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Full-Text Articles in Education
Pedagogy Or Andragogy?: Which Teaching Method Produces Successful Esl Tutoring That Involves Musical Activities?, Julia Cormack
Pedagogy Or Andragogy?: Which Teaching Method Produces Successful Esl Tutoring That Involves Musical Activities?, Julia Cormack
Theses/Capstones/Creative Projects
Considering the connections between music and language, as well as Chi et al.’s (2001) theory, this thesis introduces an original case study investigation: which teaching method, pedagogy or andragogy, will be most effective in one-on-one ESL tutoring sessions that use music as source material? The term pedagogy often describes the art and science of teaching. However, its Greek roots refer to the method of the teacher leading the classroom. Meanwhile, andragogy describes a teaching method where the teacher engages with the students in the learning and leading; Greek for “leader of man,” andragogy most often refers to teaching adults. To …
Self-Directed Learning Practices In Esl: How Beginning Adult Latinx English Language Learners Can Increase Learning Outcomes, Jessica Parisi
Self-Directed Learning Practices In Esl: How Beginning Adult Latinx English Language Learners Can Increase Learning Outcomes, Jessica Parisi
Master's Projects and Capstones
This field project investigates the self-directed learning (SDL) practices that could increase learner outcomes in English language acquisition for beginning adult English language learners (ELLs), and presents on a website designed for the learner, the practices and local resources to engage them. Non-credit English as a second language (ESL) courses in community colleges in the San Francisco Bay Area have high enrollment and low levels of advancement, especially beginning levels. Latinx adult ELLs face unique challenges that contribute to their low rates of advancement, including linguistic isolation, and work and home duties that often prevent learners from attending classes the …
The Effect Of An Adult Esl Project-Based Literacy Training On Teacher Practice, Rachel Lynn Gerner
The Effect Of An Adult Esl Project-Based Literacy Training On Teacher Practice, Rachel Lynn Gerner
Graduate Theses and Dissertations
This case study evaluates the effectiveness of a project-based learning professional development training conducted at a literacy center for nine ESL teachers who are working in a workforce literacy environment. The researcher investigated principles of andragogy in the training and examined whether participants implemented the content of the training in their teaching environments via observation, self-reported answers on a questionnaire, individual interviews, and a focus group. There was no direct follow-up after six weeks of the training. The findings of the study indicate that none of the teachers implemented project-based learning in their teaching environment directly following the professional development …
Factors Affecting Adult Speakers Of Other Languages' (Esol) Enrollment In English For Academic Purposes (Eap) Courses: A Multicase Study, Jacklyn Smith
Theses and Dissertations
This applied dissertation provided insight and identified impediments and obstacles in the areas of educational and societal assimilation, career and monetarist support, and academics to ascertain the effects they have on students transitioning from ESOL classes to EAP courses. Adult non-native speakers have evolved into an important segment of the adult population in the United States. Many Limited English Proficient (LEP) students lack the aptitude as it relates to the English language, often translating into lower wages, higher rates of poverty, and limited upward movement in the workplace. Researchers have identified several factors that may potentially influence the program participants …
Educational Development Needs Of Higher Education Faculty Working With Ells, Kevin Joseph Martin
Educational Development Needs Of Higher Education Faculty Working With Ells, Kevin Joseph Martin
Walden Dissertations and Doctoral Studies
This study was undertaken to examine the educational development (ED) needs of higher education (HE) faculty who have English language learners (ELLs) in their mainstream courses but do not have specialized training in teaching such students. A quantitative approach was used to explore the impact of any existing ED and areas that might need improvement. This study, guided by andragogy, examined the pedagogical needs of these HE faculty. A cross-sectional analysis of online survey data using a multiple analysis of variance (MANOVA) and multiple analysis of covariance (MANCOVA) examined the ED needs and available resources of faculty with respect to …
"Off From Lost": Generation 1 Learners' Transition From Adult Esl To Developmental Education, Emily Kyungjin Suh
"Off From Lost": Generation 1 Learners' Transition From Adult Esl To Developmental Education, Emily Kyungjin Suh
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Immigrant students access community colleges with increasing frequency (Teranishi, Suarez-Orozco, & Suarez-Orozco, 2011); however, the majority of research focuses on Generation 1.5 students who completed K-12 education in the U.S. Generation 1 learners are defined in this study as adult immigrants (Rumbaut, 2004) and adult learners (Knowles, 1970) who began American education in adult ESL. Learners’ unique experiences and social roles motivate their transition to higher education and produce distinct linguistic and cultural needs. Many immigrant students begin in developmental education (Teranishi, Suarez-Orozco, & Suarez-Orozco), which is strongly influenced by the adult learning theory of andragogy (Knowles, 1968). This multiple …