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Zeitschriftenartikel zum Thema "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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Dissertationen zum Thema "Education, Adult and Continuing|Education, Educational Psychology|Recreation":
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Bennett, Michael. „An exploration of transformational learning in adults as a result of adventure travel experiences“. Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556870.
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The purpose of this exploratory qualitative research study was to identify the elements of adventure travel experiences that contribute to the process of transformational learning in adults. A qualitative research design was employed for this study. The sources of data were twelve pre-existing and de-identified interview transcriptions. A textual analysis was performed on the data, using an a priori approach to coding and analysis. An analysis of the data identified seven key themes that were critical for transformational learning in adults: (a) A Call to Adventure; (b) Being Open to Experience; (c) Entering a Zone Unknown; (d) Extra-Ordinary & Challenging Experiences; (e) Meaningful Interactions with Others (f) Re-Connecting to Self; and (g) Taking Action. These themes suggested a process for transformational learning in adults. In addition, (a) the authentic nature of the experience and (b) trip length, were also found to be important factors in transformational learning for these interviewees. These findings also suggest that intentionally designing adventure travel programs around these themes and the emergent transformational learning process has the potential to increase the likelihood of participants experiencing transformational learning through adventure travel.
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Mitchell-White, Kathleen. „Reflective thinking and emotional intelligence as predictive performance factors in problem-based learning situations“. ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/788.
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Continued improvement of the training and preparation of Federal Bureau of Investigation (FBI) special agents is critical to the organization's ability to protect the national security of the United States. Too little attention has been paid to the factors that improve new agent trainees' (NATs) ability to learn and succeed in their training programs. Based on the theories of reflective thinking and emotional intelligence, this nonexperimental, correlational study explored predictors of NATs' (N = 183) performance in problem-based exercises as part of the 20-week training program. Self-report instruments measured levels of critical reflection (CR), emotional intelligence (EQ), and perceived ability (PA). An established performance measure collected instructor-observed performance (OP) scores. Regression analysis tested the relationships of CR and EQ with OP but yielded no statistical significance. Due to concerns about the measure of OP, a second analysis revealed significance with PA scores for EQ (b = .193, p = <.001) only. Preparing effective special agents to respond to the challenges of a volatile global environment is a priority of the FBI and contributes to positive social change, as its mission is to ensure the safety and security of the United States. The main conclusion from the study was that a better measure of performance is needed to study the impact of CR and EQ on trainees. When measured more effectively, characteristics of trainees may be relevant to improving performance.
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Conaway, Wendy. „Andragogy: Does one size fit all? A study to determine the applicability of andragogical principles to adult learners of all ages“. ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/692.
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According to Knowles's theory of andragogy, the principles of adult learning are the need to know, self-directedness, the role of experience, intrinsic motivation, and readiness to learn. Whereas references in the andragogical literature have assumed that the principles uniformly apply to adults of all ages, differences between adult age groups may influence the effectiveness of the principles on adult learning. Therefore, the purpose of this study was to investigate which adult age group was most accepting of the principles so that more effective teaching may occur. Three adult age groups, emerging adults (18-25), young adults (26-39), and mature adults (40-59) were studied, guided by three research questions. The first two questions addressed the degree of acceptance of andragogical principles and student satisfaction by the three age groups, and the third addressed the degree to which age and acceptance of andragogical principles predicted student course satisfaction. Using a cross-sectional, quantitative design, a convenience sample of 59 college students completed an electronic, web-based, Likert-scale survey. Multivariate analysis of variance, analysis of variance, and multiple regression analyses examined the relationships between the three age groups, andragogical principles, and student course satisfaction. Although there was no difference between the age groups and the acceptance of the andragogical principles or student course satisfaction, age combined with acceptance of andragogical principles was predictive of student course satisfaction. The social change implications are that educators should continue to implement the current principles across all adult age groups when designing learning environments and opportunities to improve the quality of educational instruction for one of the fastest growing student populations, the adult learner.
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Batiste, Mildred M. „The effect of emotional intelligence on program completion among adult basic education students“. Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583319.
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Program completion among adult learners attending adult basic education programs has been found to be an area of struggle. Cognitive ability has always been the primary factor for determining an individual’s ability. However, non-cognitive ability has been proposed as a significant factor in academic success. Many attrition models have been developed in an effort to improve program completion and reduce attrition. The research study sample consisted of 68 adult learners attending the Appoquinimink Adult Education Program. The study focused on the effect that a course in emotional intelligence would have on program completion rates among adult learners attending adult basic education programs. The Mayor, Salovey, and Caruso Emotional Intelligence Test (MSCEIT) was used to measure emotional intelligence. The main objective was to examine the effect of a course in emotional intelligence on adult learners’ non-cognitive ability to obtain program completion. The study used a quantitative Solomon four-group design to investigate the influence of the course on emotional intelligence. The idea that emotional intelligence is teachable and learnable has not been established as fact. However, the findings of the data analysis suggested support of the proposal that emotional intelligence can be taught and learned. In addition, the findings suggested that age, gender, and ethnicity were not predictors for emotional intelligence levels among adult learners attending adult basic education programs. The findings further suggested that adult learners with higher emotional intelligence levels had an increased chance for program completion. Hence, emotional intelligence was revealed to be a strong factor for reducing attrition and increasing program completion.
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Mitchell, Marlon R. „Participation in adult education activities logistic regression analysis of baby boomers in the United States /“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274281.
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Thesis (Ph.D.)--Indiana University, Instructional Systems Technology, 2007. Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2763. Adviser: Thomas Schwen. Title from dissertation home page (viewed Apr. 9, 2008).
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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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Ngeow, Karen Yeok-Hwa. „"If I don't do, I lose" a grounded theory study of Chinese adult learners' writing motivation /“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243794.
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Thesis (Ph.D.)--Indiana University, Language Education Dept., 2007. Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4456. Adviser: Sharon Pugh.
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Hauer, Debra. „"That's how people learn It's through the connection": Collaborative learning in an Aboriginal adult Literacy Centre“. Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27590.
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Collaborative learning is an important component in adult literacy learning but has not been investigated among Aboriginal adults. The concepts of cognitive apprenticeship and guided participation informs the case study of an Aboriginal adult Literacy Centre. A metaphor of entering a house of literacy learning was used to describe how learners become a part of a community of literacy practice. An individual stands on the threshold with dreams for the future. He or she walks fully into the house by increasing participation in learning activities. Learning occurs through connections with others by sitting together at a round table. The literacy organization, the funding agency and the community act as floorboards in supporting the learners. The findings point to particular patterns of guided participation in Aboriginal settings, may broaden our understanding of social perspective of literacy and may contribute to our knowledge of learning in an urban Aboriginal setting.
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Haberlin, Alayna T. „A comparison of pyramidal staff training and direct staff training in community-based day programs“. Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2704.
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This study evaluated two methods of conducting staff training. One method was a pyramidal training approach and the other method consisted of an outside consultant training the direct care staff. A group design consisted of two experimental conditions. In the first experimental condition, the supervisors of two community based day programs for developmentally disabled individuals were trained in the principles of applied behavior analysis and feedback techniques. The supervisors then trained their direct care staff in the material they had learned. In the second experimental condition, the direct care staff were trained in the principles of applied behavior analysis by the experimenter. The pyramidal training group was expected to show a quicker increase in the percentage of correct teaching procedures and show a longer maintenance of these skills. The results indicated that pyramidal training was more effective in teaching staff how to use correct teaching procedures with consumers in community settings. Also, the results showed that the pyramidal training group maintained the improvement in their teaching procedure at a 3-month follow up as compared to the direct staff training group. Pyramidal and direct staff training have not been compared directly in previous studies.
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Leverenz, Susan Elizabeth. „Persistence of new "non" traditional students: New definitions and policy implications“. Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278718.
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The "new traditional student" population in our nation's universities has been steadily increasing for decades and this trend continues. It is prudent for universities to examine how to design and evaluate intervention strategies and student services to motivate these students to persist because they contribute to improved GPA scores for all students and are the preferred students of faculty members. However, since there is no standard set of criteria for defining this population, it is not known who these students are. Therefore data reported on these students' persistence rates are questionable and student services are inadequate. Defining these students by a standard set of criteria is needed to adequately identify a more differentiated population.
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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.
Buchteile zum Thema "Education, Adult and Continuing|Education, Educational Psychology|Recreation":
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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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Skott-Myhre, Hans. „Schizoanalyzing the Encounters of Young People and Adults: The Question of Desire“. In Youth Work, Early Education, and Psychology, 17–34. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137480040_2.
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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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Ellington, Linda. „Adult Education“. In Advances in Human Services and Public Health, 197–215. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6260-5.ch012.
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This chapter analyzes literature in adult education at the intersection of health and the ageing society. In a contemporary context characterized by movement towards ageing societies, a current challenge of adult education planning can be attributed to the shifting global demographic profile; migration has resulted in higher percentages of older people throughout most of the world, as well as greater diversity within the older population (Grenier, 2012). Education about adult health must go beyond the traditional practice of knowledge dissemination, not only because of the sheer size of the 65+ age cohort, but knowing that this particular population does not want to lose their locus of control in their independent status within their society. Established literature illustrates the significance of adult health education and highlights the importance of medical, sociology, psychology, and social policy for not only stimulating the interest of senior adults, but of society in whole.
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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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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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Annotation:
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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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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De Simone, Christina, Teresa Marquis und Jovan Groen. „Optimizing Conditions for Learning and Teaching in K-20 Education“. In Handbook of Research on Teaching and Learning in K-20 Education, 535–52. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4249-2.ch031.
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Annotation:
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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Block, Martin E. „Opportunities for Adults at Their Local Recreation Center“. In Case Studies in Adapted Physical Education, 82–85. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-19.
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Konferenzberichte zum Thema "Education, Adult and Continuing|Education, Educational Psychology|Recreation":
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MERKYS, Gediminas, Daiva BUBELIENE und Nijolė ČIUČIULKIENĖ. „SATISFACTION OF RURAL POPULATION WITH PUBLIC SERVICES IN THE REGIONS: ANALYSIS OF EDUCATIONAL INDICATORS“. In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.154.
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The key idea of the well-being concept strives to answer the question about how well the needs of people in a society are met in different spheres of social life - the physical, economic, social, educational, environmental, emotional, and spiritual – as well as individuals’ evaluations of their own lives and the way that their society operates (Gilbert, Colley, Roberts, 2016). One of the possible suggestions for answering the question: “How well are the needs of people in a society met?” could be the monitoring of citizen’s satisfaction with public services while applying a standardized questionnaire for population covering 193 primary indicators (health, social security, culture, public transport, utilities, environment, recreation and sport, public communication, education, etc). Even 23 indicators are about education that makes educational services a considerable part of all social service system. As the researchers aimed to analyze satisfaction of rural population with public services stressing the education issue, indicators about education dominated in the survey. The data were collected in 2016 - 2017 in 2 regional municipalities: municipalities: Jonava and Radviliskis (N=2368). The results of the analysis demonstrate that rural residents' satisfaction with formal general education services is relatively high. The only negative exception is the "the placement of a child in a pre-school institution based on the place of residence". Furthermore, rural residents poorly evaluated educational services that are related to non-formal education, adult education, the education of children with disabilities, child safety, meaningful xtracurricular activities of children and young people during all day, preventive programs. These major conclusions let the researchers state that local self-governmental institutions are not capable to cope with the quality challenges of some educational services without special intervention policy of the central government and the EU responsible structural units. A negative impact is also reinforced by a rapidly deteriorating demographic situation in Lithuanian rural areas.
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Hayee, Aliya Abdul. „Perceived Parental Authority And Self-Esteem Among Young Adults“. In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.62.
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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.
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Rzhanova, I. E. „Similarities And Differences In The Value Of Parents And Their Adult Children“. In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.32.
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Baeva, I. A. „Psychological Resources Of Adults Who Experienced Violence In Childhood“. In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.10.
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Mrázková, Kristína, und Elena Lisá. „THE WORKPLACE ATTACHMENT STYLES QUESTIONNAIRE IN SHORTENED 9-ITEM VERSION“. In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact051.
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"Introduction: Place attachment is multi-dimensional and depends on a reciprocal relationship between behavior and experience. It comes from environmental psychology, and it has its roots in the theory of attachment because of an emotional link between an individual and a place. The present paper aims to describe the psychometric characteristics of the Slovak version of The Workplace Attachment Styles Questionnaire (Srima, 2018). Methods: The original questionnaire consists of 15 items with a Likert scale ranging from totally disagree to agree. The research sample consisted of 645 working adults of a convenience sample, aged from 16 to 78 years, consisting of 54.9% women, from various work fields (finance, sales, education). We randomly divided the sample into two halves for separate studies. Results: In the first study with 323 adult participants, we used exploratory factor analysis to examine its construct validity. According to exploratory factor analysis, we reduced the 15-item questionnaire to a 9-item structure with three original factors: secure (AM = 6.23, SD = 2.32), dismissive (AM = 3.64, SD = 2.54), and preoccupied (AM = 3.64, SD = 2.31) workplace attachment styles, with an average internal consistency of 0.75. In the second study with 322 participants, we executed the confirmatory factor analysis, which confirmed the three-factor structure, with an average internal consistency of 0.65. Discussion: The results confirmed the original three-factor structure of The Workplace Attachment Styles Questionnaire with 9 original items instead of 15. This paper contributes to the shorter version of the Workplace Attachment Styles questionnaire adapted to the Slovak population. The study's limitations are the absence of other measurement tools that could verify the construct of workplace attachment itself (Adult Attachment in the Workplace, Experience in Close Relationship Questionnaire). That is also what is worth doing in the next research."
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Pezhemskaya, Julia S., und Andrey S. Stupnikov. „Acceptance-rejection by teenagers’ significant adults as a driver of their Internet immersion“. In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-16.
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Milkova, Eva. „ADULT ACTIVE TEACHING AND LEARNING OF FOREIGN LANGUAGES“. In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.080.
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Martínez-Moreno, Alfonso. „Bibliographic Review Physical Activity Programs In Older Adults: Balance, Prevention Of Falls“. In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.1.
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Ibáñez Pérez, Ricardo Jose. „Increase In Quality Of Life In Older Adults By Physical Activity Practice“. In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.30.
