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Influences on adult education practitioners' working philosophies : a field study of probation officer training /Rothlein-Goldstein, Mary DePiano. January 1993 (has links)
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).
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Evaluation of the National Diploma in Adult Basic Education and Training with regard to the demands of the ABET world of work /Manona, Barbara Nomanesi. January 1900 (has links)
Thesis (MTech (Education))--Peninsula Technikon, 2005. / Word processed copy. Summary in English. Includes bibliographical references (leaves 69-72). Also available online.
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Ethical issues and codes of ethics : views of adult education practitioners in British ColumbiaGordon, Wanda Marja 11 1900 (has links)
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.
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Adult educators' responses to selected issues of practice : a case study at Molloy College /Kavanagh, Margaret C. January 1992 (has links)
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).
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Adult literacy educators' perceptions of technoloy integration /Langille, Lisa M. January 1900 (has links)
Thesis (M.Ed.)--Acadia University, 2004. / Includes bibliographical references (leaves 125-143). Also available on the Internet via the World Wide Web.
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Use of adult learning principles by adult basic skills instructors in an urban community college districtRoberson, Valerie R. Palmer, James C. January 2002 (has links)
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.
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Evaluation of the National Diploma in Adult Basic Education and Training with regard to the demands of the ABET world of workManona, Barbara Nomanesi January 2005 (has links)
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.
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Ethical issues and codes of ethics : views of adult education practitioners in British ColumbiaGordon, Wanda Marja 11 1900 (has links)
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
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The New Jersey Youth Corps at Jersy City State College : a case study of urban young adult dropouts in a successful second-chance program /Albornoz, Judith. January 1996 (has links)
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).
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AS CONTRIBUIÇÕES DO PENSAMENTO DE VIKTOR FRANKL PARA A EDUCAÇÃO / The contributions of Viktor Frankl thoughts to EducationFaria, Emilianna Siqueira Henrique de 22 March 2006 (has links)
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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.
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