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Providing Polk County adult education teachers with a handbookUnknown Date (has links)
"The primary objective of this paper is to describe the purposes, background and procedures involved in providing a handbook for teachers of adult students in Polk County. The term adult education, in this paper, is used to denote non-vocational classes below college level, for employed persons and other not enrolled in the regular day schools"--Introduction. / Typescript. / "August, 1959." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Edward K. Hankin, Professor Directing Paper. / Includes bibliographical references (leaf 35).
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People, Programs, and Politics: Two Case Studies of Adult Literacy ClassesCollins, Rita 01 January 1992 (has links)
Past research has not sufficiently addressed the question of what types of adult literacy instructional practice are recognized by participants, i.e., students and teachers, as facilitating learning in Adult Basic Education (ABE) classes. The purpose of this study was to describe instructional practices in two urban literacy programs serving low level adult readers, and to identify which practices were effective in meeting student needs. Effectiveness was measured by the ability of students to achieve learning objectives identified by themselves and the teacher, and included attendance patterns and student participation. Quantitative measures of achievement were not used as criteria since few classes utilized comparable formal assessment instruments. The process of generating grounded theory developed by Glaser and Strauss (1967) provided a suitable methodological framework for this qualitative research design that used an ethnographic approach as the format for the participatory research study. Teachers and students in six ABE classes provided data which were collected using a multi-method-plan utilizing interviews, participant observation, and documentary materials The study was structured around one primary and four secondary research questions. These questions were designed to address the various aspects of effective instructional practices in ABE classes and began by describing how teachers and students defined literacy skills and student goals, what practices were used in the classrooms, and how students perceived their learning. After this information was gathered, effective practices could be identified using the criteria elicited from teachers and students. Effective practices were found to be an interdependent process that included teacher, students, and goals within the context of the ABE classroom. The study showed that the effectiveness of discrete instructional practice was dependent on an instructional process that resulted from a teacher's choice of materials and methods accurately reflecting the attributes of students and their educational objectives. Crucial aspects of the teacher's actions were identification of primary objectives development of basic learning skills, interpersonal communication, and establishment of a supportive environment. For students, an active role within the class that included participation and self-directedness was recognized as contributing to goal achievement. Where this process was observed, there was a greater chance of students remaining in the program, actively participating in their learning, and ultimately achieving learning goals.
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The design of a workplace educator training program : an investigative studyWerbel, Wayne S. 25 April 1995 (has links)
Under the auspices of a United Stated Department of Education National
Workplace Literacy Program grant, the Columbia-Willamette Skill Builders, a community
college consortium, developed a prototype workplace educator training program in 1994.
The Skill Builders workplace educator training program was 9 months long and offered 90
hours of instruction, including a 20 to 40 hour workplace field experience. Twenty-six
people completed the prototype program.
This investigative study posed two research questions:
1. What can we learn by identifying and evaluating the critical elements in a
prototype workplace educator training program?
2. What can be gleaned through this investigation that can be utilized to design
a workplace educator training program?
Workplace educator is a new term emerging from the field of workplace literacy.
A workplace educator facilitates basic learning involving language and computation, as well
as communication, teamwork, problem-solving, and decision-making.
An examination of the pertinent literature identified five fields that impact on
workplace education: workplace basics; training and development; workplace literacy and
the contextual teaching approaches; current management theory with an emphasis on the
high performance work organization; and workplace learning.
The critical elements involved in the prototype program were identified through
extensive inquiry using questionnaires, survey evaluation instruments, personal interviews,
reports, journal review of the participants, and a focus group of Portland, Oregon, area
employer representatives managing workplace education. The identified critical elements
include an understanding of: (a) education in the workplace; (b) the characteristics of
workplace educators; (c) workplace culture and organizational practices; (d) business/
education relationships; (e) the educational environment; (f) needs assessment/evaluation
and assessment procedures; (g) workplace program design; (h) how to facilitate learning;
(i) the development of communication skills for the workplace educator; (j) culture, class,
and gender diversity in the workplace; and (k) appropriate uses of instructional technology.
In addition, the data were examined through an evaluation research framework using
the Stufflebeam (1983) CIPP (context, input, process, and products) model. The analysis
showed that the program was highly satisfactory to the participants. The most important
finding in this study is the need for workplace educators to fully understand the workplace. / Graduation date: 1995
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An investigation of the literacy and numeracy requirements and demands of entry-level supermarket work a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Arts in Applied Language Studies, 2009 /Hastwell, Kim. January 2009 (has links)
Thesis (MA--Applied Language Studies) -- AUT University, 2009. / Includes bibliographical references. Also held in print (x, 123 leaves ; 30 cm.) in the Archive at the City Campus (T 374.012 HAS)
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Older adults, literacy and social networks; a qualitative inquiry into lives of two older women.Lothian, Trudy (Trudy M.), 1963- Carleton University. Dissertation. Linguistics and Applied Language Studies. January 1996 (has links)
Thesis (M.A.) - Carleton University, 1997. / Also available in electronic format on the Internet.
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The cooperative extension service and the lower socioeconomic citizenryCram, Leo L. January 1965 (has links)
Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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"It was like a first step" : student transitions from adult basic education participation to community college enrollment /Gerhard, Gabrielle. January 2007 (has links)
Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 204-218).
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Dialoog as onderrigbenadering in volwassene basiese onderwys en opleidingTurner, Gail 22 August 2012 (has links)
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.
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Adult numeracy, mathematical education and social meaningsAngelis, Desi January 1993 (has links)
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.
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The development and validation of a writing self-efficacy scale for adult basic writers and its use in correlational analysisPrickel, Donald O. 27 September 1994 (has links)
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
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