Current Search: Adult education (x)
View All Items
Pages
- Title
- Development of a predictive model for faculty integration of technology in higher education.
- Creator
- Hargrove, Debra L., Florida Atlantic University, Guglielmino, Lucy M.
- Abstract/Description
-
The purpose of this research project was to develop a predictive model for faculty integration of technology in higher education, specifically among faculty who are members of the Commission of Professors of Adult Education. The variables included both those that the educational institution could affect, such as technical support, release time, tenure and promotion opportunities, and personal variables of faculty, such as computer self-efficacy, attitudes towards computers and perceived...
Show moreThe purpose of this research project was to develop a predictive model for faculty integration of technology in higher education, specifically among faculty who are members of the Commission of Professors of Adult Education. The variables included both those that the educational institution could affect, such as technical support, release time, tenure and promotion opportunities, and personal variables of faculty, such as computer self-efficacy, attitudes towards computers and perceived institutional support. Three hundred and eighty-nine (389) surveys were mailed to the sample participants. One hundred and twenty-four (124) were returned completed, thirty-six were returned undeliverable and seven were deemed unusable, for a return rate of 33.14%. The survey used in this study, the "Instructional Technology Integration Assessment" was adapted from the Computer Self Efficacy Scale (CSE), developed by Murphey and others (1988) and the Middle Tennessee State University Survey developed by Lea, Brace and Roberts (1998). Multiple regression was performed, using the Statistical Package for the Social Sciences (SPSS) to determine which of the variables showed a stronger influence on the dependent variable. Integration of technology significantly correlated with five of the variables: Job Satisfaction (.403, p < .001); Quality of My Instruction (.422, p < .001); Tenure and Promotion Opportunities (.240, p < .05); and the Impact of Technology on the Depth and Breadth of Content and Student Participation (.347, p < .001). Years Teaching in Higher Education was negatively correlated with Integration (-.185, p < .05). With a multiple regression correlation coefficient (R) of .550, the squared multiple correlation coefficient (R2) resulted in .303. Thirty percent (30%) of the variance in integration could be accounted for by the predictor variables. Analysis of responses to open-ended questions revealed three main themes in regards to barriers and incentives for technology integration: psycho/social barriers, student readiness barriers and institutional barriers. Suggestions for future research included adding variables such as learning style, teaching style and fear of change to the overall survey.
Show less - Date Issued
- 2000
- PURL
- http://purl.flvc.org/fcla/dt/12633
- Subject Headings
- Educational technology, Adult education teachers, Information technology, Education, Higher--Data processing
- Format
- Document (PDF)
- Title
- Adult Learner Success in Accelerated Associate Degree Programs at a Regionally Accredited Multi-Campus Proprietary Institution.
- Creator
- Kreitner, David J., Floyd, Deborah L., Florida Atlantic University
- Abstract/Description
-
The advent of the global knowledge economy and changing demographics have pressured the American postsecondary system to develop flexible alternative educational opportunities for adult learners. One of the most widespread institutional responses has been the development of accelerated courses and degree programs. Accelerated degree programs offer educational opportunities in time frames of less duration than the traditional semester or quarter formats. Concerns for maintaining educational...
Show moreThe advent of the global knowledge economy and changing demographics have pressured the American postsecondary system to develop flexible alternative educational opportunities for adult learners. One of the most widespread institutional responses has been the development of accelerated courses and degree programs. Accelerated degree programs offer educational opportunities in time frames of less duration than the traditional semester or quarter formats. Concerns for maintaining educational quality make it imperative to develop best practices for the effective design of time-intensive curricula. The study found a strong correlation between student experiences rated in terms of Donaldson's and Graham's principles and perceptions of the relevance and applicability of their learning in their "lifeworlds." No significant correlation was found with GP A. Additionally, no significant correlation was found between perceived success in learning and final GP A. The graduates of associate degree programs at a regionally accredited multicampus proprietary institution in Florida comprised the study sample.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000673
- Subject Headings
- Educational acceleration--Florida, Educational change--Design and implementation, Continuing education--Florida--Administration, Adult education--Planning
- Format
- Document (PDF)
- Title
- Perceptions of Characteristics Contributing to Success in Two University-Based Programs Designed for Adults of Retirement Age.
- Creator
- Chairman, Rachelle, Acker-Hocevar, Michele A., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to identify characteristics and practices, related values, and the processing of stakeholders ' voices in two educational programs for older adults that are perceived as effective by their stakeholders. This purpose was motivated by the researcher's desire to provide useful information to program leaders and institutional leaders in the field of older adult education. The information is presented for leaders who are building new educational events and integrating...
Show moreThe purpose of this study was to identify characteristics and practices, related values, and the processing of stakeholders ' voices in two educational programs for older adults that are perceived as effective by their stakeholders. This purpose was motivated by the researcher's desire to provide useful information to program leaders and institutional leaders in the field of older adult education. The information is presented for leaders who are building new educational events and integrating them into their organizations. The research was conducted at two sites at Florida Atlantic University: the Lifelong Learning Society at the Jupiter campus and the Memory and Wellness Center at the Boca Raton campus. The voices in this text belong to practitioners, theoreticians, and attendees- all learners as well as contributors. The researcher's face-to-face interviews, group discussions, and observations disclosed four meta themes: (a) envisioning, creating, and establishing the learning environment; (b) program characteristics, (c) fostering persistent participation, and (d) leaders' roles and responsibilities. These themes encompassed both sites while illustrating inherently unique aspects of each program. The setting at each site was comprised of three distinct aspects -physical, affective, and activity- and each uniquely contributed to program success. Although each setting and program had its own reasons and methods for stimulating cognitive functioning, they shared the assumption that wellness and learning are related. Leaders of both programs displayed four foundational qualities: respect, kindness, encouragement, and flexibility. Each of these characteristics fostered strong positive relationships with attendees and partnerships that promote learning among colleagues. These examples of successful leadership suggested several guidelines for front line practitioners. Among these were building expertise in market awareness, fund raising, a wide communication repertoire, and the critical ability of establishing a cadre of program supporters within and beyond the organization. Recommendations for higher-level leaders included attending to core institutional values, community connections, open communication, inclusion of new team members, and the value of listening to everyone's ideas. Factors that advanced the establishment of educational programs for older adults include their growing numbers, assertive voices, and value to host institutions. This study raises the question: in what ways do these formal, communal learning events contribute to follow-up independent learning?
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000658
- Subject Headings
- Older people--Education--United States, Adult education
- Format
- Document (PDF)
- Title
- Barriers to participation in adult education as perceived by African-Americans and others.
- Creator
- Cummings, John Henry, Jr., Florida Atlantic University, MacKenzie, Donald G.
- Abstract/Description
-
African-American adults have been often studied and categorized, historically, as having low educational achievement. Further, they have not been attending educational offerings available to them to the same extent as other U.S. ethnic groups. This exists despite their needs and not withstanding the fact that such participation stands to greatly increase and enhance their life styles and livelihoods. One reason minority adults (and the many other adults in the general population who do not...
Show moreAfrican-American adults have been often studied and categorized, historically, as having low educational achievement. Further, they have not been attending educational offerings available to them to the same extent as other U.S. ethnic groups. This exists despite their needs and not withstanding the fact that such participation stands to greatly increase and enhance their life styles and livelihoods. One reason minority adults (and the many other adults in the general population who do not participate in educational offerings) do not participate can be traced to their perceptions of barriers to attendance. Thomas G. Darkenwald and others conducted research on this concern through the development and use of an original deterrents-to-participation scale (DPS) that was later refined (DPS-G) to identify six barriers to general adult participation in education. DPS-G, as a scale, has been used successfully by many succeeding individuals and groups in similar studies. This study used Darkenwald and Valentine's ALQ instrument, which employed their DPS-G and added demographic questions, to survey a group of Orange County, Florida African-Americans and others. Data obtained supported and provided further verification of validity and reliability of the Darkenwald and Valentine identified factors and procedure. Six hypothesis are incorporated that address the attitudinal differences between African-American adults and others concerning the Darkenwald and Valentine factors. Results showed that the African-Americans expressed stronger concerns for each of the six factors, namely: (a) lack of confidence, (b) lack of course relevance, (c) time constraints, (d) low personal priority, (e) cost factor, and (f) low personal priority. Further, the study showed that African-Americans responded more cohesively and stronger on each and every factor category than did their fellow non-Black others. Study results can be used in further research about minorities' perception of barriers to participation in adult education. Resulting information can also be used in the planning and delivery of adult education programs that attempt to ameliorate or eliminate such barriers to participation in adult education.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12438
- Subject Headings
- Adult learning, People with social disabilities--Education, African Americans--Education
- Format
- Document (PDF)
- Title
- Historians of 19th Century Baseball: Exploring Their Experiences Regarding Their Avocation.
- Creator
- Berstler, Wade, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of...
Show moreThe following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of adult self-directed learners who produce the seminal work in their field as an avocation. The findings of this study included, but are not limited to, the passionate approach the study group members have for their subject matter, their love of learning, and the self-directedness of nonformally trained research historians using baseball as an adult learning tool. The findings also revealed the group members belief in the academic worthiness of baseball history, and their willingness to share their work with others to advance the field.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004648
- Subject Headings
- Adult learning, Baseball -- United States -- History -- 19th century, Educational leadership, Experiential learning, Learning, Psychology of, Motivation in adult education, Transformational leadership
- Format
- Document (PDF)
- Title
- Media literacy as civics education in the age of globalization: toward a model for critical global media literacy.
- Creator
- Nam, Siho, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
- Date Issued
- 2009-01-30
- PURL
- http://purl.flvc.org/fau/fd/FADT186467p
- Subject Headings
- Communication -- Political aspects, Adult education -- United States, Information society -- Political aspects
- Format
- Set of related objects
- Title
- An American way to talk: forums as civic education in the 1930s.
- Creator
- Keith, William, Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
- Date Issued
- 2009-01-30
- PURL
- http://purl.flvc.org/fau/fd/FADT186663p
- Subject Headings
- Civics -- Study and teaching -- United States, Adult education -- United States, Political socialization -- United States
- Format
- Set of related objects
- Title
- ASSESSING THE EDUCATIONALLY RELATED NEEDS OF ADULTS: A PRACTICAL, LOW COST APPROACH BY A COMMUNITY COLLEGE IN COOPERATION WITH THE PUBLIC SCHOOL SYSTEM.
- Creator
- GRADY, SANDRA COLE., Florida Atlantic University, Wiegman, Robert R., MacKenzie, Donald G.
- Abstract/Description
-
The purpose of this study was to develop and test a practical, low cost approach to the needs assessment process, that would produce data to assist in planning programs and services for adults living in a newly established service area of a community college. Designed to encourage agency participation, the assessment was conducted in cooperation with Broward County's community college, and public school system. Methodology: A trained team of 25 community college and public school employees,...
Show moreThe purpose of this study was to develop and test a practical, low cost approach to the needs assessment process, that would produce data to assist in planning programs and services for adults living in a newly established service area of a community college. Designed to encourage agency participation, the assessment was conducted in cooperation with Broward County's community college, and public school system. Methodology: A trained team of 25 community college and public school employees, and volunteers from the community completed the survey process within a two-week period. Respondents were interviewed by telephone, through the use of a questionnaire form designed to enable interviewers to: (1) read questions and record responses with speed and ease, and (2) code directly for data processing. Supportive materials were developed to assist the survey team. Results: The 385 survey interviews were most often conducted on weekdays, 5 P.M. to 9 P.M., with half (50.9 percent) of the respondents indicating educational interests and preferences. Selected data were presented by frequency distribution percentages, and cross-tabulations, according to five required information areas: 1. Personal Background Information. The sex and race of respondents were pre-determined according to quota sampling criteria. The age composition was comparable to data from 1970 U.S. Census Bureau reports, with the exception of the 60 and over age category which represented a 10 percent increase, or 36.9 percent of all respondents. 2. Current Occupational and Educational Status. Of those persons employed (46.5 percent), the services and retail trade areas were most evident. Over half the adults (53.5 percent), were not employed, and consisted primarily of retired persons and housewives. 3. Educational Program Interest and Goals. Interest centered in the non-credit, continuing education program area (29.6 percent), with emphasis on cultural enrichment, recreation and leisure time, or two-year college transfer program (10.9 percent) in the areas of liberal arts, law, art, and engineering. 4. Preferred Conditions for Learning. Respondents preferred programs and services that employed a lecture or group discussion method held in the morning, 9 A.M. to noon, or evening, 5 P.M. to 9 P.M., for two hours, twice a week, for eight weeks, at a community college, or an adult or vocational center. 5. Perceived Barriers to Programs and Services. Nearly four out of ten adults reported barriers. The most significant problems expressed were job responsibilities, lack of time, child care, poor health, and lack of transportation.
Show less - Date Issued
- 1978
- PURL
- http://purl.flvc.org/fcla/dt/11709
- Subject Headings
- Community and college--Florida--Broward County, Adult education--Florida--Broward County, Broward Community College
- Format
- Document (PDF)
- Title
- Educational philosophies and teaching styles of University of Florida Cooperative Extension agents.
- Creator
- Williams, Brenda Cunningham., Florida Atlantic University, Kussrow, Paul G., Morris, John D.
- Abstract/Description
-
This study investigated the philosophies of adult education and teaching styles as self-assessed by the Florida Cooperative Extension county-based agents. The Philosophy of Adult Education Inventory(c) (PAEI) was used to identify philosophic orientations and the Principles of Adult Learning Scale (PALS) was used to measure teaching style preference as either teacher-centered or learner-centered. Responses to the census survey were received from 217 agents in the six program areas: agriculture...
Show moreThis study investigated the philosophies of adult education and teaching styles as self-assessed by the Florida Cooperative Extension county-based agents. The Philosophy of Adult Education Inventory(c) (PAEI) was used to identify philosophic orientations and the Principles of Adult Learning Scale (PALS) was used to measure teaching style preference as either teacher-centered or learner-centered. Responses to the census survey were received from 217 agents in the six program areas: agriculture (101), family and consumer sciences (56), 4-H and youth development (50), natural resources (6), sea grant (2), and energy (2). The response rate was 69.11 percent. Program area, with its six discrete categories, was the independent variable while the scores from the PAEI(c) and the PALS instruments were the dependent variables. One-way analyses of variance were preformed to determine differences among the program area groups in their adherence to philosophies on the PAEI (c) and scores obtained on the PALS. Analyses revealed that the progressive philosophy was preferred by all groups and that there were significant (p < .05) differences between the program areas and their adherence to the five philosophies. The family and consumer sciences program area had a significantly higher mean score for both the behavioral and progressive philosophies than did 4-H and youth development area. The program area of 4-H had a significantly higher mean than did agriculture for the humanistic philosophy. The total mean scores on the PALS by program area were: agriculture (135.4604); family and consumer sciences (139.3304); 4-H and youth development (136.7100); and the combined areas of natural resources, sea grant, and energy (144.2000). One significant difference was found between the higher mean score of the family and consumer sciences group and that of the agriculture group on factor 3 (relating to experience). Correlations were calculated for the PAEI(c) and PALS cumulative scores plus the factor scores across the three program areas of agriculture, family and consumer sciences, and 4-H and youth development. Though there were individual, significant correlations found between philosophies and scores on the PALS factors, they could not meet the criteria necessary for significance when the per cell alpha level was estimated in order not to exceed the total alpha level of .05 when dealing with multiple hypotheses.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/12609
- Subject Headings
- Florida Cooperative Extension Service, Agricultural extension workers--Florida--Attitudes, Adult education
- Format
- Document (PDF)
- Title
- Adult Learners’ Preferred Methods of Learning Preventative Heart Disease Care.
- Creator
- Alavi, Nasim, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to investigate the preferred method of learning about heart disease by adult learners. This research study also investigated if there was a statistically significant difference between race/ethnicity, age, and gender of adult learners and their preferred method of learning preventative heart disease care. This research study further explored the effectiveness of adult education on reducing or preventing serious, life-threatening heart disease, including heart...
Show moreThe purpose of this study was to investigate the preferred method of learning about heart disease by adult learners. This research study also investigated if there was a statistically significant difference between race/ethnicity, age, and gender of adult learners and their preferred method of learning preventative heart disease care. This research study further explored the effectiveness of adult education on reducing or preventing serious, life-threatening heart disease, including heart attack. This research is of significant importance as the adult population and age in many developed countries is increasing. It was anticipated that the study would unearth the effectiveness of various educational methods of providing information to adult learners to inform them how to prevent heart attacks. For this quantitative investigation, participants were limited to students enrolled in at least one college course (three credit hours) at the Florida Atlantic University Boca Raton campus who were 25 years of age or older. During the course of this study, three methods of learning; formal, informal, and non-formal, as well as two delivery methods; online and traditional, were evaluated. Over one third of the study’s participants (35%) preferred to receive healthrelated information via email (35%). This major finding was statistically significant (x² (6) = 82.171; p < .001). Further, statistically significant findings were manifest for study participants for omnibus age grouping and in the 25-35 years of age grouping, for those who were White and Hispanic by ethnic background, and for both females and males participating in this study. The results of this research may assist health department administrators in utilizing varying methods for distributing health information, keeping the preferred knowledge acquisition method of students on college and university campuses especially in mind.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004740, http://purl.flvc.org/fau/fd/FA00004740
- Subject Headings
- Health behavior., Health attitudes., Adult education., Health education., Health--Information services., Medicine, Preventive--Information services.
- Format
- Document (PDF)
- Title
- Investigation of factors affecting completion of distance-learning courses at a community college for a seven-year period.
- Creator
- Johnson, Jacquelyn A., Florida Atlantic University, Bryan, Valerie
- Abstract/Description
-
This research study investigated factors affecting completion of distance-learning courses at a south Florida community college by analyzing pre-existing and newly collected data on distance-learning students for a seven-year period (1997-2004). Distance-learning instructors were also included in the study. The investigation focused on three distance-learning methodologies---telecourse, live interactive television, and Internet. The study attempted to determine relationship between completion...
Show moreThis research study investigated factors affecting completion of distance-learning courses at a south Florida community college by analyzing pre-existing and newly collected data on distance-learning students for a seven-year period (1997-2004). Distance-learning instructors were also included in the study. The investigation focused on three distance-learning methodologies---telecourse, live interactive television, and Internet. The study attempted to determine relationship between completion and the variables of gender, age, ethnicity, and degree-seeking status for students; differences in completion rates for students using the different methodologies; level of students' self-directed learning readiness; level of instructor involvement; and level of student and instructor satisfaction. Subjects of the samples of study included 5,004 distance-learning students and 88 distance-learning instructors of a community college located in south Florida. Analysis of pre-existing data resulted in findings concerning gender, ethnicity, age, and degree-seeking status. Findings revealed no significant relationship between gender and completion, by modality or for the overall group, but findings did indicate some significant relationships (though weak because of very small effect sizes) in analyses of other demographic variables. White students tended to be equally completers and non-completers whereas non-whites tended to be non-completers. Findings also showed significant positive correlations between age and completion: As age increased, completion rates increased. Results further revealed a significant relationship between degree-seeking status and completion. More than half of the degree-seeking students tended to complete their courses; fewer than half of the non-degree seeking students tended complete. Also, Learning Preference Assessment statistical results showed no significant relationship between completer status and self-directed learning readiness. Another factor of the study, the level of student satisfaction with distance learning modalities, was inconclusive. The study also included instructor involvement and instructor satisfaction with distance-learning modalities. Findings revealed that, overall, most instructors did not schedule additional time (time not institutionally mandated) to meet or chat with their students but did require students to use specified support services, such as the library and the Center for Personalized Instruction (CPI). A final segment of the survey indicated little difference in instructor satisfaction with an individual distance-learning modality and little difference in satisfaction in comparison to other modalities.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12188
- Subject Headings
- Adult education, Education, Higher--Effect of technological innovations on--United States, Distance education--United States, Community colleges--Curricula--Florida
- Format
- Document (PDF)
- Title
- In Their Own Words: Older Adults' Perceptions of Effective and Ineffective Learning Experiences.
- Creator
- Duay, Deborah L., Bryan, Valerie, Florida Atlantic University
- Abstract/Description
-
The percentage of older adults in the American population is expected to increase from about 12% now to 22% by the year 2030 (Eisen, 2005). Educators can play an important role in managing the effec.,ts of this demographic shift by designing learning opportunities that increase older adults' motivation to participate and their ability to learn. Because older adults themselves can otTer important insights on what helps and hinders their learning, the purpose of this study was to explore the...
Show moreThe percentage of older adults in the American population is expected to increase from about 12% now to 22% by the year 2030 (Eisen, 2005). Educators can play an important role in managing the effec.,ts of this demographic shift by designing learning opportunities that increase older adults' motivation to participate and their ability to learn. Because older adults themselves can otTer important insights on what helps and hinders their learning, the purpose of this study was to explore the perceptions of adults over age 64 residing in a large metropolitan area in the southeastern United States on effective and ineffective learning experiences. Utilizing a qualitative design, the researcher interviewed 36 older adults involved in learning experiences at three distinct sites. Data were also collected through observations and document analysis. Five research questions were answered with the following four findings: 1) effective learning experiences are involving, 2) the instructor is a key component in the classroom, 3) familiar or relevant topics are interesting, and 4) the computer and the Internet are both loved and hated. The participants in this study value learning experiences that involve them in the classroom and keep them involved in the world. They enjoy asking questions, discussing ideas, and learning with friends and family members in environments free from the pressures of mandatory assignments and tests. They seek instructors who are knowledgeable about the subject, clear and understandable in their presentation, respectful of their experience, and effective at grabbing their attention through enthusiasm, humor, and relevant stories. When they discover effective instructors, they tend to take classes with them over and over again. However. when instructors' abilities are unknown, they look for learning experiences that will either expand their knowledge abcut something familiar or teach them something that will have some relevance in their lives. Finally, these seniors enjoy the convenience of accessing a wealth of information using computers and the Internet. Yet, they also experience considerable frustration in learning computer tasks and dealing with computer problems. Reommendations are provided for designing, marketing, and delivering quality learning experiences for senior adults.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000663
- Subject Headings
- Continuing education, Learning, Psychology of, Adult learning, Experiential learning, Self-actualization (Psychology) in old age--United States
- Format
- Document (PDF)
- Title
- THE PART-TIME ADULT STUDENT AND THE TRADITIONAL STUDENT IN THE COMMUNITY COLLEGE: A COMPARISON OF ACADEMIC NEEDS (FLORIDA, STUDENT SERVICES, CURRICULUM NEEDS).
- Creator
- NICK, ELIZABETH A., Florida Atlantic University
- Abstract/Description
-
The purpose of the study was to compare the academic needs of the adult part-time student, 22 years of age and older, with the needs of the traditional full-time student, 21 years of age and younger, in order to identify curricular and student services needs important to the adult student. Data was obtained from a random sample of 500 credit-taking students attending Broward Community College in south Florida. The closed-ended questionnaire was returned by over two-thirds of the students....
Show moreThe purpose of the study was to compare the academic needs of the adult part-time student, 22 years of age and older, with the needs of the traditional full-time student, 21 years of age and younger, in order to identify curricular and student services needs important to the adult student. Data was obtained from a random sample of 500 credit-taking students attending Broward Community College in south Florida. The closed-ended questionnaire was returned by over two-thirds of the students. Statistical tests of significance were chi-square and Kendall's tau. Results indicate the null hypotheses of no significant differences between the adult part-time student's curricular and student services needs and the needs of the traditional full-time student are not supported. The correlation coefficients indicate a weak to moderate association for the significant variables. The null hypotheses of no significant differences between the adult part-time student's curricular and student services needs and the needs of the part-time student, 21 years of age and younger are supported. The correlation coefficients indicate a weak to very weak association for the significant variables. Lambda, performed on the socioeconomic variables, indicate little or no predictive power by the adult (or younger) part-time student and the traditional full-time student. Among the findings are most adult part-time students usually attend night classes, need a greater selection of courses and academic advisors at night, need courses that will transfer to an upper level university, and plan to be on campus only to study and/or attend class. About a fourth expressed a need for daycare. Over half of all student indicated a need for courses to upgrade skills in effective communication, math, reading, and writing. Two-thirds of the students attend part-time. The majority are 22 years of age and older. The traditional full-time student comprise only one-fourth of the total student population. Findings indicate the needs of the adult part-time student (as well as the needs of the younger part-time student) should be strongly considered in decisions pertaining to curricular and student services needs.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11845
- Subject Headings
- Part-time students--Florida, College students--Florida, Adult education--Florida, Broward Community College--Students
- Format
- Document (PDF)
- Title
- Early environmental adult education: an oral history of citizen researchers' learning in the Appalachian land ownership study, 1979-1881.
- Creator
- Sodano, Keara, Bryan, Valerie, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The Appalachian Land Ownership Study was a participatory action research project in one of our nation’s poorest regions suffering from absenteeism, poverty, powerlessness, and improper taxation. In discovering who owned the region’s land, the participants sought to organize against the social, economic and environmental injustices imposed on the Appalachian land and people. Most sociological and historical accounts of the Land Study focus on the process of participatory action research and...
Show moreThe Appalachian Land Ownership Study was a participatory action research project in one of our nation’s poorest regions suffering from absenteeism, poverty, powerlessness, and improper taxation. In discovering who owned the region’s land, the participants sought to organize against the social, economic and environmental injustices imposed on the Appalachian land and people. Most sociological and historical accounts of the Land Study focus on the process of participatory action research and the work of the project’s Task Force. However, over 50 citizen researchers also participated in the study. These citizen researchers encountered rich learning experiences as they struggled against scientific, corporate, and governmental power. The purpose of this oral history study was to discover the learning and experiences of citizen researchers involved with the Appalachian Land Ownership Study of 1979-1981. Significant themes emerged which contribute to understanding the complex personal, cultural, and social framework for environmental adult education. First, the Appalachian backdrop was a critical context for informal and experiential learning from the land and its people. Second, the Appalachian Ownership Task Force leaders were critical environmental adult educators who facilitated the learning of citizen researchers through dialogue. Third, agency was fostered as citizen researchers were moved to act in defense of a threatened lifeworld, and thus also became critical environmental adult educators.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004062
- Subject Headings
- Adult education, Appalachian Region -- Environmental aspects, Environmental education, Human beings -- Influence of environment, Land tenure -- Appalachian Region, Appalachian Land Ownership Task Force
- Format
- Document (PDF)
- Title
- Third age adult English language learners in informal library settings.
- Creator
- Cassell, Mary Anne., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
There is little research-based and theoretical literature about adult education or English literacy classes in nonformal settings such as library literacy programs in the community (Mathews-Aydinli, 2008; McCook & Barber, 2002b). The purpose of this phenomenological case study was to explore the motivation, learning supports, learning barriers, and program change recommendations of Third Age Learners in a nonformal library ESOL setting. This study provides insight into the demographic...
Show moreThere is little research-based and theoretical literature about adult education or English literacy classes in nonformal settings such as library literacy programs in the community (Mathews-Aydinli, 2008; McCook & Barber, 2002b). The purpose of this phenomenological case study was to explore the motivation, learning supports, learning barriers, and program change recommendations of Third Age Learners in a nonformal library ESOL setting. This study provides insight into the demographic variable of linguistically-isolated Third Age English Language Learners (ELLs) participating in a library conversationally-based ESOL program. The results can guide libraries offering services, as well as those considering offering services to these customers (American Library Association [ALA], 2008a). Data collected included in-depth, face-to-face interviews, classroom observations, documents, learner and teacher essays, researcher journals, and analytic memos. The researcher coded all data with NVIv o 8 qualitative software then half of the data was coded with Atlas-TI 5 software by a second coder. A thematic analysis was completed in order to triangulate the data. The purposeful sample consisted of 21 participants at a Florida library adult ESOL program which included 11 learners and 10 teachers. The 11 learners were selected based on their ethnic background, predominantly those of Hispanic background. Eight learner findings and four teacher-perceived findings were identified in this study., The learner findings included: (a) to understand people at work; (b) to find or expand employment; (c) to practice conversation, pronunciation, listening, grammar and language rules; (d) to meet and get to know people; (e) assiduous teaching; (f) self-directed learning strategies support second language learning success; (g) more publicity, more classes, tutoring, language learning labs, study skills classes, and classroom management training; and (h) lack of family/community support and opportunities to practice English. Teacher-perceived findings mirrored learner findings (a) through (f) and (h), and included: (a) to increase teacher support, communications, and training; (b) to encourage the use of library resources: children's materials; language and music CDs; audiovisual materials, and Internet websites; (c) libraries are safe, supportive, and welcoming environments; and (d) how the give and take between learners and teachers is helpful to both. Discussion of the findings, conclusions, and recommendations are included.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3174503
- Subject Headings
- English language, Study and teaching, Foreign speakers, Minorities, Education, Language arts, Adult education, Self-actualization (Psychology) in middle age, Second language acquisition
- Format
- Document (PDF)
- Title
- Florida's performance accountability system and the effectiveness of workforce education providers.
- Creator
- Cunningham, Richard G., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study investigated performance based accountability in Florida's system of workforce education in Florida's state colleges and school districts. In Florida, workforce education is governed by Florida State Statute (K-20 Education Code Chapter 1004). The purpose of this study was to determine the cost-effectiveness of Florida's performance accountability policy as applied to workforce education. Additionally, it analyzed the impact of performance accountability on performance by the...
Show moreThis study investigated performance based accountability in Florida's system of workforce education in Florida's state colleges and school districts. In Florida, workforce education is governed by Florida State Statute (K-20 Education Code Chapter 1004). The purpose of this study was to determine the cost-effectiveness of Florida's performance accountability policy as applied to workforce education. Additionally, it analyzed the impact of performance accountability on performance by the providers of workforce education - state colleges and school districts, and the value for investment achieved by the policy over the time period. The study was guided by three questions: (a) What is the relationship between effectiveness and year? (b) Is the relationship between effectiveness and year moderated by each of the contextual variables? (c) To what extent does each of the contextual variables predict performance and effectiveness? This study utilized a non-experimental quantitative research design and a costeffectiveness analysis framework. The unit of analysis was the providers of workforce education in the State of Florida. This study was framed by the outputs and outcomes the workforce education service providers achieve and the alterable and unalterable variables which might influence the provision of workforce education. Performance was measured through two measures: quantity of outputs, and quality of outcomes. The alterable and unalterable variables included: the type of institution delivering the service, either state college or school district; the delivery model used in each delivery area, either single or dual-delivery; and population characteristics, the percentage of students economically disadvantaged, the percentage of minorities, and the percentage of males. The study used correlation and regression techniques to analyze the longitudinal impact of the performance accountability system.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3332176
- Subject Headings
- Evaluation, Evaluation, School districts, Evaluation, Postsecondary education, Evaluation, Adult education and state, Evaluation, Educational accountability
- Format
- Document (PDF)