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An examination of the validity of the telecourse self-assessment prediction instrument : "Are telecourses for me?"Wetle, Victoria L. 18 November 1996 (has links)
There is a need for a simple tool to assess the learner's match to
distance delivery methods such as telecourse and modem classes. The
concept of a prediction instrument is a practical approach to identifying
the at-risk student in the distance delivery environment.
The purpose of this study was to determine if the Telecourse Self-Assessment Predictor Inventory (TSAPI), entitled "Are Telecourses for
Me?" predicted the likelihood of student success in a telecourse. The
utility of this instrument was analyzed using descriptive statistical
procedures to describe the relationship between the total TSAPI scores,
the scores on each instrument item, and the two student success
categories of completers and noncompleters.
The study compared academic achievement with scores on the
TSAPI of 133 students enrolled in Medical Terminology I MED051,
Medical Terminology II MED052, Personal Health HE205, and Aging and
Society HS220 telecourses at Chemeketa Community College from 1994
to 1995.
The TSAPI did not predict student telecourse success in this study.
Completion rates differed by gender, grade point average (GPA), and total
credit hours but did not differ by instrument total scores or distribution
of scores. Several individual instrument questions had some predictive
value and needs assessment utility for both students and instructors.
Only three of the instrument's 10 questions confirmed a positive
relationship between the questions and prediction of student success.
The categories explored by these questions were (1) independence in
receiving directions from instructors, (2) expected time spent on
telecourse compared to a traditional face-to-face class, and (3) student
self-assessment of reading ability.
Questions not found to predict success elicited responses
concerning motivation for taking the class, the need for interactivity,
technology anxiety, ability to come to campus, and organization of
required course work. The key recommendation of the study was to
develop an instrument that has greater utility in predicting student
success.
The results of the study support the premise that a short, easy-to-administer
score prediction instrument would be valuable in assessing
student needs and identifying the at-risk population in the distance
learning environment. / Graduation date: 1997
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English remediation as a predictor of student success in an undergraduate adult programBurke, Karen Mahovich. January 2007 (has links) (PDF)
Thesis (M.A.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Mar. 13, 2007). "Higher Education Advising and Instruction"--T.p. Includes bibliographical references.
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Occupational stress and coping mechanisms as perceived by the directors of adult literacy educational programs in TexasAustin, Melinda Weatherford 29 August 2005 (has links)
The purpose of this study was to identify and assess the stressors and coping mechanisms related to job performance as perceived by directors of adult literacy education programs in Texas. This research also attempted to determine whether there were relationships between: specific demographic variables and job related stressors; and those same demographic variables and coping mechanisms of adult literacy education program administrators in Texas. A survey instrument was sent to all adult literacy education program directors in Texas in June, 2002. Demographic information, as well as information regarding types of stressors, and coping strategies used by those program directors was collected and analyzed. Major findings for the study indicated: 1. A majority of adult literacy education program directors in Texas experienced a significant level of occupational stress and a high overall general stress level. 2. The top stressors identified by the program directors were: Data Collection/Analysis, Statewide Accountability System, Development/ Maintenance of School Budget, Funding Related Issues, Student Achievement, Technology Related Issues, Administration of Programs for Special Students, Selection of Faculty and Staff, Dealing with Unsatisfactory Performance by Professional Staff, Dismissal of a Teacher or Staff Member.3. The major stress-coping mechanisms employed by the program directors were Planning ahead for stressful events and Communication with significant others or peers. 4. Program directors with greater adult education experience have a lower level of occupational stress compared to less experienced program directors. Based on the findings of the study, the following recommendations are made: 1.To address the sources of stress related to data collection, statewide accountability, and program budgets, training should be made available for administrators to improve their understanding and competencies to handle these demands. 2. Implementation of a system or network in which program directors could share problems, insights, and help one another address problems similar to what they may encounter in their jobs would strengthen the whole adult literacy education system in Texas. 3. Communication and leadership in long range planning is necessary from the state office to assist program directors in planning ahead for stressful events.
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Reciprocal Learning among educators in two communities in KwaZulu- Natal.Mennigke, Stuart Michael. January 2007 (has links)
<p>This research sets out to analyze the adult learning practices between two groups of secondary school teachers from historically differently resourced schools in the context of partnership. It seeks to test the nature of the partnership which exists between these schools, and exploe the nature of the learning which takes place between the teachers as adult learners. Reflections on the literature illustrate the issues surrounding the nature of learning among adult learners in shared community relationships. Methodologically this research is qualitative in nature , and has used the wider Social Responsibility Programme of St Agnes College as a field for interaction. Within that wider programme specifically, the mathematics partnership between Umdodo High School (UHS) and St Agnes was used for data colllection...</p>
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Learning and Activism: Iranian Women in DiasporaBiazar, Bahar 14 December 2009 (has links)
This qualitative study looks at the learning that takes place during activism. Throughout this work, learning is conceptualized as the ongoing formation of critical consciousness rather than the acuqisition of skills for the purpose of securing menial employment. Furthermore, critical consciousness is seen to develop through the nonlinear
interplay of thoughts and actions. This investigation uses the life history
method to explore the learning of five Iranian women throughout decades of
struggle against repressive social structures. It focuses on questions of motivation
for activism, formation of critical consciousness, and activism in diaspora. At the
theoretical level, this study criticizes current learning theories while its
educational implications place critical consciousness as the goal of radical adult
education. On a practical level, this investigation records successful political
study groups and suggests such groups as models for sites of radical adult
education.
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Learning and Activism: Iranian Women in DiasporaBiazar, Bahar 14 December 2009 (has links)
This qualitative study looks at the learning that takes place during activism. Throughout this work, learning is conceptualized as the ongoing formation of critical consciousness rather than the acuqisition of skills for the purpose of securing menial employment. Furthermore, critical consciousness is seen to develop through the nonlinear
interplay of thoughts and actions. This investigation uses the life history
method to explore the learning of five Iranian women throughout decades of
struggle against repressive social structures. It focuses on questions of motivation
for activism, formation of critical consciousness, and activism in diaspora. At the
theoretical level, this study criticizes current learning theories while its
educational implications place critical consciousness as the goal of radical adult
education. On a practical level, this investigation records successful political
study groups and suggests such groups as models for sites of radical adult
education.
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Occupational stress and coping mechanisms as perceived by the directors of adult literacy educational programs in TexasAustin, Melinda Weatherford 29 August 2005 (has links)
The purpose of this study was to identify and assess the stressors and coping mechanisms related to job performance as perceived by directors of adult literacy education programs in Texas. This research also attempted to determine whether there were relationships between: specific demographic variables and job related stressors; and those same demographic variables and coping mechanisms of adult literacy education program administrators in Texas. A survey instrument was sent to all adult literacy education program directors in Texas in June, 2002. Demographic information, as well as information regarding types of stressors, and coping strategies used by those program directors was collected and analyzed. Major findings for the study indicated: 1. A majority of adult literacy education program directors in Texas experienced a significant level of occupational stress and a high overall general stress level. 2. The top stressors identified by the program directors were: Data Collection/Analysis, Statewide Accountability System, Development/ Maintenance of School Budget, Funding Related Issues, Student Achievement, Technology Related Issues, Administration of Programs for Special Students, Selection of Faculty and Staff, Dealing with Unsatisfactory Performance by Professional Staff, Dismissal of a Teacher or Staff Member.3. The major stress-coping mechanisms employed by the program directors were Planning ahead for stressful events and Communication with significant others or peers. 4. Program directors with greater adult education experience have a lower level of occupational stress compared to less experienced program directors. Based on the findings of the study, the following recommendations are made: 1.To address the sources of stress related to data collection, statewide accountability, and program budgets, training should be made available for administrators to improve their understanding and competencies to handle these demands. 2. Implementation of a system or network in which program directors could share problems, insights, and help one another address problems similar to what they may encounter in their jobs would strengthen the whole adult literacy education system in Texas. 3. Communication and leadership in long range planning is necessary from the state office to assist program directors in planning ahead for stressful events.
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Salient factors influencing experiences encountered by reentry women : a qualitative study /Jones, Marilyn R., January 2001 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 177-184.
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Registered nurses as adult learners /Clarke, Theresa, January 2000 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Bibliography: leaves 92-102.
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Adult educators in co-operative development agents of change /Stefanson, Brenda. January 1900 (has links) (PDF)
"This paper was originally a thesis submitted to the College of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Science in Agricultural Extension at the University of Saskatchewan, Saskatoon". / Publisher's website: http://www.usaskstudies.coop/. Includes bibliographical references. Issued also in print format.
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