Browsing by Subject "Adult education"
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Item A descriptive study of older adults identifying their Jungian psychological traits: implications for colleges and universities(Texas Tech University, 1993-08) Ackall, Gail WagonerThis study was undertaken to determine the personality types in a group of older adults. The Myers-Briggs Type Indicator (MBTI) was administered to 161 people 70 years of age and older, and their personality preferences were determined. The personality preferences were then compared to a base population of 48,384 college students. Based on Dr. Carl Gustav Jung's book Psychological Types (1923), the MBTI is a personality profile often utilized in education to help educators understand motivation, aptitude and achievement in various students (Myers & McCaulley, 1985). Understanding the behavior and attitudes of older adults will help administrators, educational planners, faculty and ancillary personnel facilitate the learning climate for older learners.Item A pilot study of a gainful employment program in home economics for adults in a rural community(Texas Tech University, 1969-08) Worthington, Mary JoThis study focused on two major aspects of program development. One aspect focused on experimentation with curriculum materials developed in the Instructional Materials Center at Texas Technological College for entry level Jobs as a clothing assistant. The second aspect of the study centered on identification of proMemo encountered in teaching a gainful employment course in homo economics to adults in a rural community.Item Actual and potential participation in liberal adult education in selected West Texas communities(Texas Tech University, 1956-08) Gregory, John VirgilNot availableItem Adult ESL learners reading and discussing The great Gatsby: literary response to and perception of reading and discussing a narrative novel written in English(2008-05) Chu, Hyung-Hwa, 1972-; Schallert, Diane L.; Fairbanks, Colleen M.The purpose of this study was to examine how adult students in a reading class offered in a college-affiliated ESL program responded to The Great Gatsby (Fitzgerald, 1925; GG, afterwards) in small group book discussion sessions over eight weeks, and how they perceived their reading and discussing experiences. Analysis of students' literary responses demonstrated students' strategies in constructing textual meaning and transformation of their meaning-making strategies across time. Students in this study made sense of the text by making connections between the textual world and the text, themselves, and the world around them. Students also brought into discussion their reading experiences and a critical approach to the text. The percentage of comments devoted to each response category illustrated the changes in the focus of discussion and meaning making strategies across time. Taking up the novel, initially students spent more time discussing the historical context of the text and formulating connections with themselves and the world. Students were self-conscious about their reading difficulties. Further along in their reading, as they derived more information from the text, their discussion became more text-centered. Inferential comments and emotional reactions became more frequent elements in discussion, and talk about the reading experience itself and contextual information about the text diminished. Perceptions expressed about their reading experience of the literary text in their second language were predominantly about the enjoyment of reading and challenges and rewards in terms of: 1) language challenges, 2) culture challenges, and 3) literary challenges. Analysis of students' perceptions of their experiences in literary discussion as they read GG revealed their enjoyment of discussions and appreciation of how literary discussion had enriched their interpretation of the novel by providing opportunities for: 1) checking up on the textual information, 2) exchanging opinions, and 3) building a sense of learning community.Item An assessment of the need for adult home economics programs for the military(Texas Tech University, 1977-08) Thompson, Patricia Gayle GardnerNot availableItem Behind the fences: a phenomenological study of the lived experience of a prison classroom teacher(Texas Tech University, 2001-05) Carr, Barbara AllenThe existing knowledge base concerning the prison system is designed to analyze costs, constmct budgets, determine trends, and collect information concerning demographics or inmate profiles. There are considerable gaps and deficiencies in many areas of corrections education, not the least of which is the voice of the teacher. The purpose of this study is to attempt to understand the meaning of events that constitute the lifeworld of a classroom teacher in an adult prison classroom. The goal is to report the findings from the perspective of a teacher actually engaged in the practice of correctional education. Faced with the compelling statistics and the sense of mystery shrouding the prison classroom, the following research question guides this study: What is the lived experience of a classroom teacher in the prison system? For this study where the emphasis is placed upon the lifeworld of the teacher in the prison classroom, qualitative methods appear to fit best with the question under study. Phenomenology as a theoretical framework spplies constructs and guidelines that complement and illuminate the focus of this sudy. This phenomenological study represents one participant's perspective concerning events and happenings that constitute the lifeworld of a teacher in the adjudicated setting, one possible interpretation of the nature of teaching behind the fences. This study examines realities for corrections educators and points out some ethical and moral compass points for those new to the practice of corrections education. The findings underscore the importance of making this system more transparent to educators, taxpayers, and legislators. Some of the findings point to distasteful policies that undermine the effectiveness of corrections educators.Item Disciplinary culture at work: faculty core belief systems and teaching practices with adult undergraduate students in age-mixed university classrooms(Texas Tech University, 1998-08) Krause, Steven J.This dissertation is the first to conduct research in the area of how disciplinary culture influences teaching in age-mixed classrooms in which large numbers of adult (age 25 and older) undergraduate students are also enrolled. Research in this area is particularly significant since adult enrollment in higher education has grown by 34 percent in the last 15 years This study draws on organizational culture theory as its theoretical framework for defining disciplinary culture in which teaching strategies are defined as visible manifestations of faculty's shared values, beliefs, assumptions, and expectations (Core Belief Systems). Two academic disciplines(education and business) at a four-year baccalaureate university located in the southwest United States served as the context of this study Faculty within each discipline were studied to document their shared Core Belief Systems (CBS) regarding adult student characteristics as well as corresponding teaching strategies and guiding principles. Core Belief Systems held by faculty regarding adult student characteristics were documented as well as faculty's corresponding teaching strategies in age-mixed classes. A set of guiding principles were also uncovered that faculty claim ought to direct the kinds of teaching strategies to be used in age-mixed classrooms. This comparative case study was grounded in naturalistic inquiry principles and methods. The following qualitative data collection methods were employed: document collection, a five-item open-ended questionnaire, follow-up interviews, and observation of teaching. Data were analyzed using the constant comparative method A distinctive set of CBSs and guiding principles held by faculty were uncovered that define and shape their teaching strategies in age-mixed classrooms. The findings have practical significance showing that (a) CBSs influence teaching strategies within a discipline, and (b) two different disciplines need not be essentially disparate in CBSs and teaching strategies. The results of this dissertation also have theoretical significance. They augment our current understanding of disciplinary culture and indicate that definite relationships exist between Core Belief Systems, guiding principles, and teaching strategies. Additionally, this study provided insights into adult learning theory, thereby creating a broader base from which to further develop disciplinary culture theory as well as adult learning theory.Item ?Doin? Whatever I Had to Do to Survive?: A Study of Resistance, Agency, and Transformation in the Lives of Incarcerated Women(2013-04-23) Sandoval, Carolyn LThe number of women who are incarcerated has increased significantly in the past few decades. Originally designed to manage male offenders, jails and prisons are ill-equipped to address the unique needs of women inmates whose paths to incarceration often include histories of trauma, abuse, and addiction. This qualitative study investigated the lives of 13 women who while incarcerated at Dallas County Jail, participated in an educational program, Resolana. The purpose of this study was to understand the women?s lives prior to incarceration, as well as the impact of the program and changes they experienced, if any, as a result of what they were learning. Data were collected using semi-structured, life history interviews, and by engaging in field observations as a volunteer for each class for a period of one week. An in-depth analysis through a critical lens, using a holistic-content narrative analysis method, was done with one participant?s life history. The findings are presented as an ethnodrama illuminating the cultural, social, personal, and legal systems of oppression that she survived and that contributed to her path to incarceration. Analyzed through a lens of agency and resistance, the findings that emerged from an analysis of all the participant?s life histories reveal that the women?s criminalized actions were often survival responses. The women employed various strategies, both legal and illegal, in response to people or situations involving control, power or domination over their lives. An analysis of the women?s experiences with Resolana through a transformative learning theoretical framework indicates that the women experience transformation in various ways and to varying degrees. The learning environment served as a container in which transformative learning could be cultivated through opportunities for interpersonal and intrapersonal engagement. The results of this study reveal the need for more and targeted advocacy and education for incarcerated and formerly incarcerated women. The results also indicate that the process and content of Resolana?s programming had a transformative impact on participants, and for some, the transformation was enduring. Finally, the results challenge definitions of criminal behavior in the context interlocking systems of oppression, and encourage thinking about alternatives to incarceration.Item Facilitating Physical Education Programs with Andragogy(2010-12) Callahan, Joseph R.; Price, Margaret A.; Hart, Melanie A.; Meaney, Karen S.; Simpson, Douglas J.Although there is substantial evidence showing the benefits of physical activity as well as recommendations for proper exercise prescription (ACSM, 2006), health educators are still searching for evidence to determine what helps people incorporate physical activity into their lives. Proposed over 40 years ago by Malcolm Knowles (1968), andragogy, or ―the art and science of helping adults learn,‖ (Knowles, 1980, p. 43) may help physical educators in their battle of increasing physical activity adoption and adherence among adults. The overall purpose of this dissertation was to explore the process of applying andragogy’s assumptions to adults in a physical activity setting. In the study, questionnaires, student interviews, and physical activity monitoring systems were used to determine whether an andragogically based course alters self-determination, daily physical activity, and overall satisfaction with the course. At the same time, the instructor’s perceptions of the andragogical model were also examined using an observation of the instructor’s journal in which the instructor logged her thoughts throughout the study. Students enrolled in a diet and exercise class at Texas Tech University were exposed to an andragogy-based (i.e. AG; n = 31) or traditional (i.e. CG; n = 22) teaching style. Both groups showed a significant increase in competence over time while neither group reported a significant difference in autonomy or relatedness. Compared to AG, CG was significantly more active on average; however there was no significant difference in total physical activity between the two groups. Course satisfaction measures resulted in no significant difference between the two groups. Student interviews within AG revealed an orientation to learning, although according to their exit interview, these needs were not well met. Compared to CG, the instructor reported a stronger feeling of relatedness with AG due to the real-world applications used in her teaching methods. Although not detrimental, the findings of this dissertation do not identify andragogy as being an optimal teaching method for adult physical education. Future studies with older adults, a larger sample size, and a distinctly different teaching style may be useful in revealing other conclusions.Item Flipping an LSAT course : a design study investigation of collaborative instruction and inverted curriculum in a test preparation course(2014-08) Crandall, Jason Robert; Schallert, Diane L.A primary goal of education is not only to inform but to transform learners. As instructors shift their focus from a one-size-fits-all emphasis on content delivery to a flexible, student-centered approach, questions of student engagement and student motivation become key. In many educational settings, instructors are faced with a classroom of students with varying, and often unknown, levels of motivation, ability, and commitment. Effectively addressing the educational needs of such a range of students often requires significant changes to traditional pedagogy. A recent pedagogical design that has been facilitated by the advent of easily accessible and low-cost multimedia technology is the “flipped classroom,” a course structure that asks students to view lectures prior to class and replaces the traditional in-class lecture with collaborative, problem-based instruction. The aim of the present study was to explore the experience of introducing a flipped curriculum into a LSAT (the nationally used entrance exam for admission to law school) preparation classroom. The study used a design research approach to investigate two iterations of the flipped curriculum across three courses. Quantitative and qualitative data were used to describe the experience of a flipped curriculum for both the instructor and the students. When compared to a traditional curriculum, results showed no significant effect on overall test score improvement, but students in the flipped courses did show greater improvement than those in a traditional course on one of the three LSAT section subscores. The results also showed that students in flipped courses had marginally lower overall attendance, greater classroom community, high levels of engagement, and moderately high belief in group effectiveness.Item Hearing their stories : the experiences of general education development (GED) graduates in transitioning to and persisting in community college(2012-05) Harris, Mary Elizabeth; Sharpe, Edwin Reese; Kameen, Marilyn C.; Ovando, Martha; Chesney, Lee; Christensen, KathleenThis dissertation reports the results of a qualitative study conducted at a community college in central Texas. Through a grounded theory approach, participant stories were used to capture the experiences of adults with a GED who transitioned to and were persisting in college. Research questions used to guide the study were: (1) What factors contribute to the decision of adults with a GED to enroll in community college; and (2) What factors do adults with a GED report influence their persistence in community college? Eight students participated in the study through individual interviews. Student demographic information was reviewed to develop a thorough and accurate profile of the study participants. Also, three Recruiting/Advising Specialists were interviewed to capture their perceptions on the experiences of GED graduates in transitioning to and persisting in college. This research demonstrated the positive effect education can have in the lives of the participants and their families. After having little to no previous exposure to higher education, students developed a realization that education was an imperative in order to improve their quality of life. This realization was instrumental in the decision by the study participants to pursue a GED and transition to college. Through the assistance of intrusive advising by Recruiting/Advising Specialists, students were able to successfully navigate the college system. Support during GED preparation was established in the GED classroom and continued for most students throughout their transition to college. When in college, students were comfortable developing relationships with faculty in order to have a source of academic support. Eventually students had a network of student and academic support that gave them a sense of belonging at the college.Item Participation of the Works Progress Administration in the Federal Program of Adult Education in district number seventeen of Texas(Texas Tech University, 1941-08) Kincaid, Roberta WillinghamNot availableItem Scaffolding extensive reading in the beginning adult education ESL classroom(2011-05) Meredith, Nancy Grona; Pulido, Diana C.; Horwitz, Elaine K.Research has showed repeatedly the value of extensive reading in the L2 classroom for improved reading comprehension (Elley & Mangubhai, 1981; Mason & Krashen, 1997; Renandya, Rajan, & Jacobs, 1999). However, additional support beyond traditional extensive reading practices may be needed for very low proficiency learners. This report reviews research on implementing an extensive reading program for beginning level adult-education English language learners. It presents arguments for supporting extensive reading through shared reading, including read-alouds, use of children’s literature, and strategy modeling techniques. It also discusses the benefits of student-generated texts for boosting vocabulary and comprehension skills. The report concludes with pedagogical implications for including a strong reading component in the adult education ESL curriculum and suggestions for evaluating the strength and utility of such a program.Item Service quality in higher education: expectations and perceptions of traditional and non-traditional students(Texas Tech University, 1996-12) Schwantz, Gary DonThe study and implementation of forms of Total Quality Management in higher education has been a response to many of the challenges of a tightening economy and a greater demand for accountability from the public. At the same time, there has been a growing number of non-traditional students, students 25 years of age or older. Research suggests these older students, who often have challenges of home and work in addition to being a student, demand more from their educational experience. Considering the amount of work and study done with TQM in education, and the growing needs and demands of the changing student population, very little has been done in examining the needs and the satisfactions of the student customer. The purpose of the present study was to investigate students' views of service quality at one higher education institution two ways: (1) to compare undergraduate upper class traditional students [age 24 and under] with undergraduate upper class nontraditional students [age 25 and over]; and (2) to compare the students' views of service quality from support staff with that of faculty. The study was based on responses fi*om 92 traditional students and 116 nontraditional students selected from full-time, upper class students. The students responded to a revised SERVQUAL instrument, a 7-point Likert-type scale designed by Parasuraman, Zeithaml and Berry. The instrument, designed for use in business, has several items that compare customer perceptions with expectations. Items were worded so respondents could compare the service quality expected and received from support staff with that from faculty. Findings revealed no significant difference in the expectations or perceptions of traditional versus non-traditional students. There were no significant differences in students' expectations for support staff versus faculty. However, there was a significant difference in the students' perceptions of service quality from support staff versus service quality from faculty, staff scoring below faculty in every area included in the instrument.Item The Development of the American Association of University Women in Texas: With Special Reference to its Activities in the Field of Adult Education(Texas Tech University, 1941-08) Patton, BerthaNot Available.Item The effects of computer-assisted instruction on GED test achievement(Texas Tech University, 1986-08) Noll, Beverly Gayle MachenThe problem is evident that millions of adults in the United States need additional educational experiences to equip them with high school equivalency skills. In the United States in 1980, there were more than 72 million adults with less than high school diplomas ("Texas State Plan," 1982). Financing, organizing, and putting into operation the adult education programs needed to reach the millions of United States adults with less than high school educations is challenging. Educators need to select the most effective instructional methods possible. Serious studies need to be made reviewing the effectiveness of applying new technologies to adult learning programs, noted Cathy Brant, a former Odessa College adult basic education director, (personal communication, August 10, 1985). Many technological and educational experts stress that emerging technologies have the potential to revolutionize adult education. The microcomputer is just one example. The availability of the microcomputer requires educators to understand how to apply it to adult education. The educator with access to such technology, but without a clear grasp of the capabilities and application to adult education, is much like a carpenter with state-of-the-art tools, but no blueprint for how to build a house. Educators need to have a blueprint to use in applying microcomputers to adult learning, but more empirical studies are needed before the plan can be drawn (Boone, 1985).Item The lived experience of attending college as an older adult: the phenomenological perspective of students age 60 and older(Texas Tech University, 1999-12) Bratrud, Shirley AnnThe purpose of this study was to investigate the meaning of attending college or university courses for academic credit as an older adult student from the interrelational and perspectival nature of the participant. The problem, from a phenomenological perspective, was the need to explore what it is like to be an older adult student. The question that guided this study was: What is the meaning of being an older adult student in an educational environment which has been traditionally focused on the needs of younger students'i' Educational gerontology and phenomenology provided the theoretical foundation for this inquiry. Following the work of Van Manen, this study used a phenomenological approach to gather and collect data In-depth conversational interviews were conducted with 13 purposely-selected older adult students, age 60 and older, enrolled in higher education programs in Minnesota and Texas Interviews were tape recorded and transcribed verbatim. Experiential descriptions were also collected in the format of protocol writings. As the researcher, I investigated other sources know to yield significant interpretive understanding such as poetry, literature, and students' creative work. Thematic analysis and phenomenological writing were guided by Van Manen's hermeneutical approach to doing phenomenology. Four major themes and 12 sub-themes representing meaningfial expressions of the lived experience of being an older adult student were identified "Autonomous Participation," "Tenacious Sensibilities," "Enhanced Self," and "Aging with Integrity" emerged as essential themes. Older adults participate in higher education programs with a sense of autonomy, solitariness, and perseverance. Interviewees described inharmonious impressions, intrinsic pleasurability, and referential expressions associated with the learning experience From their lived-experience descriptions emerged delineative subthemes related to informed citizenship, individuality and identity, and creativity. Older adult students shared a healthfiil perspective about growing older. The lived experience of being an older adult student contributes to interpersonal enrichment and intergenerational symbiosis. This study revealed new understandings about the lifeworld of older adult students These findings provide a basis for policy and practice recommendations for higher education faculty, administrators, policymakers, and student support services suggestions for further research are discussed Understanding the special needs of older aduh learners may indeed warrant a new field of geriagogy—the art and science of teaching adults age 60 and older.Item The writing practices and writer identities of adult learners participating in a community-based adult education program(2016-12) Ballast, Kerry H.; Wetzel, Melissa; Maloch, Anna E.; Worthy, Mary J.; Svinicki, Marilla; Stephens, Elizabeth; Larrotta, ClarenaIn light of current concerns around the writing skills of adults in postsecondary and workforce settings, this study examined the writing practices and writer identities of adult learners participating in a community-based adult education program. Because writing is often treated as a literacy skill secondary to reading (Brandt, 2001), little research is available to speak to how adult learners develop practices as writers. Even less speaks to the writer identities adults bring to acts of writing and how or if those identities are changed as a result of writing. Given the complex nature of writing and complicating factors often present in adult education settings, it is important to better understand adult learners as writers and to identify ways educators can best support them. This case study followed three adult learners as they worked with instructors to improve writing skills—two in preparation for the 2014 General Educational Development (GED®) exam, the third for better proficiency with English. Data gathered through observations, interviews, writing samples, and writing curriculum indicated that while the instructors viewed writing and writing instruction as relatively easy processes, the adult learners struggled to make sense of writing and were uncertain of how to express their frustrations and concerns. Data also indicated that both the instructors and adult learners devoted a great amount of time and talk to referencing rules, formulas, and guidelines throughout each writing activity. The frequent references undermined the instructors’ explanations of writing as an uncomplicated activity and created moments of tension in which the adult learners and instructors wrestled with the complexities of writing. These moments became examples of breakdowns in the banking concept (Freire, 2000) and of disconnects in which adult learners questioned their abilities and identities as writers. Study results showed writing to be a complex social act in which adult learners and instructors managed relationships, shared histories, navigated rules, and negotiated authority. For institutions that hope to see more and better adult writers, first steps lie in supporting educators who understand the complex nature of writing and who invite classroom conversations, acknowledge others’ experiences, and share their own histories with writing.