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Journal articles on the topic 'Teaching Thai adults'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Prakaianurat, Pichet, and Preena Kangkun. "Language Attitudes of Thai Working Adults Toward Native and Non-native English Varieties." MANUSYA 21, no. 2 (2018): 92–111. http://dx.doi.org/10.1163/26659077-02102005.

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The role of English as an international language (EIL) has prompted scholars to call for a shift in paradigm from teaching English as a foreign language (EFL) to teaching English as an international language EIL (Boriboon 2011; Jenkins 2007; Kirkpatrick 2010; McKay 2002; McKay and Bokhorst-Heng 2008). While this view seems practical at a time when English is increasingly being used as a lingua franca, it also calls for a study of people’s perceptions toward different English varieties since people’s attitudes can have a direct impact on educational practices, second-language learning, and iden

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Karagiorgi, Yiasemina, and Maria Gravani. "Teaching Computers to Adults." International Journal of Digital Literacy and Digital Competence 3, no. 1 (January 2012): 49–67. http://dx.doi.org/10.4018/jdldc.2012010104.

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Digital literacy for adults has developed into an important dimension of ICT-related policies worldwide. Although research argues that adults need digital skills, limited evidence has been directed to digital literacy teaching approaches for adults and the associated pedagogy. The study explores which core features of effective adult learning were addressed within the context of digital literacy courses offered by the State Institutes of Further Education (SIFE) in Cyprus. Semi-structured interviews conducted with two groups of Greek-Cypriot adults enrolled in these courses indicate that while

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Gjinali, Aida. "Italian Language in the Adult Class - Didactic Unit for Adults." European Journal of Social Sciences Education and Research 3, no. 1 (April 30, 2015): 42. http://dx.doi.org/10.26417/ejser.v3i1.p42-54.

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This paper aims to address foreign language and Italian respectively of the adult classes. Teaching in classes with adults is radically different from teaching in classrooms with children and teenage, this occur because students typology to teach is quite another. Teaching adults is a topic which is not studied enough because the teaching for this age group is often taken for granted. So, while teaching children and adolescents we can find countless of studies that adults age does not enjoy this privilege. The branch that deals with the study of teaching adults is Andragogy. Teaching adults de

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Mambo, Alice W. "The Rationale Motive of Adult Christians’ Participation in Education Programs among Episcopal Churches in Southern California." Christian Education Journal: Research on Educational Ministry 16, no. 1 (December 19, 2018): 7–25. http://dx.doi.org/10.1177/0739891318816105.

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The understanding of the motivational orientations of adults with complex reasons participating in learning activities is a base for church leaders and directors of Christian education to plan educational programs that meet their needs as adult learners. Knowing their motivation helps determine the curriculum, methods of teaching, and the available resources, leading to success in reaching the desired goals for the members and the church. This paper investigates adults’ voluntary participation in congregationally sponsored Christian education programs among Episcopal churches in Southern Calif

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Vakhrusheva, Daria Aleksandrovna. "Issues of Teaching English Language to Adults." Общество: социология, психология, педагогика, no. 11 (November 27, 2020): 142–45. http://dx.doi.org/10.24158/spp.2020.11.24.

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This study is devoted to the consideration of the issues of teaching English to adult learners. It is noted that teaching English to adults today is in great demand, due to the world integration aspira-tions of our country, which cannot be realized when the majority of the population does not have foreign language speech skills and abilities for free partici-pation in international communication. However, adult education differs significantly from the specif-ics of teaching a foreign language to schoolchildren and students, which provokes a number of prob-lems. These problems impede the acquis

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Bakare, Tewo V. "Factors Affecting the Use of Andragogical Principles in Adult Education Programs in Lagos State, Nigeria." International Journal of Technology and Management Research 4, no. 1 (March 12, 2020): 23–34. http://dx.doi.org/10.47127/ijtmr.v4i1.73.

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The argument that adults deserve to be treated differently in the teaching/learning milieu has been brought to the forefront by many researchers and adult educators, spearheaded by Malcolm Knowles’ notion of andragogy. Knowles asserted that adults require certain conditions to learn. Generally, literature has also supported the idea that teaching adults should be approached differently from that of adolescents. There are several adult education programs in the Lagos State of Nigeria. This study examined the level of awareness of, and factors that affect the use of andragogical principles in th

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Palina, А. А., and T. A. Kokhanover. "Issues in developing the learning motivation of adult learners for studying foreign languages." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 133, no. 4 (2020): 99–105. http://dx.doi.org/10.32523/2616-6895-2020-133-4-99-105.

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This article highlights issues of formation a motivation to learn foreign languages in adult students. The teaching practice shows that working with students of different ages has its own distinctive features, and teaching adults has its own specifics. This article considers such element of educational activity as motivation, and particularities of its formation namely in adults. It presents the basic learning needs of adults, their requirements for the pedagogical process, as well as possible difficulties in teaching them. It provides the list of conditions and principles necessary for succes

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Wang, Victor X., and Lesley S. J. Farmer. "From the Teachings of Confucius to Western Influences." International Journal of Adult Vocational Education and Technology 1, no. 2 (April 2010): 29–45. http://dx.doi.org/10.4018/javet.2010040104.

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This article reports the results of a study designed to determine whether the teachings of Confucius (liberal and behavioral teaching approaches) or Western teaching approaches (humanistic, progressive, radical and analytic teaching approaches) shaped adult education in Taiwan. Thirty-nine randomly selected adult educators from three premium universities in Taipei responded to a survey about their teaching practices. The same adult educators were also interviewed to cross-validate the quantitative findings. Study results indicated that, while the Taiwanese adult educators employed Western teac

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Nicolaou, Constantinos, and George Kalliris. "Audiovisual Media Communications in Adult Education: The case of Cyprus and Greece of Adults as Adult Learners." European Journal of Investigation in Health, Psychology and Education 10, no. 4 (October 14, 2020): 967–96. http://dx.doi.org/10.3390/ejihpe10040069.

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Nowadays, audiovisual media technologies and audiovisual content (audiovisual media communications) play an important role in our physical/psychological health, education, and lifelong learning, causing the redefinition of the teaching methodology. As presented in the literature, the use of audiovisual media communications presuppose a new way of approaching effective teaching, which requires the educators on all educational levels and disciplines to display with competence many advanced skills and abilities. The aim of this research is to provide data that will contribute to the effective tea

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McCauley, Kelly Davis, Emily Hammer, and Amanda S. Hinojosa. "An Andragogical Approach to Teaching Leadership." Management Teaching Review 2, no. 4 (October 27, 2017): 312–24. http://dx.doi.org/10.1177/2379298117736885.

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Students in today’s college classroom are diverse in age and work, leadership, and life experiences; hence, students transitioning into adulthood may understand and relate core leadership knowledge to their own experiences differently than mature adults. As such, we call upon andragogy, a theory of adult learning, to inform our approach to teaching leadership. We employ andragogy and its six assumptions (the learners’ self-concept, the role of experience, readiness to learn, orientation to learning, motivation, and the need to know) as a guiding framework for the selection and development of l

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Karapetyan, Mariana. "Creating Contexts for Adult Motivation for Foreign Language Learning and Acquisition." Armenian Folia Anglistika 2, no. 1-2 (2) (October 16, 2006): 101–5. http://dx.doi.org/10.46991/afa/2006.2.1-2.101.

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While developing foreign language teaching methods for adult students aged 17-20, it is necessary to take into account not only teaching and learning related issues, but also a number of principles which are connected with adult teaching. The article discusses a set of issues connected with foreign language teaching methodology with view of not only the specific features of the foreign language teaching methods for adults but also the theories that attach importance to the factor of emotions in the teaching process. The article attempts to combine a foreign language teaching and learning with

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Teles, Damares Araujo, and Maria Perpétua Do Socorro Beserra Soares. "Educação de Jovens e Adultos: desafios e possibilidades na alfabetização." Revista Educação e Emancipação 9, no. 1 (July 15, 2016): 80. http://dx.doi.org/10.18764/2358-4319.v9n1p80-102.

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RESUMOO presente artigo discute os resultados de uma pesquisa referente ao processo de alfabetização e letramento na Educação de Jovens e Adultos em uma escola pública na cidade de Parnaíba-PI, tendo como sujeito da pesquisa uma professora que atua nessa modalidade de ensino. Por isso o objetivo geral foi discutir os desafios e possibilidades na alfabetização de jovens e adultos. A pesquisa foi fundamentada em alguns autores como Freire (2001), Pinto (1991), Portela (2009), Soares (1998); Tfouni (2002), entre outros. Optamos pela abordagem qualitativa e o estudo de caso, com base em André (200

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White, Jason. "Andragogy in Action: Drama Techniques for Adult Learning." JALT PIE SIG: Mask and Gavel 6, no. 1 (May 2018): 53–68. http://dx.doi.org/10.37546/jaltsig.pie6.1-4.

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Along with a discussion of andragogy, which is the concept that adults learn differently than younger learners, and therefore require different teaching methods, this paper also explores a specific set of exercises, called drama techniques, to increase the effectiveness of adult foreign language teaching and learning that can be employed within the framework of andragogy. Each of Knowles’s assumptions (see Knowles, 1984; Merriam, Caffarella, & Baumgartner, 2007), which form the basis for the andragogy concept, will be analyzed in conjunction with specific drama techniques. Through this exp

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Moitinho, Denise. "Book Review: Teaching that Transforms: Facilitating Life Change through Adult Bible Teaching." Christian Education Journal: Research on Educational Ministry 8, no. 1 (May 2011): 206–11. http://dx.doi.org/10.1177/073989131100800118.

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Holt, Richard A. "Book Review: Teaching that transforms: Facilitating life change through adult Bible teaching." Christian Education Journal: Research on Educational Ministry 8, no. 2 (November 2011): 450–52. http://dx.doi.org/10.1177/073989131100800224.

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Isaac, E. Paulette. "Book Review: Teaching that Transforms: Facilitating Life Change Through Adult Bible Teaching." Journal of Transformative Education 10, no. 1 (January 2012): 61–62. http://dx.doi.org/10.1177/1541344612456143.

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Boeva, Inna V. "Andragogical features in the system of teaching of foreign languages." Vestnik of North-Ossetian State University, no. 2(2020) (June 25, 2020): 68–76. http://dx.doi.org/10.29025/1994-7720-2020-2-68-76.

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In the article, the author discusses andragogic features in the system of teaching foreign languages in conditions of continuing education, based on the practice of teaching Spanish to adult learners on courses based on the North-Ossetian State University named after K.L. Khetagurov, in the framework of additional education. In order to eliminate the “incompatibility” which arises in adults after receiving their basic education, many adults are enrolled in various retraining or advanced-level courses to meet the demands of the developing modern world. In addition, the article speaks of the gro

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REIFF, HENRY B., RICK GINSBERG, and PAUL J. GERBER. "New Perspectives on Teaching From Successful Adults with Learning Disabilities." Remedial and Special Education 16, no. 1 (January 1995): 29–37. http://dx.doi.org/10.1177/074193259501600104.

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The experiences of adults with learning disabilities who have found success in employment may provide new perspectives about teaching students with learning disabilities. A qualitative research project with 71 successful adults with learning disabilities indicates that their individual achievements share a number of commonalities. Moreover, these commonalities represent skills and processes that can be taught and learned. This article presents a model of vocational success developed from interviews with the 71 subjects. The authors discuss methods so that practitioners may use the model to hel

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Moura, Marcoelis Pessoa de Carvalhos, and Maria da Glória Carvalho Moura. "Reflexão sobre a aprendizagem de pessoas jovens e adultas: diálogo entre as teorias críticas e a andragogia." Revista Educação e Emancipação 14, no. 2 (July 8, 2021): 131. http://dx.doi.org/10.18764/2358-4319.v14n2p131-158.

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A aprendizagem se realiza quando o ser humano estabelece processos dialéticos de desconstrução, construção, reconstrução de valores e de sua identidade, no desafiador processo de produção de conhecimento em sua trajetória histórica de vida. Este texto objetiva refletir as teorias críticas da educação que estão implícitas nos princípios da Andragogia, teoria que estuda a aprendizagem das pessoas jovens e adultas, estabelecendo relações com estilos de aprendizagem e estratégias utilizadas na percepção e organização das informações. Utiliza o método (auto) biográfico para recolha dos dados, o est

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Vicente, Vinicius Renan Rigolin de, and Jani Alves da Silva Moreira. "UMA ANÁLISE DO ENSINO DE GEOGRAFIA EM MATERIAIS DIDÁTICOS DA EJA." InterEspaço: Revista de Geografia e Interdisciplinaridade 3, no. 8 (August 14, 2017): 52. http://dx.doi.org/10.18764/2446-6549.v3n8p52-69.

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AN ANALYSIS OF THE TEACHING OF GEOGRAPHY IN DIDACTIC MATERIALS OF EJAUN ANÁLISIS DE LA ENSEÑANZA DE LA GEOGRAFÍA EN MATERIALES DIDÁCTICOS DE LA EJATrata-se de uma análise crítica que prioriza uma compreensão histórica sobre a modalidade de Educação de Jovens e Adultos – EJA. Discute-se sobre o processo de institucionalização da EJA, ora presente e ora ausente nos documentos oficiais do Brasil. Por meio de uma pesquisa qualitativa, apresentam-se uma compreensão e uma análise dos materiais didáticos para o ensino fundamental da EJA, disponibilizados por uma instituição pública no município de Ma

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Fernando Silva, Márcio, and Santuza Amorim Silva. "FORMAÇÃO DOCENTE NA EDUCAÇÃO DE JOVENS E ADULTOS: ESPECIFICIDADES, IDENTIDADES E POLÍTICAS PÚBLICAS." COLLOQUIUM HUMANARUM 15, no. 3 (September 1, 2018): 04–16. http://dx.doi.org/10.5747/ch.2018.v15.n3.h369.

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This paperpresents an analytical reflection on teacher education in Adult Education. The objective of this study was to analyze and to contextualize the bibliographical productions about this teacher training, delineating the specificities, identities and public policies of teacher trainingin Adult Education, according to the historical and specific needs of teacher education in the Adult Education. In this context, it was observed that it is necessary to reflect critically on the process of teacher training in the Adult Educationand to re-evaluate the possibilities and theintentionalities of

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Jose, Elmer G. De. "Stressors and coping mechanisms of older adults teaching in higher education institutions in Manila." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (December 28, 2018): 36–58. http://dx.doi.org/10.18844/prosoc.v5i3.3909.

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This study explored the stressors and coping mechanisms of older adults, 60 years old and over, who teach in three state higher education institutions in Manila, Philippines. Descriptive correlation method of research was employed. One hundred eighty-eight were randomly selected from the roster of 356 target participants. The Older Adults Life Stress Inventory was used to identify the severity of stressors as experienced by the respondent senior professionals for the past 3 years along the areas of physical, health, social, family, occupational and financial domains. The Coping Strategy Invent

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Hills, Alan. "Replication of Nonvocal System for Teaching Nonreaders to Read in an Adult Training Centre." Perceptual and Motor Skills 66, no. 1 (February 1988): 192–94. http://dx.doi.org/10.2466/pms.1988.66.1.192.

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An attempt was made to replicate a study to evaluate a system used by Kuntz, et al. in 1978 to teach children with mental handicaps to read. The original study was done in a children's hospital training centre with children who had considerable communication difficulties, whereas the present study was undertaken with adults with mental handicaps in an adult training centre. In the UK, adult training centres are currently at the centre of service provision by Social Services for the instruction of adults with mental handicaps, providing both a sheltered workshop and a practical educational situ

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Terenko, Olena. "Technologies of Adult Education: Northern-American Experience." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 44–50. http://dx.doi.org/10.2478/rpp-2019-0028.

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Abstract Factors that influence motivation are split into external and internal. Key peculiarities of adult who learns are found out. A person who studies can trace connection between educational needs and solution of everyday life problems. Basic terms of learning efficiency are: self-orientation and independence. The main principles of adult education are systematized. They are the following: necessity to know, consciousness, willingness to learn, focus on learning, intrinsic motivation, self-orientation, relying on experience, situational, practice-orientation, motivation. The concept “educ

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Toiviainen, Hanna, Natasha Kersh, and Jaakko Hyytiä. "Understanding vulnerability and encouraging young adults to become active citizens through education: the role of adult education professionals." Journal of Adult and Continuing Education 25, no. 1 (February 14, 2019): 45–64. http://dx.doi.org/10.1177/1477971419826116.

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The recent debate on active citizenship and adult education has been strongly underpinned by the discussion on how active citizenship could be exercised in a way that would promote inclusion and participation. The paper focuses on the role of adult educators in encouraging young adults in vulnerable life situations to become active citizens specifically through two empirical cases, from Finland and England (UK). The central questions the paper seeks to answer are: how do adult educators conceptualise vulnerability, and how do they see their role as facilitating young adults' active citizenship

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Manangsa, Via Armu, Paidi Gusmuliana, and Eka Apriani. "Teaching English by Using Andragogy Approach for EFL Students." Journal of English Education and Teaching 4, no. 3 (September 2, 2020): 386–400. http://dx.doi.org/10.33369/jeet.4.3.386-400.

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This study aims to find out whether the English lecturer study program, in other words, has applied andragogy as teaching to people who have been considered adults. The lecturer uses andragogy as a good guide in conveying a knowledge that is focused on student experience, student needs and related to student personalization. Andragogy is instruction for adults to be more focused on the process and to reduce less on the content taught in learning. This article adopts the instruments of the victor cx wang article published in 2015. These findings indicate that lecturers are more directed towards

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Devaki, V. "Influence of Behaviourist and Cognitivist Theories in Adult Language Acquisition." Elsya : Journal of English Language Studies 3, no. 1 (February 26, 2021): 38–44. http://dx.doi.org/10.31849/elsya.v3i1.5620.

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Linguistics and psychological schools of thought had a great influence on language acquisition theories It is still under discussion whether second language acquisition is easy or effortless for adults to learn or not. In non-teaching environments, children can learn their native language quickly, whereas adults cannot. Many researchers believe that adults can quickly acquire a second language due to their high level of cognition clear, logical thinking and strong self-observation skills, while some linguistics researchers consider that it is difficult for adults to develop a second-language a

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Mavrak, Mirjana, Stjepana Komšić, and Emina Kapetanović. "Učenje odraslih i strategije suočavanja sa stresom: Andragoška upotreba BASIC Ph modela." Obrazovanje odraslih/Adult Education, no. 2 2019 (2020): 55–86. http://dx.doi.org/10.53617/issn2744-2047.2019.19.2.55.

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Adult learning and phenomena of stress and trauma are not often connected within scientific entities or integrated into practical teaching. However, adult education theory and multidimensional model of coping - BASIC Ph - have a mutual subject: work with humans. During the process of learning and teaching adults gain insights and self-insights, which often lead to behavioral change and BASIC Ph insists exactly on the fact that humans can learn about coping strategies and therefore can support self-development. Based on comprehensive study on quality of communication with chronically ill childr

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Jovanović, Aleksa. "Konstruktivizam u obrazovanju odraslih." Obrazovanje odraslih/Adult Education, no. 1 2018 (2018): 31–48. http://dx.doi.org/10.53617/issn2744-2047.2018.18.1.31.

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Constructivism is a term that takes up more space in social sciences since the second half of the 20th century, although the term itself was coines earlier, specifically in the 1920s when it signified an artistic and architectural movement in the Soviet Union. One assumption of this paper is that the activity is a central function and it is implanted in the concept of constructivism since its creation. This paper offers a brief overview of the development of term constructivism and later explains the basic epistemological assumptions on which constructivist theories are based. What is common t

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Zankova, A. A. "Optimal Model of Online Teaching Russian as a Foreign Language to Adult Learners in Non-Formal Education." Prepodavatel XXI vek, no. 2, 2020 (2020): 96–108. http://dx.doi.org/10.31862/2073-9613-2020-2-96-108.

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The article considers the lifelong learning as a perspective trend in modern society The main principles of lifelong learning are knowledge of foreign languages, innovative teaching methods and e-learning technologies. Besides that, the article gives the analysis of Russian and foreign works devoted to one of the modern teaching trends ― “flipped learning”. Based on the ideas of flipped learning and the specifics of teaching adult learners, the author has designed an optimal model of online teaching Russian as a foreign language to adults. The parts of the model (stage “Before”, “Online sessio

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Russo, Marianne Robin. "Social Justice and Adult Education." International Journal of Adult Vocational Education and Technology 3, no. 4 (October 2012): 14–23. http://dx.doi.org/10.4018/javet.2012100102.

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It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton’s philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a

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Abraukhova, Valentina, and Anastasija Zimovetc. "Transformation in Russian adult additional education." E3S Web of Conferences 273 (2021): 12125. http://dx.doi.org/10.1051/e3sconf/202127312125.

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The present work considers the development of adult education in Russia from the elimination of illiteracy from the late 19th -early 20th centuries to the use of information and communication technologies at the beginning of the 21st century. The aim of the article is to consider the stages of development of adult education and to determine at the stages of development the most sought-after educational areas and technologies in additional adult education. In this work, differences in the process of teaching children and adults are considered, an excursion is made into the history of the format

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Tour, Ekaterina, Edwin Creely, and Peter Waterhouse. "“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context." Adult Education Quarterly 71, no. 3 (February 6, 2021): 290–307. http://dx.doi.org/10.1177/0741713621991516.

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A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rath

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Vathi Muniandy, Punitha, Abdul Jalil B.Othman, and Sharir Jamaluddin. "THE INFLUENCE OF SELF-DRIVE ON THE DEVELOPMENT OF MALAY LANGUAGE PROGRAMME: NON-NATIVE ADULTS’ PERSPECTIVE." Humanities & Social Sciences Reviews 6, no. 2 (October 18, 2018): 74–83. http://dx.doi.org/10.18510/hssr.2018.629.

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Purpose: The purpose of the study is to analyse non-native adults’ self-drive and ways that has influenced towards the development of Malay language programme in which the programme caters to their needs, expectations and self-drive in University of Malaya for Continuing Education. Methodology: This study aims to analyse non-native adults’ self-drive in an informal adult education at a higher learning institution in Malaysia using an action research method comprising 58 non-native adult learners which was implemented from January 2014 to December 2017. The evidence gathered through feedb

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Taylor, Kathleen. "Why Psychological Models of Adult Development are Important for the Practice of Adult Education: A Response to Courtenay." Adult Education Quarterly 47, no. 1 (November 1996): 54–62. http://dx.doi.org/10.1177/074171369604700105.

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In an article which questions the value of adult development theory to adult educators, Courtenay claims that the literature is ambiguous about the goals of development, misguidedly equates normalcy with growth and development with worthiness, and is unacceptably vague in its descriptions of the characteristics of higher stages of development. This article examines and responds to these objections and maintains that constructive developmental models, in particular, provide an important framework for understanding and supporting adults in the process of growth and change that education often en

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Capelato, Érika, and Ueslei Viana Batista. "O uso do computador na educação financeira: um relato da experiência na educação de jovens e adultos." Revista Brasileira de Educação em Ciências e Educação Matemática 3, no. 2 (August 29, 2019): 180. http://dx.doi.org/10.33238/rebecem.2019.v.3.n.2.22620.

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Resumo: Este trabalho é resultado de um projeto universitário desenvolvido por meio de oficinas de educação financeira junto aos alunos do oitavo e nono ano do Ensino Fundamental da modalidade Educação de Jovens e Adultos de uma escola pública no município de Araraquara. Os objetivos do projeto foram proporcionar aos alunos discussões de temáticas que contribuíssem para aprimorar suas habilidades e competências em situações financeiras e, ainda, incluir neste contexto de ensino-aprendizagem um outro recurso, o computador. As oficinas foram desenvolvidas usando duas abordagens; uma sistêmica, c

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Kalman, Judith, and Oscar Enrique Hernández Razo. "Jugar a la escuela con pantalla y teclado." education policy analysis archives 21 (September 23, 2013): 73. http://dx.doi.org/10.14507/epaa.v21n73.2013.

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National and multilateral government agencies and popular narrative promote the idea that the use of information, communication and design technology (ICT-D) in education transform teaching. It is argued that these changes will help students become part of a “new economy” based on the use of ICT-D and characterized by “increased productivity”, “collaboration” and “flexibility.” This article questions this view of technological determinism by presenting an analysis of classrooms in a working class area of Mexico City where young people and adults are being taught to use the computer. Using a so

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Donahoe, Jana, Lisa Moon, and Kathy VanCleave. "Increasing Student Empathy Toward Older Adults Using the Virtual Dementia Tour." Journal of Baccalaureate Social Work 19, no. 1 (January 1, 2014): S—23—S—40. http://dx.doi.org/10.18084/basw.19.1.fv3222u1026517q3.

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Educators know too well the challenges of teaching BSW students about social work practice with older adults. Students hesitate to work with older adults due to personal fears about aging, lack of experiences with this population, or stereotypical misconceptions about older adults and nursing homes. It is apparent that many students have difficulty empathizing with older adults because they have never experienced what it is like to be an older adult with dementia. A solution to this problem is incorporating an immersive experiential learning simulation called the Virtual Dementia Tour (VDT) in

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YAREMCHUK, Ivanna. "SPECIFIC FEATURES OF ORGANIZATION OF THE EDUCATIONAL PROCESS OF ADULTS IN THE SYSTEM OF CONTINUING EDUCATION." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 158–63. http://dx.doi.org/10.31651/2524-2660-2020-4-158-163.

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Introduction. Currently, the system of teacher training continues to actively search for new or- ganizational forms, adjusting the content of the learning process to improve the quality of training. The close attention of scientists is focused on the study of the qualitative organization of the educational process of training teachers for schools. The article is enlighten the research of educational continuing studying which lies in the basis of the system of qualification uprising of educational specialists, the article is enlighten particulars of educational process of specialists which are

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Liepa, Diāna, and Ausma Špona. "Pedagogical Principles of Foreign Language Studies." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 331. http://dx.doi.org/10.17770/sie2012vol1.54.

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<p>Adult learners’ study process is affected by former life’s experiences: memories, various events, relations and former study habits etc. Adult learning that is based on adults‘ own initiative and responsibility have been defined in several ways: self-directed learning, self-planned studying, self-studying, independent studies, autonomous studying, autodidactics as well as open learning. Aim of the study: to propose pedagogical principles of foreign language studies. Materials and methods: analysis of scientific and methodological literature, modelling, observation, Methods of data pro

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Zitlow, Connie S., Virginia R. Monseau, and Gary M. Salvner. "Literature That Is Literary: Reading, Writing, and Teaching Young-Adult Novels." English Journal 83, no. 3 (March 1994): 98. http://dx.doi.org/10.2307/820939.

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Severinsen, Deborah, Lori Kennedy, and Salwa Mohamud. "Teaching Strategies that Motivate English Language Adult Literacy Learners to Invest in their Education: A Literature Review." Literacy and Numeracy Studies 26, no. 1 (December 18, 2018): 25–42. http://dx.doi.org/10.5130/lns.v26i1.6260.

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Canadian English language programs have seen a recent increase in enrolment by English as a Second Language adult literacy learners. To date, minimal research has been conducted with these learners, leaving literacy teachers with little guidance. In our literature review we found that, because learners often lose motivation due to their lack of or limited education, building motivation and investment must be at the heart of lesson design when teaching adult literacy learners. Thus, we adopted a transformative and post-structuralist framework to extend proven sociocultural theories to the adult

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Waller, William H. "Introductory Astronomy for Mature Students." International Astronomical Union Colloquium 105 (1990): 363–64. http://dx.doi.org/10.1017/s0252921100087194.

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Much of this meeting has been concerned with the teaching of introductory astronomy to children, teenagers, and young adults. Introductory astronomy for working and retired adults has been given short shrift, however. Because the mature population is significant in number and in its influence on governmental support for astronomy, I thought that some mention should be made. My own experience concerns the educational programs that are available to mature students in the United States.Most working adults are restricted by their jobs to taking classes in the evening. Most large universities in th

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Kim, Jennifer, Kanah Lewallen, and Taylor Boll. "Teaching Nurse Practitioner Students About Polypharmacy Through a Lived Experience." Innovation in Aging 4, Supplement_1 (December 1, 2020): 209–10. http://dx.doi.org/10.1093/geroni/igaa057.677.

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Abstract Polypharmacy (typically defined as the concomitant use of 5 or more medications) affects 40-50% of older adults in the U.S., and is associated with geriatric syndromes, a higher risk of medication non-adherence, and adverse drug events. Medication non-adherence is a common frustrating clinical issue for clinicians who provide care for older adult patients. Simultaneously, patients often find medication regimens to be complicated and confusing. This may contribute to medication non-adherence, which may further lead to adverse drug events and/or negative health outcomes. The more medica

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Brammer, Lawrence. "Teaching Personal Problem Solving to Adults." Journal of Cognitive Psychotherapy 4, no. 3 (January 1990): 267–79. http://dx.doi.org/10.1891/0889-8391.4.3.267.

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Solving personal problems is a basic life skill. The goal is to achieve problem-solving competence in applying a variety of models, three of which are trial and error/reinforcement, linear/rational, and intuitive/creative. The focus in this article is on the intuitive creative model that deals with novel problematic situations. Conditions of readiness for solving problems with any model are accurate problem awareness and appraisal of the problem, an attitude of meeting a challenge, self-efficacy or confidence in one’s ability to solve problems, and an appropriate problem-solving set. While muc

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Vogel, Linda J. "Creating Learning Environments for Mature Adults that Foster Creativity and Faith Formation." Christian Education Journal: Research on Educational Ministry 5, no. 2 (November 2008): 321–29. http://dx.doi.org/10.1177/073989130800500206.

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Fostering creativity and faith formation with mature adults in church settings is a crucial task facing congregations across denominations. Our task is to create learning environments that invite participants to participate in transformative teaching and learning that leads to more faithful living. Such emancipatory education involves open and dialogical experiences where deep listening, on-going reflection and mutual respect are practiced. Being free to raise hard questions and to explore “what if” possibilities can help older adults grow in faith and in discipleship that offers compassion an

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Brown, Lynn, and Pao-feng Tsai. "Starting an Older Adult Lecture for First Semester Nursing Students With a Truth or Myth Game." Innovation in Aging 4, Supplement_1 (December 1, 2020): 14. http://dx.doi.org/10.1093/geroni/igaa057.047.

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Abstract False ideas about the physical and psychosocial characteristics of older adults exist in America. It is especially important that nurses are not susceptible to myths and stereotypes as these myths can affect the quality of patient care. For example, some people stereotype older adults as forgetful, disabled, ill, and unable to understand new information. Misconceptions and negative stereotypes are also present in first year nursing students. It is vital that students assess their own attitudes about older adults to form positive attitudes and gain knowledge about aging and health care

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Bosnar-Valković, Brigita. "TEACHING METHODS OF FOREIGN LANGUAGE ADULT LEARNERS DISLIKE." Tourism and hospitality management 7, no. 1-2 (December 2001): 47–52. http://dx.doi.org/10.20867/thm.7.1-2.4.

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Adults are demanding foreign language learners. My sample in the questionnaire consisted of 20 adult learners of German language in the hotel and tourism industry - false beginners and intermediate level learners. The questionnaire they were asked to fill in consisted of twelve questions asking the learners to admit to the teaching methods they dislike in learning German or would like to eliminate from the process in general. First of all they expect their learning to be an almost stress-free activity. In order to achieve that, as much as possible should be learnt in the classroom because they

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Rhodes, Christy M. "A Practical Guide to Queering the Adult English Language Classroom." Adult Learning 30, no. 4 (March 31, 2019): 160–66. http://dx.doi.org/10.1177/1045159519840334.

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There are few places more open and inclusive than an adult English language class. Or, are there? Although adult educators teaching in these multi-cultural and linguistically heterogeneous environments use practices designed to embrace their students’ diverse ethnic and linguistic identities, they less frequently incorporate practices to be inclusive of another important element students bring into the classroom, their sexual identity. Evidence suggests that while educators want to be inclusive, they are reluctant or unsure of how to do so. The purpose of this article is to supply English lang

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Montepare, Joann, and Kimberly Farah. "Older Adults as Teaching Allies: Opportunities for Age-Friendly University Innovation." Innovation in Aging 4, Supplement_1 (December 1, 2020): 546–47. http://dx.doi.org/10.1093/geroni/igaa057.1784.

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Abstract Changing age demographics are reshaping societies and challenging institutions of higher education to consider how they can respond to aging populations through new approaches to teaching, research, and community engagement. As well, institutions are facing a range of challenges as they look to respond to the contemporary needs of traditional-aged students. The pioneering Age-Friendly University (AFU) initiative, endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE), offers a framework within which institutions can begin to address these issues through more age-friendly

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