Zeitschriftenartikel: „Education, Adult and Continuing|Education, Educational Psychology|Recreation“

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Waters, Johanna, und Maggi Leung. „‘These are not the best students’: continuing education, transnationalisation and Hong Kong's young adult ‘educational non-elite’“. Children's Geographies 12, Nr. 1 (30.10.2013): 56–69. http://dx.doi.org/10.1080/14733285.2013.850851.

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Moran, Kevin, Robert Podstawski, Stefan Mańkowski, Dariusz Choszcz und Zoran Sarevic. „Socioeconomics Influences on the Water Competencies of Young Adult Polish Males“. Physical Culture and Sport. Studies and Research 74, Nr. 1 (01.06.2017): 19–33. http://dx.doi.org/10.1515/pcssr-2017-0014.

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AbstractDespite the popularity of aquatic recreation and its well-promoted prophylactic and therapeutic values, not a lot is known about how socio-cultural background influences the acquisition of water competency. The aim of this study was to assess the influence of socio-economic and environmental factors on the swimming and rescue skills of male university students (n = 521) aged 19-20 years residing in the Region of Warmia and Mazury, Poland.An anonymous questionnaire was used as a diagnostic tool to elicit information on participants’ social backgrounds (such as parental income and level of education). Participants provided self-estimates of swimming and rescue competency that included non-stop distance swimming, familiarity with selected swimming strokes, and their estimated rescue ability.The results suggest that students’ self-estimated swimming competency, the distance they could swim non-stop, and the capacity to swim various strokes increased in association with higher levels of educational background of the father, higher levels of monthly income, and increased size of residential agglomeration. The level of rescue skills also improved with increases in the educational background of both parents, the size of residential agglomeration, and the monthly budget. No significant differences were found in rescue competency levels when analyzed by the mothers’ educational experience. Levels of both swimming and rescue competencies were lower than those reported in comparable studies.Socio-economic status (such as a lack of discretionary time and income for families with a lower socio-economic status) and place of residence (such as lack of facilities in small villages and towns) mediated the opportunity to acquire water competencies or gain experience with aquatic activity. Methods for addressing socio-economic barriers to the acquisition of swimming and rescue competency are discussed and recommendations for further research are made.

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Sura, Nataliya. „Adult Education in Foreign Languages: Interactive Settings, Models, Practice“. Education and Pedagogical Sciences, Nr. 3 (175) (2020): 52–63. http://dx.doi.org/10.12958/2227-2747-2020-3(175)-52-63.

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The article dwells upon modern English as a Second Language (ESL) educational settings which are based on innovative technologies modernizing the gist of adult education in a foreign language and containing organizational models of the learning process, founded on the dialectical commonality of ESL methodologies. Program models for ESL education that can be realized at university departments under certain conditions are presented. It has been identified that ESL learning via mobile devices and apps, modern tech and computer-based technologies facilitates the individualistic approach of teaching, encourages mental activity and improves the effectiveness of the learning process. Some elaborations have been made to the statements regarding adult ESL education in the context of computer didactics as an innovative learning system in which the theoretical approaches and practical achievements of such an interdisciplinary branch of knowledge as Artificial Intelligence are realized. The article emphasizes the deep connection between the development of ideas through Artificial Intelligence and the disciplines which presuppose understanding, decision-making, learning i.e. Psychology, Logic, Linguistics. The comparative analysis has been done in order to identify empirical data of questionnaires regarding prioritizing the use of mobile devices, apps, and digital media in the ESL learning process. The analysis serves as a detailed breakdown and evidence of the on-hand teaching experience at universities.

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Tarkhanova, Irina, Oksana Pavlova und Voldemārs Arnis. „QUESTIONS HEALTH SAVING IN ADULT EDUCATION“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (26.05.2016): 573. http://dx.doi.org/10.17770/sie2016vol3.1466.

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The article actualizes the problem of decreasing of the physical activity of a modern man, describes the results of the research of the adult population with application of the International questionnaire for assessing physical activity (IPAQ). Based on the analysis of the obtained results a model of the education of adults to healthcare issues. Possible ways of socialization and recreation of the adult population through the implementation of educational programs are discussed.

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Brady, Geraldine, und Anita Franklin. „Challenging dominant notions of participation and protection through a co-led disabled young researcher study“. Journal of Children's Services 14, Nr. 3 (05.09.2019): 174–85. http://dx.doi.org/10.1108/jcs-03-2019-0016.

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Purpose In the UK, the Children and Families Act aims to create one assessment process for children with special educational needs or disability, through Education, Health and Care Plans. It also aims for greater participation from children and young people in decisions about their own lives. Current evidence suggests that children’s needs and desires across education, health and social care are not being fully met, partly because adult agendas drive policy, practice and standards of care. Furthermore, little attention is paid to the way in which disabled children and young people are included either within decisions about their own support or within research processes. The purpose of this paper is to present a research process designed to address these issues. Design/methodology/approach Six disabled young people co-led this participatory research project; for the first time, disabled young people had the opportunity to define a research agenda which spoke to what “quality” might look like in planning for their own future and that of other disabled children and young people. Findings This paper presents findings from this process, addressing important ethical issues relevant for policy, practice and research, identified through this rights based, collaborative way of working in partnership. Three key issues were identified and are explored here. They include first, tensions between young people becoming leaders and dominant ideas about safeguarding and child protection; second, being empowered through engagement within the project yet restricted in other areas of personal life and, finally, the emotional impact on new researchers of gathering evidence of a continuing lack of autonomy for disabled children and young people. We argue that challenging dominant notions concerning the participation and protection of disabled children is required in order to ensure that they access their right to be decision-makers in their own lives, and to being empowered within research processes. Originality/value This is the first disabled young people-led study to investigate quality and rights for disabled children and young people using this rights-based methodology.

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Biswas, Tanu. „Who Needs Sensory Education?“ Studies in Philosophy and Education 40, Nr. 3 (25.03.2021): 287–302. http://dx.doi.org/10.1007/s11217-021-09763-y.

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AbstractCustomarily, reflections on the need to educate sensory and bodily enactments with the world, take for granted that it is the child who must be educated. However, the educational passage of becoming 'rational' and 'grown up' often leaves the adult divorced from her own embodied self. As part of my engagement with childism (conf. Wall in Ethics in light of childhood, Georgetown University Press, Washington, 2010; The child as natural phenomenologist. Primal and primary experience in Merleau-Ponty’s psychology, Northwestern University Press, Evanston, 2013; Child Geogr, 2019, https://doi.org/10.1080/14733285.2019.1668912) in this article, I ask: Who needs sensory education? In response, I propose that it is adults who need sensory education more than their temporal others (Beauvais, in: Spyrou S, Rosen R, Cook DT (eds) Reimagining childhood studies, Bloomsbury Academic, London, pp 57–74 2018) i.e. children. As Merleau-Ponty has shown, the richness of embodied perception that children experience, is relatively distant for adults (Bahler in Child Philos 11:203–221, 2015; Welsh in The child as natural phenomenologist. Primal and primary experience in Merleau-Ponty’s psychology, Northwestern University Press, Evanston, 2013). The particular lived-experience I reflect on is the sense of temporality. Accompanied by two distinct, yet interconnected examples of encounters with Baby Ole and Captain Duke, I suggest that being-with-children can enable philosophical clearings for adults to re-cognise plural temporalities, as opposed to a singular clock-time perception of Time. (The preposition with is used in the sense of the Norwegian hos or German bei, whereby an adult intentionally positions herself as a guest in a child's world.)

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Zemaitaityte, Irena. „THE ROLE OF LIBRARIES IN PROMOTING ADULT EDUCATION“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (26.05.2016): 193. http://dx.doi.org/10.17770/sie2016vol4.1545.

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The article discusses the function of the library in the changing society and educational activity among elderly citizens. The growing number of elderly people in a society requires permanent revision and adaptation to the new conditions of education, social security, economy, health protection areas. Today the function of the library is seen as a multifunctional institution for education, leisure, culture, information and recreation. Modern library through participation in many programmes and projects provide elderly people with training in computer and digital skills, and functional literacy. Participation in library events enhances activity, engagement, participation in society`s life of the elderly.

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Lieberman, Lauren J., T. Nicole Kirk und Justin A. Haegele. „Physical Education and Transition Planning Experiences Relating to Recreation among Adults who are Deafblind: A Recall Analysis“. Journal of Visual Impairment & Blindness 112, Nr. 1 (Januar 2018): 73–86. http://dx.doi.org/10.1177/0145482x1811200107.

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Introduction Children who are deafblind have unique educational needs, especially when it comes to developing a foundation for recreation. This foundation includes a well-rounded physical education program. Purpose The purpose of this study was to explore the experiences of adults who are deafblind as they recall their involvement in physical education and transition planning relating to recreation. Methods A panel of experts validated a questionnaire related to participation in physical education, the Individual Education Program (IEP), and transition meetings. Individuals who are deafblind were interviewed at the Seabeck Deafblind Retreat and at the International Deafblind Expo in Orlando, Florida. Data were analyzed by demographics, frequency counts, and qualitative responses to the open-ended questions. Results The study had three major findings: (1) Most participants were involved in their IEP meetings, yet the physical education teacher was not included in these meetings and the need for physical education and accommodations during physical education were not typically addressed. (2) Most participants attended their transition meetings, yet most never discussed recreation or physical activity—let alone how to overcome barriers to their preferred activities. (3) The majority of participants revealed that they are currently not involved in the recreation activities that they want to be. They expressed dissatisfaction with the support they received in the transition process that would have enhanced quality recreation in their lives. Discussion Based on the results presented here, participants were dissatisfied with the lack of physical education teacher involvement with IEP meetings and the limited discussion of recreation and physical activity during transition, which may have caused them to be less prepared for engagement in physical activity and recreation as adults than they might have been if more attention had been paid to these issues. Ensuring that professional preparation programs in both physical education and deafblind education emphasize the importance of modifications to the physical education curriculum as well as involvement of the whole multidisciplinary team in IEP meetings can set the student up for a successful adult life. Last, transition meetings should include the student's preferred recreation and physical activities as well as discuss the barriers to those activities. Including these topics in every transition meeting may help adolescents who are deafblind navigate their preferred recreation activities in their future. Implications for practitioners Training for current interveners and deafblind specialists should include ideas for modification to physical education. In addition, training for physical education teachers should include how to modify activities for children and youths who are deafblind. Transition training programs throughout the United States should include information about the children's recreation interests (inside and outside of the home) as well as how to overcome barriers they may face in accessing those choices.

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Price, Taryn, und Nicole Been. „The Fulfillment of Council on Accreditation of Parks, Recreation and Related Professions Standards Through a Youth-Adult Partnership“. Journal of Curriculum and Teaching 9, Nr. 2 (20.05.2020): 62. http://dx.doi.org/10.5430/jct.v9n2p62.

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The Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT) outlines standards for recreation programs to ensure a quality educational experience. The current case study presents findings from a youth-adult partnership in support of various COAPRT standards to assist in the development of aspiring recreation professionals. Observation and reflection data from two consecutive partnerships between youth in a high school Physical Education course and collegiate students from a Historically Black College University’s Health, Physical Education, and Recreation program are presented based on the four dimensions of Wu, Kornbluh, Weiss, and Roddy’s (2016) youth-adult partnership (Y-AP) rubric. The results are presented based on the Y-AP rubric’s dimensions: authentic decision making, natural mentors, reciprocity, and community connectedness to illustrate how they support COAPRT standards 7.01(a) (b), 7.02, and 7.03 (COAPRT, 2014). Implications are provided to support the value a Y-AP implementation can provide recreation management programs as they seek and maintain COAPRT accreditation in the development of their students.

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Thieke, James. „The importance of participation for Christian children’s spiritual education“. Theology in Scotland 26, Nr. 1 (30.07.2019): 42–55. http://dx.doi.org/10.15664/tis.v26i1.1844.

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This essay addresses the negative influence that consumerism can have on children’s development and looks in particular at how it impacts their spiritual growth. Using evidence from psychology and educational studies, it makes the case that a ‘learning-by-doing’ approach is more effective than employing a system of exchange in spiritual education (whereby the adult is cast as producer and the child as consumer). This participative approach will not only establish the children in their faith, but also strengthen the faith of the adults and the whole church community in turn. (This paper was selected as the winning entry in the 2018 Fraser Essay Prize competition.)

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Lee, Jaewon, und Jennifer Allen. „Mothers' Income and Young Adult Children's Education and Fast Food Intake“. American Journal of Health Behavior 44, Nr. 5 (01.09.2020): 681–90. http://dx.doi.org/10.5993/ajhb.44.5.11.

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Objectives: In this study, we examine young adult children's educational attainment as a mediator in the pathway from their mother's income to their fast food consumption. Methods: The National Longitudinal Survey of Youth 1979 (NLSY79) and the National Longitudinal Survey of Youth 79 for Children and Young Adults (NLSY79 CY) were used to select mother and children dyads. A total of 5140 dyads were selected as the final sample. We used a mediation model to test mediators in the relationship between mother's income and young adult children's fast food consumption. Results: Mother's income was significantly related to their young adult children's educational attainment. Mother's income was negatively related to fast food consumption. This study revealed partial mediation of the relationship between mother's income and their young adult children's fast food consumption via their young adult children's educational attainment. Conclusions: A new perspective considering mother's economic resources is needed to understand children's education. Mother's income is important to cultivate their young adult children's health behaviors. The intergenerational transmission of mother's economic resources to their young adult children's educational attainment should be considered to understand young adults' fast food consumption.

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Halpern, Diane F. „Assessing Student Outcomes for Psychology Majors“. Teaching of Psychology 15, Nr. 4 (Dezember 1988): 181–86. http://dx.doi.org/10.1207/s15328023top1504_1.

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Numerous state legislatures, accrediting agencies, and public interest groups now require postsecondary institutions to produce evidence that they are providing a quality education for their students. One quality indicator is a measure of the “value added” to the cognitive development of students by the educational program. This approach emphasizes the educational gains made by students in each academic major and from the general education portion of their degree. Psychology departments are often expected to take the lead in assessing educational outcomes because learning assessments are a natural outgrowth of several fields of concentration in psychology–human learning, adult development, psychometrics, and program evaluation. When outcomes are used to improve psychology curricula or departmental policies, they become a powerful tool for improving teaching and learning.

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Sibel, Arslan. „Factors affecting recreation preferences and expectations of disabled adult learners“. Educational Research and Reviews 9, Nr. 20 (23.10.2014): 975–80. http://dx.doi.org/10.5897/err2014.1917.

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MELLARD, DARYL, MARGARET BECKER PATTERSON und SARA PREWETT. „Reading practices among adult education participants“. Reading Research Quarterly 42, Nr. 2 (06.04.2007): 188–213. http://dx.doi.org/10.1598/rrq.42.2.1.

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Sitlington, Patricia L., Alan R. Frank und Rori Carson. „Adult Adjustment among High School Graduates with Mild Disabilities“. Exceptional Children 59, Nr. 3 (Dezember 1992): 221–33. http://dx.doi.org/10.1177/001440299305900306.

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This study investigated the adult adjustment of a statewide random sample of 737 young adults with learning disabilities, 59 labeled behaviorally disordered, and 142 labeled mentally disabled, all graduates of special education resource teacher programs. Results are reported in terms of (a) general status information, such as marital status and living arrangements; (b) information about those competitively employed, such as wages, hours worked per week, and percentage of living expenses paid; and (c) comparison of competitively employed versus unemployed individuals, in terms of high school vocational training and work experiences. Information is also provided on postsecondary education and overall “successful” adult adjustment. Data are compared across disability groups and across gender, where relevant.

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Slote, Michael. „Sentimentalist moral education“. Theory and Research in Education 8, Nr. 2 (Juli 2010): 125–43. http://dx.doi.org/10.1177/1477878510368611.

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Care ethics, and moral sentimentalism more generally, have not developed a picture of moral education that is comparable in scope or depth to the rationalist/Kantian/Rawlsian account of moral education that has been offered by Lawrence Kohlberg. But it is possible to do so if one borrows from the work of Martin Hoffman and makes systematic use of Hume’s earlier sentimentalist ideas. Kohlberg and Rawls offer accounts of moral learning that leave moral motivation largely unexplained or mysterious, but an emphasis on the psychology of empathy can help us to better understand both the content of our morality and the ways in which children and adults can become and be morally motivated. Parents can in a number of ways evoke and strengthen children’s empathic moral tendencies, and such processes can also occur and need to occur in schools and later on in life. In addition, a sentimentalist understanding of the meaning of moral terms can show how moral rules, principles, and injunctions can strongly reinforce the sorts of empathic/moral tendencies that are at least initially based in other elements of human psychology.

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Hansen, Nancy E., und John Gladfelter. „Teaching Graduate Psychology Seminars Using Electronic Mail: Creative Distance Education“. Teaching of Psychology 23, Nr. 4 (Dezember 1996): 252–56. http://dx.doi.org/10.1207/s15328023top2304_16.

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This article describes the use of on-line seminars as part of the curriculum of a freestanding distance education graduate program in psychology for middle-aged adults. Structural, pedagogical, technical, and contextual issues are addressed, along with an evaluation of these courses. We discuss applications of this technology for residential institutions and conclude that exciting, interactive, graduate-level educational experiences can be created using simple e-mail systems.

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Lichtenstein, Stephen. „Transition from School to Adulthood: Case Studies of Adults with Learning Disabilities Who Dropped Out of School“. Exceptional Children 59, Nr. 4 (Februar 1993): 336–47. http://dx.doi.org/10.1177/001440299305900406.

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In-depth, structured interviews were conducted over a 2-year period with four young adults previously identified as having learning disabilities during their school years. All four had dropped out of high school; but overall, they reported that their early withdrawal was an important and affirming choice in their transition from youth to young adulthood. Themes emerging as noteworthy include their lack of involvement in formal vocational assessment, their own individualized education programs, and adult services. The personal stories and experiences cast doubt on the prevailing opinion that school dropouts are “losers” and “failures.” In contrast, their stories reveal a serious shortfall in their secondary special education programming and in the overall transition planning process.

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Manilla, Barbara, Heather H. Keller und Margaret R. Hedley. „Food Tasting as Nutrition Education For Older Adults“. Canadian Journal of Dietetic Practice and Research 71, Nr. 2 (Juli 2010): 99–102. http://dx.doi.org/10.3148/71.1.2010.99.

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Purpose: The likelihood of experiencing poor nutrition status increases as people age. Sampling new foods may promote a continued interest in food and enjoyment of eating. This pilot study was designed to describe and provide a preliminary evaluation of food-tasting activities integrated into nutrition displays directed at community-living older adults. Methods: Three consecutivemonthly nutrition displays incorporating a food-tasting activity were presented at a Guelph, Ontario, recreation centre for seniors. Seniors had an opportunity to taste two recipes at each of three displays; 226 food samples and 155 copies of recipes were taken. Feedback forms were used to determine participants’ interest inmaking the recipes, and whether tasting influenced their interest in preparing the food. Results: Among 54 participants who completed feedback forms about the program, 75.9%indicated that they intended to prepare one or both of the recipes tasted at the display; 70.4%indicated that they would not ormay not havemade the recipe without tasting it beforehand. Conclusions:Dietitians working with community-living older adults could use food tastings to help translate key educational messages into practice, and to encourage eating enjoyment as people age.

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Yahirun, Jenjira J., Connor M. Sheehan und Krysia N. Mossakowski. „Depression in Later Life: The Role of Adult Children’s College Education for Older Parents’ Mental Health in the United States“. Journals of Gerontology: Series B 75, Nr. 2 (09.11.2018): 389–402. http://dx.doi.org/10.1093/geronb/gby135.

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Abstract Objectives Research on the socioeconomic gradient in mental health links disadvantaged family background with subsequent symptoms of depression, demonstrating the “downstream” effect of parental resources on children’s mental health. This study takes a different approach by evaluating the “upstream” influence of adult children’s educational attainment on parents’ depressive symptoms. Methods Using longitudinal data from the U.S. Health and Retirement Study (N = 106,517 person-years), we examine whether children’s college attainment influences their parents’ mental health in later life and whether this association increases with parental age. We also assess whether the link between children’s college completion and parents’ depression differs by parents’ own education. Results Parents with children who completed college have significantly lower levels of depressive symptoms than parents without college-educated children, although the gap between parents narrows with age. In addition, at baseline, parents with less than a high school education were more positively affected by their children’s college completion than parents who themselves had a college education, a finding which lends support to theories of resource substitution. Discussion Offspring education is an overlooked resource that can contribute to mental health disparities among older adults in a country with unequal access to college educations.

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Ju, Boreum. „The roles of the psychology, systems and economic theories in human resource development“. European Journal of Training and Development 43, Nr. 1/2 (18.02.2019): 132–52. http://dx.doi.org/10.1108/ejtd-02-2018-0020.

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PurposeThe purpose of this study was to explore the foundational theories in human resource development (HRD) by reviewing the literature from an HRD perspective. The following research questions guide the study: What are the core theories related to adult and professional education, organizational development and strategic HRD? What are the conceptual frameworks associated with adult and professional education, organizational development and strategic HRD? How have these theories and conceptual frameworks applied the research and practice of HRD?Design/methodology/approachThis study reviewed the HRD definitions and core theories. The core theories and conceptual frameworks related to adult and professional education, organizational development and strategic human resource development were described. The application of these theories and conceptual frameworks to the research and practice of HRD was addressed.FindingsThe psychology theories that were explored were the adult learning theories, and that gestalt-psychology, behavioral psychology and cognitive psychology were illustrated. Systems theory was explored and explained in relation to organization development. Economic theory was explored and explained focusing on human capital theory; and it was demonstrated how economic theory is associated with strategic HRD.Originality/valueThe core-theory description and linking to adult and professional education, organizational development and strategic HRD may give understanding of the HRD foundations and ethical perspective that is essential for both scholars and professionals. The conceptual frameworks presented can be used to help facilitate discussions on developing or implementing HRD programs.

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Constandinidou‐Semoglou, Ourania. „Early childhood education and adult‐oriented advertising discourse“. European Early Childhood Education Research Journal 15, Nr. 3 (September 2007): 329–41. http://dx.doi.org/10.1080/13502930701679288.

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Kroeger, Rhiannon A. „Union Status, Educational Attainment, and Body Mass Index Among Emerging Adults“. Emerging Adulthood 5, Nr. 5 (29.03.2017): 357–63. http://dx.doi.org/10.1177/2167696817701601.

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This study uses fixed-effects regression modeling and three waves of data from the National Longitudinal Study of Adolescent to Adult Health (Add Health) to examine whether union status and educational attainment interact to influence change in body mass index (BMI) during emerging adulthood. The results support the hypothesis that the effect of union status on change in BMI is smaller for those with more educational attainment. In particular, emerging adults with no college education experience significant increases in BMI associated with both marriage and cohabitation. The increases in BMI associated with marriage and cohabitation are significantly smaller for those with some college education—but are still somewhat present. Among emerging adults with college degrees, however, involvement in cohabitation/marriage is not associated with increases in BMI at all. Potential explanations for this pattern of results and suggestions for future research are discussed.

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Brancatelli, Robert. „Jungian Analytical Method as a Process for Transformative Catechesis“. Horizons 35, Nr. 1 (2008): 72–93. http://dx.doi.org/10.1017/s0360966900004989.

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This paper elaborates a theory of catechesis that is concerned with the psychological transformation of adult Christians. It offers a definition of this new type of catechesis as well as a comparison with experiential catechesis. It then presents a process for transformative catechesis based on the analytical method of Jungian depth psychology. This process includes anamnesis, interpretation, discernment, and ritual commitment, with the ultimate aim of helping adults identify and experience the paschal mystery in their own lives. It begins by examining the suitability of Jungian psychology for a catechetical process, presents the actual process, and then explores the theological implications of Jungian-based catechesis for those working in ministry.

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Lövdén, Martin, Laura Fratiglioni, M. Maria Glymour, Ulman Lindenberger und Elliot M. Tucker-Drob. „Education and Cognitive Functioning Across the Life Span“. Psychological Science in the Public Interest 21, Nr. 1 (August 2020): 6–41. http://dx.doi.org/10.1177/1529100620920576.

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Cognitive abilities are important predictors of educational and occupational performance, socioeconomic attainment, health, and longevity. Declines in cognitive abilities are linked to impairments in older adults’ everyday functions, but people differ from one another in their rates of cognitive decline over the course of adulthood and old age. Hence, identifying factors that protect against compromised late-life cognition is of great societal interest. The number of years of formal education completed by individuals is positively correlated with their cognitive function throughout adulthood and predicts lower risk of dementia late in life. These observations have led to the propositions that prolonging education might (a) affect cognitive ability and (b) attenuate aging-associated declines in cognition. We evaluate these propositions by reviewing the literature on educational attainment and cognitive aging, including recent analyses of data harmonized across multiple longitudinal cohort studies and related meta-analyses. In line with the first proposition, the evidence indicates that educational attainment has positive effects on cognitive function. We also find evidence that cognitive abilities are associated with selection into longer durations of education and that there are common factors (e.g., parental socioeconomic resources) that affect both educational attainment and cognitive development. There is likely reciprocal interplay among these factors, and among cognitive abilities, during development. Education–cognitive ability associations are apparent across the entire adult life span and across the full range of education levels, including (to some degree) tertiary education. However, contrary to the second proposition, we find that associations between education and aging-associated cognitive declines are negligible and that a threshold model of dementia can account for the association between educational attainment and late-life dementia risk. We conclude that educational attainment exerts its influences on late-life cognitive function primarily by contributing to individual differences in cognitive skills that emerge in early adulthood but persist into older age. We also note that the widespread absence of educational influences on rates of cognitive decline puts constraints on theoretical notions of cognitive aging, such as the concepts of cognitive reserve and brain maintenance. Improving the conditions that shape development during the first decades of life carries great potential for improving cognitive ability in early adulthood and for reducing public-health burdens related to cognitive aging and dementia.

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Knight, Linda. „Communication and Transformation through Collaboration: Rethinking Drawing Activities in Early Childhood“. Contemporary Issues in Early Childhood 9, Nr. 4 (01.01.2008): 306–16. http://dx.doi.org/10.2304/ciec.2008.9.4.306.

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This article is a study of the arts in early childhood as a way of learning, for both children and their teachers. The author suggests that drawing can be a powerful tool for collaborative approaches to pedagogy. When teachers draw with children, pathways of communication can be opened, and the collaborative exercise can trigger processes of transformation for both adult and child. In order to present challenges to more traditional, hands-off pedagogical practices in arts education, this article is an account of reflexive arts pedagogies, and how they can work to improve communication and understandings between adults and children. Within the educational contexts of Australian preschooling and primary schooling, the author examines the process of collaborative drawing, and how this can enable a process of transformation. Her analysis, and the accompanying examples of reflexive practices, combine complementary lenses, socio-cultural and postmodern, that she sees as working in harmony to produce new possibilities, in arts education in particular, and, more broadly, in early childhood education.

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Rubtsov, V. V., V. A. Lektorsky, A. G. Asmolov, V. T. Kudryavcev, I. D. Froumin, Y. V. Gromyko, B. D. Elkonin et al. „From Joint Activity to the Construction of New Social Communities: Jointness. Creativity. Education. School (Roundtable of the methodological seminar supervised by V.V. Rubtsov and B.D. Elkonin)“. Cultural-Historical Psychology 14, Nr. 3 (2018): 5–30. http://dx.doi.org/10.17759/chp.2018140301.

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On July 10, 2018 a discussion seminar “From Joint Activity to the Construction of New Social Communities: Jointness. Creativity. Education. School” was held at the Moscow State University of Psychology and Education dedicated to the 70th birthday of professor Vitaly Rubtsov, Rector of MSUPE. Some of the discussed topics were: “Sociogenesis and the productive nature of joint action”, “From co-operation to co-creation: new forms of community in joint activity”, “Jointness in play, learning and design activity”, “School as the place for developing various forms of child-adult communities and activities”. Among the participants of the seminar were representatives of the leading research and educational organizations: Moscow State University of Psychology and Education, National Research University Higher School of Economics, Psychological Institute of the Russian Academy of Education, Institute of Philosophy of the Russian Academy of Sciences, and others. Here we present the full text of the discussion.

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Hunt, Graham J. F. „Needs assessment in adult education: tactical and strategic considerations“. Instructional Science 15, Nr. 1 (1986): 287–96. http://dx.doi.org/10.1007/bf00139616.

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Phares, Vicky. „Using Memoirs and Autobiographies To Enhance the Teaching of Abnormal Child Psychology“. Psychology Learning & Teaching 19, Nr. 3 (23.06.2020): 239–57. http://dx.doi.org/10.1177/1475725720933023.

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Memoirs and autobiographies can be rich sources of real-world information for students in psychology classes. These resources have been used in adult-oriented abnormal psychology classes, but have yet to be explored for use in courses on abnormal child psychology. This manuscript reviews the use of memoirs and autobiographies in adult-oriented abnormal psychology classes and then explores the use of memoirs and autobiographies in abnormal child psychology classes. In the Appendix, lists of memoirs and autobiographies are provided that instructors can use as a resource in the selection of books for abnormal child psychology classes. Data are analyzed regarding undergraduate students’ opinions about the use of memoirs in an abnormal child psychology class and an investigation of learning outcomes for classes with and without assigned memoirs is provided. Overall, the use of memoirs and autobiographies appears to be a promising way of enhancing the teaching of abnormal child psychology.

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Purcell-Gates, Victoria, Sophie C. Degener, Erik Jacobson und Marta Soler. „Impact of Authentic Adult Literacy Instruction on Adult Literacy Practices“. Reading Research Quarterly 37, Nr. 1 (03.01.2002): 70–92. http://dx.doi.org/10.1598/rrq.37.1.3.

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Emad, Gholam Reza, und Wolff-Michael Roth. „Quasi-communities: rethinking learning in formal adult and vocational education“. Instructional Science 44, Nr. 6 (26.08.2016): 583–600. http://dx.doi.org/10.1007/s11251-016-9386-9.

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Lowe, Patricia A., und Cecil R. Reynolds. „Psychometric Analyses of the Adult Manifest Anxiety Scale–Adult Version among Young and Middle-Aged Adults“. Educational and Psychological Measurement 64, Nr. 4 (August 2004): 661–81. http://dx.doi.org/10.1177/0013164404263881.

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Salamon, Andi, Jennifer Sumsion und Linda Harrison. „Infants draw on ‘emotional capital’ in early childhood education contexts: A new paradigm“. Contemporary Issues in Early Childhood 18, Nr. 4 (Dezember 2017): 362–74. http://dx.doi.org/10.1177/1463949117742771.

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Research about infants’ capacity to communicate using cries, smiles and sophisticated emotional strategies to connect with adults in their lives has predominantly emerged from the field of developmental psychology, with relatively limited attention to how babies enact such communicative practices with key adults in naturalistic settings. This article examines the emotional communicative practices infants use with educators in early childhood education and care contexts. Drawing on data from a study about educators’ conceptions of infants’ capabilities, the article frames babies’ intentional use of emotionally evocative communication as ‘emotional capital’. Transcripts of digital videos, pictures and written observations are used to illustrate how infants actively draw on reserves of emotional capital to guide the course of their relationship with educators, affording a view into how these efforts to communicate emotional messages are understood and met by their educators. Drawing on the theory of practice architectures, implications for the relationships that develop between infants and their primary carers/educators are discussed. Concluding thoughts acknowledge infants’ agency and active contribution to the dynamics within those relationships.

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Meek, Fiona, Jacqueline Specht und Susan Rodger. „A Mental Health Training Format for Adult Education Teachers“. Canadian Journal of School Psychology 32, Nr. 2 (26.04.2016): 103–21. http://dx.doi.org/10.1177/0829573516645099.

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The present study investigated the needs of adult education staff pertaining to adult students’ mental health issues within a local school board. The study utilized mixed-methods design and was divided into progression of three separate studies. An initial focus group was conducted to identify the 12 participants’ concerns and provide a direction for the needs assessment survey that was administered to the entire population of adult education teachers in the board. Two 2-hr workshops were designed for the 114 members of the staff based on the needs identified by the surveys. An evaluation of the workshops indicated that the workshops were valuable and further training was desired. By educating teachers about students who are learning in the context of mental health challenges, we will be able to provide them with the necessary tools to do their jobs more successfully and comfortably.

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Zetlin, Andrea G., und Ashraf Hosseini. „Six Postschool Case Studies of Mildly Learning Handicapped Young Adults“. Exceptional Children 55, Nr. 5 (Februar 1989): 405–11. http://dx.doi.org/10.1177/001440298905500503.

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Participant observation was conducted for 1 year with six mildly learning handicapped young adults following their graduation from high school Close attention was paid to the ways in which they managed the transition out of school and into more adult roles. During this year, all six floundered from job to job, class to class, and school to school. They expressed discontent and frustration with their present situation. They were at a loss to plan for the future and maintained an unrealistic appraisal of their skills. Their sense of self waxed and waned in keeping with their prospects, and the patience and frustration of family members vacillated as well.

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Wenz-Gross, Melodie, und Gary N. Siperstein. „Students with Learning Problems at Risk in Middle School: Stress, Social Support, and Adjustment“. Exceptional Children 65, Nr. 1 (Oktober 1998): 91–100. http://dx.doi.org/10.1177/001440299806500107.

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This study compared the stress, social support, and adjustment of 40 students with learning problems due to learning disabilities or mild mental retardation, and 396 general education students without learning problems, in middle school Examined were: stressors related to academics, peers, and problems with teacher/rules and overall felt stress; social support from family, other adults, and peers; and adjustment, including feelings about self and liking school. The relation between stress, social support, and adjustment also was explored. Results showed that students with learning problems experienced more stress, less peer support, greater adult support, and poorer adjustment, than those without learning problems. Adjustment was related to students' stress in middle school. Interventions for this group of students at risk were discussed.

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Malinauskienė, Daiva, und Audronė Juodaitytė. „Researcher in Childhood Research: Attitudes, Beliefs, Their Manifestation and Change“. Pedagogika 136, Nr. 4 (20.12.2019): 5–16. http://dx.doi.org/10.15823/p.2019.136.1.

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Modern childhood research is more and more positioned towards the child, his/her abilities to perceive himself/herself and the world. In this case, the child becomes the subject of the research who has his/her own “voice”. It is characteristic of the research when it is conducted in the interaction of childhood sociology and historical and cultural psychology. In such research, the introduction of the adult filter becomes especially complicated, because they are children, not adults, who represent their own world of childhood. It is attempted to start the research from the analysis of a particular child and his/her situation of being in the present. Thus the child’s changed status and his/her new social roles are acknowledged. Researchers think that children have their opinion on all the issues of life: educational, cultural, political, economical ones, etc. Involving children in the research, it is suggested that they need to be interviewed individually and information need to be collected, focusing on the fact that the information might be important not only to children but also to adults. Information also helps the researcher himself/herself better understand the modern world of childhood and the child. Adults are only involved in the research when it is attempted to find out the links by which they are related to children and the role they perform in their life.

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Tighe, Elizabeth L., Adrienne E. Barnes, Carol M. Connor und Sharilyn C. Steadman. „Defining Success in Adult Basic Education Settings: Multiple Stakeholders, Multiple Perspectives“. Reading Research Quarterly 48, Nr. 4 (29.07.2013): 415–35. http://dx.doi.org/10.1002/rrq.57.

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Jurkowski, Elaine T., Ruth Heitkamp, Cherie Kelly und Sharon Smaga. „TEACHING ABOUT GERONTOLOGY AND AGING THROUGH INTERPROFESSIONAL EDUCATION AND COLLABORATION“. Innovation in Aging 3, Supplement_1 (November 2019): S273. http://dx.doi.org/10.1093/geroni/igz038.1012.

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Abstract Repeatedly as multidisciplinary professionals we are concerned about the individual patient we serve. Inter-professional collaboration across disciplines such as primary care medical practice, physician assistants, social workers and psychologists does not occur naturally, since educational programs are often taught independently of each other, but these disciplines are required to work collaboratively with each other. The objective was to promote communication across disciplines (Medicine, Social Work, Physician Assistant and Psychology) and help each discipline understand the roles played in promoting mental health and general health for older adults. An educational seminar was conducted using cases and guide questions focused on identifying strategies for care. The teams consisted of Medical Residents, a Social Work student, a Psychology student and a Physician Assistant student. A series of guide questions were provided, and teams were asked to discuss and identify a care plan. Debriefing followed to discuss the outcomes across all teams. Pre-post test results examined variables related to interdisciplinary collaboration. Findings suggest professionals were surprised at what they learned from the other disciplines they were collaborating with. They also learned about community based resources available as well as strategies to promote health outcomes. All participants felt that the opportunity to collaborate outside of their disciplines would strengthen their impact when working with older adults and their families. In conclusion, a problem based learning approach coupled with the opportunity to collaborate with other disciplines through (IPE) is a venue to improve overall collaboration across professionals and ultimately improve mental health outcomes of consumers.

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Tyler, Jo A. „What Really Happens When Adults Play?“ International Journal of Game-Based Learning 7, Nr. 3 (Juli 2017): 1–10. http://dx.doi.org/10.4018/ijgbl.2017070101.

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Play is an increasingly popular process for working with groups of adults in a range of contexts. We are increasingly sophisticated in our ability to integrate creative forms of play into our facilitated work with groups, often with excellent outcomes. Experience and research have deepened our understanding of how to design and implement powerful and effective playful scenarios in connection to objectives for adult learning and performance. We are convinced, intuitively and experientially, about the value of play. However, our confidence in the efficacy of play seems not to be matched by clear insights into why and how play actually achieves results. This conceptual article builds a case for the importance of understanding the nature of the influence play has on psychosocial spaces and group energy in the interest of better informing our application of play as a learning intervention. It advocates for designing ways of systematically and qualitatively researching the influence of play as it unfolds in real time. A brief case study of a simple experiment undertaken by the author at a session of the 2016 Playful Learning Conference is described here as a thought-starter for ways we might explore the psychosocial and energetic dynamics fostered when we introduce play as a way of purposefully engaging adult learners.

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Bulvinska, Oksana. „SYSTEM OF EDUCATIONAL SCIENCES: EXPIRIENCE OF EUROPEAN UNIVERSITIES“. Continuing Professional Education: Theory and Practice, Nr. 1 (2020): 68–73. http://dx.doi.org/10.28925/1609-8595.2020.1.10.

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The article is devoted to the system of science of education in the European Universities. For analyzes were provided 16 European Universities from Finland, Belgium, Netherlands, Norway, which are in top 50 in QA World Rankings 2019, and also Humboldt-Universitat zu Berlin and Alma Mater Studiorum – University of Bologna. The main study is the analysis of the study programs about the education in the universities that are listed above. The conclusion, that in most European Universities offered educational programs «Educational studies», which are mainly not for professional, but academic level (especially the Master’s degree). The programs «Educational studies» focused on the study of educational systems and the practical studying in a wide social, cultural, political and economic areas. As usual, this educational program combines the ideas and the study of the educational systems, psychology, sociology, philosophy, history, politics, the management of education, history and culture of education, comparative educational studies, and also the critical analysis of different educational theories and innovative methods. The pedagogical science is one of the educational discipline, which is focused only on the pedagogical problems, which are learning, teaching and development: the educational programs, the measurement and evaluation in education and training, the special pedagogic, which is focused on prevention, research, diagnosis, development and education of children, teenagers or adults with behavioral and emotional problems and their psychosocial consequences. The pedagogical study programs also are focused on development and education of the kids and teenagers in a different social groups (families, schools, groups of friends etc.).

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Lange, Troels, und Tamsin Meaney. „What the mathematics in the puzzles and handicrafts in 1920s Danish children’s magazines tells us about childhoods“. Contemporary Issues in Early Childhood 20, Nr. 4 (Dezember 2019): 394–408. http://dx.doi.org/10.1177/1463949119888480.

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Media for children reflects societal views about appropriate childhoods in that the content has been chosen based on adults’ views of what is appropriate for children to engage with. In this article, the mathematics in puzzles and handicrafts in a selection of Danish children’s magazines from 1925 to 1930 are analysed to understand the childhoods that adults at this time considered appropriate. The classification of the puzzles and handicraft tasks according to the mathematical activities involved provides insights into the cultural practices deemed suitable for children and whether these cultural practices were differentiated according to gender. The analysis shows that there was a predominance of measuring and designing activities with children engaging in adult-equivalent tasks such as building a henhouse. These tasks had limited specific instructions, indicating that children needed to persevere in working out the details and have the resourcefulness to adapt them to their own situation. In addition, there are only a few features that aligned tasks to a particular gender. The puzzles and handicrafts indicate that appropriate childhoods were considered to be those that treated children as autonomous and valued the importance of doing things.

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Todis, Bonnie, Michael Bullis, Miriam Waintrup, Robert Schultz und Ryan D'Ambrosio. „Overcoming the Odds: Qualitative Examination of Resilience among Formerly Incarcerated Adolescents“. Exceptional Children 68, Nr. 1 (Oktober 2001): 119–39. http://dx.doi.org/10.1177/001440290106800107.

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Adolescents who have been incarcerated are at extreme risk for poor adult outcomes. However, some former youth offenders become successful, happy adults, presenting a profile of strength and coping known as resilience. This article describes the results of a 5-year qualitative examination of resilience among a group of adolescents transitioning from youth correctional facilities back into their communities. Topics discussed include predelinquent histories, experiences in the correctional system, and postcorrections transition. Currently about half of the respondents are successful—employed, going to school, or raising children. Others are less stable and may be at risk of being rearrested. Internal and situational factors accounting for these differences are discussed. Implications for practice include restructuring post-corrections transition services and improving school-based supports to at-risk youth.

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Strain, Phillip S., und Matthew A. Timm. „Remediation and Prevention of Aggression: An Evaluation of the Regional Intervention Program over a Quarter Century“. Behavioral Disorders 26, Nr. 4 (Oktober 2001): 297–313. http://dx.doi.org/10.1177/019874290102600409.

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This article presents an overview of the Regional Intervention Program (RIP) and describes ongoing studies to examine the long-term effects of behavioral skill training for parents of preschool children who engaged in severe forms of aggression and antisocial behavior. The results of evaluation studies on RIP clients have shown that (a) the initial intervention experience yields predictable and replicable outcomes for adults and children; (b) outcomes for children and adult clients maintain for periods ranging from 3 to 9 years, based on direct observational assessments in school and home settings; (c) these intermediate follow-up results are strongly influenced by early enrollment in the program, with children who began at the earliest ages experiencing more favorable outcomes; (d) the 3- to 9-year follow-up results for home-based observation are replicable across clients who received treatment from an entirely different intervention staff; (e) adolescent and adult outcomes indicate long-term maintenance of intervention gains; and (f) former adult consumers consider RIP intervention strategies to be highly acceptable.

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Petrová, Gabriela, und Nina Kozárová. „Teaching foreign language to adults from the aspects of psychodidactic conception of education“. Journal of Language and Cultural Education 5, Nr. 2 (24.05.2017): 103–13. http://dx.doi.org/10.1515/jolace-2017-0021.

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Abstract Psychodidactic themes focused on the educational context have recently been resolved in both theoretical and research work. These themes are connected with general didactics, educational psychology, individual subject didactics, linguistics, philosophy, anthropology and neurosciences. Since the psychodidactic context of education is a widespectral and interdisciplinary topic, the present contribution deals with the issues of psychological aspects in the context of foreign language learning of adults. Good lecturers are looking for ways to help participants develop key competences. The support of lecturers has a chance to be successful especially when it is systematic and includes high-quality theoretical preparation. The aim of this paper is to attract attention, to a theoretical level, to using psychodidactic aspects during foreign language training of adults as well as to the building of competences necessary for the self- realisation of training course participants.

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Hlava, Teri, und William E. Roweton. „Rice, D. (1984). Adult-child interactions: A book for adults who work with children. Springfield, IL: Charles C Thomas, 112 pp., $18.75“. Psychology in the Schools 23, Nr. 4 (Oktober 1986): 418–19. http://dx.doi.org/10.1002/1520-6807(198610)23:4<418::aid-pits2310230420>3.0.co;2-x.

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47

McWilliam, R. A., Anita A. Scarborough und Ho Kim. „Adult Interactions and Child Engagement“. Early Education and Development 14, Nr. 1 (01.01.2003): 7–28. http://dx.doi.org/10.1207/s15566935eed1401_2.

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48

Bell, Laura C., und Charles A. Perfetti. „Reading skill: Some adult comparisons.“ Journal of Educational Psychology 86, Nr. 2 (1994): 244–55. http://dx.doi.org/10.1037/0022-0663.86.2.244.

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49

Beale, Ivan L. „Adult illiteracy: Evaluating the alternatives“. Journal of Behavioral Education 3, Nr. 2 (Juni 1993): 103–7. http://dx.doi.org/10.1007/bf00947030.

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Lawrence, Elizabeth M. „Why Do College Graduates Behave More Healthfully Than Those Who Are Less Educated?“ Journal of Health and Social Behavior 58, Nr. 3 (28.06.2017): 291–306. http://dx.doi.org/10.1177/0022146517715671.

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College graduates live much healthier lives than those with less education, but research has yet to document with certainty the sources of this disparity. This study examines why U.S. young adults who earn college degrees exhibit healthier behaviors than those with less education. I use data from the National Longitudinal Study of Adolescent to Adult Health, which offers information on education and health behaviors across adolescence and young adulthood ( N = 14,265). Accounting for selection into college, degree attainment substantially reduces the associations between college degree attainment and health behaviors, but college degree attainment demonstrates a strong causal effect on young adult health. Financial, occupational, social, cognitive, and psychological resources explain less than half of the association between college degree attainment and health behaviors. The healthier behaviors of college graduates are the result of sorting into educational attainment, embedding of human capital, and mechanisms other than socioeconomic and psychosocial resources.

Zeitschriftenartikel zum Thema „Education, Adult and Continuing|Education, Educational Psychology|Recreation“

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