Réalisé en collaboration avec l'équipe de l'Unité de jour de diabète de l'Hôtel-Dieu du CHUM: Hortensia Mircescu M.D., Françoise Desrochers, Michelle Messier et Stéphanie Chanel Lefort. / BUT : Cette étude longitudinale a pour objectif d’évaluer l’impact à court terme des programmes d’enseignement sur l’autogestion du diabète dispensés par l’équipe multidisciplinaire de l’Unité de jour de diabète (UJD) de l’Hôtel-Dieu du CHUM. L'UJD offre une formation de 4 jours (F4), avec une intervention mixte de type individuelle et de groupe, et une autre de 2 jours (F2), avec une intervention de groupe uniquement. MÉTHODE : En plus des mesures liées au contrôle métabolique (hémoglobine glyquée, indice de masse corporelle), des outils validés ont été retenus afin d’évaluer le niveau de littératie des patients, de même que les connaissances, les comportements d’autogestion et les attitudes par rapport au diabète à 0, 1 et 6 mois d’intervalle. Un total de 43 patients a été recruté, dont 13 en F2 et 30 en F4. RÉSULTATS : Âgés en moyenne de 59 ans, 77% des participants aux formations ont une scolarité de niveau collégial et plus. Cela les situe à un niveau satisfaisant de littératie, c'est-à-dire au regard de l’aptitude à comprendre et à utiliser l’information écrite dans la vie courante. En revanche, 64% des patients qui ne se sont pas présentés au cours (N=11) avaient un niveau de scolarité équivalent ou inférieur à un secondaire cinq. Les données analysées à l’aide de tests non-paramétriques montrent que les formations permettent à court terme une amélioration significative du contrôle métabolique des patients (p=0,042; N=33) et une perte pondérale moyenne de 2,4 kg (p=0,004; N=27). Les deux types de formations favorisent l’augmentation des connaissances sur la maladie (p=0,000 2jrs/4jrs) et contribuent à faire progresser favorablement les attitudes, soit de façon significative dans le cas des participants à la formation de 4 jours (p=0,000). La formation de 2 jours s’avère particulièrement efficace pour améliorer les comportements d’autosoins comme la prise de glycémie et les soins des pieds, alors qu’elle n’a eu que très peu d’effet sur les comportements liés au mode de vie. CONCLUSION : Les résultats de cette étude sont en faveur d’une intervention de type mixte et d’un plus grand nombre d’heures de contact entre les éducateurs et éducatrices et la ou le patient. Les données suggèrent finalement que bien que les interventions soient efficaces, ce sont les patients déjà fortement scolarisés qui tendent à participer à ce type de formation structurée. / OBJECTIVES : The objective of this longitudinal study is to evaluate the short term impact of diabetes self-management programs given by the multidisciplinary team of the CHUM Hôtel-Dieu Diabetes Day-Care Unit over 2-days (T2) or 4-days (T4) training sessions. METHODS : A total of 43 patients were recruited; 13 in the 2-day program, providing only group intervention and 30 in the 4-day program, providing both group and individual interventions. Besides measures of metabolic control (glycated haemoglobin, body-mass index), validated tools were used to evaluate literacy, as well as knowledge, self-care behaviours, and attitudes towards diabetes (at 0, 1 and 6 months). RESULTS : The average age of patients participating in the training sessions is 59 years old, and 77% have reached collegial or higher educational levels. This gives them sufficient literacy skills in terms of capacity to understand and use written information in everyday life. However, 64 % of the patients that did not show up or complete the training (N=11) had educational levels equal or lower to secondary 5. Outcome data, analyzed with nonparametric tests, show that diabetes self-management education programs of the Hôtel-Dieu CHUM lead to significant short-term improvement of metabolic control in patients (p=0,042, N=33) and result in a average weight loss of 2.4 kg (p=0,004, N=27). Both types of training increase patients knowledge of the disease (p=0,000 F2/F4), and the 4-days training session significantly contribute to positive attitudes towards the disease (p=0,000). The 2-days training program is particularly effective in improving self-care behaviours such as blood glucose monitoring and foot care, but it had very little effect on behaviours related to lifestyle. CONCLUSION : These results show that the 4-day program has proven more effective in improving self-management competency suggesting that the duration of interaction time between educators and patient seems to be a good predictor of the impact of the training. Although interventions are found to be effective, outcomes ultimately suggest that it is mostly patients with higher education that tend to participate in this formal training.

The purpose of this research study was to investigate the phenomenon of the conflicting roles, such as parent, spouse, employee, caregiver, and community member/volunteer, associated with the lives of nontraditional college students and to reveal how these conflicting role obligations influence these students' persistence toward the attainment of an undergraduate degree. This study provides a brief history of adult education in the United States as well as the study context, a continuing studies division of a privately endowed research institution located in the southern United States. The participants in this study were nontraditional students who were also recent graduates of this continuing studies unit. This study drew upon the literature of nontraditional students in higher education, as well as literature on role theory, adult development theory, adult learning theory, and student persistence theory. This study used a phenomenological qualitative approach as a means of discovering the lived experiences of nontraditional students as these experiences relate to the conflicting roles of nontraditional students and their decision to persist toward the attainment of a bachelor's degree. Several important findings were discovered. In order to negotiate their conflicting roles, these students used several strategies as a means of helping them to balance their roles. This study also found several motivational factors that prompted nontraditional students to pursue a bachelor's degree at this time in their lives. The obstacles and challenges that these students confronted were also revealed, and in order to overcome these obstacles and challenges these students relied on several support systems. The reputation and prestige of this university was also found to be an important factor in the students' decision to attend college at this stage in their lives. Additionally, the various forms of assistance that this continuing studies unit provided encouraged students to persist.

Small and medium enterprises (SMEs) in South Africa experience one of the highest failure rates in the world with 75% to 80% of SMEs failing in their first ten years. This data suggests that few small organisations in South Africa are sustainable entities and this in turn impacts on employment and the GDP of South Africa. In order to be sustainable, organisations should be learning ones (Garvin, 1993; Marquardt in Hattingh & Smit, 2004, p2). Senge’s (1990) ground-breaking model of a learning organisation identifies the disciplines companies should practice in order to contribute to their sustainability. This model, previously researched in large global companies, is used as the basis of researching a small company in a local, South African context. This study explores whether by being a learning organisation, a small company is able to sustain itself. Senge’s concept of a learning organisation includes five disciplines. These disciplines have adult and workplace learning theories embedded in them. The study attempted to identify whether the small company drew on these learning theories in day-to-day operations and practise, and if this contributed to its development as a learning organisation. In addition to learning theories, literature reviewed included factors that impact on small business sustainability in the South African context. The study reveals an interesting blend of a business management concept (“the learning organisation”) with adult education principles that give insight into developing a small company as a learning organisation. A qualitative, ethnographic case study approach was used for this study, using an interactive model to accommodate the dynamic nature of the workplace with its variety of events and activities. Data collection took place during two intensive research periods in 2008 and 2012, in a single Johannesburg-based company. A multi-method approach was used and included observations, document analysis, questionnaires, transect walks, auto-photography, focus groups and interviews. The study revealed that a small company can ensure its sustainability by being a learning organisation, even though the company did not hold the same understanding of a learning organisation that Senge (1990) did. By practising various adult and workplace learning theories, especially the theory of communities of practice, a small company can develop the disciplines of a learning organisation. Furthermore, organisations may practise the disciplines of a learning organisation organically, without specific intent, and this may assist in their sustainability.

Esta dissertação tem o intuito de contribuir para a discussão a respeito da formação continuada presencial e online de profissionais jovens e adultos que trabalham como agentes de inclusão digital, em telecentros públicos de acesso à internet, e contribuir para a formulação de melhores práticas. Para tanto, foi realizada uma investigação do Projeto de Formação Continuada do Programa de Inclusão Digital AcessaSP, que reúne atualmente um mil cento e setenta e dois monitores espalhados por todo o Estado de São Paulo, com o objetivo de analisar os impactos da formação continuada na qualificação desses profissionais e estabelecer uma relação entre a proposta de formação continuada do Programa e uma teoria de aprendizagem da educação de adultos. Este trabalho se propôs a responder à seguinte questão: Em que sentido a formação continuada oferecida aos monitores dos postos do Programa de Inclusão Digital AcessaSP contribui para a qualificação desses profissionais garantindo uma aprendizagem efetiva das ações que fazem parte da sua atividade? Por reconhecermos que o objeto em estudo faz parte de um contexto particular, esta pesquisa se caracteriza como um estudo de caso, conforme descrição de Ludke e André (1986), e utilizou uma metodologia híbrida, por envolver aspectos quantitativos e qualitativos. Como fontes de informação, utilizamos dois tipos de questionários: com questões fechadas e alternativas pré-determinadas, realizado para todo o grupo de monitores do Programa, e com questões abertas, respondido por um grupo selecionado de acordo com critérios estabelecidos, de forma a nos levar a obter indícios de resposta ao problema. Os conceitos de andragogia e de heutagogia, como perspectivas atuais da educação de adultos, contribuíram para a definição do principal referencial teórico deste trabalho, complementados pelo mapeamento das discussões de vários autores acerca da formação de adultos. / This thesis intends to contribute to the discussion related to classroom and online continuing education of young and adult professionals who work as agents of digital inclusion in public internet access centers, and to contribute to the formulation of best practices. As such, an examination of the Continuing Education Project of AcessaSP Digital Inclusion Program, which includes one thousand, one hundred and seventy two instructors scattered across the State of São Paulo, was held with the objective of analyzing the impacts of continuing education in the qualification of these professionals and establishing a connection between the Programs continuing education proposal and a theory on adult learning. This paper aims to answer the following question: In what sense the continuing education offered to the instructors of AcessaSP digital inclusion program contributes to the qualification of these professionals and ensures an effective learning of actions that are part of this activity? By acknowledging that the object under study is part of a particular context, this research is characterized as a case study, according to the description of Ludke and André (1986), and has used a hybrid methodology, as it involves quantitative and qualitative aspects. As sources of information, two types of questionnaires were used, one with closed and multiple choice questions given to the entire group of Program instructors, and one with open questions given to a selected group according to determined criteria, leading us to gather answers to the proposed problem. The concepts of andragogy and heutagogy, as current perspectives on adult learning, contributed in defining the main theoretical reference for this thesis, complemented by mapping the discussions of various authors on adult education.

xi, 112 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The purpose of this study was to conduct, as a participant observer and district-level regional administrator, three exploratory mini-case studies of elementary schools in the same district attempting to meet the same district improvement goal, imbedded in individual School Improvement Plans (SIP) during the same period of time in the school year. In order to document how each leadership team identifies strategies to meet the goal, how strategies are implemented, how each leadership team interacts with me as their district administrator, and how performance toward meeting the goal is perceived by key actors in the school this research was conducted as an action-research case study. The inter-relationships between school goals and school leadership team behaviors in a large suburban school district and the influence of these teams on the practices of the individuals on each of the three different school teams were the primary focus of this study. This study took place beginning in December 2007 and culminating in March 2008. The researcher kept a field journal of team meetings and staff development activities at each site. Interviews were conducted with principals, teachers, and parents at each site to gain multiple perspectives of school improvement and leadership. Findings of this case study may reveal a close connection between the practices of the regional administrator and school leadership teams and the outcome of school improvement initiatives. Recommendations are made for changes in practice and for future research studies. / Adviser: Diane M. Dunlap

Made available in DSpace on 2016-04-27T14:31:10Z (GMT). No. of bitstreams: 1 Abdizia Maria Alves Barros.pdf: 2455409 bytes, checksum: 5ba2b5bf414638ccf3c9ade8f98514a5 (MD5) Previous issue date: 2013-09-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work has as its aim to evaluate the current Policy of Teachers Formation in Young and Adult Learning EJA from Municipal Secretariat of Education in Maceio SEMED. This way, we felt the need of going deeper into this proposal, into its roots, where the learning process really occurs, in order to analyze how this policy of teachers formation influences the routine of a classroom, as well as the doing and knowing of the teacher of the first segment of EJA. Relating to young and adult learning, especially in Brazilian public schools, it is necessary to think how the teachers of this learning modality will be able to (re) invent or innovate their formation processes and their pedagogical practices, facing the demands that have been moving the educational policies in this century. Based upon the formation and practice of the teachers of adult learning. This research has as its object of study the evaluation/analyzis of the EJA teachers pedagogical practice in the first segmento of young and adult learning before the actions and the direction given in the classroom context, from the current proposal of teachers formation implemented by the Municipal Secretariat of Education in Maceio, through the direction of Young and Adult Learning Department DEJA that has as its theoretical and methodological basis the Theme Network, which consists of redesign the curriculum of Young and adult learning first segment in a perspective of popular education, having as its reference the interdisciplinar Project, through the theory of the generating theme and the Theme Network, highlightening the planning as a colective space, participant and of teachers practice organization. Our methodolical option in this investigation was for the qualitative research, having as its strategy of study the network of meanings; literature review; documents analyses; field observation with register in field diary; semi-structured interviews recorded and transcripted. The empiric field involved eleven female teachers of the first segment in Young and adult learning, four schools that cover the first segment of this learning modality, all of them with classes in the evening and located in distant suburbs of Maceio. Considering the results of this investigation, we come to the conclusion that the formation policy implemented by the Municipal Secretariat of Education in Maceio SEMED through the Young and Adult Learning Department DEJA still is not enough to attend the learning network in its totality as a public policy, although it has been ruled by a group of professionals that work with young and adult learning with a history of fight, resistence and political commitment with EJA, looking for the possibility of emancipating the oppressed in the context of Alagoas society / Este trabalho tem por objetivo avaliar a atual Política de Formação dos Professores de Educação de Jovens e Adultos EJA, da Secretaria Municipal de Educação de Maceió SEMED. Neste sentido, sentimos necessidade de adentrar no âmago de tal proposta, ir à sua raiz, onde acontece de fato o processo ensino-aprendizagem, para analisar como essa política de formação repercute no cotidiano da sala de aula, no fazer e no saber do professor do 1º segmento de EJA. Em se tratando de educação de jovens e adultos, especificamente na escola pública brasileira, necessário se faz pensar como os professores dessa modalidade de ensino poderão (re)inventar, inovar os seus processos formativos e as práticas pedagógicas, enfrentando as demandas e exigências que vêm movimentando as políticas educacionais neste século XXI. Tomando como referência a formação e a prática dos professores de Educação de Jovens e Adultos, esta pesquisa elege como objeto de estudo a avaliação/análise da prática pedagógica dos professores do primeiro segmento de Educação de Jovens e Adultos, frente às ações e direção dadas no contexto da sala de aula a partir da atual proposta de formação de professores implementada pela Secretaria Municipal de Educação de Maceió, por intermédio do Departamento de Educação de Jovens e Adultos DEJA. Essa proposta tem como pressuposto teórico metodológico a Rede Temática que consiste em redimensionar o currículo do primeiro segmento da educação de jovens e adultos numa perspectiva de currículo na educação popular, tendo como referencial básico o projeto Interdisciplinar através do tema gerador e da Rede Temática, destacando o planejamento como espaço coletivo, participativo e de organização da prática docente. A nossa opção metodológica nesta investigação foi a pesquisa qualitativa, tendo como estratégia de estudo a rede de significados; revisão da literatura; análise documental; observação em campo com registro em diário de campo; entrevistas semiestruturadas gravadas e transcritas. O campo empírico envolveu onze professoras do primeiro segmento de educação de jovens e adultos, quatro escolas que atendem o primeiro segmento de EJA, que funcionam no turno noturno e estão localizadas na periferia do município de Maceió. Em vista dos resultados da investigação, conclui-se que a política de formação implementada pela Secretaria Municipal de educação de Maceió DEJA ainda não atende a rede de ensino em sua totalidade enquanto política pública, e que a tal política vem sendo assumida por um grupo de profissionais que atuam na educação de jovens e adultos, que têm uma história de luta, de resistência e comprometimento político com a EJA, possibilitando a emancipação dos sujeitos oprimidos no contexto da sociedade alagoana

Made available in DSpace on 2016-04-27T14:32:27Z (GMT). No. of bitstreams: 1 Maria Angelica Batista.pdf: 1600735 bytes, checksum: c46ff59830bbc4f1e6bbd6610b582358 (MD5) Previous issue date: 2005-06-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work aims at analyzing and critically understanding the capacitation model applied by the Programa Alfabetização Solidária (PAS) in São Paulo´s Alto Tietê region; it presents an approach and interpretation of what is theorized about the program, what is actually done and what is said about the praxis . This research intends to contribute to the evolution of public policies in the area of youth and adult education in Brazil as well as to the area of teacher formation in general. It focuses on the tutor, his/her formation, and the teaching he/she provides, contrasted to the program´s official guidelines which represent the discourse of power in this context. The methodology includes different instruments for collecting data such as: visits to the literacy centers, conversations during capacitation sessions, documentary analysis of the program, analysis of texts produced by the tutors in sessions, and the technique of group discussion. The data have been dealt with on the basis of the theoretical frame which supports the research, resulting in three major categories for analysis: Capacitation - constructing necessary knowledge for the tutor , which discusses the understanding tutors have about their role in the program, their pedagogical knowledge, and expected changes in their lives after the capacitation; Literacy tutoring practice in large urban centers , which deals with the pedagogical practice of the tutor, how they plan and organize their teaching, how they evaluate the process, and their routine actions; The tutor s view of the world and his/her social and cultural intervention in the community , which discusses the implications of the tutor s work beyond the classroom, in the community life, during and after the literacy term. The analysis has been able to produce a new view of the capacitation program which may be used to its improvement. Unequal distribution of knowledge and power in society creates a tension line which must be surpassed though varied strategies. In education, although some laws have brought some improvement, overall, government policies have not been effective in solving the problem of illiteracy which has been bandaged, deferred or simply dealt with as statistic figures. This studiy reveals that tutors have a degree of knowledge which, due to its limitations, is not enough to encompass the difficult task of adequately bringing literacy to the unattended masses of youths and adults in Brazilian society. Another model in the formation of educators for adults must be devised in order to answer to that challenge / Este trabalho busca analisar e compreender criticamente o modelo de capacitação do Programa Alfabetização Solidária nos grandes centros urbanos da Região do Alto Tietê em São Paulo, propondo modos de aproximação e de interpretação entre o teorizado, o praticado e o dito sobre o praticado. A pesquisa pretende contribuir com as políticas públicas de Educação de Jovens e Adultos no país e a formação docente de um modo geral, concentrando-se na figura do alfabetizador, na ação formadora que incide sobre ele e na formação ele que realiza em seus alunos. Como contraponto, é analisado o discurso oficial do programa que se constrói como lugar discursivo de poder. A metodologia utilizada fez uso de diferentes instrumentos de coleta de dados tais como: visitas realizadas nos núcleos de alfabetização, conversas informais durante a capacitação, análise de documentos do programa, análise de produções escritas dos alfabetizadores nas atividades de capacitação e aplicação da técnica de grupo focal. Foi feita a discussão dos dados conforme o quadro teórico de apoio à pesquisa, a partir do quê elegeram-se três grandes categorias de análise, a saber: Capacitação: período de construção de saberes necessários ao alfabetizador , na qual buscou-se discutir a compreensão que os alfabetizadores têm do seu papel no programa, seus saberes pedagógicos, e as possíveis mudanças em suas vidas após a capacitação; A prática alfabetizadora nos núcleos de alfabetização dos grandes centros urbanos , em que se discutiu aspectos da prática pedagógica desses alfabetizadores nos núcleos de alfabetização, como planejam e organizam o ensino, como realizam avaliações diagnósticas, as rotinas e modos de trabalhar no cotidiano das salas de aula; Leitura de mundo do alfabetizador e sua intervenção sócio-cultural na comunidade , que discutiu a atuação do alfabetizador na vida comunitária onde se insere o núcleo durante e após a duração do módulo de alfabetização. A análise permitiu construir um novo olhar sobre a capacitação que considero ser valioso para uma análise crítica do próprio programa, tendo em vista seu aperfeiçoamento. Saberes e poderes rigorosamente mal distribuídos entre as classes sociais são linhas de tensão a serem superadas em diferentes frentes. Na educação, embora algumas leis tenham avançado, políticas públicas não concretizaram avanços e, conseqüentemente, o problema do analfabetismo tem sido remediado, postergado ou tratado em termos de resultados numéricos apenas. O presente estudo constata que os alfabetizadores têm saberes, mas esses saberes que possuem são muito limitados e não dão conta de realizar a difícil tarefa de alfabetizar adequadamente as massas populares adultas da sociedade brasileira. Um outro modelo de formação de educador de adultos precisa ser pensado para responder a isto

Magister Educationis - MEd / This research was motivated by my interest in the sport and the systems of provision of the education on Robben Island. The problem that gave rise to the study was to determine how political prisoners were able to organise prisoner education (political education and non-formal education) and participate in prison-sponsored education (formal education) and to find answers to the question of what impact education had on the sport that they agitated for.

Educators have a moral imperative and job-embedded expectation to effectively teach all students, which requires a commitment to continued personal growth. The purpose of this instrumental project study was to explore the lived experiences of first-year teachers and their mentors who teach in a culturally-diverse school district. The conceptual framework was based on supporting adult learning methods through the theories of critical thinking, constructivist perspective, the theory of mentoring, and culturally-instructional teaching. The guiding research questions addressed the perceptions of 5 first-year teachers and 5 mentors regarding individual and shared learning as a result of mentor-mentee relationship. A constant comparison method provided a process for analyzing the semi-structured interviews, observations, and field notes to determine a unit of data. Triangulation of the units of data then informed possible categories that were noted in words and statements. This process continued until saturation of categories was reached. Spreadsheets provided a structure to organize the data along the way and chart tables and taxonomic representation were used to display results. The mentees' results encompassed 19 themes such as feeling valued, safe, supported, trusted, and believed. The recommendations include the development of long-term solutions for supporting beginning teachers during the first 3 years of their profession with mentoring as an essential component. These findings illustrate that formal and informal beginning teacher professional learning is critical to produce high quality instruction, and to ensure that students graduate with globally competitive skills.

At a dental hygiene program within a community college in New York State, clinical instructors are hired based on their expertise as practitioners. Most clinical instructors lack a background in adult learning theory and practice, which is an issue because their students are adult learners whose average age is 26. The instructors' lack of knowledge in this area challenges their effectiveness. The purpose of this qualitative case study was to explore dental hygiene instructors' views about what kind of professional development offerings related to adult learning might help improve their teaching effectiveness. The conceptual framework for this project study was Lave and Wenger's situated learning theory. Semi-structured interviews were conducted with 8 part-time clinical instructors from the same academic department. Data were analyzed using thematic analysis. Five themes emerged from data analysis: participants' commitment to teaching, experience with students' attitudes, desire for communication, satisfaction with students' successes, and need for professional development. These findings led to the design of a professional development program that includes content on behaviorism, humanism, social cognitive theory, cognitivism, constructivism, and experiential learning theory. The goals of the program include providing clinical instructors with a background in adult learning theory and identifying ways to implement adult learning theory into clinical instruction. In potentially improving the teaching effectiveness of clinical instructors, this study may result in the better preparation of dental hygiene students and, ultimately, lead to improved patient care.