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Relevant bibliographies by topics / Adult learning theories / Dissertations / Theses

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Dissertations / Theses on the topic 'Adult learning theories'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Mongalo, Lucky. "Assessment practices of adult educators in Mamelodi Adult Learning Centers." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2105_1271020736.

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<p>This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment<br>the skills levels of these educators<br>the nature of support and training these educators received to enhance their assessment practices<br>the different ass

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2

Anderson, Lindsey M. ""What You Mean Smart?"| The Implicit Theories of Intelligence of Urban Adult Learners with Learning Disabilities." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10245664.

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<p> This study was designed to examine the implicit theories of intelligence of adult learners with learning disabilities (LD). It explored how the adult learners thought about intelligence and how they experienced intelligence in their lives both in and out of school. </p><p> Data for the study were collected by interviewing 15 adult learners with learning disabilities. Each adult learner participated in a series of three interviews, each with its own purpose: a focused life history, an examination of recent experiences related to intelligence in school and out of school, and sense-making

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McGuinness, Meghan Ann. "Adult Learning-Focused Professional Development for Dental Hygiene Clinical Instructors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1907.

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At a dental hygiene program within a community college in New York State, clinical instructors are hired based on their expertise as practitioners. Most clinical instructors lack a background in adult learning theory and practice, which is an issue because their students are adult learners whose average age is 26. The instructors' lack of knowledge in this area challenges their effectiveness. The purpose of this qualitative case study was to explore dental hygiene instructors' views about what kind of professional development offerings related to adult learning might help improve their teachin

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4

Mkonto, Patricia Nosisana. "The development and evaluation of a learning styles assessment tool for the South African higher education context." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2563.

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Philosophiae Doctor - PhD<br>A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style

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Ward, Michelle Eluize. "A group dynamics perspective of the experiences of adult learners taking part in a learnership program." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/28975.

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The aim of this study was to explore, from a group dynamics perspective, the adult learners' experiences in a learnership program structured to include employed and unemployed learners. A secondary aim was to develop guidelines for practitioners regarding the implementation of learnerships that are structured to include employed and unemployed learners, taking into account the group dynamics at play. The case study played out within a pharmaceutical distribution company within South Africa. A qualitative, constructivist grounded theory method was used to analyse the data that were collected by

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6

Vanderbilt, Kathi L. "Online Professional Development: An Analysis of Instructor Beliefs and Instructional Strategies for the Facilitation of Learning with Adult Educators." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-06082008-150947/.

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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from file title page. Mary B. Shoffner, committee chair; Wanjira Kinuthia, Nancy J. Brown, Dana L. Fox, committee members. Description based on contents viewed July 14, 2009. Includes bibliographical references (p. 233-256).

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7

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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8

Kumarasinghe, Sepalika Hylinee. "Trainee's voices : an exploration of the importance of child development, the theories of childhood and play-based learning for any adult who works with young children from birth to preschool years." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/3928/.

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In January 2001, the Singapore Ministry of Education (MOE) and Ministry of Community Development, Youth and Sports (MCYS) jointly set up Pre-School Qualification Accreditation Committee (PQAS) to oversee the standards and quality of pre school teacher training for both kindergarten and Childcare sectors. The MOE and the MCYS introduced an integrated Pre-School Education (PSE) framework for teacher training and accreditation applicable to р re-school personnel. The training route for pre-school teachers came into effect in January 2001. Teacher training and the qualifications offer high leverag

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9

Chica, Cristiane Henriques Rodrigues. "A formação continuada dos monitores no Programa de inclusão digital AcessaSP." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-17112010-130731/.

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Esta dissertação tem o intuito de contribuir para a discussão a respeito da formação continuada presencial e online de profissionais jovens e adultos que trabalham como agentes de inclusão digital, em telecentros públicos de acesso à internet, e contribuir para a formulação de melhores práticas. Para tanto, foi realizada uma investigação do Projeto de Formação Continuada do Programa de Inclusão Digital AcessaSP, que reúne atualmente um mil cento e setenta e dois monitores espalhados por todo o Estado de São Paulo, com o objetivo de analisar os impactos da formação continuada na qualificação de

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Ocampo, Castillo María del Socorro. "Tertulias matemáticas dialógicas para el aprendizaje de las matemáticas en mujeres adultas no escolarizadas y sin titulación académica." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/671602.

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Esta investigación se enmarca en el Objetivo 4 de la agenda internacional para el Desarrollo Sostenible 2030: Garantizar una educación inclusiva, equitativa y de calidad y promover oportunidades de aprendizaje durante toda la vida para todos (ONU, 2020). Las metas y esfuerzos globales que subyacen a este objetivo otorgan especial atención a la inclusión educativa de las mujeres ya que son ellas quienes continúan afrontando mayores barreras de participación y desarrollo derivadas de las múltiples condiciones de desigualdades que persisten. Ante este panorama, la comunidad científica internacion

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11

Nosisana, Mkonto Patricia. "The development and evaluation of a learning styles assessment tool for the South African higher education context." Thesis, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9284_1306734421.

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<p>A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford L

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12

Mlombo, Samson. "Quality assurance of continuing professional development programmes for language teachers." Diss., 2013. http://hdl.handle.net/2263/32987.

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There seems to be a lack of synchronisation between the acquisition of skills, knowledge, values, teaching techniques, and so forth from professional learning interventions and the application thereof in practice by teachers in general and language teachers in particular. Those charged with ensuring that teachers‟ development needs, in terms of Collective Agreement 8 of 2003 (DoE, 2003), receive attention, seem to be complying with that prerequisite without establishing whether such interventions really do address the need for development. This study focuses on the quality assurance of worksh

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13

Hundermark, Genevieve. "Navigating the waters of uncertainty...learning for sustainability and the small organisation." Thesis, 2015. http://hdl.handle.net/10539/17758.

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Small and medium enterprises (SMEs) in South Africa experience one of the highest failure rates in the world with 75% to 80% of SMEs failing in their first ten years. This data suggests that few small organisations in South Africa are sustainable entities and this in turn impacts on employment and the GDP of South Africa. In order to be sustainable, organisations should be learning ones (Garvin, 1993; Marquardt in Hattingh & Smit, 2004, p2). Senge’s (1990) ground-breaking model of a learning organisation identifies the disciplines companies should practice in order to contribute to their

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14

Van, Rensburg Gisela Hildegard. "Learning styles : implications for higher education." Thesis, 2002. http://hdl.handle.net/10500/980.

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Significant changes have taken place in higher education over the past ten years. Learners are more liberated and want to be acknowledged as individuals with differences, and not expected to adapt their individual characteristics to fit in with the specific environment of the learning situation. A new emphasis is placed upon creating and sustaining learning environments that accommodate learner needs and the process of effective learning. Learners' individual needs include their need to learn how to learn and an acceptance of their individual differences as expressed in learning styles. Act

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15

Dhlamini, Joyce Phikisile. "Effectiveness of facilitation methods to motivate adult learners to participate in ABET programmes : a case study of the adult centre at Ekurhuleni." Thesis, 2012. http://hdl.handle.net/10500/11819.

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The purpose of this study was to investigate the effectiveness of the facilitation methods used in the adult centre to motivate adult learners to participate in Adult Basic Education and Training (ABET) programmes, as the majority of South Africans have a low level of literacy. The illiteracy could not be viewed independently of the apartheid policies that were in place before democratisation in 1994. After the democratisation the African National Congress (ANC) policies, prioritised the provision of ABET. The policy was for ABET provide education including basic literacy, numeracy to a level

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16

Padayachee, Silverani. "Experiences of Laotian teachers of the Human Values Water, Sanitation and Hygiene Education training programme." Diss., 2012. http://hdl.handle.net/10500/8763.

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Access to safe water and improved sanitation remains threatened by the ever increasing demand in urbanised cities of the world. Adequate management of this problem could not be achieved through technical and regulatory methods alone. A human values-based education approach, namely the Human Values Water, Sanitation and Hygiene Education (HVWSHE) programme, was considered a suitable intervention strategy to bring about the desired changes in attitude and behaviour by the water users. This research involves an empirical case study approach that explores the experiences of Laotian teachers

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17

De, Beer Annelize. "The effects of resilience training as a component of strengths-focussed training on team performance : a case study in the food and beverages manufacturing industry." Diss., 2006. http://hdl.handle.net/10500/1442.

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The study determines the effects of resilience training on team performance. An investigation was undertaken to: * establish a theoretical foundation for using resilience training to improve performance; * identify parameters and criteria for determining the effects of resilience training on the individual within the team; * gain insight on how learners experienced the resilience training; and * whether they implemented the resilience training within the workplace. This study included the review of literature on various motivational theories, resilience, psycho-education, adult learning

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18

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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19

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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