Thesis (M.A.)--Catholic Theological Union at Chicago, 1999. / Vita. Includes bibliographical references (leaves [60]-61).

Thesis (D. Min.)--Catholic Theological Union at Chicago, 1999. / Includes abstract and vita. Includes bibliographical references (leaves 187-190).

Thesis (D. Min.)--Bethel Theological Seminary, 1994. / Includes bibliographical references (leaves 131-136).

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 204-218).

Thesis (M. Div.)--Emmanuel School of Religion, 2006. / Vita. Includes bibliographical references (leaves 54-58).

M.Ed. / Traditional teaching implies the conveying of information from an active educator to a passive learner. A monologic approach such as this, does not make provision for active participation by learners. Dialogue, as an approach to teaching adults, is in direct contrast to traditional, monological teaching. A Dialogical approach does not only imply a conversation between learners and educator, but also purposeful activity by both the learners and educator. The fact that adults have accumulated life experiences and have specific needs must be taken into consideration, therefore it is important that they are recognised as partners and decision makers in the teaching and learning process. A dialogical approach is one of negotiation, where learners are active decision makers, instead of passive receivers. Based on the above assumption, this study focuses on teaching adults, and more specifically adults involved in Adult Basic Education and Training (ABET), in a dialogical manner. The focus is not only on dialogue as an approach to teaching adults involved in Adult Basic Education and Training, but also the practical implications of this approach to actual Adult Basic Education and Training situations. The perspectives of three experts in the field of Adult Education, whose approaches to teaching adults are dialogical, namely Jane Vella, Ira Shor and Stephen Brookfield, are analysed, compared and integrated, as their perspectives not only show similarities but also differences. Because this study focuses on adults as learners, and more specifically adults involved in Adult Basic Education and Training, the concept adult is defined and eventually generalised characteristics for adults as learners are identified and described. The implications of these characteristics in an ABET context are indicated. The above mentioned theory is put into practice by constructing case studies in order to demonstrate dialogue as an approach to teaching adults in Adult Basic Education and Training.

American churches seeking to assimilate baby boomers are struggling to meet the adult educational needs of this group. To determine what models of church-based adult education are used to meet the educational needs of this group, three large, growing American churches known for attracting boomers were identified as sites for research. A qualitative case study research design was used and results were compared using cross-case analysis. Initial data collection included a three-day visit at each church. Data were collected in three phases: Phase One consisted of personal interviews with staff and lay leaders; Phase Two focused on observation of adult education events which took place during the visitation period; Phase Three involved gathering materials that described adult education programs. To optimize the reliability and accuracy of the findings data were subjected to examination by peers, collection methods were applied consistently in each research phase, follow-up contacts were made with each church to verify observations and findings, and case records were created for each site. Eleven categories were selected and the data were presented by category. Within each category, data were delineated and organized into three areas: trends among the churches, noteworthy comments about individual programs, and comparison to the literature in the adult education field.

The role of the quality manager has evolved from being a quality controller to work with a more global business. Within many organizations in Sweden, however, the traditional role of the quality manager's remains and the tasks categorized as quality control still takes up most of the quality manager's time. The survey conducted as part of this master thesis shows that the quality manager in most businesses has multiple roles in addition to the role of quality manager, which can create a role conflict. One consequence of this is that each improvement is not given priority due to time constraints. Although the importance of a clear and committed leadership is the key for succeeding as the quality manager. The quality manager’s educational background can vary between different activities. Most quality managers have a basic training in business development and quality, but many do not have deep expertise in the area. The quality manager wants more education and is looking for deeper skills for living in a constantly learning. The master thesis identifies the quality manager's role, tasks and education. It is hoped that in the long run from this study could support the quality manager's role and future development in the debate.

Bibliography: pages 74-83. / In sum, the theoretical framework proposed here for adult numeracy, and developed from a discourse of mathematics education, has as its task the elaboration of the social implications of principles in adult education and the pedagogic outcomes of three sets of numeracy materials.

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2000. / Abstract and vita. Includes bibliographical references (leaves 216-224).