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Zeitschriftenartikel zum Thema "Education, Adult and Continuing|Education, Educational Psychology|Psychology, Developmental":
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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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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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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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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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Everatt, John. „The Abilities and Disabilities Associated with Adult Developmental Dyslexia“. Journal of Research in Reading 20, Nr. 1 (Februar 1997): 13–21. http://dx.doi.org/10.1111/1467-9817.00016.
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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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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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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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Newall, Carol, Karen Gonsalkorale, Ellen Walker, G. Anne Forbes, Kate Highfield und Naomi Sweller. „Science education: Adult biases because of the child’s gender and gender stereotypicality“. Contemporary Educational Psychology 55 (Oktober 2018): 30–41. http://dx.doi.org/10.1016/j.cedpsych.2018.08.003.
Die Auswahlen zum Thema "Education, Adult and Continuing|Education, Educational Psychology|Psychology, Developmental" für konkrete Quellenarten können Sie auch interessieren:
Dissertationen zum Thema "Education, Adult and Continuing|Education, Educational Psychology|Psychology, Developmental":
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Silverstein, Charles H. „Contemplative practices and orders of consciousness| A constructive-developmental approach“. California Institute of Integral Studies, 2013.
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Holler, Joseph C. „A phenomenological case study of finding meaning through the developmental nature of a doctoral program in organization change“. Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700739.
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This phenomenological case study of finding meaning explored the developmental nature of Pepperdine University’s Doctor of Education in Organization Change (EDOC) program through graduates, who as students, found deep, visceral, and life changing meaning. The primary request of participants, identified as co-inquirers, was to: describe in as much detail as possible how meaning was found through their participation in the EDOC program. Detailed storied descriptions from 10 graduates were gathered through interviews. Anecdotes were gathered by email from other graduates concerning the meaning found, relational experiences, and vivid program experiences. In my analysis of data, I explicated the structure (the relationship among the most invariant constituents of the phenomenon) and meaning (implications) from their lived experience. Though particulars differed, the interview data revealed a structure surrounding each of the ten co-inquirers as being (a) self-aware learners who joined the program with assumptions concerning the challenging nature of the learning experience; (b) a socially constructed environment that facilitates the formation of relational sets and community engagement; (c) deep and rich dialogic relationships among participants within the learning community; (d) co-constructed learning through collaboration with faculty and fellow students; (e) abundant free-space in learning enabling the transcendence of boundaries to personal growth; (f) an immensely helping and caring environment; (g) significant opportunities to challenge and broaden worldviews through program experiences; and (h) consistent validation of progress toward personal, educational and life goals. In coming to understand the phenomenon for finding meaning, I used descriptive phenomenology and given my presence as a student in the program being studied, I offered my own observations. I framed propositions from the study’s findings for progressive educators and organization development professions. Meaning found led to life changes such as improved personal and professional effectiveness, a deeper sense of self and self-worth, a clearer view of the world, and an ability to enact what had been taken from the experience; a significant educational outcome in addition to cognitive competencies, field knowledge and application. Those who have experienced the program came away with a deeper sense of purpose and far reaching capabilities to serve.
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DeAngelis, Kristin. „Academic self-efficacy among students enrolled in developmental education| The role of social modeling“. Thesis, The University of North Carolina at Charlotte, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636105.
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Students in developmental education face three types of barriers: institutional, situational, and affective. Current interventions focus on addressing institutional barriers; however, continuing low success and retention rates indicate a need for additional measures. Bandura's theory of academic self-efficacy provides a way to address the affective barriers faced by this student population. This study examines the impact of a series of three five-minute student success videos, based on the social modeling aspect of self-efficacy theory and developed using the Dick and Carey instructional design model, on the academic self-efficacy, retention, and success of developmental education students. A quasi-experimental research design was used to examine the effectiveness of the social modeling intervention.
Results from this study indicate that an intervention designed using academic self-efficacy as an underlying theory and the Dick and Carey model of instructional design as a creation and implementation guide did not have a significant impact on the academic self-efficacy of students enrolled in developmental education courses. Moreover, the intervention did not have an impact on success and retention rates. Additional analysis indicates that academic self-efficacy was not a significant predictor of either student success or retention. Further research regarding the link between academic self-efficacy and student success and retention at the developmental level is necessary.
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Soots, Lynn M. „The educator's portrayal of learning transformations in a positive psychology adult learning course room| A qualitative study“. Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700863.
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As a relatively new field of psychology, positive psychology generates momentum to enlighten a reciprocating view of human nature, to look at human potential as opposed to human shortfalls. In the course of building the field and theoretical foundations, courses and programs in adult learning environments have been established to educate students. Quantitative measures of formative and summative evaluation evaluate one type of learning. Given the idea stemming from Aristotle philosophies that noted education as part of meaning in life (as cited in Curren, 2010), the established theoretical view that meaning itself is created by an individual and sets a path for a more flourishing life. Thus, by creating meaning from integrating established knowledge and new knowledge, the transformation processes takes place. For the reason that these types of transformations cannot be quantifiably measured, a collective case study was used to support the theoretical foundations for the presented research. The presented research paper reflects the critical element of data collection and interpretation. The research study details the qualitative dissertation exploration of the research question: How do educators teaching Positive Psychology in the adult learning environment describe students’ personal transformations in response to the curriculum? The specific research investigation was to explore the perceptions of the presiding educators and to realize their portrayals of the learning transformations in the positive Psychology adult learning environment. After addressing inclusive criteria for a bounded unit, data were collected from seven presiding educators of the adult learning positive psychology environment. Additionally, the participant wrote reflective narratives to deepen and widen the perspective of the study. The interviews consisted of conversational open-ended questions, and the narrative was a free-writing exercise to purposely unburden participants from parameters. From the data collected, a code list was generated and then categorized into themes through a constant comparison of similar of codes from within and between individual participant cases. The themes represented generated patterns across data that created a description the phenomenon associated with the research question. As a result of the findings, implications of usefulness and recommendations for further studies were discussed.
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Yeyinmen, Karen Coskren. „Uses of Complex Thinking in Higher Education Adaptive Leadership Practice: A Multiple-Case Study“. Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112707.
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Research and theories of leadership development link the capacity for complex thinking to effectiveness at leading adaptive change. However, few empirical studies examine how this link operates in natural work settings, or explore its implications for practicing the kinds of leadership being called for in higher education today. In this study, I address this gap using post-positivist, ethnographic methods to examine how three higher education leaders, who are publicly recognized as effective change agents and demonstrate the capacity for complex thinking via research-validated instruments, use complex thinking to understand and lead adaptive change in natural work settings. Drawing on a conceptual framework that spans multiple theories of leadership and human development, including Torbert’s developmental action inquiry, Kegan’s subject-object theory, and Heifetz’s adaptive leadership theory, I interpret the data in the context of two research questions: (1) How, if at all, do three developmentally mature leaders in higher education use complex thinking to understand their adaptive leadership work?; and (2) How, if at all, do participants' uses of complex thinking shape their decisions and actions on the ground? I find that participating leaders use their ongoing awareness of the constructed nature of reality, combined with high attunement to convergence and divergence of local and broader situational factors, to help their communities identify and address three types of value-reality gaps: part-whole tensions, critical ambiguities, and identity fractures. I provide rich illustrations of how these individuals draw on complex-thinking capacities to pursue six action strategies: (a) dynamically balance autonomy and oversight, (b) create shared frames illuminating larger realities, (c) engage and reorient the community, (d) co-construct and dynamically interpret goals, (e) cultivate strategic relationships grounded in mutual trust, and (f) create conditions that help people weather uncertainties, build new identities, and shape the future. I also discuss five, complex thinking informed action themes that run robustly through these three participants’ leadership practices: (a) cultivate expansive multicentered purposes, (b) illuminate the invisible, (c) redefine and recalibrate, (d) keep things connected, and (e) orchestrate co-construction. I discuss implications for leadership practice and outline opportunities for future research.
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Delgado-Pelton, Linda. „The Effects of Parent Partnerships on Participating Adults From Cooperative Charter Schools“. Thesis, Saint Mary's College of California, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685482.
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This qualitative study looked at the effects of cooperative charter school participation on adults. Research questions included: "How do parents who have identified personal changes as an outcome of their participation in a cooperative charter school understand and describe the changes?" and "What events or experiences do they perceive as having contributed to these changes?" The literature review focused on three areas: Charter Schools, Parent Partnerships, and Adult Learning.
The constructivist epistemology was the appropriate fit to study the effect of engagement in two cooperative charter schools, as the questions focus on constructed meaning. I employed surveys to gather participants who named change as an outcome of their experience, then conducted semi-structured interviews to elicit rich descriptions. Transcripts were coded, and themes emerged that combined to construct the following grounded theory: The Elements of a cooperative charter school that appear to be most central to the experience of change and development of adaptive skills for adults are: a) a supportive, mentor-rich environment oriented toward a common goal; b) a diverse, collaborative community, and c) opportunities to engage in high-level leadership afforded through the cooperative model.
Critical factors that enabled participants to challenge tacit assumptions included a common goal, and a sense of security stemming from the mentor rich environment. Four grand theories were compared to this grounded theory. They included Kegan's constructive development theory (1994), Mezirow's transformational learning theory (2000), Daloz's conditions that may promote transformative learning (1996), and Heifetz's technical and adaptive learning theory (1994). Each were congruent with the findings of this study.
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O'Brien, Timothy J. „Looking for Development in Leadership Development: Impacts of Experiential and Constructivist Methods on Graduate Students and Graduate Schools“. Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112706.
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Nearly every graduate school, especially professional schools, claims to train, educate, and develop leaders. However, the leader-development literature offers little evidence of how a graduate level leader-development course might actually do that. Developmental theory informing experiential and constructivist leader-development methods suggest that those methods might be useful in promoting development, and one’s capacity to lead, however there is little empirical evidence of impact. This dissertation is comprised of three studies. The first two used a constructive-developmental lens to explore the interaction between participant’s stage of development and two different leader-development courses that deploy experiential and constructivist pedagogies: Adaptive Leadership and Authentic Leadership. These studies collected participant stage of development at the beginning and end of each course in addition to interview questions about participant learning in each course.
The first study focused on Adaptive Leadership. Findings from this study suggest that experiential and constructivist methods that bring dominantly socialized levels of consciousness to the limit of their meaning making provoked developmental growth for those participants. Dominantly self-authorized participants did not demonstrate developmental growth, but did demonstrate compensational learning—learning that uniquely compensates for the limitations of the dominantly self-authorized stage. Study two compared findings from the first study against findings from an Authentic Leadership course. That comparison revealed a very statistically significant correlation between the Adaptive Leadership course and developmental growth among dominantly socialized participants. An analysis of the tasks used in each course suggested that dialectical tasks are correlated with development over dialogical tasks.
The third study focused on efforts at the professional school to integrate the experiential and constructivist methods I examined in studies one and two into the management curriculum. For that study, I organized and analyzed documentation regarding the establishment of Yale’s School of Organization and Management in 1973 and the schools restructuring in 1988. That restructuring effort eliminated the experiential and constructivist methods the school was established upon in 1973. I found that the school was not strategic about the purpose of experiential and constructivist methods and generated a divided learning experience for students, which fueled a dynamic that subsequently split faculty along ideological lines.
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Larocque, Leon. „Learning as a process of becoming within communities of practice: A multiple case study of moose hunters in northern Ontario“. Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/29300.
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In the last decade or so, the work of Lave and Wenger (1991) on situated learning has become increasingly popular: "Rather than asking what kinds of cognitive processes and conceptual structures are involved, they ask what kinds of social engagements provide the proper context for learning to take place" (p.14). Wenger (1998) extended his previous work with Lave by elaborating a conceptual framework called Communities of Practice. This framework presents a social theory of learning based on the following assumption: engagement in social practice is the fundamental process by which we learn and so become who we are. Up to now this conceptual framework has been mainly used in workplace and education settings. This research aims to derive from these settings by describing the process through which individuals learn and become moose hunters. The main question that guides our research is: How do individuals become moose hunters?
To answer this main question a qualitative research approach using a multiple case study design was chosen. Data were collected through open-ended and semi-structured interviews. The data were analyzed on an ongoing basis, throughout the process of data collection which took place over three distinct phases. Phase 1 consists of five cases each including an initial participant and a peer. This phase looks at the existence of communities of practice within the context of moose hunting, as well as documents the process of transformation of identity for the five initial participants. For phase 2, five more participants were added, increasing the number of cases to ten. During this phase, the focus was placed on childhood learning as a prerequisite for gaining access to a moose hunting group later on. For phase 3, 20 more participants were interviewed to complement and validate the findings of the previous phases.
The present research confirms the presence and formation of communities of practice in the context of recreational moose hunting. The research also demonstrates the process of transformation of identities as the participants learn from engagement within the context of practice. Moreover, the findings reveal an important period of learning during childhood, prior to engagement in practice. Consequently, the research shows that interest for the activity is developed at a young age and a considerable amount of learning occurs during childhood as children engage in various outdoor activities with parents.
The findings of the research contribute to both the theoretical and the practical levels by highlighting the versatility of Wenger's conceptual framework to study learning across various social contexts and by revealing that the current training strategies for hunters are not efficient and need to be revised.
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Burke, Lewis H. Jr. „EXAMINING AN ADULT EDUCATION PARTNERSHIP THROUGH A POSITIVE ORGANIZATIONAL LENS“. UKnowledge, 2013. http://uknowledge.uky.edu/epe_etds/11.
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This companion dissertation reports the findings of applied case study research on four community college organizational units that consistently meet or exceed standard performance measures. In addition, prior ample evidence confirms that performance extended significantly beyond what might be explained by available tangible resources alone. The case study contexts are common in higher education in general: a) an external partnership, (b) an ad hoc team, (c) a traditional, cross-divisional service unit, and (d) a grant-funded student service unit.
Emerging positive organizational theory and research show promise for revealing performance-influencing phenomena and behaviors that are not adequately represented in standard measures. Therefore, this collaborative case study research was designed to explore positive influences on the success of the four community college units.
This companion dissertation contains four manuscripts. Chapter 1 presents an introduction to the study. Chapter 2 contains a collectively written synthesis of the findings from the four individual case studies. Chapter 3 reflects individual research on a partnership that serves as a national model for adult education. Chapter four offers an alternative perspective to developing authentic leaders in community colleges. Key findings across the units suggest the influence on performance of: (a) a people-first culture, (b) authentic, trusting, inclusive leadership, and (c) resource richness beyond constrained tangible resources. Practical recommendations for scholars and practitioners are offered.
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Traylor, Jessica. „Middle School Teachers' Experiences With Teaching Self-Regulation Skills to Adolescents With Disabilities“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3010.
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Research shows that adolescents with disabilities often lack self-regulated learning skills. Current research further indicates that explicit teaching of self-regulation skills is beneficial to adolescents with disabilities. The site of this study was a local middle school in rural Georgia that did not assess whether or not teachers were explicitly teaching self-regulation skills to adolescents with disabilities. It was unknown, therefore, whether adolescents with disabilities were learning self-regulation skills in school and whether teachers faced problems in teaching these skills. The study sought to explore this gap in knowledge and practice. Zimmerman's self-regulated learning theory and Bandura's self-efficacy theory served as the conceptual frameworks for this study. The research questions addressed middle school teachers' experiences with and perceptions of teaching self-regulation skills to adolescents with disabilities. Purposeful sampling was used to select 8 teachers, including general and special education teachers, who were currently teaching students with disabilities to participate in semistructured individual interviews. Additionally, lesson plans were reviewed to determine the use of planning for self-regulation interventions. Data were grouped into categories using coding and thematically analyzed. The findings indicated that teachers had experience teaching some aspects of self-regulation; however, they reported needing more information about the specific needs of their students with disabilities, ways to fit self-regulation skill instruction into the existing curriculum, and strategies to help their students build self-efficacy and motivation. With an increased focus on self-regulation skills, teachers may see an increase in the academic skills and motivation of students with disabilities.
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F. J. R. C. Dochy. Theories of learning in the workplace: Building blocks for training and professional development programmes. London: Routledge, 2011.
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The textbook is devoted to the problems of studying the mental development of preschool children (the specifics of the organization, principles, methods). It consists of three sections, which present methods aimed at studying the main activities of a preschooler (play, work, drawing, designing, communication of a child with adults and peers), cognitive processes (attention, speech, perception, memory, imagination, thinking), the most important areas of personality (self-awareness, will, emotional and moral development). Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of training "Psychological and pedagogical education" (qualification "bachelor"), it can also be useful for practical psychologists, educators of preschool educational organizations and anyone who is interested in the mental development of a preschooler, the formation of his personality.
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Vir, Dharm. Development of human interests: A study in adult psychology. New Delhi: Indian Adult Education Association, 1993.
Buchteile zum Thema "Education, Adult and Continuing|Education, Educational Psychology|Psychology, Developmental":
1
Reischmann, J. „Facilitating Adults’ Learning by Coaching: Development and Evaluation of an Andragogical Model of Continuing Vocational Education within Industrial Companies“. In Recent Research in Psychology, 19–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-84256-6_2.
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Taylor, Jonathan E. „Following the Drum“. In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, 244–74. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch012.
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This chapter provides an overview of motivational theory from adult education, psychology and educational psychology, spanning nearly 60 years. The first half of the chapter focuses on the motivational theories in terms of their developmental genesis, while later sections examine the relationship between motivation and learning resistance and engagement. Final sections suggest conclusions regarding the importance of studying learning resistance as a construct over and beyond motivational theory and position learning resistance scholarship as a learner-centered, positive approach to adult learning.
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Taylor, Jonathan E. „Following the Drum“. In Research Anthology on Rehabilitation Practices and Therapy, 207–37. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3432-8.ch012.
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This chapter provides an overview of motivational theory from adult education, psychology and educational psychology, spanning nearly 60 years. The first half of the chapter focuses on the motivational theories in terms of their developmental genesis, while later sections examine the relationship between motivation and learning resistance and engagement. Final sections suggest conclusions regarding the importance of studying learning resistance as a construct over and beyond motivational theory and position learning resistance scholarship as a learner-centered, positive approach to adult learning.
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„Adult Developmental Psychology“. In Encyclopedia of Sustainability in Higher Education, 25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_300011.
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Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates a participatory learning model based on the historical foundations of adult education theory and practice. The authors explore teaching as a subversive activity, hegemony, critical pedagogy, and power relations. The authors then discuss implications for practice in formal contexts.
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De Simone, Christina, Teresa Marquis und Jovan Groen. „Optimizing Conditions for Learning and Teaching in K-20 Education“. In Professional Development and Workplace Learning, 196–213. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch013.
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A long debate in education has been whether to separate the study of children's pedagogy from the study of adults' andragogy or whether it is better to bring the two under one umbrella. In this chapter, the authors propose a third, and hopefully, more fruitful view. Their contention is that in order to understand teaching and learning, one needs to examine the conditions or contexts under which teaching and learning occur. Thus, the goal is to address the question “How does one optimize the conditions for all learners and, by the same token, optimize the conditions for all teachers?” Understanding conditions or contexts helps one to view learning and teaching as part of a larger whole. Contexts affect people, resources, place, and time. This position goes beyond the “fixing” of an individual learner, whether child or adult, and an individual teacher. In this chapter, the authors discuss the following: a) optimizing conditions for all learners and b) optimizing conditions for all teachers. They do so by framing the discussion around several key principles from educational psychology, learning sciences, and adult education.
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Brookfield, Stephen, und John Holst. „A Critical Theory Perspective on Program Development“. In Andragogical and Pedagogical Methods for Curriculum and Program Development, 1–21. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5872-1.ch001.
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The dominant modes of program planning in the field of adult education are drawn from three intellectual traditions: humanistic psychology, progressivism, and behaviorism. This chapter proposes a model of program planning drawn from a different intellectual framework, the tradition of European critical social theory. Articulated by the Frankfurt School of Social Theory, a critical perspective emphasizes the role of adult education programming in fostering social movements for democratic social change. The chapter specifies the organizing principles and specific goals of a critical theory approach to program development and poses a number of questions that can be asked to determine the success of such an initiative.
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Brookfield, Stephen, und John Holst. „A Critical Theory Approach to Program Planning“. In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, 338–56. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch016.
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The dominant modes of program planning in the field of adult education are drawn from three intellectual traditions; humanistic psychology, progressivism and behaviorism. This chapter proposes a model of program planning drawn from a different intellectual framework, the tradition of European critical social theory. Articulated by the Frankfurt School of Social Theory, a critical perspective emphasizes the role of adult education programming in fostering social movements for democratic social change. The chapter specifies the organizing principles and specific goals of a critical theory approach to program development and poses a number of questions that can be asked to determine the success of such an initiative.
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Brookfield, Stephen, und John Holst. „A Critical Theory Approach to Program Planning“. In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 143–61. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch009.
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The dominant modes of program planning in the field of adult education are drawn from three intellectual traditions; humanistic psychology, progressivism and behaviorism. This chapter proposes a model of program planning drawn from a different intellectual framework, the tradition of European critical social theory. Articulated by the Frankfurt School of Social Theory, a critical perspective emphasizes the role of adult education programming in fostering social movements for democratic social change. The chapter specifies the organizing principles and specific goals of a critical theory approach to program development and poses a number of questions that can be asked to determine the success of such an initiative.
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Taylor, Eric. „Scope and Principles of Neuropsychiatry in the Young“. In Developmental Neuropsychiatry, 1–18. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198827801.003.0001.
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This chapter introduces the concept of neurodevelopmental disorders, a group of conditions characterized by onset in early childhood, persistence into adult life, and high rates of altered cognitive and neurological function. Genetic influences are strong and male gender predominates. Such disorders are frequent reasons for referral to psychiatry, paediatrics, and clinical psychology and often require team approaches to meet a variety of needs for service. They used to be regarded as distinct categories of disturbance, but a modern understanding has established them as common conditions, frequently present together and having continuous distribution in the population. Attention disorders, the spectrum of autism, intellectual and learning deficits, language disorders, and abnormalities of movement all figure and commonly account for difficulties in education and the development of problems in personal relationships.
Konferenzberichte zum Thema "Education, Adult and Continuing|Education, Educational Psychology|Psychology, Developmental":
1
Kozhukhar, Galina. „WHAT PARTICULAR PERSONALITIES ARE SPECIFIC FOR ADULT PSYCHOLOGY STUDENTS?“ In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0759.
