We are proudly a Ukrainian website. Our country was attacked by Russian Armed Forces on Feb. 24, 2022.
You can support the Ukrainian Army by following the link: https://u24.gov.ua/.
Even the smallest donation is hugely appreciated!
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les 50 meilleurs articles de revues pour votre recherche sur le sujet « Education, Adult and Continuing|Education, Educational Psychology|Psychology, Developmental ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Parcourez les articles de revues sur diverses disciplines et organisez correctement votre bibliographie.
1
MELLARD, DARYL, MARGARET BECKER PATTERSON et SARA PREWETT. « Reading practices among adult education participants ». Reading Research Quarterly 42, no 2 (6 avril 2007) : 188–213. http://dx.doi.org/10.1598/rrq.42.2.1.
Constandinidou‐Semoglou, Ourania. « Early childhood education and adult‐oriented advertising discourse ». European Early Childhood Education Research Journal 15, no 3 (septembre 2007) : 329–41. http://dx.doi.org/10.1080/13502930701679288.
Meek, Fiona, Jacqueline Specht et Susan Rodger. « A Mental Health Training Format for Adult Education Teachers ». Canadian Journal of School Psychology 32, no 2 (26 avril 2016) : 103–21. http://dx.doi.org/10.1177/0829573516645099.
The present study investigated the needs of adult education staff pertaining to adult students’ mental health issues within a local school board. The study utilized mixed-methods design and was divided into progression of three separate studies. An initial focus group was conducted to identify the 12 participants’ concerns and provide a direction for the needs assessment survey that was administered to the entire population of adult education teachers in the board. Two 2-hr workshops were designed for the 114 members of the staff based on the needs identified by the surveys. An evaluation of the workshops indicated that the workshops were valuable and further training was desired. By educating teachers about students who are learning in the context of mental health challenges, we will be able to provide them with the necessary tools to do their jobs more successfully and comfortably.
4
Hunt, Graham J. F. « Needs assessment in adult education : tactical and strategic considerations ». Instructional Science 15, no 1 (1986) : 287–96. http://dx.doi.org/10.1007/bf00139616.
Everatt, John. « The Abilities and Disabilities Associated with Adult Developmental Dyslexia ». Journal of Research in Reading 20, no 1 (février 1997) : 13–21. http://dx.doi.org/10.1111/1467-9817.00016.
Sitlington, Patricia L., Alan R. Frank et Rori Carson. « Adult Adjustment among High School Graduates with Mild Disabilities ». Exceptional Children 59, no 3 (décembre 1992) : 221–33. http://dx.doi.org/10.1177/001440299305900306.
This study investigated the adult adjustment of a statewide random sample of 737 young adults with learning disabilities, 59 labeled behaviorally disordered, and 142 labeled mentally disabled, all graduates of special education resource teacher programs. Results are reported in terms of (a) general status information, such as marital status and living arrangements; (b) information about those competitively employed, such as wages, hours worked per week, and percentage of living expenses paid; and (c) comparison of competitively employed versus unemployed individuals, in terms of high school vocational training and work experiences. Information is also provided on postsecondary education and overall “successful” adult adjustment. Data are compared across disability groups and across gender, where relevant.
8
Purcell-Gates, Victoria, Sophie C. Degener, Erik Jacobson et Marta Soler. « Impact of Authentic Adult Literacy Instruction on Adult Literacy Practices ». Reading Research Quarterly 37, no 1 (3 janvier 2002) : 70–92. http://dx.doi.org/10.1598/rrq.37.1.3.
Tighe, Elizabeth L., Adrienne E. Barnes, Carol M. Connor et Sharilyn C. Steadman. « Defining Success in Adult Basic Education Settings : Multiple Stakeholders, Multiple Perspectives ». Reading Research Quarterly 48, no 4 (29 juillet 2013) : 415–35. http://dx.doi.org/10.1002/rrq.57.
Newall, Carol, Karen Gonsalkorale, Ellen Walker, G. Anne Forbes, Kate Highfield et Naomi Sweller. « Science education : Adult biases because of the child’s gender and gender stereotypicality ». Contemporary Educational Psychology 55 (octobre 2018) : 30–41. http://dx.doi.org/10.1016/j.cedpsych.2018.08.003.
McWilliam, R. A., Anita A. Scarborough et Ho Kim. « Adult Interactions and Child Engagement ». Early Education and Development 14, no 1 (1 janvier 2003) : 7–28. http://dx.doi.org/10.1207/s15566935eed1401_2.
Bell, Laura C., et Charles A. Perfetti. « Reading skill : Some adult comparisons. » Journal of Educational Psychology 86, no 2 (1994) : 244–55. http://dx.doi.org/10.1037/0022-0663.86.2.244.
Beale, Ivan L. « Adult illiteracy : Evaluating the alternatives ». Journal of Behavioral Education 3, no 2 (juin 1993) : 103–7. http://dx.doi.org/10.1007/bf00947030.
White, Charles B. « Age, Education, and Sex Effects on Adult Moral Reasoning ». International Journal of Aging and Human Development 27, no 4 (décembre 1988) : 271–81. http://dx.doi.org/10.2190/cf38-5hxa-pdn9-akxk.
The role of age and education in adult moral reasoning was examined utilizing Kohlberg's cognitive-developmental stage theory of moral development and the most recent Standard Scoring System for assessing moral judgments. Individual interviews utilizing standard Kohlberg moral dilemmas were conducted with 195 adults ranging in age from nineteen to eighty-two years and in years of education from three to twenty-five years. Results indicated no overall significant effect for age of reasoner, no significant effect for sex, and a significant effect for education ( p < .01). However, the effect of age was significant in the group with eighteen or more years of education, but not in the group with less than eighteen years of education.
15
Richardson, John T. E. « Approaches to studying across the adult life span : Evidence from distance education ». Learning and Individual Differences 26 (août 2013) : 74–80. http://dx.doi.org/10.1016/j.lindif.2013.04.012.
Waters, Johanna, et Maggi Leung. « ‘These are not the best students’ : continuing education, transnationalisation and Hong Kong's young adult ‘educational non-elite’ ». Children's Geographies 12, no 1 (30 octobre 2013) : 56–69. http://dx.doi.org/10.1080/14733285.2013.850851.
Solberg, Berit Skretting, Jan Haavik et Anne Halmøy. « Health Care Services for Adults With ADHD : Patient Satisfaction and the Role of Psycho-Education ». Journal of Attention Disorders 23, no 1 (18 juin 2015) : 99–108. http://dx.doi.org/10.1177/1087054715587941.
Objective: To evaluate health care experiences of adults with ADHD and to identify predictors for patient satisfaction. Method: Multisite, questionnaire-based survey in a cohort of adult patients diagnosed and treated for ADHD in the Bergen area of Western Norway between 2005 and 2011. Results: Among the 171 included patients, only 61 (35.7%) reported being satisfied to a large or very large extent with the received health care. The strongest predictor for overall satisfaction, independent of duration, medication, and reported outcome of treatment, was whether they were satisfied with the information they had received from clinicians regarding ADHD and treatment options. Patients who reported that they had been offered other treatments in addition to pharmacotherapy were generally more satisfied. Conclusion: Our results emphasize the importance of consistent information routines as part of ADHD management. More teaching and training about ADHD for clinicians working in adult psychiatric health services may be needed.
18
McCaffry, Tony. « The Child — Parent to the Adult ? » Pastoral Care in Education 13, no 4 (décembre 1995) : 3–5. http://dx.doi.org/10.1080/02643949509470936.
Véronneau, Marie-Hélène, Kristina Hiatt Racer, Gregory M. Fosco et Thomas J. Dishion. « The contribution of adolescent effortful control to early adult educational attainment. » Journal of Educational Psychology 106, no 3 (août 2014) : 730–43. http://dx.doi.org/10.1037/a0035831.
Patterson, Margaret Becker. « Learning Disability Prevalence and Adult Education Program Characteristics ». Learning Disabilities Research & ; Practice 23, no 1 (février 2008) : 50–59. http://dx.doi.org/10.1111/j.1540-5826.2007.00262.x.
Cash, Anne H., Katrina J. Debnam, Tracy E. Waasdorp, Mary Wahl et Catherine P. Bradshaw. « Adult and student interactions in nonclassroom settings. » Journal of Educational Psychology 111, no 1 (janvier 2019) : 104–17. http://dx.doi.org/10.1037/edu0000275.
Miller, Lisa M. Soederberg, Elizabeth A. L. Stine-Morrow, Heather L. Kirkorian et Michelle L. Conroy. « Adult Age Differences in Knowledge-Driven Reading. » Journal of Educational Psychology 96, no 4 (2004) : 811–21. http://dx.doi.org/10.1037/0022-0663.96.4.811.
Davys, Deborah, Duncan Mitchell et Carol Haigh. « Adult Siblings Consider the Future : Emergent Themes ». Journal of Applied Research in Intellectual Disabilities 29, no 3 (26 mars 2015) : 220–30. http://dx.doi.org/10.1111/jar.12172.
Schommer, Marlene, et John R. Surber. « Comprehension-monitoring failure in skilled adult readers. » Journal of Educational Psychology 78, no 5 (1986) : 353–57. http://dx.doi.org/10.1037/0022-0663.78.5.353.
Oliveira-Formosinho, Julia. « The specific professional nature of early years education and styles of adult/child interaction ». European Early Childhood Education Research Journal 9, no 1 (janvier 2001) : 57–72. http://dx.doi.org/10.1080/13502930185208681.
Poropat, Arthur E. « A meta-analysis of adult-rated child personality and academic performance in primary education ». British Journal of Educational Psychology 84, no 2 (23 avril 2013) : 239–52. http://dx.doi.org/10.1111/bjep.12019.
Fairweather, James S. « Transition and other Services for Handicapped Students in Local Education Agencies ». Exceptional Children 55, no 4 (janvier 1989) : 315–20. http://dx.doi.org/10.1177/001440298905500405.
A survey was conducted among special education administrators in 1,450 local education agencies (LEAs) nationwide, to determine the availability of vocational programs and transition-oriented services for handicapped youth. Results showed that most LEAs offer at least some vocational programs; transition-oriented services are not as frequently available, particularly in smaller LEAs. In addition to size of LEA, community employment opportunities and the availability of adult services were related to whether an LEA offered any transition-related services.
30
Pierson, Ellen M., et Arthur L. Whaley. « Implications of adult developmental stages for school psychologists' work with parents of school-age children ». Psychology in the Schools 27, no 3 (juillet 1990) : 233–37. http://dx.doi.org/10.1002/1520-6807(199007)27:3<233 ::aid-pits2310270309>3.0.co;2-8.
Savva, Andri. « Young Pupils' Responses to Adult Works of Art ». Contemporary Issues in Early Childhood 4, no 3 (septembre 2003) : 300–313. http://dx.doi.org/10.2304/ciec.2003.4.3.6.
Art educators have asserted that, in order to develop curricula that use adult works of art, it is necessary to understand how children perceive and respond to art objects. Although ‘art’ is not included in the early years national curriculum of Cyprus, curriculum resource books encourage the introduction of adult artworks in nursery schools. This exploratory study was designed to gather information regarding young children's (aged 4–5 years) responses to adult paintings. An open-ended interview procedure was used. Three reproductions of paintings of different artistic styles were selected: a realistic, a semi-realistic and an abstract. The sample included 25 children selected randomly from 12 public nursery schools of Cyprus. The findings suggest that artworks are an important part of children's educational experiences, if approaches and methods that are compatible with their perceptual abilities are used. The study identified some relevant factors underlying young children's responses to artworks and provides recommendations to enhance children's learning in art.
32
Ivey, Gay, et Peter H. Johnston. « Engagement With Young Adult Literature : Outcomes and Processes ». Reading Research Quarterly 48, no 3 (20 mars 2013) : 255–75. http://dx.doi.org/10.1002/rrq.46.
Batalova, Jeanne, et Michael Fix. « A Profile of Limited English Proficient Adult Immigrants ». Peabody Journal of Education 85, no 4 (29 octobre 2010) : 511–34. http://dx.doi.org/10.1080/0161956x.2010.518050.
Woloshyn, Vera E., Teena Willoughby, Eileen Wood et Michael Pressley. « Elaborative interrogation facilitates adult learning of factual paragraphs. » Journal of Educational Psychology 82, no 3 (1990) : 513–24. http://dx.doi.org/10.1037/0022-0663.82.3.513.
Rasinski, Timothy V. « Adult Readers’ Sensitivity to Phrase Boundaries in Texts ». Journal of Experimental Education 58, no 1 (septembre 1989) : 29–40. http://dx.doi.org/10.1080/00220973.1989.10806520.
Pressley, Michael, et Maheen Ahmad. « Transfer of imagery-based mnemonics by adult learners ». Contemporary Educational Psychology 11, no 2 (avril 1986) : 150–60. http://dx.doi.org/10.1016/0361-476x(86)90005-6.
Ehrlich, Marie France, et Hubert Tardieu. « Slow and fast adult readers in text comprehension ». European Journal of Psychology of Education 6, no 3 (septembre 1991) : 337–49. http://dx.doi.org/10.1007/bf03173155.
Lichtenstein, Stephen. « Transition from School to Adulthood : Case Studies of Adults with Learning Disabilities Who Dropped Out of School ». Exceptional Children 59, no 4 (février 1993) : 336–47. http://dx.doi.org/10.1177/001440299305900406.
In-depth, structured interviews were conducted over a 2-year period with four young adults previously identified as having learning disabilities during their school years. All four had dropped out of high school; but overall, they reported that their early withdrawal was an important and affirming choice in their transition from youth to young adulthood. Themes emerging as noteworthy include their lack of involvement in formal vocational assessment, their own individualized education programs, and adult services. The personal stories and experiences cast doubt on the prevailing opinion that school dropouts are “losers” and “failures.” In contrast, their stories reveal a serious shortfall in their secondary special education programming and in the overall transition planning process.
39
Amy Lewin, Stephanie J. Mitchell et Cynthia R. Ronzio. « Developmental Differences in Parenting Behavior : Comparing Adolescent, Emerging Adult, and Adult Mothers ». Merrill-Palmer Quarterly 59, no 1 (2013) : 23. http://dx.doi.org/10.13110/merrpalmquar1982.59.1.0023.
Devine, Dympna, Giuseppe Bolotta, Elena Samonova, Ciaran Sugrue, Seaneen Sloan, Jennifer Symonds et Daniel Capistrano. « Becoming ‘brilliant’ : Generationing education and development in rural Sierra Leone ». Childhood 28, no 2 (15 février 2021) : 262–78. http://dx.doi.org/10.1177/0907568220981159.
This paper explores the generationing of education and development in five villages in Northern Sierra Leone. Understood as ‘fields’ governed by power dynamics, we consider how the interactive ‘fields’ of generation, education and development coalesce, re/structuring adult and child ‘being’ and ‘doing’. We explore the tensions that arise between transformation and preservation in the field in light of wider social, cultural and economic change, and the negotiation of the generational contract in contexts of high risk and inter-dependency.
42
Stukát, Karl‐Gustaf. « Educational opportunities for adult disabled persons ». European Journal of Special Needs Education 5, no 3 (octobre 1990) : 165–78. http://dx.doi.org/10.1080/0885625900050301.
Iorio, Jeanne Marie. « Conversation as a Work of Art : Will it Hang in a Museum ? » Contemporary Issues in Early Childhood 9, no 4 (1 janvier 2008) : 297–305. http://dx.doi.org/10.2304/ciec.2008.9.4.297.
Arts are an expectation in early childhood classrooms — traditionally, visual art, music, drama, and movement. The variety of understandings of art and aesthetic experiences shape approaches to arts education, particularly with young children. Attempts to define the aesthetic experience refer to the presence of an object, most commonly a work of art. The object becomes central to the human response within the aesthetic experience. Through the analysis of data documenting conversations between a child and an adult, the author have previously proposed child — adult conversations as aesthetic experiences. In this article, she re-examines excerpts from child—adult conversations from her research, negotiating the possibility of naming child—adult conversation as art, in order to recognise child—adult conversation as an aesthetic experience. This article continues the conversation around thinking of conversation as art, and the art of conversation — an integral component of pedagogy with young children.
44
Mull, Charlotte, Patricia L. Sitlington et Sandra Alper. « Postsecondary Education for Students with Learning Disabilities : A Synthesis of the Literature ». Exceptional Children 68, no 1 (octobre 2001) : 97–118. http://dx.doi.org/10.1177/001440290106800106.
This article is a systematic analysis and synthesis of published research from 1985–2000 recommending or reporting on postsecondary education services for students with learning disabilities. Twenty-six articles met the criteria of recommending services or describing services presently available. The 11 program factors examined were: definition of learning disability, characteristics of adult learners, type of institution, special admission procedures, assessment services, program accommodations, support services, instructional adjustments, instructional staff training, direct service staff training, and program evaluation. Implications and recommendations for postsecondary program development are presented.
45
Kaplan, Matthew, Jeffrie Wagner et Charles Larson. « Child Care/Senior Adult Care Links : Making Them Work ». NHSA Dialog 4, no 3 (septembre 2001) : 384–402. http://dx.doi.org/10.1207/s19309325nhsa0403_3.
Quinones, Gloria, et Annukka Pursi. « Playful qualities of toddling style in adult–child interaction ». European Early Childhood Education Research Journal 28, no 4 (26 juin 2020) : 475–89. http://dx.doi.org/10.1080/1350293x.2020.1783923.
Witts, Paul, et K. Beatrice Gibson. « Satisfaction with an Adult Learning Disability Community Support Team ». Journal of Applied Research in Intellectual Disabilities 10, no 1 (mars 1997) : 41–47. http://dx.doi.org/10.1111/j.1468-3148.1997.tb00004.x.
Saada-Robert, Madelon. « Mitogenetic analysis of adult-child interactions during school writing ». Infancia y Aprendizaje 18, no 72 (janvier 1995) : 95–113. http://dx.doi.org/10.1174/02103709560561177.
McGillivray, Gill. « The role of the adult in early years settings ». International Journal of Early Years Education 23, no 2 (11 février 2013) : 222–23. http://dx.doi.org/10.1080/09669760.2013.768455.
Strain, Phillip S., et Matthew A. Timm. « Remediation and Prevention of Aggression : An Evaluation of the Regional Intervention Program over a Quarter Century ». Behavioral Disorders 26, no 4 (octobre 2001) : 297–313. http://dx.doi.org/10.1177/019874290102600409.
This article presents an overview of the Regional Intervention Program (RIP) and describes ongoing studies to examine the long-term effects of behavioral skill training for parents of preschool children who engaged in severe forms of aggression and antisocial behavior. The results of evaluation studies on RIP clients have shown that (a) the initial intervention experience yields predictable and replicable outcomes for adults and children; (b) outcomes for children and adult clients maintain for periods ranging from 3 to 9 years, based on direct observational assessments in school and home settings; (c) these intermediate follow-up results are strongly influenced by early enrollment in the program, with children who began at the earliest ages experiencing more favorable outcomes; (d) the 3- to 9-year follow-up results for home-based observation are replicable across clients who received treatment from an entirely different intervention staff; (e) adolescent and adult outcomes indicate long-term maintenance of intervention gains; and (f) former adult consumers consider RIP intervention strategies to be highly acceptable.
Vous pouvez également être intéressé par les bibliographies sur le sujet « Education, Adult and Continuing|Education, Educational Psychology|Psychology, Developmental » pour d’autres types de sources :
