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Articles 1 - 15 of 15
Full-Text Articles in Education
Andragogy: A Theory In Practice In Higher Education, Abeni El-Amin Ph.D.
Andragogy: A Theory In Practice In Higher Education, Abeni El-Amin Ph.D.
Management Faculty Publications
Adult learning principles develop through an analysis and synthesis of adult education, andragogy, teaching, and learning in higher education. This research investigates foundational assumptions relevant to the field of adult education with a focus on andragogy in higher education. Characteristics of adult learners and principles of adult learning in higher education bear focus through the lens of andragogy. As such, andragogy as the preferred learning style of adults, andragogy vs. pedagogy, and cognitive learning develop relational significance to adult learners in higher education. As a result, the implications of linking learning styles and reflections of andragogy as a learning style …
Understanding Teacher Experience With Instructional Coaching To Inform Program Improvement Reflecting The Principles Of Adult Learning Theory: A Mixed Method Case Study, Shay Reitz
Graduate Theses & Dissertations
Instructional Coaching (IC) is a strand of Professional Development (PD) during which an instructional coach provides individualized support and feedback to teachers, focused on instruction, generally within the context of the teacher’s classroom (Kraft et al., 2018). This fully integrated mixed method case study examined teacher experience with IC in order to understand which operational and emotional components of IC had the greatest perceived impact, in order to inform program improvement. Adult learning theory served as the conceptual framework for this study; the process of teaching adults is known as andragogy (Knowles, 1980). Andragogy indicates that teaching adults in a …
The Relationship Between Sense Of Community And Self-Efficacy Among Senior Citizen Students, Matthew Joseph Pranger
The Relationship Between Sense Of Community And Self-Efficacy Among Senior Citizen Students, Matthew Joseph Pranger
Doctoral Dissertations and Projects
Older adult students are at risk academically. The senior citizen population and average life expectancy are increasing globally, which results in an increased number of adults returning to school later in life. Sense of community is related to academic engagement, achievement, interactivity, and retention. Self-efficacy is related to motivation, learning, and academic performance. One gap in the literature is the relationship between sense of community and self-efficacy for senior citizen students. The purpose of this quantitative, correlational study is to determine if there is a relationship between sense of community and self-efficacy among senior citizens recently enrolled in a college-level …
Art Education For Older Adults: Rationale, Issues And Strategies, Melanie G. Davenport, Pamela H. Lawton, Marjorie Manifold
Art Education For Older Adults: Rationale, Issues And Strategies, Melanie G. Davenport, Pamela H. Lawton, Marjorie Manifold
International Journal of Lifelong Learning in Art Education
The authors assert that not only can older adults benefit from engaging in art education, but that art education can benefit from engaging with older adults.
Rationale, issues and strategies of facilitating art education for older adults is described through several vignettes.
A Qualitative Investigation Of Andragogy In Adult Bible Classes In Lutheran Church — Missouri Synod Congregations In St. Louis, Peter Luther Jurchen
A Qualitative Investigation Of Andragogy In Adult Bible Classes In Lutheran Church — Missouri Synod Congregations In St. Louis, Peter Luther Jurchen
Dissertations
This qualitative study explored what changes, if any, would occur in Lutheran Church–Missouri Synod (LCMS) Bible classes after pastors participated in training that focused on implementing andragogical teaching methods in their Bible classes. The researcher sought to examine Andragogy in its relationship to adult Christian education, specifically in Sunday adult Bible classes. Also, in order to better understand the impact of andragogy in the specific contexts of the study, the researcher investigated the relationship between andragogical principles and LCMS doctrinal positions. Andragogical principles used in this study were derived, broadly conceived, from Malcomb Knowles’s Six Assumptions and Eight Processes of …
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 …
A Theoretical Perspective Of Culturally Responsive Andragogy For International English Learners In American Higher Education Institutions, Marcia P. Livingston-Galloway, Janet George
A Theoretical Perspective Of Culturally Responsive Andragogy For International English Learners In American Higher Education Institutions, Marcia P. Livingston-Galloway, Janet George
Journal of the Scholarship of Teaching and Learning for Christians in Higher Education
“Higher education institutions throughout the United States and other countries are experiencing signifi cant increases in the number of international students enrolled at their campuses” (Washburn & Hargis, 2017, p. 2). However, the rate of growth for this cohort of culturally, linguistically, economically, and ethnically diverse (CLEED) students exceeds the rate of faculty preparation and capacity to effectively serve their needs. Statistical evidence corroborates the view of Enright (2011) and others that today’s diverse student body is now “the ‘new mainstream’ of the 21st century classroom” (p. 80). Research in the last two decades points to a real need for …
Teaching Perspectives Of Faculty Members At Arab Universities: Andragogy And Islamic Humanism, Layla Goushey
Teaching Perspectives Of Faculty Members At Arab Universities: Andragogy And Islamic Humanism, Layla Goushey
Dissertations
Cultural differences exist between Western perspectives on humanistic teaching methods and methods developed during the past 100 years in the Arab region based on English and French colonialist systems. Political structures and economic challenges in the region uphold the rigid societal and security structures that limit faculty governance and academic freedom, which impacts teaching and learning perspectives. This study utilized basic qualitative design methods based in constructivist grounded theory. Questionnaires, surveys, and email interviews that invited open-ended, explanatory, and descriptive answers were central to this work. Taking an observer’s approach to this study, I analyzed survey responses of Arab university …
Examining Effective Teacher Practices In Higher Education, Toni Marie Paoletta
Examining Effective Teacher Practices In Higher Education, Toni Marie Paoletta
ETD Archive
Today, contingent faculty members hold the largest percentage of teaching positions in higher education in the United States yet very few receive any pedagogical or andragogic training prior to teaching. Studies have found there is a level of concern regarding the quality of instruction provided by contingent faculty and instructor rank has been linked to grade inflation. Some universities claim close to 90% of all college students receive inflated grades and this grade inflation is negatively impacting subsequent course performance (Fagan-Wilen, Springer, Ambrosino, & White, 2006; Robinson & Hope, 2012; Sonner, 2010). Contingent faculty members are mainly hired due to …
Student Satisfaction And Educational Experience With Collaborative Learning Teams, Jacquelyn Lee Jenkins
Student Satisfaction And Educational Experience With Collaborative Learning Teams, Jacquelyn Lee Jenkins
Walden Dissertations and Doctoral Studies
AbstractThe use of collaborative learning teams is successful at many traditional higher education institutions. However, the use of collaborative learning teams at 3 University X campuses was noted as a source of frustration for students and may affect student satisfaction. Lower satisfaction rates equate to lower rates of success, graduation, referrals, and retention. The purpose of this study was to explore student satisfaction with the use of collaborative learning teams and how learning teams affect students' educational experiences at University X. Vygotsky's social learning theory and Astin's theory of student involvement framed the study. The mixed-method design included a quantitative …
Professional Learning Communities In An Elementary School: Teacher Perceptions, Implementation, And Impacts, Michael Garvin
Professional Learning Communities In An Elementary School: Teacher Perceptions, Implementation, And Impacts, Michael Garvin
West Chester University Doctoral Projects
The Every Student Succeeds Act (2015), signed into law by President Obama, reauthorized the elementary and secondary education act for K-12 students across the nation. A main component of ESSA resides with the professional development of teachers and administrators. The definition of teacher professional development by Learning Forward (2017) involves a sustained professional learning community (PLC) which is collaborative, intensive, job-embedded, and data driven. The idea of PLCs as a means of teacher professional development is the current popular trend amongst K-12 education (DuFour, 2004). PLCs are creating opportunities for teachers to collaborate regarding many aspects of the education profession. …
Lecture Versus Collaborative Learning Methods In Community College Classrooms, Gwendolyn A. Vaughn
Lecture Versus Collaborative Learning Methods In Community College Classrooms, Gwendolyn A. Vaughn
Walden Dissertations and Doctoral Studies
Abstract
Educational scholars have recommended using collaborative learning in higher education classrooms to improve the learning outcomes of community college students. The problem is that many community college instructors continue to use traditional lecture methods, which might be due to instructors not being convinced of the merits of collaborative learning. The purpose of this quasi-experimental, causal-comparative, repeated measures, research study was to examine the difference between pre- and posttest change scores on the Personal Community Health assessment of students who were taught with the collaborative method and students who were taught with the lecture method. The theoretical foundation for this …
Lecture Versus Collaborative Learning Methods In Community College Classrooms, Gwendolyn A. Vaughn
Lecture Versus Collaborative Learning Methods In Community College Classrooms, Gwendolyn A. Vaughn
Walden Dissertations and Doctoral Studies
Abstract
Educational scholars have recommended using collaborative learning in higher education classrooms to improve the learning outcomes of community college students. The problem is that many community college instructors continue to use traditional lecture methods, which might be due to instructors not being convinced of the merits of collaborative learning. The purpose of this quasi-experimental, causal-comparative, repeated measures, research study was to examine the difference between pre- and posttest change scores on the Personal Community Health assessment of students who were taught with the collaborative method and students who were taught with the lecture method. The theoretical foundation for this …
Experiences And Perceptions Of Instructional Lead Teachers On Improving Teacher Quality, Maryam Thomas
Experiences And Perceptions Of Instructional Lead Teachers On Improving Teacher Quality, Maryam Thomas
Walden Dissertations and Doctoral Studies
Research suggests that instructional coaching enhances a teacher’s instructional quality thereby improving students’ chances for academic success. Instructional Lead Teachers (ILTs) are positioned within a Northeastern school district to improve instructional quality via a coaching paradigm; however, it is unclear how ILTs influence teachers’ instructional practices. The purpose of this bounded multisite qualitative case study was to explore the perspectives of ILTs regarding their instructional support responsibilities and practices in improving instructional quality. Grounded in Bandura’s social cognitive theory, the research questions addressed ILT perspectives of their influence on teachers’ instructional practices and identified supports ILTs need to increase their …
Case Study Of A Principal-Directed Mentorship Program For Untrained Primary School Teachers, Joycelyn Archibald Pennyfeather
Case Study Of A Principal-Directed Mentorship Program For Untrained Primary School Teachers, Joycelyn Archibald Pennyfeather
Walden Dissertations and Doctoral Studies
Issues relating to teacher quality are being discussed internationally. Locally, teachers in St. Kitts and Nevis are hired to teach without any formal training, resulting in poor quality teaching. The problem studied was the poor-quality performance of first-year teachers in a rural primary school of St. Kitts and Nevis. One school principal introduced a mentoring program in an effort to improve teacher quality. The purpose of this study was to explore educators’ perceptions of the implementation of that principal-directed mentoring program and make suggestions for its improvement. Guided by Chinnasamy’s concept of mentoring as andragogy in action, this study examined …