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Dissertations / Theses on the topic 'Professionalization in adult education'

Author: Grafiati

Published: 28 June 2021

Last updated: 29 July 2025

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1

McGill, Craig M. "Professionalization of Academic Advising." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3536.

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The purpose of this collected papers dissertation was to better understand the professionalization of academic advising. Advising can claim several features of widely-agreed upon professional components, but the question of whether academic advising constitutes a “profession” has caused much debate. Three primary obstacles stand in its way: advising is misunderstood and lacks a consistent unifying definition; there has not been a substantial literature to define the content and methodologies of the field; and there is insufficient empirical research demonstrating its effectiveness. Two studies

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2

Ioannou, Nicoletta. "Professional development and professionalization of adult education in Cyprus : views and perceptions of adult educators." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51517/.

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Adult educators have been identified in the academic and policy literature as crucial to the success of national and regional strategies to deliver quality teaching to adult learners who require new knowledge and skills to meet changing social and economic needs. However, the majority of adult educators are part time practitioners who frequently lack any formal training or specialized expertise for teaching adults (Andersson, Köpsén, Larson and Milana, 2012; Jarvis, 2004). Across the world, limited attention is given to their professional development, leaving the majority of them to assume t

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3

Bolster, Laurie A. "Time-Compressed Professionalization: The Experience of Public School Sign Language Interpreters in Mountain-Plains States." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27047.

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Rapid establishment of interpreting skill and knowledge standards for public school sign language interpreters has created a virtual mandate for their immediate, time-compressed, professionalization. A series of federal laws requiring accessibility to communication for deaf people have escalated demand for interpreters far beyond the supply. Thousands of people with varying levels of knowledge, skill, and experience, have been drawn into service in schools without professional preparation. Responding to specialized research, evaluation, technology, and education related to educational interpr

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4

Juozaitis, Aurimas Marijus. "Professionalization of adult teachers through the development of andragogical." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081229_092734-88342.

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The process of adult teachers’ professionalization through the development of andragogical practice is analyzed in the dissertation. The need for professionally working adult teachers in current years is growing very rapidly not only due to European Union policy in adult education and economical and social development of the country, but also due to coming huge investments into human resources through European structural funds in the country. The dissertation is seeking for such answers: what kind of adult teachers’ abilities are essential for their profession; what is the most effective way i

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5

Houeha, Saturnin Noukpo. "La professionnalisation du métier d'animateur des centres d'alphabétisation et d'éducation d'adultes au Bénin : quels atouts pour le développement communautaire ?" Thesis, Normandie, 2019. http://www.theses.fr/2019NORMR097.

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Dans le monde, il existe aujourd’hui 758 millions d’analphabètes dont 65% dans les pays de sud, notamment en Afrique subsaharienne (PNUD Bénin, 2016). Le Bénin, pays de l’Afrique de l’ouest, peuplé de plus de dix millions d’habitants, à un taux d’analphabétisme de 55,4% (RGPH 4 INSAE, 2015). Autrement, plus de la moitié de la population vit dans l’analphabétisme. Cette situation fait partie des limites de l’Education pour tous (EPT) au Bénin et constitue par conséquent, un obstacle pour l’atteindre des Objectifs de Développement Durable (ODD) tant prônés par la communauté internationale. Malhe

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6

Villeneuve, Pat. "Contending art education paradigms and professionalization." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185997.

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In 1982, the Getty Center for Education in the Arts, an operating entity of a private foundation, began to promote discipline-based art education (DBAE), a newly-articulated paradigm that had evolved within the art education field over the previous twenty years. The new paradigm, which advocated balanced and sequential instruction in aesthetics, criticism, art history, and studio production across the grades, contrasted sharply with traditional practice that focused on the student's innate creativity and expressiveness. A controversy ensued as the Getty Center and the National Art Education As

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7

Green, Katie Noelle. "Victorian Governesses : A Look at Education and Professionalization." University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1240932232.

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Green, Katie. "Victorian governesses : a look at education and professionalization /." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1240932232.

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Thesis (M.A.)--University of Toledo, 2009.<br>Typescript. "Submitted as partial fulfillment of the requirements for The Master of Arts in History." "A thesis entitled"--at head of title. Bibliography: leaves 87-93.

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9

Stevelt, Kelly A. "Professionalization of Studio Glass Artists." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253978421.

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10

Wyatt, James. "Adult Education." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/475.

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11

Stein, Stephen Kenneth. "Washington Irving Chambers : innovation, professionalization, and the new Navy, 1872-1919 /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192119264628.

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12

Dunn, Anne Maureen. "Music education : an adult education perspective." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019700/.

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13

Waldrum, Sharon Gatling. "African American Adult Education Professors: Perceptions of Graduate Studies in Adult Education." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001277.

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14

Stewart, Emily Marie. "Standardization, Segregation, and Professionalization in Virginia Public Schools, 1898-1917." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98917.

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This thesis focuses on three groups of people: Virginia superintendents, leaders of Virginia Normal and Industrial Institute and Hampton Normal and Agricultural Institute, and teachers of Virginia public schools. On their own terms, each of these groups represents a different facet of state level policies of standardization and segregation. The annual and biennial reports published by the office of the Virginia superintendent of public instruction during the early twentieth century constitute the basis of analysis for this thesis. The first chapter of this thesis analyzes introductory letter

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Walter, Woodrow James. "Books in Religious Adult Education Valued by Professional Religious Adult Educators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc935810/.

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This research focused on discovering the most valued books in adult religious education through a survey of professors of adult religious education and in bibliographies of recent dissertations in adult religious education. Three groups of adult religious educators participated in the survey: the religious adult educators who are members of the adult sections of the Association of Professors and Researchers of Religious Education and North American Professors of Christian Education, and professors of adult religious education in Southern Baptist theological seminaries. In addition the author s

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16

Hurley, Meredith Graupner. "Remediating the Professionalization of Doctoral Students in Rhetoric and Composition." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1285888664.

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Bayliss, P. J. "Current changes in adult education." Thesis, University of Sheffield, 2001. http://etheses.whiterose.ac.uk/10242/.

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The subjects of this thesis are the current changes in adult education and their effects, focusing on the provision of local education authority (LEA) adult education. I have discussed the past century of adult education and related more recent policies to a case study of an adult education centre. LEA management structures of five counties were analysed and linked to their adult education provision. Within these counties I have investigated LEA adult education providers' partnerships, particularly those with secondary schools and further education (FE) colleges. Structured interviews were con

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Flexner, Paul Arthur. "Facilitating adult jewish learning /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12126640.

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Thesis (Ed.d.)--Teachers College, Columbia University, 1995.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Kathleen A. Loughlin. Includes bibliographical references (leaves 296-304).

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19

Bolton, Cheryl. "Investigating the professionalization of the English further education (F.E.) teacher workforce : a Bourdieusian analysis." Thesis, Staffordshire University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599893.

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20

Dawson, Jane Margaret. "Individualism in adult education : an analysis." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28207.

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There is a line of critique within the adult education literature which remarks on the individualistic nature of the field, its theories, values, and practices. In addition to pointing out the abundant manifestations of individualism — andragogy is held up as a typical example — these authors also maintain that individualism is not so much a particular attribute of adult education as a reflection of modern Western culture as a whole. In light of this general cast of the critique, the intent of this thesis was to examine the statements about individualism in adult education from the perspectiv

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21

Zysman, Paul. "Community economic development and adult education." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28317.

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This study examines community economic development (CED) and its educational elements. CED is a process of community residents' learning and developing appropriate responses to their collective and individual socio-economic needs. In this process, learning and development are interactive and evolve into further stages. While a guiding CED organization, resources and collaboration with public and private sectors are necessary elements of CED, the heart of CED is the direct participation, ownership and management of the CED organization and businesses by local residents. The educational signifi

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22

Payne, John Herbert. "Adult education, work, leisure and culture." Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338969.

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23

Телев’як, І. І. "Features and problems of adult education." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13171.

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24

McCallister, Joe Michael. "A Public View of Adult Education." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331571/.

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In this study the public view of adult education in the United States was inferred from articles published in nationally distributed magazines. Two hundred twenty-eight articles from fifty-three non-professional magazines published in the United States from January 1,1970, through December 31, 1987, were reviewed. The articles were selected from those listed under "adult education," or cross referenced as "see also" under "adult education" in the Reader's Guide to Periodical Literature. The research questions were: What concept of adult education appears in the print media? To what extent is t

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25

Kelly, Kathleen F. Franklin David L. "Forecasting adult participation in higher education." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514775.

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Thesis (Ph. D.)--Illinois State University, 1985.<br>Title from title page screen, viewed June 8, 2005. Dissertation Committee: David Franklin (chair), John L. Brickell, Edward R. Hines, William E. Piland, Robert A. Wallhaus. Includes bibliographical references (leaves 165-170) and abstract. Also available in print.

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26

Bejerman, Ingrid. "Turning the inverted pyramid inside-out: Professional ideology, professionalization, and education of journalists reconsidered." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107609.

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Since the rise of citizen reporters, blogging, wikis, and pro-am newsroom collaborations, both the professional and academic spheres have come to contest the very definition of a journalist. These analyses, however, often fail to consider the historical complexity of the processes of professionalization in journalism, its systematic institutionalization as an intellectual endeavor, and the fact that there is not – and never has been – a single unifying activity defined as journalism. The lack of a consensual body of knowledge within journalism studies as a field of inquiry, and journalism's pr

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27

Luscinski, Autumn. "Best Practices in Adult Online Learning." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608529.

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<p> Students in the United States are obtaining more college degrees than ever before. In 1975, 21.9% of Americans held bachelor’s degrees, and in 2012, 33.5% of Americans held bachelor’s degrees (Rampell, 2013). A study in 2011 indicated that Americans possessing a bachelor’s degree earn approximately $2.27 million, those with master’s degrees earn $2.67 million and those with doctoral degrees earn $3.65 million over their adult lifetime, dwarfing those with some college, who earn $1.55 million, or no college, who earn $1.30 million (Burnsed, 2011). </p><p> Unfortuna

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Jutras, Peter J. "The benefits of adult piano study as self-reported by selected adult piano students." Thesis, connect to online resource, 2003. http://www.library.unt.edu/theses/open/20031/jutras%5Fpeter/index.htm.

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29

Thompson, Phyllis E. "Ohio adult basic education teacher perceptions of deterrents to disabled adult participation in adult basic education as related to personal and programmatic variables /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788253617.

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30

Shank, Jacqueline A. "Dropout and completion in adult vocational job training programs : a prediction model for the adult vocational student." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239896012.

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31

Todd, Mary K. "Adult literacy/adult basic education provision in Northern Ireland - ten years ago." Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292476.

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32

Yuan, Q. (Qiqi). "Educator professionalization in and for social entrepreneurship:grounding theory in a self-study of practice in curriculum development." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201609092753.

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In the current global socio-economic development corporate success emphasizes social benefits in addition to financial profit gains brought by entrepreneurial actions (Wilenius & Kurki, 2015; Tracey & Phillips, 2007; Driver, 2012). Social entrepreneurship education is both a new territory in higher education and a rapidly growing field for research (Jones, Warner, & Kiser, 2010; Higgins, Smith, & Mirza, 2013). With more than 148 institutions worldwide teaching about social entrepreneurship, social entrepreneurship education (SEE) is moving from a wave of growth into a wave of innovation (Brock

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Tomasa, Lynne Tokie. "Family medicine in the academic medical enterprise: Issues of resource dependence, culture, and professionalization." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282705.

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The healthcare marketplace is rapidly changing how we finance medical education, how we train physicians, and the interrelationships within an academic institution. This case study examined the historical development of the Department of Family and Community Medicine and the impact of growing financial constraints on the training of medical students and residents, the clinical practice, faculty workload, and departmental organization. The theoretical frameworks of resource dependence, culture, and professionalization theory were employed to understand how different groups within the context of

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Juozaitis, Aurimas Marijus. "Suaugusiųjų mokytojų profesionalizacija tobulinant andragoginę veiklą." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081229_092449-38877.

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Disertacijoje analizuojamos suaugusiųjų mokytojų profesionalizacijos procesas tobulinant pastarųjų andragoginę veiklą. Profesionaliai dirbančių suaugusiųjų mokytojų poreikis pastaraisiais metais auga nepaprastai sparčiai ir tai susiję ne tik su Europos Sąjungos politiniais sprendimais suaugusiųjų švietimo klausimais, bet ir su ūkio bei socialine plėtra šalyje, o taip pat ateinančiomis gausiomis investicijomis į suaugusiųjų žmonių mokymą ir lavinimą Europos struktūrinių fondų dėka. Disertacijoje ieškoma atsakymo į tokius klausimus: kokie suaugusiųjų mokytojų gebėjimai yra svarbiausi apibrėžiant

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35

Jiearatrakul, Tamrongsin. "Knowledge and Skills for the Adult Educator in Thailand." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330785/.

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The purpose of this study was to identify and specify knowledge and skills needed by adult educators in Thailand. This study provided information for establishing a guide to be used in professional training and in graduate programs in adult education. A three round Delphi technique was used to develop the consensus of findings. The first round solicited open-ended responses from twenty panelists. One hundred and twenty-five knowledge and skill statements, the responses from the first round, were developed into a five-point rating scale questionnaire. This questionnaire was utilized in both Rou

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36

MacKenzie, Lindsay. "An investigation into adult learners and learning : powerful learners and learning in three sites of adult education." Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/6201/.

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This qualitative study explores the outcomes of learning by adult learners in three different contexts (sites) of adult education. My particular concern is with adult learners who are often socially excluded in and by formal learning contexts hence the sites of learning for my empirical research are (a) an Adult Basic Education Centre, (b) a Family Learning Centre and (c) a Nacro Centre. I use a range of data collection methods including keeping a journal, undertaking observations and fifteen in-depth interviews. I develop a framework around ideas of agency, power and structure, factors which

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Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.

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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.

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Dladla, Siphiwe Nonhlanhla. "Experiences and perceptions of adult learners at public adult learning centres." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.

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The main objective of this research was to explore the experiences and perceptions of adult learners at Public Adult Learning Centres. A total number of eighteen adult learners from three Public Adult Learning Centres in Nkomazi East Circuit at Ehlanzeni District participated in the study. The study was qualitative in nature using the interpretive paradigm. Data was collected through focus group interviews, individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding their experiences at Public Adult Learning Centres. Results i

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Squire, Patrick J. "Thinking skills required in adult vocational education programs : a study of adult vocational education instructors in central Ohio /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885779053.

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Lotito, Tony. "A case study of adult basic education programs in North Carolina and in Virginia." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162231/.

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Santana, Colin Yasmani. "Indigenous Youth´s Experiences at the Undergraduate Program in Indigenous Education, Mexico. Professionalization and Identity." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112546.

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El presente trabajo busca contribuir, de un lado, a la discusión de la imagen homogénea, que en algunos casos se configura sobre quiénes son y somos los estudiantes indígenas, y por otro, al conocimiento de los retos y desafíos que enfrentamos los jóvenes indígenas en programas académicos. Presento las experiencias educativas de jóvenes provenientes de distintos grupos originarios, hombres y mujeres formados en la Licenciatura en Educación Indígena (LEI) en la Universidad Pedagógica Nacional - Unidad Ajusco, en la Ciudad de México. Y retomo algunas entrevistas realizadas a egresados de la gen

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42

Arkinstall, Kirsty. "The workforce strategy for further education : the professionalization agenda and the inclusion of support staff." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/3805/.

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This thesis explores the positioning of FE support staff within the professionalization agenda, through a Critical Discourse Analysis of a key text: The Workforce Strategy for the Further Education Sector in England, 2007-2012, Lifelong Learning UK, (2009). It will ask where non-teaching staff are positioned within and by this improvement agenda and how is this positioning achieved. The study initially considers traditional, New Public Managerialist and alternative (dialogic) models of professionalism and the influences on and characteristics of these. Utilising an eleven stage analysis framew

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Idoko, Evelyn. "Perceived Factors that Influence Adult Learners' Persistence and Retention in Adult Basic Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5348.

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Retaining students, particularly in the 16- to- 24-year-old category, is a constant challenge for adult basic education programs nationwide. Educators need to understand factors that affect adult learners' experiences, have a better understanding of ways to motivate adult students in a nontraditional school setting to enhance their engagement, and apply research-based techniques and targeted, practical strategies to improve student persistence. The primary objective of this case study was to investigate the perceived factors that students considered influential on their persistence and retenti

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Brandenbarg, Gregory William Anthony. "Emancipatory adult education and social movement theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22703.pdf.

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Hillier, Yvonne. "Informal practitioner theory in adult basic education." Thesis, University of East London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386250.

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46

Bellis, Elizabeth Anne. "'Race', language and culture in adult education." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313979.

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47

Brown, S. C. J. "Adult education : A new strategy for development." Thesis, Cranfield University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379499.

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48

Angelis, Desi. "Adult numeracy, mathematical education and social meanings." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17496.

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Bibliography: pages 74-83.<br>In sum, the theoretical framework proposed here for adult numeracy, and developed from a discourse of mathematics education, has as its task the elaboration of the social implications of principles in adult education and the pedagogic outcomes of three sets of numeracy materials.

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49

Nkosi, Monde Eustice Gideon. "School climate of adult basic education centres." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-143144/.

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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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