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Coachande ledarskap tillhör det nya ledarskapsparadigmet och då organisationer verkar i en alltmer komplex omvärld har det blivit viktigare för ledare att underlätta för anställdas lärande. Det coachande ledarskapet kan bidra med just lärande och utveckling av medarbetare. Syftet med denna studie är att beskriva och få fördjupad förståelse för betydelsen av coachande ledarskap för det individuella lärandet inom organisationen och hur det i sin tur gynnar organisationen utifrån coachande medarbetare och coachande ledares perspektiv. I denna kvalitativa studie genomfördes fem intervjuer, varav tre med coachande ledare och två med coachade medarbetare vid två anonyma företag i Sverige. Av resultatet framkommer bland annat att coachande ledarskap har betydelse för både för kognitivt, emotionellt och färdighetsbaserat lärresultat. En bra relationik är dock en grundläggande förutsättning för det individuella lärandet av det coachande ledarskapet och kan förklaras av de grundläggande behov som finns hos människor av trygghet och sociala relationer. Dessutom tyder resultatet på att ledarskapet och ledarens beteenden och färdigheter samt lärtillfällen har en betydande roll i sammanhanget. Nyttan för organisationen är framförallt, ökad effektivitet, ökade idéer och innovation samt förbättrade prestationer. Hilmarsson (2020) påpekar att ”syftet med det coachande ledarskapet är att skapa en positiv kultur där det finns samarbete, effektivitet och hälsa” (Hilmarsson, 2020, s.17). Till det bör tilläggas att det coachande ledarskap även kan leda till lärande och organizational development (OD) inom organisationer. Denna studie har till största del bekräftat tidigare forskning på området och ger en inblick i coachande ledare och coachade medarbetare upplevelser av det individuella lärandet inom organisationer och hur det kommer organisationer till nytta. Då studiens resultat tyder på att relationik, ledarskap och lärtillfällen samverkar och påverkar varandra och förefaller ha betydelse för det individuella lärandet så bör det finnas en möjlighet att optimera lärandet av det coachande ledarskapet och dess resultat om hänsyn tas till detta. Lärresultatet affektivt lärande förefaller vara en stor del av lärresultatet av coachande ledarskap, medan för coaching förefaller det vara kognitiva lärresultat är en skillnad som studien kastat ytterligare ljus på.

abstract: Libraries provide a needed third place for students to engage with their peers and faculty, both academically and socially. Staff behavior, knowledge, and skills in providing an accessible and inclusive environment are key to helping students with disabilities feel that they belong in the libraries. This makes training in disability and accessibility awareness a necessary component of the overall program for the library. This study assessed a locally-developed, online training program for staff of all levels that was intended to improve staff knowledge and skills in disability etiquette, library services and spaces that support people with disabilities, and the policies that govern this work. The program used the four-part Deines-Jones (1999) model for its content and the core principles of andragogy for its instructional design. Assessment focused on changes in beliefs and knowledge using an adapted standardized scale, and evidence for learning from responses to training program questions, focus group discussions, and survey responses. Further development of the training program was informed by the principles of andragogy. Participants in the training program improved their scores in the knowledge domain but had no change in their beliefs domain. Learning was most evident in spaces where it engaged with previous knowledge and supportive customer service approaches. Participants identified and, in several cases, independently pursued new questions that were prompted by the training program. On the whole, participants found the training to be supportive and engaging, with minor changes to structure and focus recommended for the next iteration. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of eighteen adult learners from three Public Adult Learning Centres in Nkomazi East Circuit at Ehlanzeni District participated in the study. The study was qualitative in nature using the interpretive paradigm. Data was collected through focus group interviews, individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding their experiences at Public Adult Learning Centres. Results indicated that some adults found their experiences interesting and enriching and have positive attitudes towards the teaching and learning at Public Adult Learning Centres, while others were frustrated with the lack of teaching and learning resources, and the poor management at the centres. Adult learners seem to regard education as important and they received satisfactory support from their families, communities, teachers, employers, and fellow adult learners, as well as financial support from the Department of Education. Findings revealed that adult learners find it difficult to understand the content of subjects and to cope with the pace of teaching. Participants had different views about the language of instruction. Some preferred English for employment and social purposes while others preferred the vernacular so as to have a better understanding of the content and to pass the subjects. These learners preferred that the content should prepare them for employment and for coping with day-to-day activities in rural areas. Responsibilities at home, becoming a learner at an elderly age, being involved in seasonal jobs and catching up work after absence were some of the challenges that adult learners experienced. From the results and findings of the study, recommendations were made to improve the effectiveness of teaching and learning and functionality of Public Adult Learning Centres. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Early Childhood Education / unrestricted

Refugees resettled in the United States are expected to quickly become self-sufficient members of society despite the numerous challenges they face due to adaptation and integration into new systems and ways of life. Issues with dietary and nutritional adaptation persist for resettled refugee communities in the United States and are not prioritized by national, state, or local policy and practice. This research aimed to help mitigate problems with food assistance benefits and healthy eating issues faced by resettled refugees in Hillsborough County through an applied intervention in local English as a Second Language (ESOL) classes. ESOL materials designed to teach refugee students about healthy eating and accessing, maintaining, and using food assistance benefits such as SNAP and WIC were piloted in two classes of intermediate to advanced English ESOL students. The results of this research indicate that ESOL classes can be an effective site for intervention for food assistance, dietary, and nutritional issues affecting refugee communities. Future applications for this research can help shape future programming for other populations and communities to better address similar issues and target students with lower English abilities.

This is a qualitative, single-subject, historical, and biographical study. Malcolm Shepherd Knowles is the subject of this research. The problem of the study is to explore the uniqueness of Malcolm S. Knowles in light of his contributions to adult education and to the andragogical model of adult learning.

The purpose of this research was to provide an initial investigation of the preferences for both technology and learning sources that are available today in the modern workplace at a large financial institution with a national presence in the USA. In addition to the preferences of the participants, the research includes insights about the culture of the learning organization by using the Dimension of Learning Organization Questionnaire (DLOQ) and two preference surveys. The research methods used in this study are categorized as mixed methods and include both quantitative and qualitative methods. This study is nonpositivist and descriptive. It is based on a triangulation design method which is comprised of analysis from data obtained from the DLOQ and preference surveys, as well as semi-structured interviews with several survey participants. The results of the studies provide the foundational information for an extended quantitative analysis.

Coaching is an actionable way for adults to learn. For purposes of this study, learning was conceptualized  by UNESCO\'s five pillars of learning to know, do, live together, be, and learning to transform oneself and society. The practice of coaching was defined as a social enterprise where, through a process of inquiry and reflection, coaches help coachees achieve their personal and professional goals through learning, self-awareness and behavior change. As an application of learning for adults, coaching may be considered a reflection of andragogy "the art and science of helping adults learn" a la Knowles. The following questions guided the inquiry: 1. To what extent is there a relationship between andragogy in practice and coaching in practice as demonstrated by coaches? 2. Specifically, which principles and processes of andragogy are reflected in the practice of coaching? 3. What are the best practices of coaches who use andragogy in their practice? Using a mixed method, sequential explanatory strategy, business and life coaches were surveyed, with follow-up interviews to high scorers, to see which principles and processes of andragogy informed their coaching practices. An instrument, originally developed by Henschke (1989) for teachers, was modified for use with coaches, and measured the extent to which coaches used the philosophy of andragogy in their practices. Knowles\' six principles and eight processes of andragogy formed the operational framework. Findings indicated that 98% of the coaches reported using andragogy on an average or above basis, with 48% of the group at above average or high above average levels. Andragogical elements of empathy, trust and accommodating coachee uniqueness were revealed at above average or high above average levels. Of those interviewed, 100% of the coaches reported using the principles and processes of andragogy in their practices. Based on their stories, best practices (88) for engaging andragogy in the practice of coaching were developed. The overarching themes from the study were: Andragogy is a way of being in coaching; the processes of andragogy go beyond the context of coaching; and an emergence of a conceptual framework that embraced the pillars of learning, andragogy and the practice of coaching. / Ph. D.

The medical community recognizes the importance of regular, vigorous exercise. The evidence is indeed overwhelming in support of physical fitness for the prevention of disease and disability; yet nearly 80% of the population does not exercise enough to produce a health benefit (CDC, 2018). Thus, it is necessary to find a way to assist individuals to increase an awareness concerning physical fitness and furthermore, overall wellness awareness. This quantitative study?s instructional intervention treatment interlaced the six dimensions of wellness and Knowles andragogy interwoven within a single activity; in this case water exercise. Hence, the purpose of this study was to assess if adult participation in aquatic exercise classes results in increased awareness, longer lasting self-reported behavioral choices regarding the six dimensions of wellness. This study utilized a split-plot (mixed) factorial ANOVA with two treatment groups (experimental and control) and three occasions of measurements. Furthermore, this study?s assessment was a pretest, posttest 1, and posttest 2 wellness inventory to explore what changes adults perceived throughout the water exercise course and three weeks later. The research explored participants awareness based on teaching and learning plans that intertwined Knowles? (2015) andragogy with the depth and breadth of the wellness dimensions while participating in water exercise. Hence, participants gained an awareness of each wellness dimension. In this research the six dimensions of wellness is: physical, social, emotional, intellectual, environmental, and spiritual wellness. The six dimensions of wellness is an approach to life. It is how a person interacts with their surroundings. Thus, physical fitness is a portion of one?s whole wellness. But introducing the six dimensions into one activity demonstrated an awareness of overall wellness. This study was a step in the right direction as it confirmed adults? increased awareness concerning overall wellness interwoven with Knowles andragogy while participating in water exercise.

In a Texas school district, administrators did not monitor the fidelity of implementation (FOI) of the Montessori kindergarten program implemented in 2005, which left administrators without empirical data regarding program implementation. The purpose of this qualitative evaluative case study was to explore teachers' and administrators' perceptions and implementation of the Montessori program. Using the implementation of science framework, which involves examining FOI by monitoring interventions, implementation methods, enabling contexts, and intended outcomes, data were collected through interviews, nonparticipatory observations, and a review of archived Montessori documents. A convenience sample of 10 Montessori teachers, who met criteria of over 5 years of teaching experience, and 2 or more years experience teaching in the Montesorri program, and administrators who met criteria of supervising Montesorri grades, volunteered to participate in this study. Data were analyzed using comparative and inductive analyses and analytical coding. Findings from the data resulted in emergence of 5 themes: administrative support and capacity building for the Montessori program to support FOI, availability of more advanced Montessori resources, peer coaching to support novice Montesorri teachers, precise and consistent comprehension of the Montessori learning model, and relevant and targeted professional development related to Montesorri program implementation. A 3-day professional development project was designed to promote FOI of the Montessori program for teachers and administrators. The project will improve stakeholders' knowledge and capacity building to strengthen Montesorri program FOI and promote students' academic success. Fidelity of Implementation of an Urban Elementary Montessori Kindergarten Program by DaMesia D. Starling MS, Walden University, 2010 BS, Jarvis Christian College, 2003 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2018