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Relevant bibliographies by topics / Teaching Thai adults / Dissertations / Theses

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Dissertations / Theses on the topic 'Teaching Thai adults'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Cornwall, Timothy Brooke, and cornwall@inet co th. "Seminar Leader Effectiveness: Teaching Short Courses in the Thai Business Community." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070201.162658.

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Research and literature on teaching adults primarily discusses longer courses within the sphere of formal education, that is formal tertiary education and non-formal education (typically work-place or work-related learning). While both these fields provide a rich source of general information, it is difficult to find research texts that specifically deal with teaching adults in a seminar environment, that is, a planned, one-off learning event ranging in length from three hours to two days. While some research has focused on Thai culture in general and the nature of Thai university teaching in

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2

Basso, Elsa Mónica Bonito. "O que ensinar a quem já ensina em aula de língua estrangeira? : uma proposta pedagógica para ensino de línguas estrangeiras a alunos adultos." reponame:Repositório Institucional da UCS, 2011. https://repositorio.ucs.br/handle/11338/533.

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Este trabalho tem como objetivo pesquisar o que ensinar, em aula de língua estrangeira, a alunos adultos, de mais de cinquenta anos de idade que, em virtude de sua experiência de vida, muitas vezes, têm mais a ensinar que a aprender. O estudo está vinculado ao Programa de Pós-graduação em Educação, da Universidade de Caxias do Sul- Mestrado em Educação-, dentro da linha de pesquisa “Educação, Linguagem e Tecnologia” e vincula-se, também, ao projeto de pesquisa “Aspectos da formação leitora e sua repercussão na relação entre profissional eficiente e leitura (TEAR 5)”, desenvolvido na Univ

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Rodriguez-Garcia, Luis Manuel. "Influential Factors That Affect Retention and Language Acquisition in Beginning ESL Adults Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1129.

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This study explored the problem of student attrition in beginning courses of an Intensive English Program (IEP) that may affect the sustainability of the IEP. The purpose of the study was to understand the perceptions of continuing students and the factors that influenced their motivation and engagement to persist studying in the IEP. Constructivism and behavioral social learning theory guided this study. The research problem addressed the need for students to remain in IEPs and achieve second language acquisition. The research questions were designed to learn what instructional approaches mot

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Elliott, Leck Barbara R. "Teaching and evaluating effectively, adult education strategies that motivate learners and promote achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ53634.pdf.

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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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Murthy, Lisa. "Factors that Influence Empowerment in Adjunct Faculty Members." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/593.

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To offset the cost and meet the demand for high quality nursing graduates, adjunct faculty members are hired to educate students in the practice settings. Adjunct faculty may not have access to the resources allocated to full-time faculty and may not feel empowered to provide the most effective educational experiences for the students. The purpose of this quantitative study was to measure factors that influence empowerment in adjunct faculty members teaching in an associate degree nursing program at a community college located in the Midwestern United States. The study also examined whether th

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7

Topp, Amanda. "Teaching practices, influences and outcomes in the adult ICT user classroom : more than an input/output approach?" Thesis, University of Sunderland, 2010. http://sure.sunderland.ac.uk/4585/.

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ICT user skill is a relatively new subject area and has a limited pedagogical history. To date, most of the discussion has been about ICT within schools, particularly integration of ICT into other curriculum areas, with less emphasis on how to teach user skills, especially to adults. This research explores differing teaching practices within the adult ICT user skills environment from a teacher professional knowledge perspective. By examining the ways that teachers develop, maintain and enact pedagogical knowledge and by determining influencing factors, this investigation contributes to the sub

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8

Barduhn, Susan. "Traits and conditions that accelerate teacher learning : a consideration of the four-week Cambridge RSA Certificate in English Language Teaching to Adults." Thesis, University of West London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262820.

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9

Lowe, Nicole Marie. "Creating Professional Learning Programs that Recognize Teachers as Adult Learners." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/416.

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According to recent research, approximately 40-50% of teachers leave the profession within the first 5 years, creating a constant need for teachers. There is evidence that creating a supportive working environment through effective professional learning, drawing on adult learning theory, may reduce teacher turnover and increase student performance. This study explored teachers' perceptions about the professional development offerings available to them, how these perceptions influence their decisions to remain at the school, and what types of professional learning experiences teachers want to e

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10

Fagan, Sharon. "Trainees' Perceptions on Supervisor Factors That Influence Transfer of Training." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4621.

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A midsize nonprofit blood bank organization is experiencing a high percentage of supervisors and managers not transferring skills taught in leadership development training programs back to the workplace. The purpose of this mixed methods, sequential, explanatory study was to understand the relationship between supervisor support or opposition and trainees' perception on factors that influence transfer of training and to identify strategies to improve transfer of training in the organization. Baldwin and Ford's Model of the training transfer process laid the framework for this study. Quantitati

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11

Chandler-Melton, Jamiyla. "Factors that Impact African American High School Equivalency (HSE) Students' Pursuit of Higher Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2474.

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African Americans account for a disproportionate percentage of students who pursue college education in comparison to European Americans. Indeed, a considerable number of African American High School Equivalency (HSE) students are not enrolling in college once they earn their HSE diploma. The purpose of this qualitative case study was to examine 3 African American HSE students' perceptions about factors that influenced their pursuit of higher education at the selected HSE study site. These 3 students were selected for their inclusion because of their ethnicity, enrollment in the HSE program, a

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12

Robertson, F. LaShell. "Demographics, Self-Autonomy, and Relationships as Predictors of Substance Use Among Community College Learners." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5649.

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Abuse of prescription and over-the-counter substances other than alcohol is becoming a prevalent issue; therefore, it is important to identify factors that may help predict risk for this abuse. Some demographic and situational factors have been identified for traditional 4-year college students. However, less is known about community college students, who enter college less academically prepared and may be still enmeshed with family and peer groups from high school. In this correlational study, predictors of substance abuse other than alcohol were explored among a convenience sample of 118 stu

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13

Hunter-Johnson, Yvonne Olive. "Perceptions of a Learning Organization and Factors Within the Work Environment That Influence Transfer of Training in Law Enforcement." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4335.

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Abstract The purpose of this study was to determine law enforcement officers' perception of factors within the workplace that influence transfer of training and their perception of the organization being a learning organization. The study actually had three parts. First, it intended to investigate the perception of law enforcement officers regarding factors within their work environment that influence or impede the transfer of training process (specifically, organizational support and transfer climate/culture). Second, it intended to determine the perception of law enforcement officers conce

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Kumi, Yeboah Alex. "Factors that Promote Transformative Learning Experiences of International Graduat-Level learners." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4113.

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15

Bland, C. M., and Cathy Galyon Keramidas. "Let’s Include ALL Children! How UDL Can Make That Happen!" Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4153.

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Keramidas, Cathy Galyon, and C. M. Bland. "Let’s Include ALL Children! How UDL Can Make That Happen!" Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4154.

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17

Schmitt, Rose Friend. "Personality Factors That Influence Administrative Assistants' Participation in Continuing Education and Training." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3368.

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Administrative assistants (AAs) provide critical office support for modern businesses, yet many do not participate in the continuing education and training (CE&T) required for rapidly changing technologies and new office procedures. The purpose of this non-experimental quantitative correlational study was to investigate whether a significant predictive relationship exists between AAs' general self-efficacy (GSE), locus of control (LOC), and their participation in CE&T activities. The primary research question examined whether a significant predictive relationship existed among these variables,

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18

Bumgarner, Heather J. "THE NATIONAL BOARD CERTIFICATION PROCESS AS PROFESSIONAL DEVELOPMENT: PERCEPTIONS ABOUT THE IMPACT THAT CHARACTERISTICS OF THE PROCESS HAD ON PROFESSIONAL GROWTH." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3961.

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Professional development is used by teachers to improve their teaching to enhance student learning, and research indicates that the National Board Certification (NBC) process contains high-quality professional development characteristics. Engagement in the NBC process can lead to professional growth by changing teachers’ knowledge, instructional practices, and students’ learning. This quantitative study investigated the extent to which characteristics of the NBC process influenced National Board Certified Teachers’ (NBCTs) professional growth. Using an online survey, the study collected respon

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19

Moran, Kathleen Joanne. "Teaching behaviors and teacher values that contribute to effective multicultural and gender-inclusive education: A qualitative study." 1996. https://scholarworks.umass.edu/dissertations/AAI9619415.

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This qualitative study of the values, beliefs and teaching practices of four teachers at a small private college with a diverse adult student population attempts to bring to light what teaching behaviors help to create an educational climate which includes people of both genders and of different ethnic, racial backgrounds and allows them to succeed in an academic environment. The teachers and students completed weekly teaching and learning journals (derived from Brookfield's (1991) student learning journals) during one semester (spring, 1994). Using grounded theory technique, I uncovered eight

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