共查询到20条相似文献，搜索用时 234 毫秒
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Joseph C. Chen 《Teaching in Higher Education》2013,18(4):406-418
As the USA experiences rapid growth of nontraditional adult students in higher education, educators and institutions will increasingly need to look beyond the traditional youth-centric educational models to better address adult learning needs. To date, no research has been conducted examining the learning experiences of adult students enrolled in a disciplinary course that was built upon core principles of adult learning. Ten adult students (mean age = 45.4 years), enrolled in an American university with a college dedicated to adult students, were interviewed to assess their learning experiences and felt impact after completing a psychology course created upon adult learning principles. Findings revealed that students progressed through a five-themed model that challenged their pre-existing meaning structures, caused emotional and cognitive disequilibrium, and pushed them toward irrevocable change. 相似文献
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James L. Hoot 《Early Childhood Education Journal》1983,10(3):16-18
At a time when the need for quality programs for preschool children has never been greater, directors and teachers of very young children have witnessed a rapid decrease in food support, classroom assistance, and training. While financial austerity for social programs is likely to continue well into the 80s, better utilization of existing volunteer resources can have a positive impact upon services for children. Perhaps the most untapped yet most powerful volunteer resource for improving programs for young children today is the elderly.James L. Hoot is currently Assistant Professor of Early Childhood Education at North Texas State University. He has been actively involved in intergenerational research, has published widely, and has made numerous presentations concerning involvement of the elderly in child care programs. 相似文献
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《British Journal of Educational Studies》2012,60(2):115-127
Abstract This article argues that Rousseau's endorsement of male domination and his illiberal views of rape, punishment and the education of women have been seriously underestimated by twentieth century commentators who tend to produce expositions of his work that evade, ignore or marginalise this ‘darker side’ of his educational philosophy. 相似文献
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To date a significant share of the European population can be considered at risk of social exclusion. It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in social inclusion after joining adult education programmes. The results of our study show that 46.3% of the participants experience an increase of social inclusion in terms of ‘activation and internalization’ and 41.0% experience an increase in ‘participation and connection’. Results show that foreigners and people who live together experience a higher increase on variables of ‘activation and internalization’ and ‘participation and connection’. Furthermore, results show that learners who received school education at a primary level and have no professional qualification experience a higher increase of social inclusion on a few variables of social inclusion. 相似文献
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E. K. Townsend Coles 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1972,18(1):172-182
Conclusion This article has sought to examine university adult education in a global context and not from the standpoint of any particular national tradition. On two broad fronts the future looks promising. Universities are becoming increasingly involved in the continuing education of the members of the communities they serve, and their main preoccupation seems likely to be focused on work and role-oriented studies. This is not to deny the importance of general cultural provision, an element of adult education which also will assume greater significance as people are able to enjoy more leisure time during their working lives and longer and more secure periods of retirement. The point of debate is simply how far work of this kind is a task for universities or whether it should be the responsibility of other agencies in the community which could, of course, call upon the resources of universities.The second promising area of expansion is in the study and teaching of adult education. The acceptance of adult education as an equal partner of the educational family will accelerate the demand, already being felt in many countries, that those responsible for it must themselves be professionally prepared for their vocation. Clearly a share of this work should be undertaken by universities.
This article was written before the author joined UNESCO in December 1971. The views expressed are entirely his own and do not necessarily coincide with those of UNESCO. 相似文献
Universitäten und Erwachsenenbildung
Les universites et l'education des adultes
This article was written before the author joined UNESCO in December 1971. The views expressed are entirely his own and do not necessarily coincide with those of UNESCO. 相似文献
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K. L. Alesandrini 《Instructional Science》1984,13(1):63-77
Instructional pictures may be classified on the basis of how they convey meaning including classification as representational, analogical, or arbitrary (Gropper, 1963; Knowlton, 1966). Some previous reviews of picture effects have dealt with only the first category of pictures-that is, pictures that are isomorphic with the objects or concepts that they represent (Alesandrini, 1982; Levin and Lesgold, 1978). Other reviews have also considered arbitrary or non-representational pictures such as flowcharts and graphs (Levie and Lentz, 1982; Macdonald-Ross, 1977a). This article discusses research on all three types of pictures and considers how each type may play a crucial, yet different, role in the learning process. The focus is on picture effects in adult meaningful learning such as concept learning, learning from prose materials, and learning from expository text. 相似文献
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李辉 《湖北大学成人教育学院学报》2004,22(5):23-25
成人教学原则是成人教学论的重要组成部分，对提高成人教学质量，改善成人教学活动，实现成人教学目的具有特殊的指导意义。本文旨在对我国成人教学原则研究作一番简单梳理，以便发现其中存在的问题并提出建设性意见。 相似文献
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Larissa Jõgi Katrin Karu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):421-441
Adult Education has many values, including experiences and co-operation among people, and the fact that adult education is full of stories from adult educators, which can help to understand trends in the past and developments in the present. Established in 1991 as part of a more general regional cooperation among five Nordic and three Baltic countries (NB8), Nordic-Baltic cooperation in adult education has been mutually enriching and has resulted in the growth of a professional network. The cooperation has led participants through a time of new sources of values, knowledge and contacts, socialisation and transformation, inspiration and challenges, which has influenced their experiences and professional identities. This paper is based on the results of a study entitled “Nordic-Baltic cooperation in adult education: Experience and stories” and focuses on the experiences and professional identities of two generations of Estonian adult educators. The empirical data for the study were collected using narrative-biographical interviews. The paper discusses two research questions: (1) What is the perception and influence of experiences for adult educators? and (2) How have their experiences influenced the professional identity of adult educators? 相似文献
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论成人教育文化之脆弱--新世纪对成人教育的反思 总被引：5，自引：1，他引：5
高志敏 《河北师范大学学报(教育科学版)》2002,4(1):5-11
成人教育长期以来步履维艰，世纪之交又面临“想要”和“不想要”的十字路口，原因可以归于成人教育文化的脆弱。 相似文献
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王霞 《河北师范大学学报(教育科学版)》2006,8(5):112-114
现象学哲学理论颇具方法论的意味,它使社会人文科学研究范式在19世纪实证主义盛行的情况下发生了重要转向。成人教育研究不可忽视这一具有方法论意义的哲学思想,其对成人教育研究“研究什么?”“怎样研究?”“成人教育研究者的成长”以及成人教育研究的基本问题有着重要的启示。 相似文献
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An adult creativity survey, the Preference Inventory (PI), was based upon the assumptions that creatively productive persons, more than the average, mentally examine and play with ideas. Such people also are very curious, strong in needs to create, and are highly original. Scores on the PI were significantly correlated with scores on the Sounds and Images test, ratings of art and writing samples, and an objectively scored Statement of Past Creative Activities (SPCA). The SPCA was considered the most reasonable validating criterion. A regression analysis showed that different patterns of PI subscales were the best predictors of different criterion measures. 相似文献
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Towards understanding adult distance learners 总被引：2，自引：2，他引：0
We are all aware that adults who return to study at a distance may approach their studies in very different ways. The reasons for such differences, and their relation to students' personal contexts, are not well understood. In this paper, Mavis Kelly of the School of External Studies and Continuing Education, University of Queensland, and Margaret Shapcott of the Distance Education Unit, Deakin University, present some of their findings from research into this area. Analysing interviews with external students of the University of Queensland, at two distinct levels, has enabled them to identify both attitudes to study common to all those interviewed and two basic kinds of study orientation. These differences are closely related to the students' personal background and experiences. 相似文献
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John Mclntyre 《Studies in Continuing Education》2013,35(2):80-97
Those who see research as structured by ‘paradigms’ of inquiry are often unclear about the precise nature of these paradigms due to the complexity of the concept. It is argued that there are competing understandings of paradigm, not simply different substantive paradigms. A ‘strong’ or socio‐historical account associated with Kuhn's work is contrasted with a ‘weak’ or philosophical account of paradigm that has become influential in educational circles. This analysis is applied to adult education as an academic field, which in terms of the ‘strong’ account of paradigm is not a unified scholarly enterprise but one animated by divergent, institutionalised research traditions. Three traditions are discussed in detail: participation studies, adult learning theory and participatory research. It is concluded that the field will be advanced by recognising the paradigmatic depth of its scholarly conflicts, and relating these differences to developments in other fields of human inquiry. 相似文献
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Visual persistence was investigated in adults with and without dyslexia in order to determine whether the adults with dyslexia demonstrate problems similar to those found in childhood dyslexia. Using a temporal separation threshold measure and procedures derived from signal detection theory, sensitivity to sequentially presented form information was determined for the two types of adults. The results showed that the sensitivity of the adults with dyslexia was impaired relative to that of the nondisabled adults when parts of a test stimulus were presented to adjacent retinal areas. This result suggests that, under certain conditions, visual persistence is longer for adults with dyslexia. The results are discussed within the context of a recent theory of dyslexia (Lovegrove, Martin & Slaghuis, 1986) that incorporates the operation of sustained and transient visual mechanisms. 相似文献