Relevant bibliographies by topics / Television in adult education

Contents

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

Academic literature on the topic 'Television in adult education'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Television in adult education"

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Griffin, Ken. "The Pioneer Vanishes: Midnight Oil and the Birth of Adult Education Television." Journal of British Cinema and Television 12, no. 2 (April 2015): 172–90. http://dx.doi.org/10.3366/jbctv.2015.0256.

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The pioneering work of Ulster Television (UTV) in the field of adult education television is among the most neglected chapters of UK regional broadcasting history. Between July 1962 and August 1963 the station produced 73 televised lectures in association with Queen's University, Belfast. UTV's initial effort, Midnight Oil (1962), was the first ever adult education series on UK television, while its sequel, The Inquiring Mind (1963), explored the medium's potential as an illustrative educational tool. Both series prefigured key aspects of the television broadcasts which supported the subsequent Open University. Their audience ratings also challenged established wisdom about the potential reach of televised adult education. Despite their innovative nature, UTV's series have been marginalised within accounts of the origins of adult education television in the UK. Such narratives have tended to focus on later English productions and generally identify Anglia Television's Dawn University (1963) as the first precursor to the Open University. One account, Sendall (1983) , even questioned the veracity of the UTV's claim to have brought adult education television to the UK. This article establishes the extent and nature of UTV's contribution to adult education television before examining the factors which may have led to the marginalisation of its role within narratives surrounding UK broadcasting history.
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Brookfield, Stephen. "Media Power and the Development of Media Literacy: An Adult Educational Interpretation." Harvard Educational Review 56, no. 2 (July 1, 1986): 151–71. http://dx.doi.org/10.17763/haer.56.2.6601402174824253.

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Stephen Brookfield describes and illustrates television's presentation of bias in programming and production. He advocates educating adults to be critical in consuming television images of reality and presents six techniques which have been successful in teaching adults to read between the lines of television's portrayal of political issues, news events, and images of society.
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Byers, David L., Cheryl S. Hilgenberg, and Dent M. Rhodes. "Evaluation of Interactive Television Continuing Education Programs for Health-Care Professionals." Journal of Educational Technology Systems 24, no. 3 (March 1996): 259–70. http://dx.doi.org/10.2190/y9bw-32qw-e9tu-ctrc.

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Although many reports have evaluated interactive technology in distance learning, there is a lack of reports focused on utilizing interactive television to meet adult continuing education needs of professionals. This study describes the evaluation of live two-way interactive television (ITV) continuing education programs for health-care professionals. The programs were evaluated using adult learning characteristics as the evaluative framework. Data collection consisted of surveys, interviews, and participant observation. Results indicate that these continuing education programs delivered through interactive television technology met the adult learning requirements of the healthcare professionals who participated. The overwhelming majority of those in the sample indicated the interactivity of the system enhanced their learning and they would be likely to attend future professional education programs offered via ITV.
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Patterson, Margaret Becker. "The Forgotten 90%: Adult Nonparticipation in Education." Adult Education Quarterly 68, no. 1 (October 6, 2017): 41–62. http://dx.doi.org/10.1177/0741713617731810.

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Despite a highly developed U.S. adult education system, 90% of adults aged 20 years and older considered the least educated did not participate recently in formal or nonformal education. What are nonparticipants’ characteristics, learning backgrounds, and skill levels? What predicts their likelihood of not participating in recent formal or nonformal education? The author analyzed 2012/2014 Program for the International Assessment of Adult Competencies–USA data. Situational deterrents of increasing age, parental education, low income, and work and family responsibilities contribute to nonparticipation. Dispositional deterrents include health and disability challenges, low social trust, and difficulties relating new ideas to real life. Institutional deterrents are education costs and little work schedule flexibility. Supports reported by nonparticipants are liking to learn new things, use of computers, and getting information from television and people they trust. Results from Program for the International Assessment of Adult Competencies–USA analyses inform adult and postsecondary educators and policy makers on what happened to—and how to reach—the forgotten 90%.
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Tary Puspa, Ida Ayu, I. Gede Agus Krisna Warmayana, I. Ketut Mardika, and Ni Putu Evie Sintya Wati. "Improving The Quality Of Television Media Broadcasts In Tackling Free Sex Among Teens." Jurnal Penjaminan Mutu 5, no. 2 (September 11, 2019): 190. http://dx.doi.org/10.25078/jpm.v5i2.1091.

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<em>Television media is a means of conveying information and communication to many people or society. The knowledge can be accepted by society quickly. Television Media is a means or tool used as information source, education and entertainment. Teenager is a transition period from children to adults which are 11-24 years old. Adolescence is known for a time full of flaming, indecision, and a great sense of curiosity so need extra control from all of parties, especially their parents and educators. Teenagers today are much influenced by promiscuity such as fee sex. Television media has a variety of programs show that interesting to children and teenagers have a variety of impacts in both positive and negative life especially for teenagers who use television media. Today television shows much of violence contents and promiscuity affect the viewing teenagers and the show intersect with the values and social norms in society. Here are some of the television media roles in tackling free sex in among teenagers, they are: Television is as society education media and used of television in teenager’s life. Television media can be used as one of popular education media of people. Television media can act as an education media by watching the educative show for society. The show that educates be followed by teenagers need getting assisted parents which is able to direct the educative show for their children. The roles of parents, society, education institution have important roles in giving education and directiving so education about sex is not taboo to be learned.Television attracts good interest to adult especially to children and teenagers who like to watch television because it interesting shows and programs and how to present them in a fun way. Television is used by teenagers as entertainment and knowledge media where teenagers can get information quickly and easily.</em>
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Glomazić, Hajdana. "Karakteristike odraslih kao faktori procene obrazovne funkcije televizije." Obrazovanje odraslih/Adult Education 14, no. 1 (2014): 45–64. http://dx.doi.org/10.53617/issn2744-2047.2014.14.1.45.

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This paper proceeds from the assumption that educational features and television-media experience of adults determine their view regarding the educational function of the television. The study wants to get an answer to the question whether there is, to what degree and what is the connection between certain characteristics of respondents and their relation to the educational function of the television. The results showed that the level of education is a factor in the assessment of educational functions of television, and a positive attitude towards the educational value of television content increases with higher levels of education. It has been shown that the level of formal education is a determinant of evaluating the most appropriate form of presentation of educational content. Also, the results suggest the conclusion that the television-media status of spectators is a significant factor of the educational function of television assessment.
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Kow, Janet Kushner. "Television as a Tool of Environmental Adult Education: Limits and Possibilities." Adult Learning 13, no. 2-3 (March 2002): 30–34. http://dx.doi.org/10.1177/104515950201300207.

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Wang, Zhi Jun, and Xiao Tang. "Design and Research on Adult English Learning System Based on the Mobile Technology." Advanced Materials Research 403-408 (November 2011): 1548–51. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.1548.

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Recently, with the rapid development of information network and communication technology, Mobile learning has playing an important role in people's studying and working and becomes the focus and tendency of distance learning. On the other hand, adult education as a supplement of ordinary education has playing an important role in improving labors' total quality, For adult learners are busy for work and they only have to learn at spare moment, so the form of adult education should be more flexible, not only limit to television university and night college. Mobile learning is flexible and individual which can provide adult learners a good way to learn. This issue's aim is to design and develop an adult English mobile learning system.
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LINDEMANN, Ivana Loraine, Emily Parker MOLON, Gicele Costa MINTEM, and Raúl Andrés MENDOZA-SASSI. "Reception of nutrition information by adult and older adult users of Primary Healthcare: Occurrence, associated factors, and sources of information." Revista de Nutrição 30, no. 4 (August 2017): 489–98. http://dx.doi.org/10.1590/1678-98652017000400008.

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ABSTRACT Objective: To investigate reception of nutrition information (outcome), associated factors, and types of sources. Methods: This cross-sectional study, conducted in 2013, included 1,246 adult and older adult users of the Primary Healthcare network of Pelotas, Rio Grande do Sul, Brazil. The sample was characterized by reception of nutrition information, its sources, and demographic, socioeconomic, health, knowledge, and life habit variables. Prevalence ratios and their respective 95% confidence intervals investigated associations between reception of nutrition information and independent variables. Results: More than one-third of the sample (37.6%) received nutrition information (95%CI=34.9-40.3). Older adults, individuals with positive self-perceived diet, those who received health information, and those who were physically active were more likely to receive nutrition information, and normal weight individuals were less likely. The outcome differed by income strata, being highest in the highest quintile. There was a linear trend for education level and for following the Ten Steps to Healthy Eating: the outcome was more likely in individuals with at least higher education and those who followed at least four steps. The most cited sources of nutrition information were television shows (56.2%), other (46.2%), physician (41.2%), Internet (25.1%), and family members (20.9%), which did not differ by sex. Conclusion: Primary healthcare users received little nutrition information, and television could be a useful tool for the institutions responsible for the sector to disseminate the official nutritional recommendations.
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Garland, Virginia E., and Ann Loranger. "The Medium and the Message: Interactive Television and Distance Education Programs for Adult Learners." Journal of Educational Technology Systems 24, no. 3 (March 1996): 249–57. http://dx.doi.org/10.2190/24l8-7wc0-dwg4-ed14.

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Distance education programs are expanding to meet the needs of a growing population of adult learners. The interactive television (ITV) classroom, a relatively recent technological innovation made possible with compressed digital video (CDV) transmission, has been found to be an effective teaching tool with mature students. A review of the literature suggests that ITV, although in its infancy, has the potential to overcome the pedagogical difficulties inherent in more traditional distance education technology based on audio alone. The results of a recent study conducted in graduate education courses by the authors at the University of New Hampshire indicate that adult students have generally positive attitudes toward their ITV classes. Essential to the success of distance education programs which use ITV is the training of both professors and students who will be involved in this emerging technology.
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Dissertations / Theses on the topic "Television in adult education"

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Soleil, Naome. "Image and voice in adult literacy." Thesis, University of British Columbia, 2002. http://hdl.handle.net/2429/42516.

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This qualitative research study explores the use of television as text in adult literacy as a means of bridging orality and literacy. The reason for selecting television as an educational tool was to provide equal access to stories for both non-readers and readers of print, and the 22 research participants were required to complete a survey and participate in four 2-hour workshops, and a taped interview. During the workshops, participants learned to actively engage with the texts that were edited stories from the Canadian television series North of 60. The researcher included reading strategies to encourage the participants' interaction with the texts as active "readers" (see Fiske, 1987; Buckingham, 1993; Bianculli, 1992) and brainstorming to increase their vocabulary prior to writing reflective responses. First, how television as text influences an adult literacy student's ability to transfer information from oral texts into print texts is analyzed. The findings indicate that television allows non-readers, reluctant readers, and delayed readers of English to learn literary terms and conventions that apply to print stories and practise four domains of language acquisition - listening, speaking, reading, and writing. A selection of each participant's written responses to the stories and interview fragments have been analyzed. Whenever possible, the selection is based on a participant's favorite story or personal connection to a character. Second, the effect of brainstorming on written responses has been examined. This technique is a pre-writing strategy the researcher used not only to assist the participants in recording vocabulary relevant to the story, but also to provide opportunities for sharing ideas in the construction of meaning. Based on data collected during the interviews, individuals with short-term memory problems indicate that repetition of vocabulary through brainstorming, note-taking, and discussion reinforces memory retention, and second language learners gain knowledge of pronunciation by hearing and rehearsing vocabulary from the stories. Third, factors contributing to the participants' reflective oral and written responses to the television stories have been analyzed. The main factors contributing to reflective thinking and writing involve the research pedagogy and the development of reflective skills through practice. The researcher's reflective methodology combines phenomenology, critical ethnography, and emancipatory practice from the diverse perspectives of van Manen (1990), Haig- Brown and Archibald (1996), and Freire (1974,1994,1997,1998) who have informed this study together with other researchers in the respective fields. This method situates the research participants and the researcher in a partnership in which everyone contributes through dialogue to the learning process.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Van, Ryneveld Linda. "Surviving the game interaction in an adult online learning community /." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03082005-220804/.

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Wallace, Joanna R. "Faculty and student perceptions of distance education using television : the Ball State University M.B.A. model." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/832994.

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This study was designed to identify faculty and participant perceptions regarding Ball State University's distance education model known as MBA/TV and report on its apparent effectiveness. A second purpose was to examine both motivations for and barriers to participation in this distance education model.Two surveys (faculty and student) were designed to collect data for this study. Responses from faculty included their perceptions of student performance, student inquiries and participation, administrative and logistical support services, technology (performance and limitations), and program strengths/limitations. Responses from students included their demographic profile, motivations for participation (logistical, personal, and career), perceptions of the program strengths/limitations, faculty, technology, and administrative support services. Responses to all questions were reported by number and percentage. Responses to open-end questions were separated into categories and reported by number.The major findings included: Males (67%) outnumbered females (32%) by more than two to one. More students were married (78.9%) than single (20.1%). Nearly all (96.1%) had experienced good TV reception at their site. Many rated issues such as receiving the program in their hometown(s) (71.1%) and offering it at convenient times (80.8%) as important. Other issues rated as important by participants included: the opportunity to earn an MBA (90.9%); the opportunity to upgrade work skills (75.1%); and the opportunity to learn more about business concepts (83.2%).Analysis of the faculty survey revealed the following: 75100 percent of the MBA/TV students demonstrated understanding and resourcefulness in completing class assignments (78.9%); less than fifty percent of the students contributed to the quality of class discussions (78.9%); and mail communication with students had either minor problems (solved) or had always gone smoothly (78.9%).Additional investigation was needed regarding educational resource and training needs of both students and faculty. Also, attitudes of faculty toward distance learners and administrative dictates requiring televised instruction should be further explored.3
Department of Educational Leadership
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Robertson, Molly K. "Adult education on public television : an historic overview of the 1986-87 GED-On-TV Pilot Project in East Central Indiana." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544151.

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The purpose of this study was to examine the GED-ON-TV project operated by Muncie Community Schools in 1986-87, and to look at the effect of the program on under-educated adults in east central Indiana. The study also offered recommendations for improving the operation of the GED-ON-TV project for use by other adult education providers throughout Indiana and the country.GED-ON-TV began to broadcast a series of 43 television in Muncie, Indiana, in November, 1986. The programs were designed by Kentucky Educational Television specifically for adult high school drop-outs who wished to prepare to take the General Educational Development (GED) Tests, and earn a high school equivalency credential. The series featured programs on reading, social studies, science, writing and math.The target population for the series was the 41,150 drop-outs in the six east central Indiana counties, who received the WIPB-TV signal, and who left high school somewhere between theprocedures used ninth and eleventh grade. The counties participating in the project were Blackford, Delaware, Henry, Jay, Madison and Randolph.A massive advertising campaign was launched to recruit students from throughout the area. The promotional campaign resulted in 994 inquiries to an "800" telephone number. Of these, 498 students enrolled in the program. At the end of the series, 157 adults took the GED Tests and 134 passed and received a high school equivalency certificate.The project surveyed all students who enrolled in the program and learned that over 58 per cent claimed that the learn-at-home series was the first contact they had had with any adult education program.This study explains in detail the operating by the project and offers 11 specific recommendations for improvement of the project that may be used by other adult education providers wanting to begin a GED-ON-TV program.
Department of Telecommunications
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Bieberly, Clifford J. "Television commercials as a window on American culture for teaching adult English as a second language students." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/1033.

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Fenn, Raymond C. "Student attitudes, learning effectiveness, and costs/benefits pertaining to military logistics courses offered in the residence, on-site, and satellite television modes of instruction." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618719.

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Using period newspapers and books, mercantile correspondence, Spanish imperial archives, and the colonial records of the Caracas City Council, Consulado, and Venezuelan Intendancy, this dissertation highlights the enterprises of those who profited from sustaining the Spanish Empire in its frail and debilitated state. Whether they had prospered from or merely survived the commercial revolutions that shook the Atlantic World after 1789, all merchants and traders calculated the economic consequences of South American independence and encouraged their contemporaries to do so too.
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Coulter, Eric E. "A study of public access television as a means to increase the health awareness of adults." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217414.

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The purpose of this study was twofold. Primarily, the study was conducted to establish the extent to which the local public access television programs produced by the Wayne County Health Department, Richmond, Indiana had been an effective source of health information in helping raise health awareness for adult residents who have access to cable television. The secondary purpose of the study was to gather information for the department's future television programming. Five face-to-face interview participants and twenty-five telephone survey participants responded to seventeen questions. The questions concerned health information acquired by watching public access television programs, participants' preferences for certain health topics and formats for the television presentations, and whether they had taken any specific actions that were a result of the health related information gained through watching the public access television programs. In addition, the participants were asked about their respective demographic characteristics.The study produced two major findings regarding the adult participants' opinions or whether they obtained health information through public access television and how their demographic characteristics correlated to previous research done regarding viewing habits and the utilization of television as a source of health information.1. The majority of the Wayne County adults interviewed both in person and by telephone reported at least one piece of health information acquired by watching public access television health programs.2. The demographic findings were mixed as it pertained to some of the major research related to this study.The results of this study indicated that adult or public health educators may, where appropriate, consider the use of public access television as a method to help raise health awareness with adults. It is suggested that additional research should be done on this particular topic because of the dearth of previous research done on this specific topic.
Department of Educational Leadership
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Yang, Mu-Li. "A study of Chinese adult immigrants' television viewing motivations." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1218.

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

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Knight, Victoria. "A study of in-cell television in a closed adult male prison : governing souls with in-cell television." Thesis, De Montfort University, 2012. http://hdl.handle.net/2086/7886.

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In-cell television is now a permanent feature of prisons in England and Wales, and a key part of the experience of modern incarceration. In-cell television was formally introduced in 1998 and its introduction took twelve years to complete across the prison estate. Its introduction was not informed by research and no formal evaluation of in-cell television in prisons has taken place. This thesis, therefore extends the small body of prisoner audience research with an exclusive focus on capturing the experience of the use of in-cell television. The research aimed to examine the impact of in-cell television on social relations in prison life in one closed male adult prison. An ethnographic research strategy was adopted and was directly informed by Layder’s (2005) theory of ‘domains’ and his ‘adaptive’ approach was used to interrogate the data from interviews and from diaries. Data collection was carried out using two methods: semi-structured interviews with nineteen prisoners and nine staff, and nine structured diaries completed by prisoners. The thesis concluded that in-cell television provides a key therapeutic resource in prisons. The study suggests that this resource is widely adopted and utilised by prisoners, staff and the institution to ‘care’ for prisoners in line with self-governance techniques and strategies. Television is exploited by prisoners and staff to enable forms of personal and inter-personal control. The thesis extends what current prison policies state about the provision of in-cell television with regard to formal policies on the incentives and privileges system for prisoners and also the interventions to promote and secure safer custody. The placement of television inside prison cells has resulted in significant shifts in the social, temporal and spatial characteristics of prison life and the types of encounters prisoners experience. Social relations within the prison setting are now routinely extended and stretched beyond the confines of the prison space as a consequence of in-cell television. Television normalises the prison cell and thus legitimates this space to hold prisoners for long periods of time, typically without structured activity. As a consequence, television’s place in the modern prison has also come to represent an unanticipated resource in the package of care for prisoners. The thesis offers a revised perspective on the role of television in prison and significantly contributes to an understanding of emotional responses to incarceration and social relations both inside and outside the prison setting. Principles of governmentality and dimensions of personal and interpersonal control emerge as fundamental to the understanding of in-cell television and the thesis offers new and significant insights into prisoners’ emotionality and their experience of what have been referred to as the ‘pains’ of incarceration (Sykes 1958/1999). This understanding and theorising about prison life was achieved through a theoretical synthesis of Layder’s (2005) domains within concepts such as governance and self-regulation, rationalization of emotions, uses and gratifications of media use, domestication of television and reach.
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Books on the topic "Television in adult education"

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1925-, Hilliard Robert L., Emerson College, Goethe-Institut (Munich Germany), and Adolf-Grimme-Institut, eds. Television and adult education. Cambridge, Mass: Schenkman, 1985.

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Kelly, Mary J. Educational television: Emancipatory education and the right to learn project. Dublin: RTE in association with the Equality Studies Centre, University College Dublin, 1996.

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Trudel, Lina. L'Avenir incertain des télévisions publiques d'Europe: Le cas des pays francophones. Montreal: Institut canadien d'education des adultes, 1990.

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Dichanz, Horst. Bedeutung des Fernsehens in der Erwachsenenbildung: Daten und Analysen. Bonn: Bundesministerium für Bildung und Forschung, 1999.

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Kim, Hak-chʻŏn. Hanʼguk pangsong ŭi sahoe kyoyuk kinŭng e kwanhan yŏnʼgu. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 1988.

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Garinger, Alan K. Writing: A workbook for the television series. Lexington, KY: KET, 1989.

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International, EBU Seminar for Producers and Directors of Adult Education by Television (22nd 1984 Basel Switzerland). Twenty-second International EBU Seminar for Producers and Directors of Adult Education by Television, Basle, 10-14 December, 1984. Geneva, Switzerland: European Broadcasting Union, 1985.

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Wei, Runfang. China's radio & TV universities and the British open university: A comparative study. Nanjing: Yilin Press, 2008.

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French, Edward. The potential of television in the promotion of adult literacy. Pretoria: Human Sciences Research Council, 1986.

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International, EBU Seminar for Producers and Directors of Adult Education by Television (24th 1986 Basel Switzerland). Twenty-fourth International EBU Seminar for Producers and Directors of Adult Education by Television, Basel, 8-12 December 1986. Geneva, Switzerland: European Broadcasting Union, 1987.

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Book chapters on the topic "Television in adult education"

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Potter, Jeremy. "Adult Education." In Independent Television in Britain, 244–51. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-09907-8_15.

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Bhattacharya, Asoke. "Adult Education and Film/Television." In Learning with Adults, 175–83. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-335-5_13.

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Beadle, Gerald. "Education and Instruction." In Television, 93–106. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032619941-9.

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Dudo, Anthony. "Television." In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_340-1.

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Dudo, Anthony. "Television." In Encyclopedia of Science Education, 1067–68. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_340.

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Swallow, Norman. "Television and Education." In Factual Television, 164–75. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032641737-8.

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Westwood, Peter Stuart. "Adult Numeracy." In SpringerBriefs in Education, 67–73. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3761-2_6.

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Illeris, Knud. "Adult Learning." In Learning, Development and Education, 74–83. New York, NY : Routledge, 2016. | Series: World library of educationalists series: Routledge, 2018. http://dx.doi.org/10.4324/9781315620565-7.

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English, Leona M., and Peter Mayo. "Environmental Adult Education." In Learning with Adults, 189–96. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_17.

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English, Leona M., and Peter Mayo. "Adult Health Education." In Learning with Adults, 197–206. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_18.

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Conference papers on the topic "Television in adult education"

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Paganoni, Claudia. "ALBERTO MANZI: POPULAR EDUCATION AND ADULTS’ LITERACY. PEDAGOGY AND TEACHING STRATEGIES FROM TELEVISION BROADCASTS." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1986.

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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
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Sun, Jing. "On Film and Television Education for Film and Television Industry." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icesame-18.2018.31.

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Madlenakova, Lucia, and Margita Majercakova. "BARRIERS IN ADULT EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2054.

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Hegyesi, Franciska, Krisztina Nemethy, Jozsef Gati, and Gyula Kartyas. "New education challenges in adult education." In 2015 IEEE 13th International Symposium on Intelligent Systems and Informatics (SISY). IEEE, 2015. http://dx.doi.org/10.1109/sisy.2015.7325390.

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"Adult Mental Health and Education." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium104-107.

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Hegyesi, Franciska, Jozsef Kopjak, and Rita Osz. "Educational strategies in adult education." In 2014 IEEE 9th International Symposium on Applied Computational Intelligence and Informatics (SACI). IEEE, 2014. http://dx.doi.org/10.1109/saci.2014.6840064.

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Cladera, Magdalena. "GENDER DIFFERENCES IN ADULT EDUCATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1496.

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Kozlova, Elena, and Maxim Novak. "State Strategy for Adult Education." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482764.

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Balceraite, Lasma, and Velta Lubkina. "VALUE TRANSFORMATION IN ADULT EDUCATION." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1221.

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Reports on the topic "Television in adult education"

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Panitsides, Eugenia. Adult education: Reaching the unreached. Emerald, January 2022. http://dx.doi.org/10.35241/emeraldopenres.1114922.1.

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Sibieta, Luke, Ben Waltmann, and Imran Tahir. Adult education: the past, present and future. The IFS, June 2022. http://dx.doi.org/10.1920/bn.ifs.2022.bn0344.

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Zhang, Yuan, Elizabeth Frankenberg, and Duncan Thomas. Education and Adult Cognition in a Low-income Setting: Differences among Adult Siblings. Cambridge, MA: National Bureau of Economic Research, April 2024. http://dx.doi.org/10.3386/w32362.

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Waddington, Hugh, and Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), August 2014. http://dx.doi.org/10.23846/srs001ffs.

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Waltmann, Ben, Imran Tahir, and Luke Sibieta. Big changes ahead for adult education funding? Definitely maybe. Institute for Fiscal Studies, April 2021. http://dx.doi.org/10.1920/bn.ifs.2021.bn0325.

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Lotz, Amanda, Anna Potter, Marion McCutcheon, Kevin Sanson, and Oliver Eklund. Australian Television Drama Index, 1999-2019. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.212330.

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This report examines changes in the production and commissioning of Australian television drama from 1999–2019, a period marked by notable changes in the business of television in Australia and globally. More production companies now make drama in Australia; however, the fact that more companies share less than half the annual hours once produced raises concerns about sustainability. Several major Australian production companies have been acquired by foreign conglomerates and challenge the viability of domestic companies that lack access to international corporate capital and distribution. The decrease in adult drama hours commissioned by commercial broadcasters has reshaped Australian television drama more than any other change. The national broadcasters have increased their role in commissioning, particularly in children’s drama. Titles have not decreased nearly as significantly as the number of episodes per series. Commercial broadcasters’ drama decreased from an average of 21 episodes per title in 1999 to seven in 2019, a 60 per cent decrease that, along with the increasing peripheralization of soaps, has diminished available training grounds and career paths in the Australian scripted production industry.
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Graves, Darlene. Creative Drama as an Instructional Strategy in Adult Christian Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1349.

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Lleras-Muney, Adriana. The Relationship Between Education and Adult Mortality in the United States. Cambridge, MA: National Bureau of Economic Research, June 2002. http://dx.doi.org/10.3386/w8986.

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Zimmer, Zachary, Linda Martin, Mary Ofstedal, and Yi-Li Chuang. Education of adult children and mortality of their elderly parents in Taiwan. Population Council, 2005. http://dx.doi.org/10.31899/pgy2.1021.

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Clark, Damon, and Heather Royer. The Effect of Education on Adult Health and Mortality: Evidence from Britain. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w16013.

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