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

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

Syftet med studien är att undersöka vad det är som gör att vissa fullföljer sin utbildning och varför andra avbryter studierna på vård och omsorgsprogrammet på Komvux. Av vilken anledning fullföljer inte eleverna sina studier? Vad kan påverka studierna? Studien är kvalitativ och utgår från intervjuer med elever på vård och omsorgsprogrammet. Metoden som användes vid intervjuerna var halvstrukturerade frågor. Studiens konklusion är att eleverna inte fullföljer sina studier främst för att de blir gravida och för att de har svårt att hänga med pga. utbildningens upplägg och studietakt. Eleverna påverkas negativt av sin livssituation som tex att de har familj vilket gör att det är svårt att fokusera på studierna. Även hur undervisning bedrivs påverkar resultat och att det sociokulturella perspektivet har stor vikt för att eleverna skall fullfölja sina studier. Studien visar även att de som fullföljer sina studier sig har ett tydligt mål med sina studier som t.ex. att läsa vidare på Universitetet till sjuksköterska. / The aim of this study is to explore which factors that impact some students to continue and complete their studies in the health care program and why some of them had terminated their education. The method that was used was qualitative research interviews. In other words, interviewing the students with open questions rather than a questionnaire. The conclusion of the study was that the prime reasons for students who terminated their health care program were that they were pregnant or that they experienced that they could not cope with the study pace or the content of the studies. The students expressed that they were stressed by their own private living situation which led to difficulties in focusing on their studies. The results of the study also show how the scope of the health care program impacts on the students’ outcomes as well as how the social-cultural perspectives are of great importance for the success of the students’ attempts to finish their course. Finally, the study shows that they who completed their health care program had a clear goal with their studies e.g. to enter the Department of Nursing at the University.

The application of Gowin's knowledge vee as a means to design instruction for adult Bible study was investigated in this study. The study was designed to determine whether subjects using this instructional approach differed from subjects using traditional instructional materials regarding their attitudes toward Bible study, attendance, knowledge retention, application of study materials to life, and recruitment of new class members.

Esta pesquisa, de caráter bibliográfico e documental, discute as políticas públicas ofertadas para a Educação de Jovens e adultos no município de São Paulo, no período de 1989 a 2007. Inicialmente foi pesquisada a documentação da Secretaria Municipal de Educação (SME), cujo corpus é composto de leis, pareceres, balanços de gestão, dados numéricos, tabelas. Num primeiro momento, fizemos uma descrição da documentação e, em seguida, à luz dos teóricos, passamos à etapa da reflexão, tendo como referência a discussão de Dias Sobrinho acerca da conduta do pesquisador de políticas públicas, que deve transcender a esfera instrumental e passar por um rigoroso processo de interpretação. Identificou-se, no decorrer da pesquisa, a partir da consulta feita à documentação da SME, que os textos oficiais se encaminham para a articulação de educação e empregabilidade e que a retórica da globalização tem surtido efeito sobre o currículo de EJA. Dessa constatação, a pesquisa tomou como objeto os livros de EJA de Ensino Fundamental II, compreendendo o livro didático como parte das políticas públicas. O nosso objetivo foi investigar nesse material didático ofertado para a rede municipal, o impacto da temática do trabalho. Mais especificamente, procurou-se analisar como o texto literário é apresentado, no âmbito dessas premissas curriculares que estreitam as relações entre educação e trabalho. Como aporte teórico para esse trajeto, adotamos os pressupostos de Antonio Candido acerca de literatura e humanização, a teoria bakhtiniana do discurso e os conceitos de educação libertadora, de Paulo Freire. / This paper, documentary and bibliographical in its nature, discusses the public policies offered to the education of youths and adults in the city of São Paulo between the years of 1989 and 2007. We have initially researched documentation from the Municipal Board of Education (SME), whose corpus is comprised of official laws, provisory laws, project reports in each 4- year administration, numerical data, and charts. Firstly we have made a description of the documentation and, following that, and in the light of theoretical analyses, we have worked towards the reflection phase, which was seen in the light of Dias Sobrinhos discussions on the conduct of public policy reseachers, which must transcend the instrumental sphere and go through a strict interpretation process. It was verified during the research that, based on consultations about the SME documentation, the official texts progress towards the articulation between education and employability, and that the rhetoric of globalization has taken effect on the EJA curriculum. Out of this verification, the research adopted EJA books as objects of study, the didactic books being seen as public policies. Our aim was to verify the impact of the works subject matter within such material, offered to municipal schools. More specifically, we attempted to analyze how the literary texts are presented in the domain of these curriculum premises which narrow the relations between education and work. As theoretical contributions towards such a goal, we have used Antonio Candidos presuppositions about literature and humanization, Bakhtins theory of discourse and Paulo Freires concepts of liberation education.

Made available in DSpace on 2015-03-04T19:59:48Z (GMT). No. of bitstreams: 0 Previous issue date: 21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente Dissertação tem como propósito analisar narrativas sobre a Matemática escolar, com elementos da cultura de um grupo de alunos. A pesquisa foi desenvolvida com alunos do Ensino Fundamental de um curso noturno de um Programa de Educação de Jovens e Adultos, da Escola Carlos Antônio Wilkens, situada no bairro Veranópolis, no município de Cachoeirinha, estado do Rio Grande do Sul. Os aportes teóricos da pesquisa são as idéias presentes na área da Educação de Jovens e Adultos, da Etnomatemática e dos Estudos Culturais, examinados a partir de uma perspectiva alinhada com o pensamento pós-moderno.A dissertação está organizada em cinco capítulos. No primeiro, há uma apresentação geral da pesquisa, a explicitação do lugar teórico a partir do qual foi realizado o estudo, o relato problematizado de como foi construído o objeto de pesquisa, bem como os procedimentos metodológicos. O segundo capítulo apresenta a descrição do Programa de Educação de Jovens e Adultos na instituição escolar. No capítulo 3, está a / The purpose of this dissertation is to analyze narratives on School Mathematics, produced by students in Basic Education in evening school within a Program for the Education of Youths and Adults, at Escola Carlos Antonio Wilkens, a school located in the Veranopolis neighborhood, in the county of Cachoeirinha, state of Rio Grande do Sul, Brazil. The theoretical contributions of the research are ideas in the field of Education of Youths and Adults, in Ethnomathematics and Cultural Studies, examined from a perspective that is in line with postmodern thinking.The dissertation is organized in five chapters. In the first there is an overview of the research, explicating the theoretical position from which the study was performed, the report problematizing how the object of research was constructed, as well as methodological procedures. The second chapter presents the description of the Program for the Education of Youths and Adults in the school. Chapter 3 analyzes the demands and contributions of teaching Mathemat

A presente tese versa sobre a aprendizagem e a educação de adultos maduros e idosos, nas perspectivas teóricas de Paulo Freire e Peter Jarvis. Os objetivos da pesquisa foram conhecer e compreender o significado que os adultos maduros e idosos atribuem às suas aprendizagens e como percebem os elementos da não aprendizagem na participação das oficinas pedagógicas oferecidas ao grupo que compõe a ação extensionista, em uma Instituição de Ensino Superior, na cidade de Porto Alegre, RS. A tese apresenta dados sobre a longevidade, a fundamentação teórica sobre a educação de adultos nas perspectivas europeia e brasileira, tendo como foco as questões pertinentes a aprendizagem dos adultos maduros e idosos. Logo em seguida, apresenta a teoria de aprendizagem de Peter Jarvis e a teoria de conhecimento de Paulo Freire. Posto isso, propõe breve discussão sobre a gerontologia e as aproximações entre Paulo Freire e Peter Jarvis. A seguir, apresenta o grupo extensionista e sua historicidade. A postura investigativa deu-se pela Fenomenologia e os caminhos trilhados foram: a observação participante, seis entrevistas em profundidade, a análise das entrevistas e das observações realizadas, tendo como viés os pressupostos teóricos de Peter Jarvis e Paulo Freire, considerando a abordagem gerontológica. As considerações finais retratam as aproximações teóricas entre os dois autores e reafirmam que a aprendizagem ao longo da vida é imprescindível para o protagonismo dos adultos maduros e idosos em suas relações com o mundo. / The present thesis discusses the learning and education of mature adults and elderly people, from the theoretical perspectives of Paulo Freire and Peter Jarvis. The objectives of the research were to know and understand the meaning that mature adults and elderly people attribute to learnings and how they perceive the elements of nonlearning by participating in pedagogical workshops offered to the group which composed the extension action, in a Higher Education Institution, in the city of Porto Alegre, Rio Grande do Sul State. The thesis presents data about longevity, about the theoretical rationale on education of adults in the European and Brazilian perspectives, focusing on the relevant questions to the learning of mature adults and elderly people. Then, it presents the learning theory of Peter Jarvis and the knowledge theory of Paulo Freire. Having said that, it proposes a brief discussion about gerontology and establishes some common ground between Paulo Freire and Peter Jarvis. Next, it presents the extension group and its historicity. The investigative attitude was provided through the Phenomenology and the paths taken were: the participative observation, six interviews in depth, the interviews analyses and the observations made, having as base the theoretical postulates of Peter Jarvis and Paulo Freire, considering the gerontological approach. The final considerations describe the common theoretical premises between the two authors, and reaffirm that learning throughout life is crucial for the protagonism of mature adults and elderly people in their relations with the world.

Thesis (D. Min.)--Concordia Theological Seminary, Fort Wayne, 1987. / Includes 1 pamphlet attached to leaf 197 and 1 folded tract attached to leaf 204. Includes bibliographical references (leaves 131-137).

The major purposes of this study were (1) to construct a reliable and valid scale for measuring writing self-efficacy levels in adult basic education students, (2) to further test the scale's validity and reliability by administering it to a second selected group of adult basic education students, and (3) to demonstrate its utility by showing its use in correlational analyses. In the first of three phases, 156-item statements were initially developed. These statements were evaluated by a Delphi panel and reduced to a 77-item writing self-efficacy scale and administered to 490 adult basic education students from ten community colleges located in Oregon. A systematic procedure of statistical analyses was used that resulted in 25 item-statements meeting criteria for acceptance into the revised writing self-efficacy scale. The revised 25-item scale was administered to a second group of 239 ABE students from six other community colleges in Oregon. The same statistical procedures, as in phase one, resulted in a 25-item writing self-efficacy scale. Factor analyses resulting in a clustering of 21 out of 25 items on two factors argued for some evidence of unidimensionality, but further analyses were recommended. The scale's construct validity was demonstrated by showing a strong divergent correlation with the Daly-Miller Writing Apprehension Scale. Having established evidence of the scale's validity and reliability, the use of the writing self-efficacy scale in conducting correlational analyses was demonstrated. Nine variables were studied, with two variables showing strong relationships with writing self-efficacy, a negative one with writing apprehension and a positive one with writing improvement. It was concluded that the newly revised 25-item writing self-efficacy scale showed preliminary evidence of reliability and validity but it was recommended for further study with other selected groups of adult basic education students. The scale's unidimensionality was also suggested for further study, in order to analyze the underlying factors that make up the construct of writing self-efficacy in adult basic education students. Moreover, the development of this scale offered a first step in assessing the important construct of writing self-efficacy in adult basic education students and provided a useful tool in assessing such a construct. / Graduation date: 1995

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1986. / Abstract and vita. Includes bibliographical references (leaves 80-82).