Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Typescript; issued also on microfilm. Sponsor: Franceska B. Smith. Dissertation Committee: Matthias Finger. Includes bibliographical references (leaves 251-263).

Thesis (MTech (Education))--Peninsula Technikon, 2005. / Word processed copy. Summary in English. Includes bibliographical references (leaves 69-72). Also available online.

Over the last decade, practice ethics in adult education has become an increasingly visible topic of interest and concern in the literature of the field. However, relatively little research has been done in the whole area of ethics and codes of ethics. This study was undertaken to broaden the empirical data base within the field and provide further insight into the area of practice ethics. The purpose of the study was to examine the views of adult educators in British Columbia about the need for a code of ethics for the field of adult education and to identify the issues, concerns and dilemmas experienced by them. The study is an approximate replication of a 1991 study by McDonald in the state of Indiana. Using survey methodology, three groups of adult education practitioners (N = 460) received a mailed questionnaire that included items related to the study topic and demographic characteristics. A 60% return rate was achieved. The major findings generated by this study confirm positive practitioner views about codes of ethics and support the findings reported in the Indiana study. The findings of this study include: • The majority of adult educators surveyed believe there should be a code of ethics for the field of adult education. • Less than a majority of adult educators surveyed knew of the existence of, or were currently operating under, a code of ethics. • The majority of adult educators surveyed indicated an overall positive view about the general functions of a code of ethics. • Issues related to the learner are most frequently cited as needing to be addressed in a code of ethics for the field of adult education. • The professional association was the most frequently identified organization that adult educators believe should create, disseminate and enforce a code of ethics. • The majority of adult educators either disagree or are unsure about the regulating function of a code of ethics. • The majority of adult educators surveyed cited examples of ethical issues/concerns/dilemmas from their practice settings. • The most frequently cited ethical issues/dilemmas relate to confidentiality concerns and learner/adult educator relationship issues. Historically, the debate about the need for a code of ethics for the field of adult education has been focused within the academic community. This study contributes a practitioner perspective to the ongoing debate. The strong message conveyed by British Columbia adult educators about the need for a code of ethics also clearly reflects the growing trend of code development by professional associations in Canada and the United States. Continued emphasis on educational efforts to address the issues arising from this study and further research in the area of practice ethics are suggested.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Typescript; issued also on microfilm. Sponsor: Franceska Smith. Dissertation Committee: Elizabeth Kasl. Includes bibliographical references (leaves 221-234).

Thesis (M.Ed.)--Acadia University, 2004. / Includes bibliographical references (leaves 125-143). Also available on the Internet via the World Wide Web.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed December 1, 2005. Dissertation Committee: James C. Palmer (chair), Edward R. Hines, Albert T. Azinger, Mohammed Nur-Awaleh. Includes bibliographical references (leaves 152-164) and abstract. Also available in print.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005 / The focus of this research is the evaluation of the National Diploma in Adult Basic Education and Training (ABET) for the purpose of suggesting improvements that could enable ABET diplomates to meet the demands of their challenging ABET world of work. The research study is based on the reflections of employed ABET diplomates and their employers on the relevance and usefulness of the ABET qualification in the workplace. The research is set against the general literature on the linkages between higher education and workplaces in general and the need for the development of work integrated curricula and high workplace competence levels in particular. The research also draws on literature that relate to the National Qualifications Framework (NQF) in the current South African education system and the role that could be played by learnerships and service-learning in the development of ABET practitioners. Reference is also made to the literature on employability of graduates, the contextual nature of the ABET world of work, work-based learning, and pedagogy or andragogy that is needed to support workplace practices. Qualitative evaluation approaches and narrative data production methods in the context of teaching and learning were used. The lecturers, ABET diplomates and their employers were interviewed in order to find out how the National Diploma in ABET prepared the diplomates to be effective and efficient in their ABET world of work. Curriculum documents for the National Diploma in ABET were also consulted. The research findings indicated that employed ABET diplomates find it difficult to meet all the demands of the workplace in general and to demonstrate an understanding of unit standards and outcomes when preparing lessons and planning learner activities in particular. The study therefore calls for higher education institution to find alternative ways of offering the National Diploma in ABET by establishing partnerships with workplaces and work closely with potential employers of ABET diplomates. Such collaborative efforts could result in the development of work-integrated curricula which could enable ABET diplomates to spend more time in the workplace than in the classroom. The study recommends that higher education institutions should be involved in ABET Practitioner learnerships that provide work-based learning and in service-learning which provides community service experience in order to provide learners with an opportunity to connect theory with practice and ideology with actuality.

Over the last decade, practice ethics in adult education has become an increasingly visible topic of interest and concern in the literature of the field. However, relatively little research has been done in the whole area of ethics and codes of ethics. This study was undertaken to broaden the empirical data base within the field and provide further insight into the area of practice ethics. The purpose of the study was to examine the views of adult educators in British Columbia about the need for a code of ethics for the field of adult education and to identify the issues, concerns and dilemmas experienced by them. The study is an approximate replication of a 1991 study by McDonald in the state of Indiana. Using survey methodology, three groups of adult education practitioners (N = 460) received a mailed questionnaire that included items related to the study topic and demographic characteristics. A 60% return rate was achieved. The major findings generated by this study confirm positive practitioner views about codes of ethics and support the findings reported in the Indiana study. The findings of this study include: • The majority of adult educators surveyed believe there should be a code of ethics for the field of adult education. • Less than a majority of adult educators surveyed knew of the existence of, or were currently operating under, a code of ethics. • The majority of adult educators surveyed indicated an overall positive view about the general functions of a code of ethics. • Issues related to the learner are most frequently cited as needing to be addressed in a code of ethics for the field of adult education. • The professional association was the most frequently identified organization that adult educators believe should create, disseminate and enforce a code of ethics. • The majority of adult educators either disagree or are unsure about the regulating function of a code of ethics. • The majority of adult educators surveyed cited examples of ethical issues/concerns/dilemmas from their practice settings. • The most frequently cited ethical issues/dilemmas relate to confidentiality concerns and learner/adult educator relationship issues. Historically, the debate about the need for a code of ethics for the field of adult education has been focused within the academic community. This study contributes a practitioner perspective to the ongoing debate. The strong message conveyed by British Columbia adult educators about the need for a code of ethics also clearly reflects the growing trend of code development by professional associations in Canada and the United States. Continued emphasis on educational efforts to address the issues arising from this study and further research in the area of practice ethics are suggested. / Education, Faculty of / Graduate

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Issued also on microfilm. Includes tables. Sponsor: Franceska Smith. Dissertation Committee: Kathleen Loughlin. Includes bibliographical references (leaves 235-245).

Made available in DSpace on 2016-01-26T18:49:26Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 351240 bytes, checksum: 9a133e09ba3c76f152c0dc95109002f0 (MD5) Previous issue date: 2006-03-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / RESUMO A formação humana do aluno é um tema importante dentro de nossas preocupações atuais enquanto educadores. Ironicamente, a violência individual e sua manifestação grupal, a guerra, vêm sendo praticadas por pessoas que tiveram acesso à educação formal, revelando que a formação intelectual em si mesma não tem garantido um comprometimento com as questões sublimes e éticas do processo civilizatório. Com isso, torna-se necessária um posicionamento do educador, em relação aos aspectos filosóficos e pedagógicos, para promover uma interferência concreta na formação dos educandos. Este trabalho tem o intuito de propor uma reflexão sobre estes aspectos filosóficos e pedagógicos na obra de Viktor Emil Frankl, através de um estudo de suas principais obras. O autor Viktor E. Frankl vive durante a Segunda Guerra Mundial, passando por campos de concentração e, frente esta realidade desumanizadora, produz uma teoria chamada logoterapia. Inicialmente, a logoterapia esteve voltada à psicoterapia através do sentido da vida, porém seus postulados tomaram proporções maiores sendo utilizados em outros campos de conhecimento, como por exemplo a Educação. Cabe ressaltar que foram encontradas poucas obras que relacionam diretamente os pensamentos de Frankl à Educação, e isto se constituiu um dos desencadeadores da realização deste trabalho. Frankl escreveu mais de trinta e dois livros, sendo possível extrair de suas obras fundamentos educacionais que têm como suportes filosóficos a fenomenologia, o existencialismo e o humanismo existencial. Segundo o autor, a existência humana vacila, desmorona, se não for vivida no cotidiano com sentido e com qualidade de auto-transcendência.