who come into the classroom from different nationalities, and accommodated these learners without bias. These differences however, did not necessarily influence their teaching styles and lecturers remained focussed on teaching English as effectively as possible. / Educational Studies / M. Ed. (Adult Education) Adult learners Communicative competence Cross-cultural stumbling blocks Culturally responsive teaching Cultural values in language learning Foreign language acquisition Foreign language learning Foreign language teaching Gender differences in language teaching 428.00705363
115	Experiences of Laotian teachers of the Human Values Water, Sanitation and Hygiene Education training programme Padayachee, Silverani 01 1900 (has links) Access to safe water and improved sanitation remains threatened by the ever increasing demand in urbanised cities of the world. Adequate management of this problem could not be achieved through technical and regulatory methods alone. A human values-based education approach, namely the Human Values Water, Sanitation and Hygiene Education (HVWSHE) programme, was considered a suitable intervention strategy to bring about the desired changes in attitude and behaviour by the water users. This research involves an empirical case study approach that explores the experiences of Laotian teachers as adult learners of the HVWSHE intervention as well as a literature study on adult education, adult learning facilitation, human values-based education and teacher beliefs. Focus group meetings, lesson observations, participant observation, field notes and a researcher journal was used to collect data. This study revealed that the HVWSHE training programme had a positive effect on the adult learners’ attitude and behaviour towards a better water-use and sanitation-friendly ethic. / Educational Studies / M. Ed. (Adult Education) Adult education Adult learners Adult learning facilitation Adult learning theories Human values Human values-based education Teacher beliefs Change in attitude Water, sanitation and hygiene education Lao PDR 363.610715 Teachers -- Laos -- Attitudes
116	Výuka gramatice ve specifických formách výuky (firemní kurzy - výuka dospělých). / Teaching grammar in specific forms of education (in-company courses - adult learners). Pohořálková, Pavla January 2013 (has links) The diploma thesis focuses on teaching grammar in the context of in-company language courses. What needs to be taken into consideration are both the psychological aspects of adult learners and the sociological characteristics of a typical course participant, their position of a client which is connected to high expectations of the service provided - language tuition. The role of the teacher in an in-company course is much less authoritative than in a traditional course and teachers become rather partners or coaches for the learners. The pedagogical research conducted among 172 Czech in-company learners with the help of an electronic questionnaire shows that the main aim of in-company students is to be able to communicate efficiently in real-life situations from their private and working lives. It is the role of the teacher, or the coursebook author, to choose which grammar structures are necessary to succeed in the respective situations. Therefore, the most suitable method for teaching grammar in the context of in-company courses is the Engage, Study, Activate method combined with the eclectic method.
117	Sportlich-handlungsorientiertes Lernen von berufstätigen Erwachsenen im Kontext eines systemisch-konstruktivistischen Ansatzes. / Die Rolle des Sports im Handlungsfeld outdoor action learning / Sports focused action learning of working adults within the context of a systemic constructivist approach / The role of sports within the field of activity outdoor action learning Görs, Axel 22 March 2010 (has links) No description available. 000 Allgemeines Wissenschaft Social Sciences Outdoor action learning handlungsorientiertes Lernen berufstätige Erwachsene Sportlich-handlungsorientiertes Lernen Erlebnispädagogik Ermöglichungsdidaktik outdoor action learning adult learners adult workers Sports focused action learning systemic constructivist approach 70.99 76.04 80.59 FYL 800: Sportpraxisbereiche Anwendungsber. sonstiges {Sportwissenschaft: Praxis} FYM 020: Sport und Wirtschaft Sponsoring Professionalisierung
118	Social factors influencing the success of adult learners: examining the use of online learning programmes at a higher education institution in South Africa Chesterton, Catherine Ann 06 1900 (has links) This study presents a quantitative investigation of the influence of various social factors – including finances, secondary school attended, resources available, culture, and family support – on the perceptions of success (in terms of academic performance and skills gained) of adult learners who are using online learning as the primary educational medium. The research was conducted with 100 students of The International Hotel School in South Africa. A quantitative research methodology was followed and a survey questionnaire was used as the data collection method. The data from closed-ended questions was analysed using Statistical Analysis System (SAS), with the data from open-ended questions being used to aid in the interpretation of the information organised quantitatively. Findings suggest that certain social factor constructs namely: finances, secondary school preparation for tertiary education, and internet accessibility, significantly impact the perceptions the students have on being successful in online learning. Some recommendations that spring from the study are to provide more funding to students, better access to more suitable resources and providing students with unlimited access to the internet for longer periods of time. It is also recommended that a follow-up study with a larger and more varied sample (possibly including public sector tertiary education students), and more questionnaire items per social factor is necessary to cast further light on the impact of social factors on adult students’ online learning experiences. / Educational Studies / M. Ed. (With specialisation in Adult Education) Adult learners Culture Educational support Family factors Internet access Perceived online success Resources Support Technology Tertiary education 647.940715 Hotel management schools -- South Africa Adult education -- South Africa Adult college students -- South Africa Academic achievement -- South Africa Educational technology -- South Africa Web-based instruction -- South Africa Educational sociology -- South Africa Learning, Psychology of International Hotel School
119	The educational challenges of pregnant and nursing adult learners: a case study of Morgenster Teachers’ College Mamhute, Rosemary January 2011 (has links) The academic challenges faced by pregnant and nursing students in Zimbabwe do not seem to attract the attention of scholars. This study focused on the educational challenges faced by pregnant and nursing adult learners at Morgenster Teachers‟ College, a tertiary education institution. Participants‟ perceptions of the academic challenges they faced were established through the use of a qualitative methodology in which the semi-structured interview was the dominant data collection method. Non-participant observation and document analysis were employed to complement the dominant method. The findings indicated that the academic challenges faced by mothering adult learners are related to physical problems, social relationships, inadequate financial resources and administrative problems. The study revealed that such students develop strategies to alleviate some of the educational challenges they face. In view of the findings, recommendations are made to improve the learning environment of mothering students and for further research to address the problem. / M. Ed. (Adult Education) / Educational Studies Educational challenges Third phase college students Adult Learners Academic Performance Pregnant Students' Challenges Nursing Students' Challenges Physical problems Insufficient Financial Resources Administrative problems Anxiety Academic progress Self – esteem 2-5-2 programme 3-3-3 programme 378.19822096891 Morgenster Teachers' College -- Students
120	Acknowledging cultural values and diversities when teaching English as a foreign language to adult learners in Qatar Rousseau, Riana 06 1900 (has links) The study of a foreign language can never be seen in isolation, but forms part of the social and cultural setting in which it functions. Therefore, teaching English to multicultural groups of adults in Qatar, cannot be done effectively and efficiently, without taking the influence of cultural diversities and values, as well as the requirements of the adult learner, into account. This research deals with how native English speaking lecturers at one specific language centre in Qatar acknowledge these cultural diversities and values and how they accommodate adult learners in the multicultural classroom environment, by means of a literature study and an empirical investigation. Qualitative data collection was done by open-ended questionnaires to lecturers and learners, focus group interviews with lecturers and learners, individual interviews with lecturers, classroom observations and keeping of field notes. Findings revealed that lecturers are aware of the cultural diversities and values of learners who come into the classroom from different nationalities, and accommodated these learners without bias. These differences however, did not necessarily influence their teaching styles and lecturers remained focussed on teaching English as effectively as possible. / Educational Studies / M. Ed. (Adult Education) Adult learners Communicative competence Cross-cultural stumbling blocks Culturally responsive teaching Cultural values in language learning Foreign language acquisition Foreign language learning Foreign language teaching Gender differences in language teaching 428.00705363

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