<p>The primary objective was to show the important need of academic skills, specifically general education coursework, to the effectiveness of the technician&rsquo;s expertise in the field of automobile repair. Additionally, I emphasized that one of the keys to the quality of the technician&rsquo;s education is the method of instruction analyzed through Henschke&rsquo;s Five Building Blocks. </p><p> I communicated with 35 diversely selected and cooperative employers located in the Midwestern section of the United States. I obtained this arbitrary selection from the Yellow Pages of this region. I conducted personal visits to their locations at which time I informed them of the purpose of my study. Also, I performed an interview with the appropriate supervisor or manager. I acquired the degree requirements for the automobile repair technology programs at 19 regional postsecondary institutions and analyzed their contents. </p><p> I listed and assessed the employee requirements the employers conveyed to me. I noted the objectives of the academic courses included in the technical programs. I compared the employers&rsquo; needs with the educational institutions&rsquo; offerings to determine if and where there was a mismatch between the two entities. I judged and analyzed these findings in accordance with the specifications of the national <i>WorkKeys</i> research tools that indicated the following competencies at various levels: &bull; Applied Mathematics; &bull; Workplace Observation; &bull; Applied Technology; &bull; Locating Information. <i> WorkKeys</i>, the foundation of the National Career Readiness Certificate, is a job skill assessment system that helps employers select, hire, train, develop, and retain a high-performance workforce. </p><p> I identified specific contributions academic courses provided to the instructional areas of automobile repair technology. Additionally, further research into increasing academic course content is justifiable by the employer representatives&rsquo; responses in this study. </p>

<p> This quantitative study explored the leadership styles of mentors for retained first-year adult students to analyze whether the prevalent style had a higher impact on first-year adult student retention. The Multifactor Leadership Questionnaire (MLQ) 5x was used to collect data on the mentors' leadership styles from the perspective of retained first-year adult students and from the perspective of their mentors at a private Midwestern, urban, University to compare the prevalent style from both perspectives. The convenience sampling method was used to identify the study participants. Descriptive statistics were conducted to check the normalcy of those data. Histograms revealed that the data was not normally distributed. Those data were further analyzed using the Wilcoxon test, which revealed no significant difference from mentor self-ratings and student ratings for the two leadership styles under consideration. The Spearman Correlation Coefficient was utilized to test the null hypothesis. The results indicated no statistically significant relationship existed between transformational or transactional leadership and retained first-year adult students, thus the researcher did not reject the null hypothesis. Further data testing using Simple Linear Regressions was conducted to investigate transformational and transactional leadership styles based on mentor demographics and tenure. The results of the analyses indicated that mentor demographics or tenure is not a significant predictor of a particular leadership style for this study. It is evident from the results that a significant position of the retained first-year adult students in this study considers their mentors' leadership style did not provided the means for their retention.</p>

<p> There is currently a small body of research on the experiences of participants, both facilitators and learners, during simulated mock codes (cardiac arrest) in the healthcare setting. This study was based on a practitioner's concerns that mock codes are facilitated differently among educators, mock codes are not aligned with andragogy theory of adult learning, and there is no standardized method to evaluate participant reflection achieved during the debriefings immediately after mock codes. The study took place in a large federal government healthcare organization. The qualitative study method, interpretive inquiry, was used to explore the lived experiences of clinicians and facilitators who participate in mock codes. A validated reflection rubric was used as a method of assessing the achieved level of reflection in a group setting during the debriefing sessions that follow mock codes. Data were collected from interviews, observations, and transcribed mock code video recordings. Five themes emerged: (a) preparation, (b) consistency, (c) use of video recordings, (d) opportunity for follow-up, and (e) self-reflection. The two most significant findings were the lack of consistency in the design, facilitation, and evaluation of the mock code and debriefing processes that lead to confusion, anxiety, and stress among both learners and facilitators, and the gap between facilitator knowledge and understanding of the assumptions of adult learners and the andragogical practice model. Data analysis identified the need for additional participant support through follow-up opportunities for reflection, and the need for andragogy education for the facilitators of mock code exercises. Though the element of surprise makes the mock code realistic much like a fire drill, the study findings indicate learners perceive they would benefit from being prepared for the learning experience in the form of a pre-briefing. Recommendations for future research include a study of the application of andragogy to the competency framework currently within the VHA system, an evaluation of an evidence-based structure and standardized method for designing and delivering high-quality simulation activities that align with the andragogy, and development of standardized and easy to use methods of assessing the levels of achieved learner reflection during and after the debriefing process.</p>

<p> In order to support the 21st century learning initiatives facing California K-12 educational agencies--including the influx of mobile devices, common core standards, online high stakes testing, and student privacy--an educational organization must employ a well-trained, knowledgeable, and effective technology leader. The California Educational Technology Professionals' Association's (CETPA) Chief Technology Officer (CTO) Mentor Program certification provides assurance that the chosen technology leader has been exposed to, is familiar with, has a working knowledge of, and can apply the leadership, educational, and technology skills necessary to be a successful technology leader. </p><p> The purpose of this mixed method study was to identify the extent to which differences exist before and after candidates' completion of the CETPA CTO Mentor Program with regard to their perception of effective technology leadership in California K-12 educational organizations. A second purpose of this study was to identify the degree to which CETPA CTO candidates perceive the program's learning activities to be a relevant and effective means of mastering the program's learning objectives. The third purpose of this study was to identify the degree to which CETPA CTO graduates perceive the program's learning activities and objectives are relevant to their on the job performance. This study was conducted through the lens of Kirkpatrick's Four Levels of Program Evaluation. </p><p> The findings from this study suggest that the CTO Mentor Program provides a course of study that is relevant to the technology leader in K-12 educational agencies, meets the needs of adult learners, and provides a return on investment for the learner, his or her educational agency and the sponsoring organization, CETPA.</p>

<p>The United States is an aging nation and this trend is predicted to continue. Parallel to a population increasing in number and age, is a broadened interest in lifelong learning. More than ever, older adults are involved in informal and formal education, non-credit and credit-bearing courses; individuals are returning for associates, baccalaureate and graduate degrees. As older adults stay in the workforce longer and delay retirement, certificate and degree programs focused on improving work related skills are expanding. Older adults are also motivated to complete four-year degrees to enhance employment opportunities (Schaefer, 2010). Initiating and completing a graduate degree is a further step in lifelong learning, often based on health, cognitive skills, motivation and perseverance. There is little research describing older students&rsquo; perceptions of the value and experience of a graduate degree earned over the age of 60. </p><p> This phenomenological study examines the perceived value of that graduate degree and ultimately informs future students and institutions of higher learning. It includes interviews of 21 individuals who earned a doctorate or master&rsquo;s degree after the age of 60. Case vignettes of three individuals are offered to highlight narratives of their educational journeys. </p><p> Study findings confirmed much of the existing scholarly literature on older adults&rsquo; motivations and experiences in graduate education, but there were also some nuanced differences. Continual dedication to lifelong learning through perseverance underscored the motivation for these individuals to complete their graduate degree. Age was never expressed as a constraint by study participants; in fact, years of life and employment experience brought to the cohort was stated as a great advantage. Participants continued employment, sought new careers, pursued writing, making of fine art, or actively volunteered following their graduate degree; few considered themselves retired. </p><p> Implications for leadership in higher education institutions are also discussed. Leaders in higher education will increasingly recognize this demographic offers more depth of experience to cohort learning than expected. Individuals earning a graduate degree after age 60 provide a wider demographic of learners for institutions of higher education to access, presenting new considerations for intergenerational instruction, and increased opportunities for alumni fundraising. </p><p> <i>Keywords</i>: lifelong learning, educational gerontology, perseverance, learned experiences, older adults, graduate degrees, baby boomers </p>

<p> This study explores adult returning students' mathematical experience and ways of thinking prior to enrolling in a community college arithmetic review course. It further examines one student's experience of the course. The first part of the study documents everyday activities adult students perceive as mathematical using Bishop's pan-cultural mathematical activities (Bishop, 1994), and queries students' prior experience with mathematics in school. The second part examines students' ways of thinking about proportion prior to instruction, using a framework developed from previous research (e.g., Lamon, 1993). The third part of the study examines the interaction between informal ways of thinking about mathematics that adult students bring to school and the mathematics they encounter in the classroom. Findings include: (1) Adult students view a variety of activities from their everyday lives as mathematical, (2) adult students' reasoning about proportional situations varies along a developmental trajectory described in previous research on proportional reasoning conducted with younger students, and (3) one student's experience in the arithmetic review course illustrates that she typically suppressed contextual ways of reasoning about problems she brought to the course and, when she did share prior experience, it was not leveraged to support the development of her and other students' mathematical understanding. These findings suggest that adult students' experience of everyday mathematics and ways of thinking about proportion should be the foundation that support students as they build upon informal ways of thinking toward the more formal ways of reasoning expected in school. </p>

<p> The purpose of this case study was to qualitatively examine how narratives and imagination can be a source of transformative learning within adult Christian education. Participants in the study met the following criteria: (a) over the age of 25 and involved with normal life requirements; (b) capable of critical, reflective and problem solving thinking skills; and (c) currently involved with Christian education in their local United Methodist Church. Data were collected through both a pre- and post-interview, observations made during an eight week class, and through completed assignments. The results of this study indicated that an adult Christian education program that incorporated narrative, imagination, and critical reflection as teaching tools could impact the students in their spiritual transformation and assist them in implementing their faith into their everyday living. This study also confirms the complexity of the praxis aspect of transformative learning, and introduces the educator to myriad variables that pertain to adults and their ability to engage in transformative learning activities.</p>

<p> Millions of adults have registered for massive open online courses, known as MOOCs, yet little research exists on how effective MOOCs are at meeting the needs of these learners. Critics of MOOCs highlight that their completion rates can average fewer than 5% of those registered. Such low completion rates raise questions about the effectiveness of MOOCs and whether adults enrolling in them have the skills and abilities needed for success. MOOCs have the potential to be powerful change agents for universities and students, but it has previously been unknown whether these online courses serve more than just the most persistent, self-directed learners. This study explored the relationship between self-directed learning readiness and MOOC completion percents among adults taking a single Coursera MOOC. By examining self-directed learning &ndash; the ability to take responsibility for one's own educational experiences &ndash; and MOOC completion rates, this research may assist in improving the quality of MOOCs. </p><p> A statistically significant relationship was found between self-directed learning and MOOC completion percentages. Those stronger in self-directed learning tended to complete a greater percent of the MOOC examined. In addition, English speaking ability demonstrated a mediating effect between self-directed learning and MOOC completion. Learners indicating a strong ability in speaking English were more likely to be ready for self-directed learning and completed a higher percentage of the MOOC. Compared with those that did not complete MOOCs, however, few additional differences in demographics of adult learners that completed MOOCs were found.</p><p> To better understand the skills and experiences needed to be successful in a MOOC, additional research on factors that influence MOOC completion is warranted. If only a minority of strongly self-directed learners can successfully complete MOOCs, then more resources should be invested into the design and development of MOOCs to meet the needs of many learners. If this does not occur, then MOOC completion rates could continue to suffer and new open education solutions of higher quality may appear, making MOOCs a short-lived phenomenon. </p>

<p> Despite there being a significant amount of research investigating workplace learning, research exploring firefighter workplace learning is almost nonexistent. The purpose of this qualitative multi-case study was to explore how firefighters conceptualize, report, and practice workplace learning. The researcher also investigated how firefighters learn informally in the workplace and how that informal learning was manifested. A qualitative multi-case research study of six full-time career firefighters employed by a fire department in New York State was conducted. Data were collected through field observations, interviews, and document analysis. The data were analyzed using grounded theory analysis as detailed by Charmaz (2006). Several themes emerged from the data analysis revealing how firefighters learn in the workplace. Findings indicate that firefighters learn necessary workplace information through both formal and informal learning practices. Firefighters learn formally in the workplace by (a) attending the fire academy, (b) participating in the in-service training programs, (c) taking external fire service courses, (d) attending college-level fire science programs, and (e) teaching and instructing. Firefighters learn informally in the workplace (a) through practice, (b) from each other, (c), through self-directed learning activities, and (d) from prior exposure to the fire service. These findings highlighted a complex, hybrid interaction between formal and informal workplace learning activities. The findings present implications for both fire service practice and policy. Findings from this study suggest workplace learning may be enhanced through training fire officers to identify and foster firefighter's informal workplace learning practices. The policy implications for fire department managers and trainers include improving firefighter informal learning in the fire service through the provision of support, resources, and time for learning activities as well as by developing mechanisms to record and document the time spent on informal learning activities. </p>

<p> This research was undertaken to deepen our knowledge about the impact of graduate social work education on the way child welfare caseworkers form and maintain relationships with their clients. A qualitative approach was chosen because it best illustrates the process by which education can impact on child welfare work.</p><p> Working Alliance Theory (Horvath and Luborsky, 1983) was used to provide a theoretical framework to understand the various components of the worker client relationship. In addition Transformational Learning Theory (Mezirow, 1991) and Experiential Learning Theory (Kolb, 1984) were used to provide a conceptual frame to understand the ways in which adults learn. </p><p> Fourteen child welfare workers from New York State were interviewed regarding their experiences with clients before and after their graduate education as well as what aspects of their education they found to be most salient. The results indicated that participants recognized the importance of the relationship with the client as opposed to simply seeing their job as simply a technical or procedural endeavor. Enhanced self-reflection and increased self-awareness was gained through class and field experiences. It enabled workers to differentiate their feelings from that of the client and act accordingly. In addition, workers were able to transfer learning from graduate classes and placements that were largely unrelated to child welfare. </p><p> The results of this study indicate that workers with an MSW recognize the importance of the worker client relationship as well as learned new skills that help manage this most difficult of relationships more effectively. Child welfare organizations should consider ways to recruit and retain these highly trained and valuable employees.</p>