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Literatura académica sobre el tema "Diaries Literature Adult education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 8 de febrero de 2022

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Artículos de revistas sobre el tema "Diaries Literature Adult education"

Cohen, Yaier (Gerry) y Marlene Norst. "Language ego, language fear and regression in adult language learning". Australian Review of Applied Linguistics 12, n.º 2 (1 de enero de 1989): 65–88. http://dx.doi.org/10.1075/aral.12.2.05coh.

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Abstract The affective aspects of language learning have been the subject of much discussion in literature, both in their positive and negative manifestations. This paper is concerned with negative affect in formal classes, upon English-speaking adults learning foreign languages in the adult education mode, as a compulsory element of a higher degree. The paper is based on diaries which students were required to keep as part of the course.2 The diaries were primarily intended to facilitate deliberate introspection and explicit consideration by the students of their own learning process and the various factors, linguistic and non-linguistic, which affected their learning. Diary and introspective studies as a qualitative, rather than a quantitative tool for research into language learning, have been undertaken by Bailey (1983), Schumann (1977 and 1980), McDonough (1978) and Rivers (1983). They do not however deal with the quite startling fears and anxieties manifested in our study nor with the consequences for their success or otherwise in language learning. This paper sets out to provide details of student perceptions, especially the sometimes extreme manifestations of fear and anxiety they reveal. The authors hypothesize, on the basis of the diaries, that it is the individual’s “language boundary” or “language ego” which is severely threatened by public exposure in the foreign language classroom and which results in these manifestations of fear, anxiety and regression.

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Stinson, Jennifer N., Anna Huguet, Patrick McGrath, Brittany Rosenbloom, Charlene Soobiah, Meghan White y Geraldine Coburn. "A Qualitative Review of the Psychometric Properties and Feasibility of Electronic Headache Diaries for Children and Adults: Where We Are and Where We Need to Go". Pain Research and Management 18, n.º 3 (2013): 142–52. http://dx.doi.org/10.1155/2013/369541.

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BACKGROUND: While paper headache pain diaries have been used to determine the effectiveness of headache treatments in clinical trials, recent advances in information and communication technologies have resulted in the burgeoning use of electronic diaries (e-diaries) for headache pain.OBJECTIVE: To qualitatively review headache e-diaries, assess their measurement properties, examine measurement components and compare these components with recommended reporting guidelines.METHODS: The databases Medline, the Cumulative Index to Nursing and Allied Health Literature, Embase, PsychInfo, the Education Resources Information Centre and ISI Web of Science were searched for self-report headache e-diaries for children and adults. A total of 21 publications that involved e-diaries were found; five articles reported on the development of an e-diary and 16 used an e-diary as an outcome measure in randomized controlled trials or observational studies. The diary measures’ components, features and psychometric properties, as well as the quality of evidence of their psychometric properties, were evaluated.RESULTS: Five headache e-diaries met the a priori criteria and were included in the final analysis. None of these e-diaries had well-developed evidence of reliability and validity. Three e-diaries showed evidence of feasibility. E-diaries with ad hoc measures developed by the study investigators were most common, with little to no supportive evidence of reliability and/or validity. Compliance with the reporting guidelines was variable, with only one-half of the e-diaries measuring the recommended primary outcome of headache frequency.CONCLUSIONS: Specific recommendations regarding the development (including essential components) and testing of headache e-diaries are discussed. Further research is needed to strengthen the measurement of headache pain in clinical trials using headache e-diaries.

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Cole, Lynne, Andrew MacFarlane y George Buchanan. "Does dyslexia present barriers to information literacy in an online environment? A pilot study". Library and Information Research 40, n.º 123 (13 de diciembre de 2016): 24–46. http://dx.doi.org/10.29173/lirg714.

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The skills and attributes required to become information literate have not been analysed from the perspective of information users with cognitive disabilities, such as dyslexia and this research seeks to begin to address this gap in the literature. The results of a pilot study involving fourteen participants, seven dyslexic and seven non-dyslexic adults, are reported here. Participants were interviewed and their online information searching behaviour was observed through the collection of screen recording diaries over the completion period of one higher education assignment. Within the dyslexic group, difficulties were reported and observed in the areas of keyword creation, use of appropriate tools to refine and expand searches and the evaluation of sources. The dyslexics' group low self-efficacy in many of the skills associated with information literacy was discovered to be a notable barrier.

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Smy, Victoria, Marie Cahillane y Piers MacLean. "Sensemaking and metacognitive prompting in ill-structured problems". International Journal of Information and Learning Technology 33, n.º 3 (6 de junio de 2016): 186–99. http://dx.doi.org/10.1108/ijilt-10-2015-0027.

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Purpose – The purpose of this paper is to develop a set of generic prompting principles and a framework of prompts that have the potential to foster learning and skill acquisition among adult novices when performing complex, ill-structured problems. Design/methodology/approach – Relevant research in the literatures surrounding problem structure, sensemaking, expertise, metacognition, scaffolding, and cognitive load were reviewed and synthesised in order to derive generic prompting principles and guidelines for their implementation. Findings – A framework of generic principles and prompts is proposed. Differentiation between prompts supporting cognition either within, or after an ill-structured problem-solving task was supported. Practical implications – Prompts such as those proposed in the framework developed presently can be designed into technology-enhanced learning environments in order to structure and guide the cognitive processes of novices. In addition, prompts can be combined with other learning support technologies (e.g. research diaries, collaborative discourse) in order to support learning. Empirical testing will be required to quantify the potential benefits (and limitations of) the proposed prompting framework. Originality/value – The prompts developed constitute a framework for structuring and guiding learning efforts in domains where explicit, actionable feedback is often unavailable. The proposed framework offers a method of tailoring the scaffolding of prompts in order to support differing levels of problem structure and may serve as the basis for establishing an internalised and adaptive learning approach that can be transferred to new problems or contexts.

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Bach, Jacqueline, Laura Hensley Choate y Bruce Parker. "Young Adult Literature and Professional Development". Theory Into Practice 50, n.º 3 (27 de junio de 2011): 198–205. http://dx.doi.org/10.1080/00405841.2011.584030.

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Bordonaro, Karen. "Adult education and academic libraries". Information and Learning Science 119, n.º 7/8 (9 de julio de 2018): 422–31. http://dx.doi.org/10.1108/ils-04-2018-0030.

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Purpose The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries. Design/methodology/approach This paper is a literature review. Findings This review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners. Originality/value This literature review offers a summative overview of adult education in a way that has not appeared in the library literature to date, along with explicit connections between adult education theories and academic library practices.

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Comer, Melissa. "Young Adult Literature and Alternative Assessment Measures". Theory Into Practice 50, n.º 3 (27 de junio de 2011): 239–46. http://dx.doi.org/10.1080/00405841.2011.584035.

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Tight, Malcolm. "Education, work and adult life: a literature review". Research Papers in Education 10, n.º 3 (octubre de 1995): 383–400. http://dx.doi.org/10.1080/0267152950100307.

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Glowacki-Dudka, Michelle y Lora B. Helvie-Mason. "Adult education at the margins: A literature review". New Directions for Adult and Continuing Education 2004, n.º 104 (2004): 7–16. http://dx.doi.org/10.1002/ace.154.

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Sork, Thomas J. "Applied ethics in adult and continuing education literature". New Directions for Adult and Continuing Education 2009, n.º 123 (junio de 2009): 19–32. http://dx.doi.org/10.1002/ace.340.

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Tesis sobre el tema "Diaries Literature Adult education"

Verbruggen, Frances Augusta Ramos. "Representations of Immigrants in Young Adult Literature". Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10979318.

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This study was conducted to determine how immigrants and the immigration experience are represented in current young adult (YA) literature. In the study, I asked the following questions: Who are the immigrant characters in recent YA books? Why do they come? How do they experience immigration? How are they perceived or treated by others? A content analysis methodology was used to examine, from a critical literacy viewpoint, recent young adult novels with immigration themes. Data were analyzed by identifying and interpreting patterns in themes across 22 YA novels with immigrant protagonists or other important characters, published between 2013 and 2017. Data indicated that the protagonists in the study reflected current immigration trends fairly accurately, came to the United States primarily to escape violence or persecution in their home countries, experienced a variety of challenges, tended to hold onto their home country cultures, and were often the objects of racism, but also found kindness and friendship in the United States. Teachers who desire to include authentic immigrant literature in their classroom libraries should consider from whose perspectives the books have been written, and learn about the authors’ backgrounds and the messages that authors want to convey through the books that they write. In addition, immigrants can be encouraged to write children’s and young adult books, sharing their experiences and contributing to the supply of realistic immigrant literature with complex and authentic immigrant characters.

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

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In this study the public view of adult education in the United States was inferred from articles published in nationally distributed magazines. Two hundred twenty-eight articles from fifty-three non-professional magazines published in the United States from January 1,1970, through December 31, 1987, were reviewed. The articles were selected from those listed under "adult education," or cross referenced as "see also" under "adult education" in the Reader's Guide to Periodical Literature. The research questions were: What concept of adult education appears in the print media? To what extent is this view congruent with professional views of adult education? Leisure learning and literacy programs were prevalent and available from a variety of sources. Adult illiteracy was reported as a national concern. Programs that were commonplace (basic education, general equivalency degree classes, job skills training, and industrial training) were reported less often than new or novel programs. Most articles were positive in tone, promoting adult education activities as useful, rewarding, and enjoyable experiences, but ignored adult education as a professional field. The public view as reflected in the articles was positive with programs available to adults of many levels of educational attainment. The public view was not congruent with professional writings. Group activities were more in evidence than self directed learning. Learners tended to be urban, educated, and Caucasian. Although few programs restricted participation because of age or gender there were discernible groups of aged people and women. Programs were usually sponsored by institutions of higher education and entrepreneurs, and rarely by public school systems, community organizations, or cultural groups. Program content reflected adult interest in self improvement and entertainment rather than professional growth. To refine an understanding of the public view, further research focusing on other information sources such as national and regional newspapers and the electronic media is needed, making it possible to compare the public view across various regions of the country.

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Lash, Holly L. "Evaluating Young Adult Literature through Transactional Theory". Ohio Dominican University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1449497760.

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Brunette, Kathryn Elaine. "Adult ESL Writing Journals: A Case Study of Topic Assignment". PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4738.

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Over the past ten years, the use of student writing journals has become increasingly widespread in the TESOL field. Such journals serve a wide variety of purposes: a cultural diary, a free writing exercise, a forum for reaction or comment on readings or classroom discussions, in addition to a form of teacher/student dialogue. The main purpose of this study has been to determine the relationship of topic assignment to the quantity and quality of resulting entries. The data, 144 journal entries generated by ten adult ESL students over a period of ten weeks, were measured for length, in terms of total words and total number of T-units, and quality as assessed by the Jacobs profile (1981) which considers the following areas: content, organization, vocabulary, language use and mechanics. In addition, student reactions to instructor comments and attitudes toward journal keeping were explored in an end of term questionnaire. It was found that, on a group level, the assignment of four specified topic types (A. Topics relating to class lectures and discussions, B. Topics relating class discussions to the students' respective cultures, C. Topics relating to class or personal experiences and D. No topic assignment) did not appear to have any relationship with either the quality or quantity of writing. However, on an individual level, topic assignment did seem to have a relationship with the quantity of writing and in some cases, the quality as well. In considering student reaction to instructor comments, all students reported reading instructor comments, but rarely responded to them. When considering topic assignment, 74% of the students stated preferring an assigned topic, yet 60% actually wrote more when given a free choice of topic. Also, on the individual level, students stated a variety of topic type preferences that roughly corresponded with an increase in entry length. Finally, students seemed to have a positive attitude toward journal keeping as 80% stated they would like to keep a journal next term.

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Hinton-Johnson, KaaVonia Mechelle. "Expanding the power of literature African American literary theory & young adult literature /". Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054833658.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains vii, 175 p. Includes abstract and vita. Advisor: Caroline Clark, College of Education. Includes bibliographical references (p. 160-175).

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Kiser, Kelsey R. "Young Adult Literature and Empathy in Appalachian Adolescents". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3325.

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Based on recent research concluding that fiction can increase empathy, this project examines how multicultural young adult literature may encourage empathy in Appalachian adolescents. Empathy encourages prosocial behaviors, but evidence suggests that young adults’ ability to empathize has declined in recent decades. In addition, Appalachia in particular is still a relatively homogenous region as it is majority white, protestant Christian, and heteronormative. Because of this, young adults in Appalachia may encounter few diverse perspectives in real life; multicultural young adult literature can provide diverse perspectives with which teenagers can empathize in a region where they might not have similar opportunities in reality. This thesis demonstrates how three multicultural young adult novels (The Absolutely True Diary of a Part-Time Indian (2007), Accidents of Nature (2006), and The Porcupine of Truth (2015)) can be used in a literature unit that encourages students to show emotional understanding despite personal differences.

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Bass, Malikai y Scott Agusta Karen Dr Honeycutt. "Boys Like Me: Neurodivergence in the Young Adult Novel". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/203.

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Books shape our definition of the world; including, how we conceive , others, and, for young readers, even ourselves. Hitherto, for neurodivergent people , the lack of appropriate narrative representations in young adult literature disrupts this formative process. Previously, authors included neurodivergent characters only as stock characters possessing little definition aside from their disabilities and having minimal impacts on the plots and other characters within the novels. More recently, however, young adult novels featuring neurodivergent characters have developed into a popular subgenre, including stories of young people with atypical cognition, neurochemistry, or neurodevelopment such as Autism or Down Syndrome. Inspired by the emergence of the neurodiversity movement which seeks to define these variations as neutral and natural, this fiction increasingly provides representation to these previously neglected communities. This study explores the representation of neurodivergent characters within the young adult novels in contrast to the larger genre of young adult literature through the lens of neurodiversity.

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Behjou, Vally. "Older adults and technology a review of literature, 2000-2005 /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3210043.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, School of Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0904. Adviser: Elizabeth Boling. "Title from dissertation home page (viewed March 16, 2007)."

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Velazquez, Deanna Lynn. "Using young adult literature to teach the classics a study on pairing young adult novels with the classic works in secondary English classrooms". Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/533.

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Young adult literature is a genre of literature that is often overlooked. Adolescents would greatly benefit from reading young adult novels, academically and also for enjoyment. Educators are not using young adult literature as often as they should in the classrooms as a tool, due to strict curricula. However, young adult literature is a perfect tool for aiding with comprehension of the classic works. Pairing certain young adult books with classics would help adolescents understand the classic novel, but also assist in intriguing the student enough to pick up both books. After an online survey given to nine Seminole County school English or Reading teachers, I found that high school teachers today do feel as though young adult literature would benefit the students greatly.
B.S.
Bachelors
Education
English Education

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Lee, Hsiang-Ni Sunny. "Investigating EFL adult learners' vocabulary acquisition through reading picture books". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3264311.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2007.
Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1853. Adviser: Larry Mikulecky. "Title from dissertation home page (viewed Jan. 12, 2008)."

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Libros sobre el tema "Diaries Literature Adult education"

Gatica, Héctor David. La carpeta vacía: Experiencias de un docente riojano. [Argentina: s.n.], 2006.

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La carpeta vacía: Experiencias de un docente riojano. [Argentina: s.n.], 2006.

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The literature of adult education: A bibliographic essay. San Francisco: Jossey-Bass, 1992.

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Goodman, Burton. Spotlight on literature: Collection. New York: Random House, 1988.

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Linda, Pickett, ed. Youth literature for peace education. New York: Palgrave Macmillan, 2014.

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Teaching young adult literature today: Insights, considerations, and perspectives for the classroom teacher. Lanham: Rowman & Littlefield Publishers, Inc., 2012.

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French, Allen. A review of recent literature and discussion concerning assessment in ESL/ABE. [Olympia, Wash: Washington State Board for Community and Technical Colleges, 2002.

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Brown, Jean E. Teaching young adult literature: Sharing the connection. Belmont, Calif: Wadsworth Publishing, 1995.

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Rutherford, Jane. Illiteracy and older Canadians: An unrecognized problem : a literature review. Ottawa: One Voice--Canadian Seniors Network, 1989.

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Extramural: Literature and lifelong learning. Cambridge, UK: Lutterworth Press, 2012.

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Capítulos de libros sobre el tema "Diaries Literature Adult education"

Bolisani, Ettore. "Knowledge Management for Adult and Higher Education: Mapping the Recent Literature". En Connecting Adult Learning and Knowledge Management, 175–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29872-2_10.

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Ridgway, Avis, Gloria Quiñones y Liang Li. "Toddlers’ Outdoor Play, Imagination and Cultural Formation". En International Perspectives on Early Childhood Education and Development, 23–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_2.

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AbstractDiscussion on toddlers’ outdoor play practices in various cultural spaces is rare in literature. In Australia, toddlers’ physical development and well-being is promoted but less attention is given to cultural nuances of outdoor play. We ask the question: How does outdoor play impact on toddlers’ imagination and cultural formation? Conducted in three Australian long day care (LDC) sites, an ethically approved project “Studying babies and toddlers: Cultural worlds and transitory relationships” examines the process of three Australian toddlers’ outdoor enculturation. The concepts of imagination and play from Vygotsky’s cultural-historical theory are drawn upon in relation to Hedegaard’s institutional practices model, to link contextual relations between society, community and family. Cultural formation processes in toddlers’ outdoor play, we argue, are more completely understood when daily life across home and local community is acknowledged. Data findings illustrate complexity of movement and experimentations in cultural conditions, where different spaces hold possibilities for imaginative transformations in toddler’s play. Implications suggest toddlers’ imaginative and culturally responsive outdoor play aligns with availability of interested adult/peers, shared family and community values, and varied local spaces. In this way, affective and dynamic outdoor interactions imbue cultural formation of toddler’s play and imagination with local personal meaning.

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Ellington, Linda. "Adult Education". En Advances in Human Services and Public Health, 197–215. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6260-5.ch012.

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This chapter analyzes literature in adult education at the intersection of health and the ageing society. In a contemporary context characterized by movement towards ageing societies, a current challenge of adult education planning can be attributed to the shifting global demographic profile; migration has resulted in higher percentages of older people throughout most of the world, as well as greater diversity within the older population (Grenier, 2012). Education about adult health must go beyond the traditional practice of knowledge dissemination, not only because of the sheer size of the 65+ age cohort, but knowing that this particular population does not want to lose their locus of control in their independent status within their society. Established literature illustrates the significance of adult health education and highlights the importance of medical, sociology, psychology, and social policy for not only stimulating the interest of senior adults, but of society in whole.

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Wolney, Rachael R. y Ashley S. Boyd. "Reading (Dis)ability in Young Adult Literature". En Advances in Early Childhood and K-12 Education, 124–41. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7375-4.ch007.

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In this chapter, a team of university educators describes how they explored and applied the lens of disability studies to young adult literature with pre-service teachers. The authors first provide a detailed overview of disabilities studies as a theoretical tool and then describe how they worked with teacher candidates to develop their understanding of criteria for evaluating nuanced representations of disabilities and determining their authenticity. Activities, discussion questions, and practical considerations are provided. They end with implications for teaching, including the benefits of such work for shaping how future teachers construct their notions of youth as well as how they select curriculum for their classrooms.

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Rodríguez, R. Joseph. "Schooling and Education of Young Adult Characters". En Teaching Culturally Sustaining and Inclusive Young Adult Literature, 67–80. Routledge, 2018. http://dx.doi.org/10.4324/9781315098555-4.

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Skiba, Richard. "Trauma Informed Training Practices in Adult Education". En Modern Perspectives in Language, Literature and Education Vol. 3, 74–86. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/mplle/v3/1574f.

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Salter, Linda. "No Adult Left Behind". En Adult and Continuing Education, 1384–404. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch079.

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With an aging population and the increasing role of virtual technologies in education, educators and educational institutions need to be informed about contemporary and predicted demographics regarding older adults as learners as well as what is currently understood about learning later in life. Although recently increasing, there has been a lack of attention paid to this demographic group. A literature review reveals that “older” students are often those age 25 to 30, while the fastest growing segment of the population is much older. Truly “older” learners can and should be accommodated in the virtual environments that are becoming more and more common in higher and continuing education. The purpose of this chapter is to offer guidance for adult learning professionals tasked with accommodating older adults in virtual environments.

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Slabon, Wayne A. y Randy L. Richards. "Story-Based Professional Development". En Adult and Continuing Education, 1890–908. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch110.

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In this chapter, the authors describe an initiative to create a cross-organization, knowledge building communal network built from the personal workplace stories voluntarily contributed by conflict management practitioners. They identify various wiki adoption and usage issues and provide recommendations and strategies for addressing these issues based on survey data from the wiki target member population. Moreover, the authors compare and contrast their wiki design with recommended practices from the wiki literature and provide some suggestions for future research.

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Massey, Dixie. "Differentiating Instruction for Adult Learners in an Online Environment". En Adult and Continuing Education, 1190–207. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch068.

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Teacher education courses offered online are becoming increasingly common. Unfortunately, few instructors of online teacher education courses have specific preparation for teaching adult learners or in teaching online courses, resulting in faltering attempts to transfer traditional methodology such as lectures to online platforms. This chapter considers the background of distance education and examines relevant literature on adult learners. Differentiated instruction is proffered as a means of meeting the needs of adult learners in online teacher education courses. Specific examples of differentiating content, process, and product are suggested.

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Hines, Samantha Schmehl. "Library Associations, Conferences, and Professional Development". En Adult and Continuing Education, 1728–40. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch099.

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What role do conferences play in the professional development offerings of associations? This chapter examines the role of library associations generally in librarian professional development, then focuses on the conference as the key outlet of professional development for the library association. Benefits of conference attendance as discussed in the scholarly literature of librarianship are presented. Current leaders of library associations are surveyed to determine the relevance and sustainability of conferences for library associations, and future trends are addressed along with recommendations for associations offering conferences.

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Actas de conferencias sobre el tema "Diaries Literature Adult education"

Wang, Yao-Hua y Yuen-Hsien Tseng. "Automatic Bibliometric Analysis of Research Literature in Adult Education". En 2012 Sixth International Conference on Innovative Mobile and Internet Services in Ubiquitous Computing (IMIS). IEEE, 2012. http://dx.doi.org/10.1109/imis.2012.69.

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Saptopramono, Hendro, Muhammad Zaim, Syahrul Ramadhan y Agustina Agustina. "Practical Utilization of ICT in Adult Language Learning: Challenges and Barriers". En Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.12.

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Zulkifli, Nur Aisyah, Muhammad Zaim, Syahrul Ramadhan y Agustina Agustina. "Teaching with Adult Learners: Peer-Assessment Software in Translation and Interpretation". En Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.18.

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Botelho Paz, Giovanni Scataglia y Solange Wagner Locatelli. "METACOGNITIVE INCIDENTS MANIFESTED BY STUDENTS OF YOUTH AND ADULT EDUCATION IN AN INVESTIGATIVE ACTIVITY". En 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.158.

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Practices that take into account youth and adult education (YAE) are still rare in the literature. The present work applied an investigative activity with YAE students from the last year of middle education, in the discipline of sciences, about the methods of construction of science and tests of variables. From the categorization of metacognitive incidents used, it was verified that the stimulus to the argumentation that the investigative activity potentiated was fundamental for the students to conclude the activity successfully. Keywords: adult education, investigative activities, youth education, metacognitive incidents.

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BALODE, Ilze, Anna VINTERE, Daiva RIMKUVIENĖ y Eve ARUVEE. "ADULT MATHEMATICAL COMPETENCE IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: CASE OF BALTIC STATES". En RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.220.

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Mathematical competence is one of the eight basic key competencies which are defined by EU Directives. Mathematical competence includes the skills of applying basic processes and principles of mathematics in everyday contexts. The aim of current research is to identify the role of adult mathematics education and mathematical competence in sustainable development in case of Baltic States. We are continuing the investigations that began in the Nordplus research project “Cooperation to strengthen the citizens' math skills in the context of sustainable development and welfare”. The main objective of the research is to highlight the role of mathematics in a lifelong context. We separate two aspects of mathematics role in sustainable development. The first considers mathematics as a tool in processional work, the second considers the role of mathematical competence in the development of person's intelligence and personality. Both aspects are widely discussed in the scientific literature and in the programmatic documents of United Nations, United Nations Educational Scientific and Cultural Organizationn, Organisation for Economic Cooperation and Development. Through combining insights of theoretical goals of leading international institutions and actual survey data we can show the value of mathematical competence in adults in the Baltic states.

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Jekabsone, Inga y Ina Gudele. "Challenges of the adult learning sector in context of COVID-19 in Latvia". En 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.012.

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The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to attend high-quality trainings regardless the place of residence. In context of COVID-19, during the emergency situation Latvia has fully moved to remote learning, including adult learning. Educational institutions as well as enterprises that organise trainings for adults have to implement remote learning using several online tools. The aim of the paper is to analyse the main challenges of the adult learning sector in Latvia in context of COVID-19 taking into consideration the regional development issues. In order to achieve the aim, following research methods have been used: scientific literature studies, statistical data analysis, interviews. Main results of the survey: in case of Latvia, the Ministry of Education and Science of Republic of Latvia has launched several initiatives towards enabling the shift to online learning, providing recommendations, digital tools as well as good practice sharing. At the same time, there is no methodology and detailed step-by-step recommendations, how to develop the online education learning for educational institutions in Latvia. However, there are incentives to develop online adult learning via project funding.

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"Mobile Devices and Parenting [Extended Abstract]". En InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.

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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.

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Rotaru, Ramona Elena. "Some Aspects of the Creative Potential in Primary School Children". En ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/28.

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A notable theme in much recent primary education has been the concept of creativity. Nowadays it is highlighted the fact that creativity is directly responsible for the progress of the society. Creativity and creative potential are still seen as two abstracts concepts because literature in the field is updating day by day. The curriculum contributes the developing of trans and interdisciplinary activities. Throughout time, the most important innovations in different domains were possible only with the help of human who wanted to create something new, original and innovative. In this case, creativity plays a very important role. Developing the capacity of being creative, it is essential for surviving, as each of us is in great need of novelty and originality. The link between creativity and creative potential is very thin because it positively influences at the same time the educational process. In the article, the novelty is highlighted through the connections between creativity and creative potential in education and also, there are presented few theoretical interpretations of each concept. In order for an adult to become creative, fostering creativity and stimulating creative potential from an early age is required. The school system remains the main instrument, which society uses to cultivate and enhance creativity in young members, of school age. In this sense, the systemic modernization of education, in the light of pedagogy of creativity, is necessary. Although, the school play an essential role in training primary school children in order to be able to use their full creative potential in future productive activities. At the same time, creativity represents a condition of efficiency in both work and education. Creativity and creative potential in education stands for an important factor in developing primary school children in order to obtain an autonomous and creative personality.

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Karaca, Erol. "A Comparison of Turkey and Transition Economies in terms of Educational Development and Conditions". En International Conference on Eurasian Economies. Eurasian Economists Association, 2014. http://dx.doi.org/10.36880/c05.00868.

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The main objective of this research is to determine and evaluate the dimensions of educational development in Turkey in comparison with the Central and Eastern Europe (CEE) countries and Commonwealth of Independent States (CIS) countries. For this purpose, in this study, Turkey is compared to the Central and Eastern Europe (CEE) countries and the Commonwealth of Independent States (CIS) countries with regard to the educational development and conditions. In this study, carried out through comparative relation scanning model and literature model, the sample group was established the Central and Eastern Europe (CEE) countries and Commonwealth of Independent States (CIS) countries with Turkey. The research data was collected by means of data from HDI Report developed by United Nations Development Programme (UNDP). On the base of data obtained from report, the study concluded that the lowest rate of adult literacy and population with at least secondary education belongs to Turkey. The rate of enrolment in primary education, however, is higher in Turkey than most of the CEE and CIS countries. This affirmative data can be attributed to the high rate of young population and/or education campaigns in Turkey since the lowest rate of secondary education and the highest level of primary school dropout rate is also seen in Turkey. In addition, performance of 15-year old students in reading, mathematics and science is generally lower in Turkey, CEE and CIS countries than in OECD countries.

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Informes sobre el tema "Diaries Literature Adult education"

Sena Rivas, WR, S. Casillas Martín, M. Cabezas González y A. Barrientos. Educommunication in the context of youth and adult education in Latin America: A state of the art based on a systematic literature review. Revista Latina de Comunicación Social, enero de 2019. http://dx.doi.org/10.4185/rlcs-2019-1325en.

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Cilliers, Jacobus y Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), noviembre de 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.

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In this note, we leverage data from a nationwide survey conducted in 2019 in Ethiopia to shed light on what Ward Education Officers do, their understanding of their own role, and the constraints they face in executing their responsibilities. We interviewed 397 WEOs responsible for primary schools across 23 districts and six regions of Tanzania as part of a baseline survey conducted between February and May 2019. This note contributes to a growing literature on the activities, self-perceptions, and motivation of public sector officials in charge of “last mile” service delivery. For example, Aiyar and Bhattacharya (2016) use time-use diaries, in-depth interviews, and quantitative data to understand the views, attitudes, and activities of sub-district education sector officials, called block education officers, in India.

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