Relevant bibliographies by topics / Continuing Education Research

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Continuing Education Research'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Continuing Education Research"

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Leung, Kelvin Tak Yiu. "Promoting Continuing Professional Education and Research in Emergency Medical Services (EMS)." International Journal of Research and Engineering 4, no. 12 (2018): 303–3. http://dx.doi.org/10.21276/ijre.2018.5.1.3.

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&NA;. "Continuing Education Course." American Journal of Clinical Oncology 17, no. 6 (1994): 539. http://dx.doi.org/10.1097/00000421-199412000-00028.

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KURAMOTO, ALICE M. "Research on Continuing Education in Nursing." Annual Review of Nursing Research 3, no. 1 (1985): 149–70. http://dx.doi.org/10.1891/0739-6686.3.1.149.

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Baden, Clifford. "Research to Practice: Reinventing Continuing Education." Journal of Continuing Higher Education 47, no. 3 (1999): 33–36. http://dx.doi.org/10.1080/07377366.1999.10400383.

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&NA;. "Continuing Medical Education Course." American Journal of Clinical Oncology 17, no. 2 (1994): 184. http://dx.doi.org/10.1097/00000421-199404000-00025.

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Bazeley, Pat. "Continuing Research by PhD Graduates." Higher Education Quarterly 53, no. 4 (1999): 333–52. http://dx.doi.org/10.1111/1468-2273.00135.

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Brook, Peter, and Richard Wakeford. "Continuing Medical Education." Bulletin of the Royal College of Psychiatrists 11, no. 2 (1987): 38–42. http://dx.doi.org/10.1192/s0140078900024196.

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Despite some general interest in the development and evaluation of continuing education for health professionals, the voluminous research literature on the subject is unfortunately equivocal as to exactly what approaches work and in which situations. In 1977, Bertram and Brookes-Bertram reviewed 113 studies of continuing medical education (CME): they found that three out of the eight studies which they judged as acceptably designed showed persistent positive effects. More recently, of six studies which examined the effect of CME upon the quality of care, half reported positive effects and half reported no effect, although all the studies demonstrated cognitive improvements.
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Zawacki-Richter, Olaf, Heinke Röbken, Yvonne Ehrenspeck-Kolasa, and Carl von Ossietzky. "Research Areas in Adult and Continuing Education." Journal of Adult and Continuing Education 20, no. 1 (2014): 68–86. http://dx.doi.org/10.7227/jace.20.1.5.

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Brazen, Linda. "Outcomes Research on One Continuing Education Activity." AORN Journal 62, no. 1 (1995): 92–100. http://dx.doi.org/10.1016/s0001-2092(06)63686-7.

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Nunes, M. B., and M. McPherson. "Action research in continuing professional distance education." Journal of Computer Assisted Learning 19, no. 4 (2003): 429–37. http://dx.doi.org/10.1046/j.0266-4909.2003.00047.x.

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Dissertations / Theses on the topic "Continuing Education Research"

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Barnes, Johanna S. "Teachers' continuation of action research elements after conducting studies during a Master's program." Thesis, University of South Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589862.

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<p> Teachers are critical to student learning in the classroom, and just like students, teachers perform better when they are able to make choices based on what is relevant to them. Action research is a way for teachers to systematically inquire and reflect to make necessary improvements in practice for student learning. This study involved teachers who had conducted action research as a component of their Master's in Curriculum and Instruction program at one Midwest college. It examined teachers' perceived lasting benefits of conducting action research, the elements they continue to implement, and the supports of and limitations to continuation of the practice. </p><p> As part of a mixed-method study, a researcher-developed survey was first used. Seventy-seven teachers provided responses to the online survey. Fifteen survey participants volunteered to offer narrative elaboration of their responses in a follow-up telephone interview. </p><p> The compiled data included totals and percentages from the survey and themes and quotations from the teachers' narrative responses. Together, the findings revealed that 98% of the teachers felt they benefited from conducting action research. They perceived the greatest professional benefits of conducting action research to be thinking more reflectively, positively impacting student learning, and inquiring more about their practice. </p><p> Teachers were continuing to conduct action research based on the impact they perceived the practice had on their students' success in the classroom. The elements they continued most often were identifying a focus, collecting and analyzing data, and reflecting on the process. This practice allowed them to learn from evaluating the effectiveness of their implementations and realize there was rigor and relevance to what they were doing. </p><p> With 92% of participants desiring to continue action research, two major factors were given as greatest support for continuation. Teachers desired a combination of collaboration with peers on issues that mattered to them and time in the school day to collaborate and conduct action research.</p>
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Crawford, Karin. "Continuing professional development in higher education : voices from below." Thesis, University of Lincoln, 2009. http://eprints.lincoln.ac.uk/2146/.

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The purpose of this research is to further understanding of faculty-based academics’ views on what influences their understandings, behaviours and attitudes towards their continuing professional development. Informed by critical realist ontology, it is argued that it is necessary to explore academics’ understandings and accounts of professional development in their practice context in order to gain a better understanding of the complexity and differential practices that underlie professional development in academia. In doing so, the research addresses the current under-representation in the literature of the voices of faculty academics about what influences their approaches to professional development. The data collection was carried out during the academic year 2007-8, using a qualitative multi-case study approach. Methods included semi-structured, narrative interviews with academics, more structured interviews with ‘key informants’ and examination of relevant institutional documents. Findings from this research have enabled new themes and areas for reflection to emerge about the constraints and enablements academics perceive in respect of their professional development. In particular, themes such as issues of interpretation and meaning; concepts of professional status and academic values; misaligned initiatives and priorities; the influence of supportive networks; and emergent personal, individual concerns have surfaced. The conclusion is drawn that the significance of agency raises the importance of opening the debate and responding to the ‘voices from below’.
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Di, Toro Barbara S. "NON-CREDIT COMMUNITY ARTS PROGRAMS: A COMPARATIVE CASE STUDY OF THREE PROGRAMS WITHIN RESEARCH UNIVERSITIES." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/69356.

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Educational Administration<br>Ed.D.<br>The purpose of Non-credit community arts programs: A comparative case study of three programs within research universities is to examine the perceptions of the various stakeholders of non-credit community arts programs to determine the perceived benefits received by all stakeholders from the non-credit program, the university, and its surrounding community, the variables of a successful program, and the sustainability of these programs within their parent institution. The research methods used included a preliminary 41-question survey distributed to 76 non-credit community arts programs embedded within colleges or universities to determine the specific programs within research universities. These 76 collegiate divisional community schools of the arts belong to the 400 members of community arts schools in the National Guild of Community Schools of the Arts. The results of the survey were used to determine the three non-credit community arts programs that were selected for the case study. The case study of each of the three non-credit community arts programs was used to learn the perceptions of the various stakeholders of each of the programs and their respective parent institution. The stakeholders included research university administrators, the non-credit program's executive administrators, the program's faculty, staff, students, and parents of students that participate in the non-credit community arts programs. Site visits, interviews, either in person or via phone conversation, and review of printed materials were employed to obtain from the various stakeholders the perceived benefits of these non-credit community arts programs, the variables that contribute to a successful program and their sustainability within the research university. The diversity of the stakeholders interviewed provided a thorough observation of these programs from varying perspectives to discover their impact on the individual students as well as the university, its internal community and the community-at-large.<br>Temple University--Theses
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Silver-Pacuilla, Heidi Vanessa. "Speaking up and speaking out: Engaging women literacy learners with disabilities in participatory action research." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280449.

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Adult basic and literacy education (ABLE) is a unique social and educational site, a borderland where marginalized youth and adults can be found. This project sought the voices and stories of women literacy learners with disabilities. The project had a dual purpose of creating practical products and conducting research. The project sought to create knowledge for program improvement and produce two products, a list of recommendations to the field and a brochure of advice to new women literacy learners (both included). The research explored the social categories of gender, literacy, and disability to contextualize existing theories with the lived experiences of low-income women with disabilities. The project was grounded in critical and feminist standpoint epistemologies that were actualized through a dialogic, participatory action research design. The data collection and management technique of the Unfolding Matrix (Padilla, 1993) was adapted to an Unfolding Venn diagram with three interlocking circles labeled Women, Literacy, and Disability. Fifteen women participated in the year-long series of monthly focus dialogues. The participants ranged in age from 20 to over 60 years old, represented a range of disability and impairment experiences, various lengths of involvement in the adult education program, and a range of ethnicities and geographic areas of childhood. The structure of the dissertation follows the design of dialogic research conducted with the technique of the adapted Unfolding Matrix. Three levels of data were analyzed: contributions to the diagram, four key discussions, and focus dialogue transcripts. Specific findings are presented as chapters in Part II: Finding Ourselves in Contradictions, Part III: Hinged Themes and Dreams, and Part IV: The Way Forward. Findings indicate the critical need for adult education and literacy programs to recognize women's unique learning needs and to engage women in dialogue so that those needs can be discovered and articulated. Access to literacy and the power of literacy includes instruction and support sensitive to individual needs. Disability issues need to be openly addressed with an attitude of critique and advocacy that can empower learners and the field to move forward on eligibility and service structures.
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Petrovick, Marian Brow. "Team research on intrinsic motivation in student populations: A continuing project." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1667.

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Rahman, Alphonsa A. "Development of a Nursing Informatics Competency Assessment Tool (NICAT)." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1715.

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Nursing workforce competency in informatics is crucial to providing safe patient care, improving quality, and reducing healthcare costs. Assurance of informatics competency in a workforce with increasingly diverse educational preparations, demographics, and informatics skills poses significant challenges. The question addressed was the lack of nursing informatics competency assessment tool relevant to bedside nursing. The purpose of this project was to develop and review a new nursing informatics competency assessment tool designed to address the individual educational needs of newly hired nurses. The tool was designed to measure nurses' competency in computer literacy, informatics literacy, and informatics management skills recommended in the American Nurses Association's Standards and Scope of Practice and Technology Informatics Guiding Education Reform. This tool supports practices at the bedside by providing individualized education according to the results of a self-assessment. The project was guided by the Benner's model and the Rosswurm and Larrabee framework. Content validity was established by item analysis, relevancy scale, and validation by the identified experts from the organization's Nursing Informatics Department (n = 4); the Department of Education, Practice, and Research (n =8); the Clinical Outcomes Department (n = 1); and bedside nurses (n = 14). The administration recommended this tool be incorporated into its strategic plan. This project promoted positive social change by developing a tool to assess informatics competencies in newly hired nurses and guide educators in developing future educational strategies. These efforts will assist in creating a workforce that is prepared to deliver healthcare safely, efficiently, and cost-effectively in the increasingly technology-savvy environment of U.S. healthcare in the 21st century.
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Dyke, Martin. "Reflective learning and reflexive modernity as theory practice and research in post-compulsory education." Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/2732/.

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To what extent does reflective learning in education meet the needs of learners in a reflexive modern society? The thesis constructs a late-modern case for reflective learning in post-compulsory education. It is argued that reflective learning connects with a key concept in contemporary social theory - that of reflexivity. The arguments are developed through the following key questions. • To what extent does reflective learning in post compulsory education correspond with the needs of learners in late-modernity? • What are the key characteristics of late-modernity? • Can the application of reflective learning by practitioners improve student learning in post-compulsory education? • What are the conclusions for teaching and learning in post-compulsory education that flow from this analysis of social theory and educational practice? Enlightenment and contemporary modernity is explored through a review of literature on social theory and philosophy. The second part of the thesis is concerned with praxis the testing of theory in action. Case studies in action research are used to examine how teachers seek to promote reflective learning in their practice. This exploration of theory and practice is then used to present the overall conclusions and make recommendations for future action. In many ways this thesis revisits the territory and thinking of John Dewey, It seeks to connect educational praxis to the wider social context, but from a late-modern perspective.
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Moquin, Heather. "Breathing out 'the songs that want to be sung' : a dialogue on research, colonization and pedagogy focused on the Canadian Arctic." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2146/.

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This thesis considers questioning of rigid conceptions of identity with regards the parallel and integrated contexts of the Canadian Arctic and academia. The text has been written as a conversation between texts written by Inuit (the source literature) and non-Inuit. I have searched and analyzed these sources on the broad themes of research, colonization and pedagogy. The theme of research is a guide for the first section of this thesis where I locate the research by detailing my rationales and methodologies. My objective to conduct this research ethically, responsible to writings by Inuit and others represented within this thesis, led me to use a literary approach considered by some as non-standard within the social sciences. Drawing only on secondary texts for this research, reading and writing are my methodologies and I utilize intertextuality as a theoretical and methodological guide. The theme of colonization in the Canadian Arctic provides a main focus for the second and third sections of the thesis. I review perspectives both on colonization in the Canadian Arctic, and contemporary social health challenges, and consider these in relation to the educational sphere most specifically. Colonization is discussed as something that has incurred trauma for Inuit, and as something that Inuit seek to be resilient to, but I emphasize a need to recognize diversities within the colonization and contemporary experiences of Inuit. I discuss that narratives can be misleading and potentially harmful, particularly when there is an overreliance on rigid externally-defined narratives which conflict with internal conceptions of identity. And I discuss how narratives can also be affirming, particularly when an individual has agency over the construction and the sharing processes. I consider the writings within the source literature as enactments of resilience through inherent questioning of hegemonic ‘truths’. Pedagogy is a thematic guide for the fourth section of the thesis. I suggest that under the intangible terminologies of ‘overcoming trauma’ or ‘resilience over colonization’ sit pedagogies that Inuit discuss whereby such ideals may be pursued. Learning theorists focussed more broadly promote critiques of mainstream pedagogies and ideal pedagogies similar to those discussed by Inuit. Considering these connections leads to an articulation of five characteristics of ideal pedagogies for coming to new understandings on difference: 1) a need to revalue diversities and ‘soft’ skills such as imagination; 2) a tolerance of an individual’s need for freedom to define one’s own identity; 3) a conceptualization of pedagogy as a contextualized way of living rather than a decontextualized activity; 4) the importance of a dialogic pedagogy and humility of both teacher/learner; and 5) the promotion of a cognizance, through pedagogy, that essentialisms are necessary but also potentially misleading and damaging. Such an articulation of ideal pedagogies has also guided my own learning within this research.
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Smith, Annetta. "An action research inquiry exploring the transfer of pain knowledge from a continuing education course into practice." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/474.

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Acute and chronic pain conditions have a significant impact on the individual who is experiencing pain and resolution of pain continues to present a challenge to nurses and other health care professionals. It is widely accepted that pain education for nurses is necessary if nurses are to deliver effective, evidenced based pain care. Although it has been shown that participation in pain education improves nurses’ pain knowledge, very little is known about the way in which nurses use their improved pain knowledge in their practice or about the conditions that promote application of that pain knowledge. The aims of this study are (a) to explore the transfer of pain knowledge from a continuing education nursing course into practice, and (b) to investigate the impact that the nurses’ participation in action research has on their ability to improve aspects of their pain practice. Participants are 14 registered nurses who successfully completed two accredited pain course units as part of their BSc / BN degree in Nursing. The nurses formed two groups of inquiry, who used both their participation in the pain course and in action research to investigate and change aspects of pain assessment and management practices within their clinical areas. The inquiry groups were located in two different Health Board locations in Scotland. Following involvement in a pain course, the strategies used by the participating nurses to enhance their pain assessment and management practices are examined. Qualitative data was obtained through individual and group interviews, and analysis of significant incidents. An action research approach contributes to an understanding of conditions that promote application of pain knowledge into practice following participation in the course, and focuses on the possibilities for action and improvement of pain care. The findings from this study demonstrate how nurses develop a more patient-centred approach to pain care and become more accountable for their pain practice. The research also identifies a range of strategies used by nurses to improve collaborative working practices with their colleagues that help to reduce some of the obstacles to delivery of effective pain care. From the outcomes of the inquiry, it is evident that these nurses’ participation in action research has increased the possibilities of their involvement in pain practice interventions. Conditions are created through pain course participation and involvement in action research, which supports nurses’ transfer of pain knowledge into practice Additionally, findings demonstrate the potential action research has for identifying problems with pain care and its potential for helping to develop relevant and workable solutions for improving aspects of care. The findings from this study are significant because they inform teaching and learning approaches which can be used with pain education that helps to prepare nurses to deliver more effective pain care within their health care settings.
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Handon, Erica Ann. "An Examination of the Differential Impact of University/College Research Emphasis on Levels of Counselors' Resilience." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1698.

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Counselor resilience is the ability to transform adversity into growth opportunities that become part of the professional's identity and the core values of a counselor. However, researchers have yet to identify why some counselors exhibit higher levels of resilience while others exhibit less. Counselor resilience can be learned and nurtured at any point of an individual's development. The purpose of this study was to examine how differences within the foundational edification of a research-embedded curriculum impact a counselor's level of resilience. Participants included practicing counselors who received their counseling degrees from a 2014 U.S News and World Report (USNWR) Nationally Ranked Best University\Colleges. Using a quantitative, comparative design, 123 counselors were surveyed using a demographic questionnaire and the modified CD-RISC (CD-RISC-27). An analysis of variance was used to examine the impact of differences among counseling professionals' levels of therapeutic resilience based on the ranking of the institutional and research emphasis within their respective counseling programs. The results from this study indicated that research-embedded curriculum had no significant difference in a counselor's level of resilience (p >.05). Outcomes for this study provide statistical evidence that curricular differences and university ranking do not explain the variance in counselors' demonstrated resilience. These findings validate the academic and clinical application of non-research based training programs and non-traditional learning environments.
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Books on the topic "Continuing Education Research"

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Dodd, Rebecca. Education: Action research projects summarised. [EYSIP], 2001.

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Edwards, Richard, 1956 July 2- and Whittaker Susan, eds. Learning outside the academy: International research perspectives on lifelong learning. Routledge, 2006.

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Unesco, ed. Les composantes doctrinales de l'idée d'éducation permanente: Analyse thématique d'un corpus international, UNESCO. L'Harmattan, 2002.

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Field, John. Research quality in continuing education: A study of citations patterns. Continuing Education Research Centre,University of Warwick, 1991.

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D, Snodgrass Denise, and Moskow-McKenzie Diane, eds. Older adult education: A guide to research, programs, and policies. Greenwood Press, 1995.

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Williams, Marilyn. A research study into the continuing education of operating theatre nurses. University of Wolverhampton, 1993.

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Great Britain. Learning and Skills Development Agency., ed. Closing the achievement gap: Colleges making a difference : report of research project undertaken by the Learning and Skills Development Agency. Learning and Skills Development Agency, 2001.

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Patricia, Cranton, ed. The handbook of transformative learning: Theory, research, and practice. Jossey-Bass, 2012.

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Education, Unesco Institute for, and Germany (West) Deutsche UNESCO-Kommission, eds. Handbook on learning strategies for post-literacy and continuing education: Outcomes of an international research project of the Unesco Institute for Education organized in co-operation with the German Commission for Unesco, Bonn. Unesco Institute for Education, 1989.

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Falk, Ian. Building communities: ACE, lifelong learning, and social capital : an anthology of word portraits reporting research conducted for the Adult, Community, and Further Education Board. Adult, Community and Further Education Board, Victoria, 2000.

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Book chapters on the topic "Continuing Education Research"

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Mann, Karen V. "Continuing Medical Education." In International Handbook of Research in Medical Education. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_17.

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Chai, Shaoming. "Research on the Process of Collaborative Meaning Making in CSCL." In Hybrid Learning and Continuing Education. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39750-9_4.

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Sierpinska, Anna, and Jeremy Kilpatrick. "Continuing the Search." In Mathematics Education as a Research Domain: A Search for Identity. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5470-3_35.

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Sierpinska, Anna, and Jeremy Kilpatrick. "Continuing the Search." In Mathematics Education as a Research Domain: A Search for Identity. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5196-2_20.

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Jiang, Yinjian, and Jianhua Zhao. "Research on Application of Collaborative Knowledge Building in Blended Language Classroom Teaching." In Hybrid Learning and Continuing Education. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39750-9_5.

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Knust, Michaela, and Anke Hanft. "Corporate Universities and Research Associations as Players in Continuing Higher Education." In Continuing Higher Education and Lifelong Learning. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9676-1_10.

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Findsen, Brian. "Community Engagement through Continuing Education in a University." In Realising Innovative Partnerships in Educational Research. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-062-2_23.

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Nielsen, Birgitte Lund. "A QUEST for Sustainable Continuing Professional Development." In A Companion to Research in Teacher Education. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4075-7_21.

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Bernstein, Bianca L., Barbara Evans, Jeannette Fyffe, et al. "The Continuing Evolution of the Research Doctorate." In Globalization and Its Impacts on the Quality of PhD Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-569-4_2.

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Stinson, Susan W. "Searching for Evidence: Continuing Issues in Dance Education Research (2015)." In Embodied Curriculum Theory and Research in Arts Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20786-5_15.

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Conference papers on the topic "Continuing Education Research"

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Tavares, Orlanda, Cristina Sin, Sónia Cardoso, and Pedro Videira. "BARRIERS TO ADULTS’ CONTINUING EDUCATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0830.

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Liu, Rong. "CAST Continuing Education Research by Funded Projects Preferred." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p118.

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Wang Yijun. "Research on adult and continuing education based on distance education." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6132155.

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Su, Lina, and Ruixue Cui. "Hebei province college sports teachers� Continuing Education Research." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.189.

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Lezhnina, Marina Aleksandrovna, and Galina Olegovna Mazur. "Educatory network projects as a means of teacher's continuing education." In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-91284.

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Tang, Yaner, and Yanli Liu. "Reflection on the Connotative Development of Continuing Education in Colleges and Universities--Base on the definition perspective from adult education to continuing education." In 2016 2nd International Conference on Humanities and Social Science Research (ICHSSR 2016). Atlantis Press, 2016. http://dx.doi.org/10.2991/ichssr-16.2016.3.

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Messineo, Linda, Manuel Gentile, Dario La Guardia, Nicola Alessi, and Mario Allegra. "PROMOTING CONTINUING HEALTHCARE EDUCATION DURING THE DAILY CLINICAL WORK." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1494.

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Mara, Daniel. "CONTINUING TEACHERS’ TRAINING IN THE FIELD OF INCLUSIVE EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1424.

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Rogić, Ana Marija. "QUALITY IN CONTINUING PROFESSIONAL DEVELOPMENT OF TEACHERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2412.

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Amaral Correa de Moraes, Marcia, Fabio Okuyama, Marcelo Schmitt, Camila Pedrazza, Nilva Michelon, and Karen Arnt. "CORPORATE EDUCATION: ANALYSIS OF THE MEANINGS OF WORK IN LIGHT OF CONTINUING EDUCATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1719.

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Reports on the topic "Continuing Education Research"

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Robin Aronow, Robin Aronow. Part II: Continuing linguistic research and developing materials for literacy education in Salasaka Kichwa. Experiment, 2016. http://dx.doi.org/10.18258/6984.

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Qian, Xiaoqing, and Z. T. Deng. Alliance for Computational Science Collaboration: HBCU Partnership at Alabama A&M University Continuing High Performance Computing Research and Education at AAMU. Office of Scientific and Technical Information (OSTI), 2009. http://dx.doi.org/10.2172/967143.

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