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Relevant bibliographies by topics / Adult Learning Principles / Dissertations / Theses

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Dissertations / Theses on the topic 'Adult Learning Principles'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Trivette, Carol M. "Principles of Adult Learning in Action." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4456.

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Come join the Military Families Learning Network Early Intervention team on Weds. March 30 from 12:30-1:30 ET for an interactive discussion related to the webinar held on Mar. 17. We want to hear your thoughts, opinions, and experiences related to the Key Points Carol Trivette, PhD shared during the webinar and how you've applied these points recently in your own practices. Were you not able to participate in the webinar on the 17th? No worries! We'd still love to hear from you! Come share your expertise and learn from others during this interactive forum.

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2

DeVille, Randall C. "The Application of Adult Learning Principles in Effective Preaching." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1035.

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Evidence suggests that a disconnect is growing between the information provided in Christian sermons and the life challenges faced by those church attendees. To bridge that divide, the purpose of this study was to better understand the characteristics of a sermon that enhance learning for churchgoers in Christian churches. The guiding question focused on churchgoing adults' perception of the sermon. Additional sub questions explored the relationship of the principles of adult learning, communication theory, and ambient teaching with churchgoers' and preachers' experiences with sermons. A qua

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Werth, Eric Paul. "Problem-Based Learning in Police Academies adult learning principles utilized by police trainers /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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4

Roberson, Valerie R. Palmer James C. "Use of adult learning principles by adult basic skills instructors in an urban community college district." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088031.

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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed December 1, 2005. Dissertation Committee: James C. Palmer (chair), Edward R. Hines, Albert T. Azinger, Mohammed Nur-Awaleh. Includes bibliographical references (leaves 152-164) and abstract. Also available in print.

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Trivette, Carol M. "How to Support Parents and Professionals in Early Intervention: Principles of Adult Learning." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4452.

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Young children with disabilities have better outcomes when their families and caregivers receive the necessary resources and supports to implement high quality practices. This session will set the framework for how adults learn and how they can learn to implement new practices and modify current ones to have the greatest impact on young children. In this 90 minute interactive webinar session participants will: Discover a systematic way to develop and present new information to effect change in practice, whether in “coaching” sessions with families or professional development sessions with co

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Mitchell, Wendy E. "The application of adult learning principles to the redesign of a post-diploma program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57440.pdf.

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7

Lubin, Melissa Maybury. "Coaching the Adult Learner: A Framework for Engaging the Principles and Processes of Andragogy for Best Practices in Coaching." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22017.

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Coaching is an actionable way for adults to learn. For purposes of this study, learning was conceptualized by UNESCO\'s five pillars of learning to know, do, live together, be, and learning to transform oneself and society. The practice of coaching was defined as a social enterprise where, through a process of inquiry and reflection, coaches help coachees achieve their personal and professional goals through learning, self-awareness and behavior change. <br />As an application of learning for adults, coaching may be considered a reflection of andragogy "the art and science of helping adults l

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Elliott, Dennis L. "The teaching styles of adult educators at the Buckeye Leadership Workshop as measured by the Principles of adult learning scale /." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243019948.

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Elliott, Dennis L. "The teaching styles of adult educators at the buckeye leadership workshop as measured by the principles of adult learning scale." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1153344917.

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Bosworth, Kendra, and n/a. "ACT infromation technology and adult education : a case study of the extent to which adult learning principles are incorporated into information technology adult education and training in the Australian Capital Territory." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060608.155019.

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This study explores the implementation of adult learning principles in information technology adult education and training in the Australian Capital Territory, Australia. A set of adult learning principles is examined and interpreted with reference to supporting and contradicting theorists. The development of these theories is also explored in order to determine the changes in perspectives since 1900. Five of Canberra's information technology adult education and training providers were analysed. Surveys were distributed to trainers and students of these providers. These surveys requested respo

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Thornton, Kimberly. "Early Childhood Education Trainers' Knowledge and Use of Andragogical Principles." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812056.

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<p> Early childhood education (ECE) teachers often lack the experience and skills to provide children with supports necessary to foster academic and social skill development. Professional development can improve ECE teachers’ skills, but ECE trainers often lack understanding of adult learning principles, known as andragogy. Knowles’ conceptual framework of andragogy was used to explore the knowledge and use of andragogical principles of 8 ECE trainers selected via criterion-based purposive sampling. The research questions focused on ECE trainers’ knowledge and use of andragog

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Aliasar, A. "The extent to which selected adult learning principles were used by the faculty members of the College of Education of the Institute of Teacher Training and Education-Padang." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/570952.

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The main purposes of this study were to learn how frequently the faculty members of the College of Education used selected adult learning principles in teaching and how aware their students were of being taught with those principles. Five principles of adult learning were measured: (1) using the experiences of learners in teaching, (2) allowing for individual differences, (3) allowing for different teaching and learning styles, (4) guidance toward self-directed learning, and (5) providing evaluation/feedback.Respondents of this study consisted of all faculty members (the number was 82) and 160

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Mukenge, Tshimpo C. "Suburban High School Teachers' Teaching Styles, Teaching Experiences, and Acceptance of Edmodo." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7411.

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Southern U.S. teachers at suburban high schools can use Edmodo; however, teachers prefer traditional teacher-centered teaching methods. This quantitative correlative study explored teachers' technology acceptance in relation to teaching styles and experiences. Framing acceptance by Davis's technology acceptance model (TAM), research questions addressed the direct and moderating relationships between teaching style and the TAM variables related to using Edmodo and the direct and moderating relationships between teaching experiences and TAM variables. From 240 teachers at the high school, 45 com

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14

Ervin, Beverly Jo. "Learner-centered Education: Bridging the Gap Between Ideal and Actual Practice." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1354295092.

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Jacoby, Chelsea L. "Perceptions of Athletic Training students with and without self-disclosed hidden disabilities regarding quality indicators within their athletic training program." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428588445.

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16

Freeman-Wisdom, Tanya N. "Supporting the Shift to Instructional Leadership: One District's Implementation of the Massachusetts Model System for Educator Evaluation to Support the Growth and Development of Principals." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106798.

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Thesis advisor: Joseph O'Keefe<br>Effective instructional leadership is central to principal practice. Thus, the Massachusetts Model System for Educator Evaluation (MMSEE) mandates that all principals demonstrate proficiency in instructional leadership to be considered proficient overall. Given this mandate, it is imperative that central office administrators (COAs) support principals in this regard. Accordingly, this qualitative single case study examined how COAs in one Massachusetts district supported principals’ instructional leadership. Analyses of documents and semi-structured interview

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Chappell, Gray Anne Louise. "Beyond the normalisation principle : the experience and perspectives of adults with learning difficulties living in private sector residential care." Thesis, University of Bristol, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357907.

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18

Styles, Delesa Haynes. "A select study of Texas Principal Preparation Programs and their Relationship to Adult Learning and the Professional Leadership Responsibilities of their Graduates." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33205/.

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The purpose of this study was to examine the relationship between principal preparation programs in Texas and professional leadership practices and responsibilities based on Mid-continent Research for Educational and Learning's (McREL) 21 leadership responsibilities. The study also examined the relationship between Texas principal preparation programs and Knowles's principles of adult learning. Through an online survey, the study solicited practicing principals' perceptions as to whether McREL's 21 leadership responsibilities and Knowles's principles of adult learning were included in their pr

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Cochran, Teri A. "Practices of adult learning principles and learning strategies of financial aid administrators in Oklahoma." 2005. http://digital.library.okstate.edu/etd/umi-okstate-1293.pdf.

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20

Hsu, Hao-Yang, and 徐浩洋. "Applying signaling and segmenting principles in adult e-learning materials: Design-based research." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/9ea72k.

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碩士<br>國立清華大學<br>學習科學研究所<br>105<br>Recently, many cram schools for Civil Servant Examination have introduced e-learning for distance education, but only by segmenting recorded videos of traditional classroom as online materials. However, their materials are not properly designed for adult learners. Different from full-time, young learners in school, adult learners enact multiple roles and thus have only limited time and effort. Therefore, inappropriate online learning materials are more likely to have negative effects on cognitive loads and learning effectiveness. This study aimed to re-design

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21

Bashiri, Ladan. "Production and formative evaluation of a self-instructional module on application of adult learning principles." Thesis, 1986. http://spectrum.library.concordia.ca/4012/1/ML32229.pdf.

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22

Pin, Chen Jung, and 陳榮彬. "A Study Of The Relationship Between The Adult Student’s Perspective Of The Application of Adult Learning Principles And The Effectiveness Of This." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/05787167420806989371.

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碩士<br>國立中正大學<br>成人及繼續教育研究所<br>92<br>A Study Of The Relationship Between The Adult Student’s Perspective Of The Application of Adult Learning Principles And The Effectiveness Of This Career Training Adviser: Dr. Huang Fu-shun Researcher: Chen Jung-Pin ABSTRACT The objective of this study is to evaluate the relationship between the adult student’s perspective of the application of adult learning principles and the effectiveness of this career training. The findings of this study will form a basis of reference for the establishment and manage

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Lancione, Ascenzo. "A second chance: an investigation into adult re-entry education in the South Australian public secondary school system 1989-2005." 2009. http://hdl.handle.net/2440/59775.

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Over the 1980s secondary schools and Technical and Further Education (TAFE) colleges in South Australia had increasing numbers of adults returning to formal secondary education mainly in search of better jobs or to qualify for tertiary studies. The teaching of such students required an appreciation of the difficulties they faced with the competing demands of family and work, and the anxieties they had in meeting the requirements of formalised study. In 1989 the South Australian Government made a policy decision, to transfer all the year 11 and 12 classes which TAFE colleges had specially estab

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24

Chih-Hsiung, Kao, and 高志雄. "A study of the Sense of Applied in Learning Principles for Adult and Teaching Practice of Elementary School Intern Teachers." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/69aph8.

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碩士<br>國立臺東大學<br>教育研究所<br>94<br>The study aims to understand the situation about the sense of applied in learning principles for adults and performance of elementary school intern teachers, to analyze differences in the sense of applied in learning principles for adults and performance in different background variable of elementary school intern teachers, to explode the relationship between the sense of applied in learning principles for adults and performance of elementary school intern teachers, to provide the related organizations to plan about the performance curriculum, and to provide the

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25

Stiglingh, Etienne Jacques. "Using the Internet in Higher Education and Training : a development research study." Diss., 2007. http://hdl.handle.net/2263/29062.

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The University of Pretoria offers the course <i.Use of the Internet in Education and Training (RBO 880) since 1997. This module is presented as an online course with minimum face to face interaction between facilitator and learners. The research documents and analyses the activities, cyber artefacts, documentation, interactions and challenges, constructed and designed by the facilitator and learners’ that formed part of this module. This literature review comprises an exploration into five different aspects of online learning under different headings specifically: learning theories, eLearning,

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26

Kuhlein, Detlef. ""Verstehst du auch, was du liest?" : Methoden zur Vermittlung biblischer Inhalte in Bibelkursen für postmoderne Menschen in Evangelikalen Freikirchen." Diss., 2008. http://hdl.handle.net/10500/3024.

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Text in German<br>This dissertation shows the possibilities of interdisciplinary application of principles and methods in bible didactics, adult education, school education and learning style research to Christian education in evangelical free churches. The research objective is the establishment and development of a bible didactic methodology for practical teaching in order to convey biblical contents to postmodern adults. This objective is achieved by the practical-theological establishment of the necessity of basic biblical education in free churches, the presentation of the postmoder

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27

Chimbo, Bester. "Comparing the meaning of the learnibility principle for children and adults." Diss., 2011. http://hdl.handle.net/10500/4682.

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The learnability principle relates to improving usability of software, performance and productivity. It was formulated mainly for the adult user group. Children represent an important user group, but fewer guidelines exist for their educational and entertainment applications. This study compares these groups, addressing the question: “Does learnability of software interfaces have a different meaning for children and adults?”. A literature survey conducted on learnability and learning processes considered the meaning of learnability across generations. Users learning software systems were obse

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Chimbo, Bester. "Comparing the meaning of the learnability principle for children and adults." Diss., 2011. http://hdl.handle.net/10500/4372.

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Abstract in English and Afrikaans<br>The learnability principle relates to improving usability of software, performance and productivity. It was formulated mainly for the adult user group. Children represent an important user group, but fewer guidelines exist for their educational and entertainment applications. This study compares these groups, addressing the question: “Does learnability of software interfaces have a different meaning for children and adults?”. A literature survey conducted on learnability and learning processes considered the meaning of learnability across generations. User

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Mkhize, Vusi Garnet. "An investigation into the adult educators' knowledge, understanding and application of the principle of learner-centredness in adult basic education and training (ABET) centres in Pietermaritzburg, KwaZulu- Natal." Thesis, 2005. http://hdl.handle.net/10413/1941.

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This study investigated ABET tutors' knowledge, understanding and application of the principle of learner-centredness. The study was conducted at three adult education centres in Pietermaritzburg, KwaZulu-Natal. Using questionnaires, interviews, classroom observation and analysis of documentary evidence such as learning programmes, tutors workbooks and learners' workbooks, the researcher was able to determine and assess the ability of ABET tutors to interpret and apply the principle of learner-centredness in practical classroom situations. The study showed that not all ABET tutors base their l

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30

De, Wit Veronica Diane. "Fossilization : a case study of an adult learner." Diss., 2007. http://hdl.handle.net/10500/3083.

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Linguistic fossilization is a prevalent phenomenon in adult ESLA and presents a perpetual pedagogical challenge to teachers. Despite controversy about the theoretical concept, research is increasingly showing that persistent erroneousness cannot be attributed to single causal factors. This single case study examines controversial aspects surrounding the concept and formulates criteria for identifying fossilization. The study investigates the conversational output of an independent adult learner over a period of nine months and presents a holistic exploration of causal influences. The fin

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Fernandes, Euridice dos Ramos Afonso. "Educação de adultos em São Tomé e Príncipe: uma análise do programa de alfabetização de adultos no distrito de Água-Grande." Master's thesis, 2015. http://hdl.handle.net/10071/11107.

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Em São Tomé e Príncipe, tem-se apostado em processos de educação de adultos que visam a redução das taxas de analfabetismo, através das aulas de alfabetização em todo o País. Através de centros de formação académica e profissional para adultos (homens e mulheres), procura-se dinamizar e direcionar cursos de alfabetização para atividades profissionais, potenciadoras de inserção dos alfabetizados na vida social e profissional. No presente trabalho tomou-se como referência o distrito de Água-Grande, o qual ainda possui uma taxa de analfabetismo de 6,7%. Assim, no quadro do programa de alfabetiz

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