adult education staff: Topics by Science.gov

Sample records for adult education staff

The Pennsylvania Adult Basic Education Staff Handbook, 1992 Edition. Final Narrative Report.

ERIC Educational Resources Information Center

Reiff, Tana

The narrative report in this document describes the design and development of an adult basic education staff handbook and its evaluation by 35 respondents. The handbook contains brief articles organized in seven sections: (1) background for the adult educator (teacher role, adult education history, programs of the Pennsylvania Bureau of Adult…
"Nothing Will Prevent Me from Doing a Good Job". The Professionalisation of Part-Time Teaching Staff in Further and Adult Education

ERIC Educational Resources Information Center

Jameson, Jill; Hillier, Yvonne

2008-01-01

Approximately 85,000 part-time teaching staff working in further education (FE) and adult and community learning (ACL) are often seen as "a problem". The intrinsic "part-timeness" of these staff tends to marginalise them: they remain under-recognised and largely unsupported. Yet this picture is over-simplified. This article…
An Educational Implementation Process Staff Survey: Lessons Learned.

PubMed

Delmore, Barbara; Kent, Martha

2018-05-01

To evaluate the education process for the effective use of the Munro Pressure Ulcer Risk Assessment Scale by practicing perioperative staff at an urban tertiary medical center. Given that pressure injury formation is tied to the surgical process, there is a need for a pressure injury risk assessment scale that addresses the uniqueness of the perioperative process. Participants were staff who worked in the surgical admissions area, the main operating room, and the main postanesthesia care unit. The authors' facility was 1 of 8 participants in a multisite study. Each site was required to educate staff using standard written instructions and an instructional webinar. However, sites were also encouraged to consider any other methods that would successfully engage the staff in the learning process. After the education process, staff were surveyed and asked to evaluate the educational interventions. Findings indicated that the staff did not prefer written instructions alone but rather preferred a combination of different learning modalities and media to assist them in using the Munro Scale effectively. This article discusses the strategies required to engage staff in the implementation process of this scale, the barriers encountered during this implementation, and the implications for perioperative nursing using this scale. The lessons learned from conducting this research provided insight into engaging and educating the adult learner in a new process.
Museums and the Education of Adults.

ERIC Educational Resources Information Center

Chadwick, Alan, Ed.; Stannett, Annette, Ed.

This book, which is intended for individuals involved in the education of adults and museum education, explores the potential role of museums in creation of a learning society, possibilities for collaboration between museums and adult education providers, access to museum resources by adult learners, and training and staff development. The…
Assessment Tools for Adult Education.

ERIC Educational Resources Information Center

Shefrin, Carol; Shafer, Dehra; Forlizzi, Lori

The Assessment Tools for Adult Education project was designed to provide training and support to staff of the Pennsylvania Bureau of Adult Basic and Literacy Education (ABLE) funded programs to help them use assessment tools and procedures to document the learning gains of the adult students they serve. The following candidate assessment…
The Agreement between the Southwest Wisconsin Board of Vocational, Technical & Adult Education and the Professional Staff Association, 1987-1990.

ERIC Educational Resources Information Center

Southwest Wisconsin Vocational, Technical, and Adult Education District 3, Fennimore.

The collective bargaining agreement between the Southwest Wisconsin Board of Vocational, Technical and Adult Education and the Professional Staff Association of Southwest Wisconsin Technical Institute, the exclusive bargaining agent for all full-time teaching personnel in the college, is presented, covering the period 1987 to 1990. The 11 articles…
Reduction of adult fingers visualized on pediatric intensive care unit (PICU) chest radiographs after radiation technologist and PICU staff radiation safety education.

PubMed

Tynan, Jennifer R; Duncan, Meghan D; Burbridge, Brent E

2009-10-01

A recent publication from our centre revealed a disturbing finding of a significant incidence of adult fingers seen on the pediatric intensive care unit (PICU) chest radiographs. This is inappropriate occupational exposure to diagnostic radiation. We hypothesized that the incidence of adult fingers on PICU chest radiographs would decline after radiation safety educational seminars were given to the medical radiation technologists and PICU staff. The present study's objectives were addressed by using a pretest-posttest design. Two cross-sectional PICU chest radiograph samples, taken before and after the administration of radiation safety education for our medical radiation technologists and PICU staff, were compared by using a chi2 test. There was a 61.2% and 76.9% reduction in extraneous adult fingers, directly exposed to the x-ray beam and those seen in the coned regions of the film, respectively, on PICU chest radiographs (66.7% reduction overall). This reduction was statistically significant (chi2 = 20.613, P < .001). Limiting unnecessary occupational radiation exposure is a critical issue in radiology. There was a statistically and clinically significant association between radiation safety education and the decreased number of adult fingers seen on PICU chest radiographs. This study provides preliminary evidence in favour of the benefit of radiation safety seminars.
Year Book of Adult Education, 1969-70.

ERIC Educational Resources Information Center

National Inst. of Adult Education, London (England).

The directory of the National Institute of Adult Education (NIAE) reviews major events in British adult education during 1968-69, followed by principles and functions of the NIAE, abstracts of legislation and regulations, listings of addresses and principal staff members for organizations throughout Great Britain, and overseas contacts through…
A European Vision for Adult Education

ERIC Educational Resources Information Center

Waddington, Sue; Tuckett, Alan; Boucher, Fiona

2012-01-01

The National Institute of Adult Continuing Education (NIACE) is the UK national coordinator for the European Agenda for Adult Learning, with the challenge of creating a coherent message across the four countries to inform European cooperation on adult learning. To start the debate, the journal staff asked Sue Waddington, Alan Tuckett, and Fiona…
Explorations; Part I, Revised: Career Activities for Adult Education Classes.

ERIC Educational Resources Information Center

Feingold, S. Norman

The Adult Career Education Resources Survey was designed to (a) compile career information resources for adults and (b) provide materials that will encourage adult educators to integrate career education activities into ongoing curricula. The document was developed and revised by the Suvey staff to meet the second objective; it provides a group of…
Resident and Staff Satisfaction of Pediatric Graduate Medical Education Training on Transition to Adult Care of Medically Complex Patients.

PubMed

Weeks, Matthew; Cole, Brandon; Flake, Eric; Roy, Daniel

2018-04-11

This study aims to describe the quantity and satisfaction current residents and experienced pediatricians have with graduate medical education on transitioning medically complex patients to adult care. There is an increasing need for transitioning medically complex adolescents to adult care. Over 90% now live into adulthood and require transition to adult healthcare providers. The 2010 National Survey of Children with Special Health Care Needs found that only 40% of youth 12-17 yr receive the necessary services to appropriately transition to adult care. Prospective, descriptive, anonymous, web-based survey of pediatric residents and staff pediatricians at Army pediatric residency training programs was sent in March 2017. Questions focused on assessing knowledge of transition of care, satisfaction with transition training, and amount of education on transition received during graduate medical education training. Of the 145 responders (310 potential responders, 47% response rate), transition was deemed important with a score of 4.3 out of 5. The comfort level with transition was rated 2.6/5 with only 4.2% of participants receiving formal education during residency. The most commonly perceived barriers to implementing a curriculum were time constraints and available resources. Of the five knowledge assessment questions, three had a correct response rate of less than 1/3. The findings show the disparity between the presence of and perceived need for a formal curriculum on transitioning complex pediatric patients to adult care. This study also highlighted the knowledge gap of the transition process for novice and experienced pediatricians alike.
A survey of georgia adult protective service staff: implications for older adult injury prevention and policy.

PubMed

Strasser, Sheryl M; Kerr, Judith; King, Patricia S; Payne, Brian; Beddington, Sarah; Pendrick, Danielle; Leyda, Elizabeth; McCarty, Frances

2011-07-01

The aging population is a rapidly growing demographic. Isolation and limited autonomy render many of the elderly vulnerable to abuse, neglect and exploitation. As the population grows, so does the need for Adult Protective Services (APS). This study was conducted to examine current knowledge of older adult protection laws in Georgia among APS staff and to identify training opportunities to better prepare the APS workforce in case detection and intervention. The Georgia State University Institute of Public Health faculty developed a primary survey in partnership with the Georgia Division of Aging Services' leadership to identify key training priority issues for APS caseworkers and investigators. A 47-item electronic questionnaire was delivered to all APS employees via work-issued email accounts. We conducted descriptive analyses, t-tests and chi-square analyses to determine APS employees' baseline knowledge of Georgia's elder abuse policies, laws and practices, as well as examine associations of age, ethnicity, and educational attainment with knowledge. We used a p-value of 0.05 and 95% confidence intervals to determine statistical significance of analyses performed. Ninety-two out of 175 APS staff responded to the survey (53% response rate). The majority of respondents were Caucasian (56%) women (92%). For over half the survey items, paired sample t-tests revealed significant differences between what APS staff reported as known and what APS staff members indicated they needed to know more about in terms of elder abuse and current policies. Chi-square tests revealed that non-Caucasians significantly preferred video conferencing as a training format (44% compared to 18%), [χ(2)(1) = 7.102, p < .008], whereas Caucasians preferred asynchronous online learning formats (55% compared to 28%) [χ(2)(1) =5.951, p < .015]. Results from this study provide the Georgia Division of Aging with insight into specific policy areas that are not well understood by APS staff
Risk management through staff education.

PubMed

Seisser, M A; Epstein, A L

1998-01-01

The staff members of a healthcare organization are recognized as students of risk management. The risk manager, through application of the fundamentals of andragogy (i.e., learning strategies specific to adult learners), is in an advantageous position to assist staff in successfully applying risk management thought processes and related actions.
Developing an Education Intervention for Staff Supporting Persons with an Intellectual Disability and Advanced Dementia

ERIC Educational Resources Information Center

Fahey-McCarthy, Elizabeth; McCarron, Mary; Connaire, Kevin; McCallion, Philip

2009-01-01

Generally, staff working in settings that provide care for adults with intellectual disabilities (ID) have not received specific education with respect to extended care for terminal illnesses or late-stage dementia. Equally, staff working in specialist palliative care often are not familiar with the unique issues of supporting persons with…
Suggestions for Realization Rather than Professionalization in Adult Basic Education.

ERIC Educational Resources Information Center

Allen, Fred

1987-01-01

A literature review shows lack of consensus in defining adult education and rejection of the application of the traditional model of professionalism to adult basic education (ABE). Carl Rogers' concept of substituting realization for professionalization, as well as the literature of staff preservice and inservice training, can help practitioners…
How Adults Read. A Staff Development Curriculum.

ERIC Educational Resources Information Center

Rance-Roney, Judith A.; Ditmars, Jane W.

This textbook/sourcebook and accompanying trainer's guide, which were issued as part of a project to republish important staff development project reports/materials, are updated and repackaged versions of a staff development curriculum in adult literacy and learning. The first part of the sourcebook contains 20 "keys" or quick overviews…
Professional Training Programs of Masters in Adult Education at Universities of Germany

ERIC Educational Resources Information Center

Hizhynska, Tetiana

2015-01-01

The German experience in professional training of teaching staff in adult education has been analyzed; it has been clarified that modern educational programs of Bachelor and Master specialties are based on the basic educational program offered by Adult Education Sectional Commission of Pedagogical Sciences in Germany (DGfE); value-targeted and…
Learning about Computer-Based Education in Adult Basic Education.

ERIC Educational Resources Information Center

Fahy, Patrick J.

In 1979 the adult basic education department at the Alberta Vocational Centre (AVC), Edmonton, began to use the Control Data PLATO system. Results of the first PLATO project showed students using PLATO learned at least as much as students in regular classes. Students learned faster and reported great satisfaction with PLATO experiences. Staff and…
Open Educational Resources: Staff Attitudes and Awareness

ERIC Educational Resources Information Center

Rolfe, Vivien

2012-01-01

Attitudes are changing in education globally to promote the open sharing of educational courses and resources. The aim of this study was to explore staff awareness and attitudes towards "open educational resources" (OER) as a benchmark for monitoring future progress. Faculty staff (n = 6) were invited to participate in semi-structured…
Utilizing Modern Technology in Adult and Continuing Education Programs.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Curriculum Development.

This publication, designed as a supplement to the manual entitled "Managing Programs for Adults" (1983), provides guidelines for establishing or expanding the use of video and computers by administration and staff of adult education programs. The first section presents the use of video technology for program promotion, instruction, and staff…

A Mental Health Training Format for Adult Education Teachers

ERIC Educational Resources Information Center

Meek, Fiona; Specht, Jacqueline; Rodger, Susan

2017-01-01

The present study investigated the needs of adult education staff pertaining to adult students' mental health issues within a local school board. The study utilized mixed-methods design and was divided into progression of three separate studies. An initial focus group was conducted to identify the 12 participants' concerns and provide a direction…
Professionalisation in General Adult Education in Germany--An Attempt to Cut a Path through a Jungle

ERIC Educational Resources Information Center

Dausien, Bettina; Schwendowius, Dorothee

2009-01-01

The article summarizes the findings of a study on adult learning professions in Europe (ALPINE) commissioned by DG Education and Culture. It explores the current professional and social situation of staff in non-vocational adult education in Germany. It describes the structures and organisations of general adult education in Germany and…
Outreach and Technical Assistance Network. Third Year Evaluation Report. February 1, 1992-January 31, 1993. An Adult Education 2000 Project.

ERIC Educational Resources Information Center

Hacienda La Puente Unified School District, City of Industry, CA. Outreach and Technical Assistance Network.

The Outreach and Technical Assistance Network (OTAN) was developed to disseminate resources to California adult educators. During the project's third year, staff development and information services were provided to 321 funded agencies. In collaboration with the Educational Telecommunications Network, OTAN staff organized the Adult Learning…
"We're not just sitting on the periphery": a staff perspective of physical activity in older adults with schizophrenia.

PubMed

Leutwyler, Heather; Hubbard, Erin M; Jeste, Dilip V; Vinogradov, Sophia

2013-06-01

Targeted physical activity interventions to improve the poor physical function of older adults with schizophrenia are necessary but currently not available. Given disordered thought processes and institutionalization, it is likely that older adults with schizophrenia have unique barriers and facilitators to physical activity. It is necessary to consider the perspective of the mental health staff about barriers and facilitators to physical activity to design a feasible intervention. To describe the perceptions of mental health staff about barriers and facilitators to engage in physical activities that promote physical function among older adults with schizophrenia. We conducted qualitative interviews with 23 mental health staff that care for older adults with schizophrenia. The data were collected and analyzed with grounded theory methodology. The participants were interested in promoting physical activity with older adults with schizophrenia. Facilitators and barriers to physical activity identified were mental health, role models and rewards, institutional factors, and safety. In order to design successful physical activity interventions for this population, the intervention may need to be a routine part of the mental health treatment program and patients may need incentives to participate. Staff should be educated that physical activity may provide the dual benefit of physical and mental health treatment.
Asthma education for school staff.

PubMed

Kew, Kayleigh M; Carr, Robin; Donovan, Tim; Gordon, Morris

2017-04-12

Teachers and school staff should be competent in managing asthma in schools. Demonstrated low levels of asthma knowledge mean that staff may not know how best to protect a child with asthma in their care, or may fail to take appropriate action in the event of a serious attack. Education about asthma could help to improve this knowledge and lead to better asthma outcomes for children. To assess the effectiveness and safety of asthma education programmes for school staff, and to identify content and attributes underpinning them. We conducted the most recent searches on 29 November 2016. We included randomised controlled trials comparing an intervention to educate school staff about asthma versus a control group. We included studies reported as full text, those published as abstract only and unpublished data. At least two review authors screened the searches, extracted outcome data and intervention characteristics from included studies and assessed risk of bias. Primary outcomes for the quantitative synthesis were emergency department (ED) or hospital visits, mortality and asthma control; we graded the main results and presented evidence in a 'Summary of findings' table. We planned a qualitative synthesis of intervention characteristics, but study authors were unable to provide the necessary information.We analysed dichotomous data as odds ratios, and continuous data as mean differences or standardised mean differences, all with a random-effects model. We assessed clinical, methodological and statistical heterogeneity when performing meta-analyses, and we narratively described skewed data. Five cluster-RCTs of 111 schools met the review eligibility criteria. Investigators measured outcomes in participating staff and often in children or parents, most often at between 1 and 12 months.All interventions were educational programmes but duration, content and delivery varied; some involved elements of training for pupils or primary care providers. We noted risk of selection
Staff Morale in Day Care Centres for Adults with Intellectual Disabilities

ERIC Educational Resources Information Center

Mascha, Katerina

2007-01-01

Background: Levels of burnout, job satisfaction and intended turnover of staff working in day care centres for adults with intellectual disabilities are investigated in relation to role clarity, staff support and supervision, and coping strategies used by staff. Materials and methods: Thirty six direct-care staff of four day care centres in the UK…
How staff pursue questions to adults with intellectual disabilities.

PubMed

Finlay, W M L; Antaki, C

2012-04-01

When support staff use questions to instruct, advise or guide adults with intellectual disabilities (ID), or to solicit information from them, the interaction does not always proceed smoothly, particularly when replies are ambiguous, absent or not obviously relevant. That can lead to interactional trouble and dissatisfaction, or worse. We report on the ways in which staff members transform their questions over a series of conversational turns in order to solicit an adequate reply, and thereby to fulfil the interactional goal of the question. Our data come from approximately 30 h of recordings of natural conversation between staff members and adults with ID in two residential and one outdoor activities settings. We identify seven practices by which staff attempt to resolve the dilemma between undue direction and premature closure. These include: expansion of the original question, simplifying its format, changing its content in various ways and realising its alternatives in physical form. We highlight strategies which produce answers satisfactory to both parties, and improve the quality of interaction between staff and people with ID. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.
Theme with Variations: Social Policy, Community Care and Adult Education.

ERIC Educational Resources Information Center

Lavender, Peter

1990-01-01

Changes in British social policy regarding community health care has implications for local education agency (LEA) providers of adult continuing education. LEAs will either have a role in providing staff training and other learning opportunities, will be forced to provide cheaper forms of community care, or will be ignored altogether. (SK)
AECAP Guide for State Leaders: State and Local Coordination and Planning to Strengthen Adult Basic Education Services

ERIC Educational Resources Information Center

Alamprese, Judith A.; Gwaltney, Margaret K.

2010-01-01

The Adult Education Coordination and Planning (AECAP) guide is designed to assist state adult education staff in forming partnerships at the state level and facilitating coordination at the local level as a lever for expanding and improving the quality of adult basic education (ABE) and workforce development services. Coordination plays a critical…
Current experiences and educational preferences of general practitioners and staff caring for people with dementia living in residential facilities.

PubMed

Beer, Christopher; Horner, Barbara; Almeida, Osvaldo P; Scherer, Samuel; Lautenschlager, Nicola T; Bretland, Nick; Flett, Penelope; Schaper, Frank; Flicker, Leon

2009-08-12

Residential care is important for older adults, particularly for those with advanced dementia and their families. Education interventions that achieve sustainable improvement in the care of older adults are critical to quality care. There are few systematic data available regarding the educational needs of Residential Care Facility (RCF) staff and General Practitioners (GPs) relating to dementia, or the sustainability of educational interventions. We sought to determine participation in dementia education, perceived levels of current knowledge regarding dementia, perceived unmet educational needs, current barriers, facilitators and preferences for dementia education. A mixed methods study design was utilised. A survey was distributed to a convenience sample of general practitioners, and staff in 223 consecutive residential care facilities in Perth, Western Australia. Responses were received from 102 RCF staff working in 10 facilities (out of 33 facilities who agreed to distribute the survey) and 202 GPs (19% of metropolitan GPs). Quantitative survey data were summarised descriptively and chi squared statistics were used to analyse the distribution of categorical variables. Qualitative data were collected from general practitioners, staff in residential care facilities and family carers of people with dementia utilizing individual interviews, surveys and focus groups. Qualitative data were analysed thematically. Among RCF staff and GPs attending RCF, participation in dementia education was high, and knowledge levels generally perceived as good. The individual experiences and needs of people with dementia and their families were emphasised. Participants identified the need for a person centred philosophy to underpin educational interventions. Limited time was a frequently mentioned barrier, especially in relation to attending dementia care education. Perceived educational needs relating to behaviours of concern, communication, knowledge regarding dementia, aspects of
Practices and Problems of Adult Basic Education in Rural Areas.

ERIC Educational Resources Information Center

Richardson, E. Gordon

The percentages of adults needing adult basic education (ABE) programs in rural areas may not differ from those found in metropolitan areas, but the delivery of the system may be different. For example, the rural ABE teaching staff probably will be recruited from the ranks of the regular elementary or high school teachers to teach at night also,…
Staff Utilization and Commitment in Borno State Colleges of Education, Nigeria

ERIC Educational Resources Information Center

Fika, Ibrahim Baba; Ibi, Mustapha Baba; Abdulrahman, Aishatu

2016-01-01

The study determines the relationship between staff utilization and staff commitment in Borno State Colleges of Education, Nigeria. The objectives of the study were to determine: the level of staff utilization in Borno State Colleges of Education, the level of staff commitment in Borno State Colleges of Education and the relationship between staff…
Higher and Further Education Institution Policies on Student and Staff Involvement in Commercial Sex

ERIC Educational Resources Information Center

Cusick, Linda; Roberts, Ron; Paton, Susan

2009-01-01

This paper concerns higher and further education institutions' policies as they relate to the interactions of their staff and students with the sex industry. In Scotland and England, consenting adults may legally buy and sell sex and commercial sexual entertainment, such as erotic dance and phone sex, provided that they do not do so in a public…
Transitioning From Perioperative Staff Nurse to Perioperative Educator.

PubMed

Mower, Juliana

2017-08-01

Perioperative nurses who enjoy teaching may wish to become staff development educators. The shift to this new role requires a transition period during which the new educator acquires the knowledge, skills, and attitudes integral to mastering the job. A systematic approach to achieving baseline competencies in the educator role helps to ensure a successful conversion from providing direct patient care to supporting the educational needs of staff members. Copyright © 2017 AORN, Inc. Published by Elsevier Inc. All rights reserved.
Higher Education Staff Development: Directions for the 21st Century.

ERIC Educational Resources Information Center

Barnes, Jennifer; And Others

This collection of 13 papers offers an international perspective on future directions of staff development at colleges and universities, focusing on academic staff development, higher education teaching networks, and managerial and human resource development. Papers are: (1) "Higher Education Staff Development for the 21st Century: Directions…
Rethinking Museums' Adult Education for K-12 Teachers

ERIC Educational Resources Information Center

Marcus, Alan S.

2008-01-01

This article explores the importance of developing strong adult education programs within a broader collaborative effort between museum staff and K-12 teachers. Focusing on history museums, the first section discusses the importance of museum visits for K-12 history learning and how we need to reconsider some of the primary purposes for these…
Staff Development Resources, 1990-91.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Instructional Technology.

This staff development resource guide provides listings of instructional television and radio broadcasts related to major areas of the Total Teaching Act in South Carolina's Program for Effective Teaching (PET). Television program topics include: administration; adult education; the arts; career education; certificate-renewal credit courses;…
Staff Development Resources, 1989-90. ITV Connection.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Instructional Technology.

This staff development resource guide includes listings of television and radio broadcasts categorized by topical emphasis. Television program topics include: administration; adult education; arts; career education; certificate-renewal credit courses; college credit courses; computer education and new technology; custodial training; early…
Asthma education for school staff in Riyadh city: effectiveness of pamphlets as an educational tool.

PubMed

Abdel Gawwad, Ensaf S; El-Herishi, Sultana

2007-01-01

Teachers and support staff are often called upon to manage asthma at school but may have little knowledge and understanding of the condition. The objectives of this study were to develop educational package (pamphlets) about asthma, and assess its effectiveness as an educational tool for schools' staff through evaluation of its impact on the staff's asthma-related knowledge, attitudes and management practices on their pupils. A pre-post experimental research design was used in Riyadh city with distribution of self-administered questionnaires and asthma package to 4 randomly selected girls schools compounds. Participants were school staff (n = 297) of primary, intermediate and secondary schools. Results showed that only 5.7% of the staff had received previous training in asthma education. Lack of knowledge and misconceptions about asthma medication were evident among a considerable proportion of the staff specifically for use of antibiotics, steroids, side effect of ventolin, and addicting effect of inhalers. At pretest, only 35% and 40.1% of the staff had good level of knowledge and management practices. At posttest, the corresponding percentages increased significantly to be 83.9% and 68.6% respectively. The mean total score of staff's asthma related-attitudes became more favorable towards asthma education after intervention, it increased significantly from 53.5 to be 55.0. Total posttest knowledge score was the only predictor of both staff attitudes and management practices constituting 9.1% and 10.2% of their variance. The great majority cited lack of training (92%), unavailability school policy (86.8%), and shortage of educational resources (88.3%) as barriers against asthma education and management in their schools. Most of school staff had poor to fair level of asthma knowledge and management practices. Such simple educational intervention using pamphlets and demonstration of inhaler use and peaked flow meter was significantly successful in enhancing staff
Staff-Averse Challenging Behaviour in Older Adults with Intellectual Disabilities

ERIC Educational Resources Information Center

Hartley, Sigan L.; MacLean, William E.

2007-01-01

Background: People with intellectual disabilities are increasingly reaching older adulthood. Little is known about age-related change in the prevalence of challenging behaviours among older adults with intellectual disabilities. Materials and method: The frequency and severity of staff-averse challenging behaviours of 132 older adults with…

A Participative Process for the Design and Production of Adult Basic Education Training Resources.

ERIC Educational Resources Information Center

Villa, Jane Kathryn; Chalmers, Michael

1981-01-01

Reviews the three-stage participative process used to create and test resources for Adult Basic Education (ABE) staff development in North Carolina. Introduces the 1980 State plan for ABE and its objectives. Describes workshops for program directors and instructors which resulted in staff development handbooks. Explains the evaluation process.…
Indicators of Program Quality, Measures of Performance & Standards. Adult Basic Education and ESL Programs in NJ. Summary Report.

ERIC Educational Resources Information Center

Merkel-Keller, Claudia; Streeter-Scrupski, Sandra

In 1992, adult education staff and adult literacy volunteer organizations developed 8 indicators of program quality to be used for evaluating adult basic education and English as a Second Language (ESL) programs in New Jersey. Performance standards were developed to match the standards. An evaluation was conducted to determine how the indicators…
Social Reproduction in Non-Formal Adult Education: The Case of Rural Mozambique

ERIC Educational Resources Information Center

Straubhaar, Rolf

2014-01-01

Using fieldnotes from the non-formal adult education classes run by a non-profit international education with ground operations in rural Mozambique, this article documents how the comments made by class facilitators and class participants in those classes reflect inherent power inequalities between non-profit staff and local participants. These…
Reducing Barriers to Sex Education for Adults with Mental Retardation.

ERIC Educational Resources Information Center

Huntley, Cristy F.; Benner, Susan M.

1993-01-01

Opinions of professionals from 16 agencies were obtained to identify techniques that agencies serving adults or adolescents with mental retardation could utilize to provide systematic sex education and counseling. Recommendations are offered in five areas: self-advocacy and self-determination, individual design, staff training and support,…
Report: Third Regional Seminar, Southeastern Region Adult Basic Education Staff Development Project (New Orleans, May 5-10, 1970).

ERIC Educational Resources Information Center

Southern Regional Education Board, Atlanta, GA.

The regional seminars of the Southern Regional Education Board (SREB) are designed to provide inservice training and planning experiences to foster the professional growth of state department of education, university, and local AE/ABE staff members. The third regional seminar was aimed at developing ongoing, self-supporting training programs…
Seeds of Change; A Report and Evaluation of a Four-Year Adult Education Project in the Vigo County Public Library.

ERIC Educational Resources Information Center

Warren, E. Theodore

The Adult Education Project, conducted for four years at what is now the Vigo County Public Library, Terre Haute, Indiana, was an attempt to discover what could be done to improve a community's informal adult education programs by adding a doctorate-level adult educator to the staff of the public library and by making his services available to the…
The Continuing Education Needs of Academic Staff: Senior College Staff in TAFE.

ERIC Educational Resources Information Center

Mageean, Pauline

Interviews intended to discover the best ways of meeting the continuing education needs of senior Technical and Further Education (TAFE) staff were conducted with 250 individuals from 17 TAFE colleges throughout Australia. The study population consisted of principals, deputy principals, department heads, and heads of schools who spend 50 percent…
Staff Development Needs in Pakistan Higher Education

ERIC Educational Resources Information Center

Ullah, Muhammad Hameed; Khan, Muhammad Naeem Ullah; Murtaza, Ali; Ud Din, Muhammad Naseer

2011-01-01

Staff development is very significant for the achievement of overall goals of higher education in Pakistan. The success of innovations depends largely upon the skills of instructors; but in Pakistan, the people with a simple masters degree (without any pedagogical training) are inducted as teaching staff at the university level, so it is time to…
Between Education and Psychology: School Staff Perspectives

ERIC Educational Resources Information Center

Corcoran, Tim; Finney, Dave

2015-01-01

When discussing contributions from psychology in/to educational practices like school-based mental health promotion, it is peculiar that psychologists (of an educational or clinical kind) or education-oriented sociologists, both not often based in schools or classrooms, dominate the topic. It has been acknowledged that school staff have been over…
Managing Staff Development in Adult and Community Learning: Reflection to Practice.

ERIC Educational Resources Information Center

Ewens, David

This document is intended to assist individuals responsible for managing staff development in adult and community learning (ACL) in the United Kingdom. The guide presents step-by-step advice for designing and implementing an approach based on the belief that staff development should do the following things: (1) relate holistically to the…
Exclusory and Transformative Dimensions of Adult Environmental Education in Two Brazilian Protected Areas

ERIC Educational Resources Information Center

Valenti, Mayla Willik; de Oliveira, Haydée Torres; Logarezzi, Amadeu José Montagnini

2017-01-01

This study addresses the limitations and potential for the development of an adult environmental education program in two protected areas in Brazil. The investigation was based on critical communicative methodology and involved 25 people variously related to puma conservation and environmental education. We found that the staff of protected areas…
Case Studies of Three Midwestern Art Museums as They Function as Adult Education Institutions, with an Introductory History of Adult Education in American Art Museums.

ERIC Educational Resources Information Center

Furstenberg, James Henry

The study describes current art museum adult education programs and objectives in three art museums. Data were gathered through interviews with museum staffs, from current publications and records, and from clipping files and historical documents. Each museum sponsors training for volunteer guides and a yearly show for collectors, and provides…
Managing behavioural symptoms of dementia: effectiveness of staff education and peer support.

PubMed

Visser, S M; McCabe, M P; Hudgson, C; Buchanan, G; Davison, T E; George, K

2008-01-01

This study was designed to investigate the impact of staff education on the behaviour and quality of life of residents with dementia and on staff members' attitudes about working with people with dementia and level of burnout. Staff from three aged care facilities participated in the study (n=52). These facilities were randomly assigned to one of two intervention groups or a control group. Staff assigned to the intervention groups received an eight-week behaviourally-based programme. Staff from one aged care facility also participated in a peer support group designed to reinforce educational material and facilitate positive changes among staff members. Behavioural symptoms displayed by residents (n=76) in each of the facilities were also assessed. Assessments were conducted at pre-intervention, post-intervention, three- and six-month follow-up. The results of this study indicated that education or peer support was not associated with an improvement in resident behaviour or quality of life. Education or peer support also did not impact on staff members' level of burnout. There was, however, a change in staff members' attitudes about working with people with dementia. Possible explanations for these findings and implication for further research are considered.
Practical Staff Management Techniques for Distance Education Coordinators

ERIC Educational Resources Information Center

Porter, Toccara D.

2016-01-01

This article reports on the author's enrollment in the SuccessfUL Supervisor Series course. As a new distance education library coordinator the author sought out formal supervisor training to address staff misconduct and establish staff training initiatives for distance library service needs. Structured as a case study, the author discusses how…
A Massachusetts Career Education Staff Development Research Guide.

ERIC Educational Resources Information Center

Chase, Elizabeth C. R., Ed.; McLain, Thomas W., Ed.

Designed as a resource manual for use in conjunction with state and/or local level career education staff development training sessions, this handbook also provides local practitioners with information to develop new or improved career education programs. Chapter 1 overviews the concept, rationale, goals, and objectives of career education in…
Academic Staff Quality in Higher Education: An Empirical Analysis of Portuguese Public Administration Education

ERIC Educational Resources Information Center

Sarrico, Cláudia S.; Alves, André A.

2016-01-01

Higher education accreditation frameworks typically consider academic staff quality a key element. This article embarks on an empirical study of what academic staff quality means, how it is measured, and how different aspects of staff quality relate to each other. It draws on the relatively nascent Portuguese experience with study programme…
How Staff Pursue Questions to Adults with Intellectual Disabilities

ERIC Educational Resources Information Center

Finlay, W. M. L.; Antaki, C.

2012-01-01

Background: When support staff use questions to instruct, advise or guide adults with intellectual disabilities (ID), or to solicit information from them, the interaction does not always proceed smoothly, particularly when replies are ambiguous, absent or not obviously relevant. That can lead to interactional trouble and dissatisfaction, or worse.…
Cottage Crafts Final Report. ESL Cottage Industry Education and Employment Program. July 1, 1982 - June 30, 1983. A 310 Adult Education Project.

ERIC Educational Resources Information Center

Henry, Jean; And Others

The ESL (English as a second language) Cottage Industry Education and Employment Program was developed to provide ESL and life skills instruction to homebound and elderly refugees while, at the same time, fostering the continuation of native crafts and folklife. The program was the cooperative effort of local adult education staff, leaders and…
Positive Character Traits of Special Education Staff: Commonalities and Applications

ERIC Educational Resources Information Center

Korn, Maggie A.; Woodard, Cooper R.; Tucker, Chelsea A.

2016-01-01

The goal of the present study was to identify the positive character traits of staff working with a special education population and further understand how staff apply these traits in their work. Twenty-eight staff from a school/treatment program for students with autism and related developmental disorders completed the VIA Inventory of Strengths…
Exploring Post-Program Psychological Adjustment for Adult Staff Facilitating a Wilderness Adventure Program

ERIC Educational Resources Information Center

Lawrence-Wood, Ellie; Raymond, Ivan

2011-01-01

This paper outlines a pilot study of the post-program psychological adjustment outcomes of adult staff facilitating an Australian-based wilderness adventure program for youth at risk. The descriptive and correlational survey study (N = 62) examined the psychological adjustment processes staff underwent following program completion, and the factors…

Knowledge, Skills, and Attitudes in Caring for Older Adults With Advanced Illness Among Staff Members of Long-Term Care and Assisted Living Facilities: An Educational Needs Assessment.

PubMed

Cimino, Nina M; Lockman, Kashelle; Grant, Marian; McPherson, Mary Lynn

2016-05-01

In long-term care and assisted living facilities, many groups of health care professionals contribute to the work of the health care team. These staff members perform essential, direct patient care activities. An educational needs assessment was conducted to determine the learning needs and preferences of staff members related to providing care for patients with life-limiting illnesses. Staff members placed importance on understanding topics such as principles of palliative care, pain assessment, pain management, and nonpain symptom management. The majority of survey respondents were also interested in learning more about these topics. The results of this educational needs analysis suggest staff members would benefit from a course tailored to these identified educational needs and designed to overcome previously identified educational barriers. © The Author(s) 2014.
Adult Education as Vocation: A Critical Role for the Adult Educator.

ERIC Educational Resources Information Center

Collins, Michael

Fixation on technique, erosion of autonomous and community interests, and efforts to increase professionalization of adult education (which tends to emphasize the differences between adult educators and adult learners rather than their common interests) have created a crisis in adult education. Contemporary practice and research on self-directed…
Modernisation of Higher Education in Europe: Academic Staff--2017. Eurydice Report

ERIC Educational Resources Information Center

Crosier, David; Birch, Peter; Davydovskaia, Olga; Kocanova, Daniela; Parveva, Teodora

2017-01-01

This report aims to provide insight into the realities faced by higher education academic staff at a time of fast-moving change and increasing societal demand. Fluctuating student numbers, new funding and steering mechanisms are among the features of today's European higher education landscape, but not enough is known about how academic staff are…
Factors influencing the contribution of staff to health education in schools.

PubMed

Jourdan, Didier; Mannix McNamara, Patricia; Simar, Carine; Geary, Tom; Pommier, Jeanine

2010-08-01

Understanding the contribution of the whole-school staff to health education (HE) is an important goal in HE research. This study aimed to identify the views of staff (principals; teachers; school nurses and doctors; counsellors and administrative, maintenance, canteen and cleaning staff) regarding the nature of their contribution to HE. The research is based on 207 semi-structured interviews of staff in a sample of five French middle schools (grade 6-9). Content analysis was performed using Bardin's method. The results showed that staff members have different views of their role, three main roles were identified: (i) as an educator in everyday life issues (72%); (ii) individual support, listening (14%) and (iii) taking part in collective projects and facilitation (14%). Professional status has a significant influence on the view they have of their contribution to HE. These results show that in order to facilitate consistent implementation of HE, schools need to be supported to build HE policy (need analysis, definition of priorities and partnerships) and also to develop the means by which an inclusive and real sharing of common culture among all staff can happen; this is not limited to teaching staff but includes non-teaching staff also.
Opportunities and Challenges of Academic Staff in Higher Education in Africa

ERIC Educational Resources Information Center

Mushemeza, Elijah Dickens

2016-01-01

This paper analyses the opportunities and challenges of academic staff in higher education in Africa. The paper argues that recruitment, appointment and promotion of academic staff should depend highly on their productivity (positive production per individual human resource). The staff profile and qualifications should be posted on the University…
Staff attributions of the causes of challenging behaviour in children and adults with profound intellectual and multiple disabilities.

PubMed

Poppes, P; van der Putten, A A J; ten Brug, A; Vlaskamp, C

2016-01-01

A study has shown that staff do not generally perceive challenging behaviour in people with profound intellectual and multiple disabilities (PIMD) as being of serious consequence. In this study we aimed to gain a better understanding of the causal explanations that direct care and support staff give for challenging behaviour in this group. The purpose of this study was twofold: (1) to determine the way staff attribute challenging behaviour in children and adults with PIMD; and (2) to analyse whether more experienced staff attribute challenging behaviour in children and adults with PIMD differently than less experienced staff. In total, 195 direct support staff and an equal number of children and adults with PIMD participated in the study. Direct support staff filled out the Challenging behaviour Attribution Scale (five causal explanatory models of challenging behaviour) to explain challenging behaviour in one individual that they supported. The results show that direct support staff as a whole report the biomedical model as the most plausible explanation for challenging behaviour in children and adults with PIMD. However, in the present study the mean scores on all models are low. This might indicate that a large number of staff found none of the models particularly useful as possible explanations of challenging behaviour in people with PIMD. This could mean that staff have difficulties stating the cause of challenging behaviour in this group. Another possible explanation could be that there is little scientific knowledge about causing and maintaining factors of challenging behaviour in people with PIMD. It could also mean that staff have additional explanations for challenging behaviour in this target group that are not mentioned in the instrument used. Future research should address these issues. No differences were found between more experienced and less experienced direct support staff. Copyright © 2015 Elsevier Ltd. All rights reserved.
Report: Joint Conference: Second Annual Region IV Conference on Adult Education and Second Regional Institute Southeastern Region Adult Basic Education Staff Development Project. (Daytona Beach, Florida, February 14-18, 1970).

ERIC Educational Resources Information Center

Southern Regional Education Board, Atlanta, GA.

Two simultaneous conferences on Adult Education and Adult Basic Education were held because it was considered that interaction between the two conference groups would be mutually beneficial. The defined goal of this joint institute was: the identification of problems, strategies, and priorities as they relate to an on-going plan for staff…
Utah Adult Education Services. Adult Education Report 1968-69.

ERIC Educational Resources Information Center

Utah State Board of Education, Salt Lake City.

Major purposes for the preparation of this report on public school adult education in Utah were: to provide the public with a description of achievements, trends, and needs, and with meaningful cost accounting information; to make comparisons and analyses of adult education by program, school district, and year; and to provide the adult education…
Viewpoints II: Contemporary Educational Issues. Reports of Educational Staff Seminar Programs 1973.

ERIC Educational Resources Information Center

Merrow, John, Comp.

The activities of the Educational Staff Seminar of The George Washington University are described for 1973 in reference to schools and colleges, other learning communities, children, governments and governance, learning and books, and testing and technology. Chapter I discusses fraud in the schools, graduate and professional education, and…
Asthma Management Practices and Education Needs of Head Start Directors and Staff.

ERIC Educational Resources Information Center

Huss, Karen; Winkelstein, Marilyn; Calabrese, Barbara; Butz, Arlene; Reshef, Shoshana; Rand, Cynthia; Gilpin, Adele

2002-01-01

Surveyed Baltimore Head Start directors and staff participating in an asthma education intervention at 15 Head Start programs to determine their asthma management practices and education needs. Results revealed discrepancies between staff and directors regarding location of asthma medications and presence of asthma action plans in programs. Both…
Practitioner-Initiated Workplace-Based Conjoint Collaboration within an Adult Education Institution toward Democratic Schooling: A Distributed Leadership Perspective

ERIC Educational Resources Information Center

Fang, Ya-Hui; Huang, Shen-Tzay

2015-01-01

This paper examines an account of a practitioner-initiated transformation of workplace-based social relationship within a grassroots adult education institution. This tripartite relationship among adult students, staff and teachers, abbreviated as AST, is a major driving force for activities and missionary functioning of the XinZhuang Community…
Radiation safety education reduces the incidence of adult fingers on neonatal chest radiographs.

PubMed

Sahota, N; Burbridge, B E; Duncan, M D

2014-06-01

A previous audit revealed a high frequency of adult fingers visualised on neonatal intensive care unit (NICU) chest radiographs-representing an example of inappropriate occupational radiation exposure. Radiation safety education was provided to staff and we hypothesised that the education would reduce the frequency of adult fingers visualised on NICU chest radiographs. Two cross-sectional samples taken before and after the administration of the education were compared. We examined fingers visualised directly in the beam, fingers in the direct beam but eliminated by technologists editing the image, and fingers under the cones of the portable x-ray machine. There was a 46.2% reduction in fingers directly in the beam, 50.0% reduction in fingers directly in the beam but cropped out, and 68.4% reduction in fingers in the coned area. There was a 57.1% overall reduction in adult fingers visualised, which was statistically significant (Z value - 7.48, P < 0.0001). This study supports radiation safety education in minimising inappropriate occupational radiation exposure.
ITV: Helping Teachers Teach and Students Learn. Staff Development Resources, 1988-89.

ERIC Educational Resources Information Center

South Carolina Educational Television Network Columbia.

This guide provides a listing, with descriptions and schedules, of the staff development programs offered over educational television and radio through the South Carolina Educational Television Network. The radio and/or television programs offered are listed by subject area: administration, adult education, arts, career education,…
Evaluation of Adult Education Programs. California Adult Education.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento.

To assist adult educators in finding meaningful ways to measure the effectiveness of instruction, this monograph provides selected illustrations of specific methods used by adult education instructors to verify student learning. Obtained from teachers in the field, the examples are from programs in (1) dental assisting, (2) instrument pilot ground…
Some Adult Educational Elements in Ancient Eastern Education.

ERIC Educational Resources Information Center

MacGregor, Norman

The existence of adult educational elements in acient India, China, Judea, and Arabia is demonstrated in this paper. Hindu and Buddhist adult education is discussed first, followed by Chinese adult education, Jewish adult education, and Islamic adult education. Conclusions of the study on which this paper reports are: (1) the existence of the…
The (In)Convenience of Care in Preschool Education: Examining Staff Views on Educare

ERIC Educational Resources Information Center

Van Laere, Katrien; Vandenbroeck, Michel

2018-01-01

It is generally accepted that Early Childhood Education and Care should adopt a holistic view on education, in which education and care are inseparable concepts. Perspectives of staff members themselves are, however, often absent in these educare debates. We conducted six video-elicited focus groups with various preschool staff members (n = 69) in…
Safety and health practice among laboratory staff in Malaysian education sector

NASA Astrophysics Data System (ADS)

Husna Che Hassan, Nurul; Rasdan Ismail, Ahmad; Kamilah Makhtar, Nor; Azwadi Sulaiman, Muhammad; Syuhadah Subki, Noor; Adilah Hamzah, Noor

2017-10-01

Safety is the most important issue in industrial sector such as construction and manufacturing. Recently, the increasing number of accident cases reported involving school environment shows the important of safety issues in education sector. Safety awareness among staff in this sector is crucial in order to find out the method to prevent the accident occurred in future. This study was conducted to analyze the knowledge of laboratory staff in term of safety and health practice in laboratory. Survey questionnaires were distributing among 255 of staff laboratory from ten District Education Offices in Kelantan. Descriptive analysis shows that the understanding of safety and health practice are low while doing some job activities in laboratory. Furthermore, some of the staff also did not implemented safety practice that may contribute to unplanned event occur in laboratory. Suggestion that the staff at laboratory need to undergo on Occupational Safety and Health training to maintain and create safe environment in workplaces.
[Health education in schools for adults: by a teacher or health education lecture?].

PubMed

Tormo Molina, J; Rodríguez Fernández, M J; Hernán García, M; Fernández Ajuria, A; García-Marcos, A

2000-03-15

To compare the results of two ways of teaching the rational use of medicines to students of centres of permanent education of adults (CPEA): one taught by the normal teachers (after training by health personnel) and one through a lecture given by the health staff. Intervention study without randomised distribution and with a control group. Five CPEA in an urban centre. 385 students and 15 CPEA teachers. Three groups: a) "teachers" group: consisting of students who received education on medicines in the class-room through their teachers, who had been previously trained by health personnel; b) "lecture" group: students who had received a health education lecture on medicines given by health staff; c) non-intervention group. All three groups were administered a questionnaire before and after the intervention. Both questionnaires were paired. 248 people completed the first questionnaire and 149 the second. Significant gains in knowledge were only found in the teachers intervention group (p < 0.01; 7.8% increase in score). Dividing the students into terciles made these gains significantly greater (11.7%) in the students of the teachers group who in the first questionnaire had intermediate scores than in the students in the other groups who had intermediate scores. Intervention with teachers seems more effective than either a health education lecture or no intervention, especially in the improvement in knowledge of students who already had beforehand intermediate knowledge.
Purpose of Adult Education

ERIC Educational Resources Information Center

Moon, Paul J.

2006-01-01

The purpose of this conceptual paper was to propose an ultimate goal and purpose for the field and practice of adult education. A literature search was conducted to delineate historical philosophies of education that inform the current state of education, including adult education. Furthermore, building upon the rudiments of adult education extant…
Association between addiction treatment staff professional and educational levels and perceptions of organizational climate and resources.

PubMed

Krull, Ivy; Lundgren, Lena; Beltrame, Clelia

2014-01-01

Research studies have identified addiction treatment staff who have higher levels of education as having more positive attitudes about evidence-based treatment practices, science-based training, and the usefulness of evidence-based practices. This study examined associations between addiction treatment staff level of education and their perceptions of 3 measures of organizational change: organizational stress, training resources and staffing resources in their treatment unit. The sample included 588 clinical staff from community-based substance abuse treatment organizations who received Substance Abuse and Mental Health Services Administration (SAMHSA) funding (2003-2008) to implement evidence-based practices (EBPs). Bivariate analysis and regression modeling methods examined the relationship between staff education level (no high school education, high school education, some college, associate's degree, bachelor's degree, master's degree, doctoral degree, and other type of degree such as medical assistant, registered nurse [RN], or postdoctoral) and attitudes about organizational climate (stress), training resources, and staffing resources while controlling for staff and treatment unit characteristics. Multivariable models identified staff with lower levels of education as having significantly more positive attitudes about their unit's organizational capacity. These results contradict findings that addiction treatment staff with higher levels of education work in units with greater levels of organizational readiness for change. It cannot be inferred that higher levels of education among treatment staff is necessarily associated with high levels of organizational readiness for change.

Public Health Nursing Staff Health Education Attitudes.

ERIC Educational Resources Information Center

Collins, Terence R.; And Others

Health education attitudes toward prevention, detection, and treatment of selected chronic diseases and conditions confronting public health nursing staffs were investigated at a Florida Department of Health and Rehabilitative Services District, which is composed of 16 county public health units (CPHU). Findings were used to determine type of…
Evaluating the implementation of a multicomponent asthma education program for Head Start staff.

PubMed

Ruvalcaba, Elizabeth; Chung, Shang-En; Rand, Cynthia; Riekert, Kristin A; Eakin, Michelle

2018-03-15

Asthma disproportionately affects minority groups, low income populations, and young children under 5. Head Start (HS) programs predominantly serve this high-risk population, yet staff are not trained on asthma management. The objective of this study was to assess a 5-year, multicomponent HS staff asthma education program in Baltimore City HS programs. All HS programs were offered annual staff asthma education by a medical research team that included didactic lectures and hands-on training. Attendees received continuing education credits. HS staff were anonymously surveyed on asthma knowledge and skills and asthma medication management practices in Year 1 (preimplementation) and Year 5. There was an estimated response rate of 94% for Year 1 and 82% for Year 5. Compared to staff in Year 1, Year 5 staff were significantly more likely to report they had very good knowledge and skills related to asthma [odds ratio (OR) 1.63; p < 0.05] and were engaged in asthma care activities (OR 2.02; p < 0.05). Self-reported presence of asthma action plans for all children with asthma was 82% at Year 1 and increased to 89% in Year 5 (p = 0.064). Year 5 HS staff reported higher self-assessed knowledge and skills, self-reports of asthma medication management practices, and self-reports of asthma activities compared to Year 1 staff. HS serves high-risk children with asthma, and a multicomponent program can adequately prepare staff to manage asthma in the child care setting. Our results indicate the feasibility of providing efficacious health skill education into child care provider training to reduce asthma knowledge gaps.
Continuing education for staff in long-term care facilities: corporate philosophies and approaches.

PubMed

Ross, M M; Carswell, A; Dalziel, W B; Aminzadeh, F

2001-01-01

The purpose of this study was to determine corporate philosophies of continuing education and approaches to meeting the learning needs of staff who strive to provide for the increasingly challenging care requirements of seniors who reside in long-term care facilities. In-depth interviews lasting approximately 1 hour were conducted with key informants at the administrative level from nine long-term care facilities. Content analysis revealed a commitment to continuing education for staff. While recognizing the importance of organizational responsibility for continuing education, administrators placed emphasis on the individual responsibility of staff. Learning needs were identified as affective, managerial, and physical in nature. Challenges to providing continuing education programs were derived from a general lack of fiscal and human resources. A variety of measures was suggested as important to supporting the continuing learning of staff. Implications of this study point to the need for long-term care facilities to incorporate into their strategic plans measures of ensuring continuing education as a basis for the ongoing competence and development of staff. In addition, there is a need for collaboration between long-term care facilities and other institutions of a long-term care, acute care, and educational nature in the development of strategies to operationalize a philosophy of continuing learning as a basis for the provision of optimal care to residents.
Engaging Students and Staff with Educational Development through Appreciative Inquiry

ERIC Educational Resources Information Center

Kadi-Hanifi, Karima; Dagman, Ozlem; Peters, John; Snell, Ellen; Tutton, Caroline; Wright, Trevor

2014-01-01

Appreciative inquiry (AI) offers a constructive, strengths-based framework for engaging students and staff in the enhancement of academic programmes of study. This paper explores the basis of AI, its potential for educational development and the many agendas it might help address. Students and academic staff involved in an AI project, focused on…
Nordic-Baltic cooperation in adult education: A collective story of Estonian adult educators

NASA Astrophysics Data System (ADS)

Jõgi, Larissa; Karu, Katrin

2017-03-01

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?
Improving residents' oral health through staff education in nursing homes.

PubMed

Le, Phu; Dempster, Laura; Limeback, Hardy; Locker, David

2012-01-01

This study assessed the efficacy of oral care education among nursing home staff members to improve the oral health of residents. Nursing home support staff members (NHSSMs) in the study group received oral care education at baseline between a pretest and posttest. NHSSMs' oral care knowledge was measured using a 20-item knowledge test at baseline, posteducation, and at a 6-month follow-up. Residents' oral health was assessed at baseline and again at a 6-month follow-up using the Modified Plaque Index (PI) and Modified Gingival Index (GI). Among staff members who received the oral care education (n = 32), posttest knowledge statistically significantly increased from the pretest level (p < .05). Thirty-nine control residents of the nursing homes and 41 study residents participated. Among residents in the study group, PI decreased at 6 months compared to baseline (p < .05), but there was no statistically significant difference in their GI measurements between baseline and 6-month follow-up (p= .07). © 2012 Special Care Dentistry Association and Wiley Periodicals, Inc.
Adult educators' core competences

NASA Astrophysics Data System (ADS)

Wahlgren, Bjarne

2016-06-01

Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or "core" requirements, organising them into four thematic subcategories: (1) communicating subject knowledge; (2) taking students' prior learning into account; (3) supporting a learning environment; and (4) the adult educator's reflection on his or her own performance. At the end of his analysis of different competence profiles, the author notes that adult educators' ability to train adult learners in a way which then enables them to apply and use what they have learned in practice (thus performing knowledge transfer) still seems to be overlooked.
Staff-Student Collaboration: Student Learning from Working Together to Enhance Educational Practice in Higher Education

ERIC Educational Resources Information Center

Dickerson, Claire; Jarvis, Joy; Stockwell, Lewis

2016-01-01

The association of research and teaching, and the roles and responsibilities of students and academic staff and the nature of their interrelationship are important issues in higher education. This article presents six undergraduate student researchers' reports of their learning from collaborating with academic staff to design, undertake and…
Using videoteleconferencing for continuing education and staff development programs.

PubMed

Heidenreiter, T J

1995-01-01

In times of tight budgets for continuing nursing education and staff development, using live, interactive videoteleconferencing is one approach to maintaining the quality and viability of continuing education programs. Participation in professionally produced closed circuit, satellite, or cable broadcast continuing education programs can be the first step in that effort. Careful planning for and promotion of the use of such broadcasts may not only enhance a hospital's education programs and facilitate learning, but may also prove financially beneficial.
Recommendations for enhancing psychosocial support of NICU parents through staff education and support

PubMed Central

Hall, S L; Cross, J; Selix, N W; Patterson, C; Segre, L; Chuffo-Siewert, R; Geller, P A; Martin, M L

2015-01-01

Providing psychosocial support to parents whose infants are hospitalized in the neonatal intensive care unit (NICU) can improve parents' functioning as well as their relationships with their babies. Yet, few NICUs offer staff education that teaches optimal methods of communication with parents in distress. Limited staff education in how to best provide psychosocial support to families is one factor that may render those who work in the NICU at risk for burnout, compassion fatigue and secondary traumatic stress syndrome. Staff who develop burnout may have further reduced ability to provide effective support to parents and babies. Recommendations for providing NICU staff with education and support are discussed. The goal is to deliver care that exemplifies the belief that providing psychosocial care and support to the family is equal in importance to providing medical care and developmental support to the baby. PMID:26597803
New Developments in Transnational Education and the Challenges for Higher Education Professional Staff

ERIC Educational Resources Information Center

Henderson, Michelle; Barnett, Rebecca; Barrett, Heather

2017-01-01

Transnational education (TNE) is a fast moving area. The growth of TNE provision across the higher education (HE) sector has meant professional staff have developed considerable experience and knowledge in this field. However, the development of online and distance learning provision combined with the changing TNE landscape has given rise to new…
Child-Staff Ratios in Early Childhood Education and Care Settings and Child Outcomes: A Systematic Review and Meta-Analysis.

PubMed

Perlman, Michal; Fletcher, Brooke; Falenchuk, Olesya; Brunsek, Ashley; McMullen, Evelyn; Shah, Prakesh S

2017-01-01

Child-staff ratios are a key quality indicator in early childhood education and care (ECEC) programs. Better ratios are believed to improve child outcomes by increasing opportunities for individual interactions and educational instruction from staff. The purpose of this systematic review, and where possible, meta-analysis, was to evaluate the association between child-staff ratios in preschool ECEC programs and children's outcomes. Searches of Medline, PsycINFO, ERIC, websites of large datasets and reference sections of all retrieved articles were conducted up to July 3, 2015. Cross-sectional or longitudinal studies that evaluated the relationship between child-staff ratios in ECEC classrooms serving preschool aged children and child outcomes were independently identified by two reviewers. Data were independently extracted from included studies by two raters and differences between raters were resolved by consensus. Searches revealed 29 eligible studies (31 samples). Child-staff ratios ranged from 5 to 14.5 preschool-aged children per adult with a mean of 8.65. All 29 studies were included in the systematic review. However, the only meta-analysis that could be conducted was based on three studies that explored associations between ratios and children's receptive language. Results of this meta-analysis were not significant. Results of the qualitative systematic review revealed few significant relationships between child-staff ratios and child outcomes construed broadly. Thus, the available literature reveal few, if any, relationships between child-staff ratios in preschool ECEC programs and children's developmental outcomes. Substantial heterogeneity in the assessment of ratios, outcomes measured, and statistics used to capture associations limited quantitative synthesis. Other methodological limitations of the research integrated in this synthesis are discussed.
Child-Staff Ratios in Early Childhood Education and Care Settings and Child Outcomes: A Systematic Review and Meta-Analysis

PubMed Central

Perlman, Michal; Fletcher, Brooke; Falenchuk, Olesya; Brunsek, Ashley; McMullen, Evelyn; Shah, Prakesh S.

2017-01-01

Child-staff ratios are a key quality indicator in early childhood education and care (ECEC) programs. Better ratios are believed to improve child outcomes by increasing opportunities for individual interactions and educational instruction from staff. The purpose of this systematic review, and where possible, meta-analysis, was to evaluate the association between child-staff ratios in preschool ECEC programs and children’s outcomes. Searches of Medline, PsycINFO, ERIC, websites of large datasets and reference sections of all retrieved articles were conducted up to July 3, 2015. Cross-sectional or longitudinal studies that evaluated the relationship between child-staff ratios in ECEC classrooms serving preschool aged children and child outcomes were independently identified by two reviewers. Data were independently extracted from included studies by two raters and differences between raters were resolved by consensus. Searches revealed 29 eligible studies (31 samples). Child-staff ratios ranged from 5 to 14.5 preschool-aged children per adult with a mean of 8.65. All 29 studies were included in the systematic review. However, the only meta-analysis that could be conducted was based on three studies that explored associations between ratios and children’s receptive language. Results of this meta-analysis were not significant. Results of the qualitative systematic review revealed few significant relationships between child-staff ratios and child outcomes construed broadly. Thus, the available literature reveal few, if any, relationships between child-staff ratios in preschool ECEC programs and children’s developmental outcomes. Substantial heterogeneity in the assessment of ratios, outcomes measured, and statistics used to capture associations limited quantitative synthesis. Other methodological limitations of the research integrated in this synthesis are discussed. PMID:28103288
Adult Basic Education: Aligning Adult Basic Education and Postsecondary Education

ERIC Educational Resources Information Center

Texas Higher Education Coordinating Board, 2008

2008-01-01

In 2007, the 80th Texas Legislature included a rider to the General Appropriations Act for the Texas Higher Education Coordinating Board. The rider directed the agency to coordinate with the Texas Education Agency to develop and implement plans to align adult basic education with postsecondary education. The Coordinating Board, in collaboration…
The importance of continuing education for transplant coordination staff.

PubMed

Tokalak, Ibrahim; Emiroğlu, Remzi; Karakayali, Hamdi; Bilgin, Nevzat; Haberal, Mehmet

2005-06-01

Continuous quality improvement activities are necessary to achieve excellence at any institution. The Başkent University Hospitals have implemented continuous in-service training programs to improve all health services provided. Also, continuing medical education programs are being instituted in organ procurement and transplantation centers. In addition to receiving basic orientation and training upon hiring, transplant coordination staff complete forms that detail their current training status, further job training needed, and other courses of interest. The information is used to monitor skill levels, to determine the success of educational programs, and to identify further education that is needed. Our aim is to improve the quality of transplant coordination activities and increase organ donation at the hospitals in our network through effective monitoring and evaluation of continuous in-service training. These training programs enhance staff members' understanding of and participation in procedures related to transplantation and improves the total quality of the transplantation process. In the near future, this training model may be used to improve the donor hospital education program in Turkey.
Participation in interprofessional education: an evaluation of student and staff experiences.

PubMed

Forte, Anna; Fowler, Patricia

2009-01-01

This study investigates the experiences of staff and students involved in an identified Common Learning unit (module) named "Preparation for Practice". The unit was studied by those undertaking pre-registration undergraduate pathways in Physiotherapy, Occupational Therapy, Diagnostic Radiography and Therapeutic Radiography at London South Bank University. The study comprised uni-professional, inter-professional and staff focus groups. The main themes that emerged from the student focus groups were "Interprofessional awareness", "Impact on patient care" and "Positive and negative aspects of unit delivery". These themes were reflected in the staff focus group which also highlighted the impact of different learning and teaching strategies in working with interprofessional groups. Students and staff were able to understand the benefits of interprofessional education but they also identified barriers that detracted from the students' learning. Overall a variety of views were expressed which reflected the diversity of the student group and the challenges that this presented in the delivery of interprofessional education.
A study of network education application on nursing staff continuing education effectiveness and staff's satisfaction.

PubMed

Lin, Juin-Shu; Yen-Chi, Liao; Lee, Ting-Ting

2006-01-01

The rapid development of computer technology pushes Internet's popularity and makes daily services more timely and convenient. Meanwhile, it also becomes a trend for nursing practice to implement network education model to break the distance barriers and for nurses to obtain more knowledge. The purpose of this study was to investigate the relationship of nursing staff's information competency, satisfaction and outcomes of network education. After completing 4 weeks of network education, a total of 218 nurses answered the on-line questionnaires. The results revealed that nurses who joined the computer training course for less than 3 hours per week, without networking connection devices and with college degree, had the lower nursing informatics competency; while nurses who were older, at N4 position, with on-line course experience and participated for more than 4 hours each week, had higher nursing informatics competency. Those who participated in the network education course less than 4 hours per week were less satisfied. There were significant differences between nursing positions before and after having the network education. Nurses who had higher nursing information competency also had higher satisfaction toward the network education. Network education not only enhances learners' computer competency but also improves their learning satisfaction. By promoting the network education and improving nurses' hardware/software skills and knowledge, nurses can use networks to access learning resources. Healthcare institutions should also enhance computer infrastructure, and to establish the standards for certificate courses to increase the learning motivation and learning outcome.
Aspects of Adult Education.

ERIC Educational Resources Information Center

Chandrasekhar, Rajkumari

This book presents an overview of and prescription for adult education in India. Following an introduction to the problem of illiteracy in India, the book's 14 chapters cover a broad spectrum of adult education issues. Topics discussed include adult education and national development; roles of voluntary organizations, universities, colleges, and…
Adult Educators' Core Competences

ERIC Educational Resources Information Center

Wahlgren, Bjarne

2016-01-01

Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned…
Ending disruptive behavior: staff nurse recommendations to nurse educators.

PubMed

Lux, Kathleen M; Hutcheson, Jane B; Peden, Ann R

2014-01-01

The purpose of this qualitative descriptive study was to identify educational strategies that can prepare new graduates to manage disruptive behavior (DB) in the workplace. DB is any inappropriate behavior, confrontation, or conflict - ranging from verbal abuse to sexual harassment - that harms or intimidates others to the extent that quality of care or patient safety could be compromised. Individual interviews were conducted with nine staff nurses currently in practice in acute care settings in the United States. Staff nurses recommended educational strategies that focused on communication skills for professional practice. These included learning how to communicate with hostile individuals, and giving and receiving constructive criticism. Descriptions that participants provided about their work culture were an unexpected finding that has relevance for nurse educators as they prepare students for transition to practice Nurses described lack of management support and intervention for DB situations, personality clashes with coworkers, and devaluation of nursing work as affecting professional practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

Adult Education in Liberia.

ERIC Educational Resources Information Center

Smith, Robert M.

Adult education in Liberia is discussed as to the types of programs offered and the purposes and goals of each type. The programs are classified as Literacy Education, Continuing Education, Vocational Education, In-Service Education, and Fundamental Education. The needs of the adult Liberian in relation to the courses offered are discussed.…
Front-Line Educators: The Impact of Classified Staff Interactions on the Student Experience

ERIC Educational Resources Information Center

Schmitt, Mary Ann; Duggan, Molly H.; Williams, Mitchell R.; McMillan, Judy B.

2015-01-01

This multiple case study explored classified staff interactions with students as a strategy for increasing success. Interviews, observations, and focus groups examined interactions from the staff perspective. Findings indicate staff members enhance the educational process by providing a human connection, offering practical strategies for success,…
Responsibility of University and College Staff for Higher Education Quality Management

ERIC Educational Resources Information Center

Valiuskeviciute, Audrone; Ziogeviciute, Areta

2006-01-01

The article analyses the issue of indefiniteness of higher education quality management as a specific area of quality management. It analyses the participation of staff in the development of quality culture. It investigates the perceptions of university and college staff of their responsibilities to participate in quality management. On the basis…
Trust Territory of the Pacific Islands Adult Basic Education Program. Evaluation Report, Fiscal Year 1979.

ERIC Educational Resources Information Center

McCune, Donald A.

The Adult Basic Education (ABE) program conducted by the Trust Territory of the Pacific Islands was evaluated. Data were collected via staff interviews and record reviews during site visits at ABE facilities located in five of six district comprising the Trust Territory. Focus of the evaluation activities was on program administration,…
Adult Education in Portugal. Adult Education in Europe Studies and Documents No. 16.

ERIC Educational Resources Information Center

Melo, Alberto

This report on Portuguese adult education is focused on the principles and practices adopted by the Directorate-General, due to adult education's present embryonic state. Basic statistics and a brief introduction appear first. Part I, The System of Adult Education, is presented as a succession of initiatives and takes practically the entire length…
Adult Education in Greece

ERIC Educational Resources Information Center

Kokkos, Alexios

2008-01-01

The central aim of this article is to analyse the current situation of adult education in Greece. The article focuses on the following points: (a) the degree of participation in programmes of continuing professional training and general adult education courses, (b) the quality and the outcomes of the adult education provision in Greece, and (c)…
Helping Adults Learn. Facilitator's Guide.

ERIC Educational Resources Information Center

California State Univ. and Colleges, Long Beach. Office of the Chancellor.

This publication is a guide for those planning and facilitating a "Helping Adults Learn" Workshop designed to assist higher education faculty and staff in promoting greater access and success for adult learners in higher education. An overview of the workshop describes the purpose, goals (to increase understanding of theory and research…
Helping Adults Learn. Participant Workbook.

ERIC Educational Resources Information Center

California State Univ. and Colleges, Long Beach. Office of the Chancellor.

This publication is a workbook for those attending a "Helping Adults Learn" Workshop designed to assist higher education faculty and staff in promoting greater access and success for adult learners in higher education. An overview of the workshop describes the purpose, goals (to increase understanding of theory and research on adult…
Educating Academic Staff to Reorient Curricula in ESD

ERIC Educational Resources Information Center

Biasutti, Michele; Makrakis, Vassilios; Concina, Eleonora; Frate, Sara

2018-01-01

Purpose: The purpose of this paper is to present a professional development experience for higher education academic staff within the framework of an international Tempus project focused on reorienting university curricula to address sustainability. The project included revising curricula to phase sustainable development principles into university…
Building Staff Capacity to Evaluate in Museum Education

ERIC Educational Resources Information Center

Kubarek, Joy

2015-01-01

For years, museums of all varieties, including art museums, science centers, history museums, zoos, and aquariums, have conducted education evaluation. However, museums are all too often faced with the challenge of allocating staff time, expertise, and other resources toward conducting evaluation, particularly evaluation that moves beyond program…
Work-role transition: from staff nurse to clinical nurse educator.

PubMed

Manning, Liz; Neville, Stephen

2009-07-01

This article presents the findings of a study describing Clinical Nurse Educators' experiences, as they recall their transition from staff nurse to the Clinical Nurse Educator role, within a New Zealand District Health Board. Nurse Educator roles influence clinical practice and professional development of nurses, and although designated as a senior role nationally, the complexities and size of the role are poorly understood. A qualitative descriptive methodology utilising transition theory as a conceptual framework underpinned the study. A sample of eight Clinical Nurse Educators from a New Zealand District Health Board were interviewed about their transition from experienced staff nurse to inexperienced senior nurse. Data were analysed using a general inductive approach. Participants found the Clinical Nurse Educator role was more complex than anticipated, with no preparation for the role and sub-optimal orientation periods being provided by the District Health Board. As a result, signs of stress were evident as the enormity of the role became apparent. Consequently, employers need to ensure that appropriate orientation programmes and mentorship are inherent in health care organisations.
Improving Nurses' Knowledge About Older Adults  With Cancer.

PubMed

Burhenn, Peggy S; Ferrell, Betty; Johnson, Shirley; Hurria, Arti

2016-07-01

To assess nurses' knowledge, attitudes, and perceptions of caring for older adults and to use that assessment data to develop a training program to improve skills in caring for older adults with cancer.  . Survey of oncology nursing staff conducted pre- and posteducation regarding geriatric care. . City of Hope, a comprehensive cancer center in southern California. . 422 (baseline) and 375 (postintervention) nursing staff in adult care areas.  . The primary endpoint was the difference between baseline and postintervention knowledge. Secondary endpoints included differences in attitudes and perceptions of caring for older adults in an oncology setting. A two-sample t test was performed to compare the mean results between baseline and follow-up surveys. . Knowledge, attitudes, and perceptions of caring for older adults. . Survey comparisons from baseline to postintervention demonstrated statistically significant increases in nurses' knowledge of geriatric care after the implementation of an educational program targeted at oncology nurses. Nurses' attitudes remained the same pre- versus posteducation. A significant change reflecting a better perception was noted in the burden of behavioral problems; however, a worsening was noted in disagreements among staff; disagreements involving staff, patients, and families; and limited access to geriatric services. Both surveys highlighted the need to provide more education for staff about geriatric care issues and to make available more geriatric-specific resources.  . Knowledge about caring for older adults is needed for oncology nurses, and a geriatric education program for oncology nurses can result in improved knowledge in a variety of domains. Surveying staff highlighted the positive attitude of nurses toward caring for older adults at the study institution. The use of this survey identified key issues facing older adults and ways to improve care. . Additional knowledge about caring for older adults for
Patient and staff assessment of an audiovisual education tool for head and neck radiation therapy.

PubMed

Morley, Lyndon; McAndrew, Alison; Tse, Karen; Rakaric, Peter; Cummings, Bernard; Cashell, Angela

2013-09-01

The purpose of this study was to understand and compare patient and staff perceptions of a video-based preparatory education tool for head and neck radiotherapy. Patients and staff completed a questionnaire assessing their perceptions of whether the education tool was relevant, clear, complete and reassuring. Staff rated the video's accuracy and anticipated impact on future patient information needs. Demographic information was collected. Open-ended questions were used to elicit additional feedback. Quantitative responses from 50 patients and 48 staff were very positive and not significantly different between the two groups. Content analysis of the qualitative data provided insight into the information and approaches valued by patients and staff and how these differed. Staff members were more critical of the production quality and completeness of information related to procedures and treatment side effects. Patients valued seeing procedures acted out and desired more information about what these experiences would feel like and how to engage in self-care. Although staff-driven development may be an effective method of designing the content and approach of a preparatory education video, care should be taken to consider differences between patient and staff perceptions of information needs.
'It promoted a positive culture around falls prevention': staff response to a patient education programme-a qualitative evaluation.

PubMed

Hill, Anne-Marie; Waldron, Nicholas; Francis-Coad, Jacqueline; Haines, Terry; Etherton-Beer, Christopher; Flicker, Leon; Ingram, Katharine; McPhail, Steven M

2016-12-21

The purpose of this study was to understand how staff responded to individualised patient falls prevention education delivered as part of a cluster randomised trial, including how they perceived the education contributed to falls prevention on their wards. A qualitative explanatory study. 5 focus groups were conducted at participatory hospital sites. The purposive sample of clinical staff (including nurses, physiotherapists and quality improvement staff) worked on aged care rehabilitation wards when a cluster randomised trial evaluating a patient education programme was conducted. During the intervention period, an educator, who was a trained health professional and not a member of staff, provided individualised falls prevention education to patients with good levels of cognition (Mini-Mental State Examination >23/30). Clinical staff were provided with training to support the programme and their feedback was sought after the trial concluded, to understand how they perceived the programme impacted on falls prevention. Data were thematically analysed using NVivo qualitative data analysis software. 5 focus groups were conducted at different hospitals (n=30 participants). Staff perceived that the education created a positive culture around falls prevention and further, facilitated teamwork, whereby patients and staff worked together to address falls prevention. The educator was perceived to be a valuable member of the team. Staff reported that they developed increased knowledge and awareness about creating a safe ward environment. Patients being proactive and empowered to engage in falls prevention strategies, such as ringing the bell for assistance, was viewed as supporting staff falls prevention efforts and motivating staff to change practice. Staff responded positively to patient falls prevention education being delivered on their wards. Providing individualised patient education to older patients with good levels of cognition can empower staff and patients to work
A Comparison of Correctional Adult Educators and Formal Adult Educators in Terms of Their Expressed Beliefs in the Collaborative Teaching Mode. Theory and Methods of Adult Education.

ERIC Educational Resources Information Center

Sua, Dangbe Wuo

A study compared correctional adult educators and formal adult educators in terms of their expressed beliefs in the collaborative teaching mode as measured by the Principles of Adult Learning Scale. The sample consisted of 8 correctional adult educators from the Lake Correctional Institution and 10 adult education teachers from the Manatee Area…
Social Change and Adult Education Research. Adult Education Research in Nordic Countries 1992/93.

ERIC Educational Resources Information Center

Tampere Univ., Hameelinna (Finland). Dept. of Education.

This yearbook contains 18 papers reflecting the major trends in adult education research in the Nordic countries in 1992-93. The following papers are included: "Popular Adult Education and Social Mobilization: Reflections in Connection with the Swedish Committee on Power" (Rubenson); "Direction of Finnish Adult Education Policies…
From Politicized Adult Education to Market Oriented Adult Higher Education: How Adult Education Practice in One Region is Different from Another

ERIC Educational Resources Information Center

Wang, Victor C. X.; Mott, Vivian W.

2010-01-01

This study investigated the general instructional modes of adult educators in Southeast China and Northeast China. The study utilized Conti's (1983, 2004) Principles of Adult Learning Scale (PALS) to measure instructional modes of adult educators. Data were collected from 112 randomly selected participants engaged in teaching Chinese adult…
Discourse in Adult Education: The Language Education of Adult Immigrants in Sweden.

ERIC Educational Resources Information Center

Hill, Hannah

1990-01-01

A shortcoming of adult education theories is lack of attention to social, historical, and institutional contexts. A case study of language education programs for adult immigrants in Sweden illustrates how assumptions about participant-centered, needs-based education justified and legitimated the use of these programs as a tool for employment…
Can nursing facility staff with minimal education be successfully trained with computer-based training?

PubMed

Walker, Bonnie L; Harrington, Susan S

2004-05-01

This study compares the effects of computer-based and instructor-led training on long-term care staff with a high school education or less on fire safety knowledge, attitudes, and practices. Findings show that both methods of instruction were effective in increasing staff tests scores from pre- to posttest. Scores of both groups were lower at follow-up three months later but continued to be higher than at pretest. Staff with a high school education increased scores more than those without a high school diploma.
Adult Higher Education: Thinking the Unthinkable.

ERIC Educational Resources Information Center

David, Robert L.

The threats to adult higher education are rapidly becoming significant educational and social problems. To date, the hope of adult educators to become equal participants with other university divisions in higher education has not been realized. Simultaneous expansion and dilution of adult higher education have caused adult student demands for…

Adult Education at the Crossroads: Learning Our Way Out. Global Perspectives on Adult Education and Training.

ERIC Educational Resources Information Center

Finger, Matthias; Asun, Jose Manuel

This book assesses the current state of adult education, including the traditions out of which adult education comes, its current problems, and its possible futures. It begins with an overview of Ivan Illich's theory and explains its significance for adult education. Part 1 examines the main historical traditions in adult education, including the…
Policy to Performance Toolkit: Transitioning Adults to Opportunity

ERIC Educational Resources Information Center

Alamprese, Judith A.; Limardo, Chrys

2012-01-01

The "Policy to Performance Toolkit" is designed to provide state adult education staff and key stakeholders with guidance and tools to use in developing, implementing, and monitoring state policies and their associated practices that support an effective state adult basic education (ABE) to postsecondary education and training transition…
Adult Education through World Collaboration.

ERIC Educational Resources Information Center

Cassara, Beverly Benner, Ed.

This book contains the following papers about development/delivery of adult education through the efforts of multinational and bilateral government donors and the International Council for Adult Education (ICAE): "Preface" (Beverly Benner Cassara); "Introduction: Adult Education and Democracy" (Francisco Vio Grossi);…
Adult Education and Development, 1994.

ERIC Educational Resources Information Center

Adult Education and Development, 1994

1994-01-01

The publication is a half-yearly journal for adult education in Africa, Asia, and Latin America. Issue 42 includes the following: "Adult Education for Self-Reliance in Community Health Education Programmes" (Kweka); "Promoting Good Nutrition" (Mangvwat); "Incorporating Health-Improvement Activities in Adult Education…
Adult Education and Development.

ERIC Educational Resources Information Center

Hinzen, Heribert, Ed.

2002-01-01

This document contains 19 papers on adult education and development worldwide. The following papers are included: "Editorial" (Heribert Hinzen); "Lifelong Learning in Europe: Moving towards EFA (Dakar Framework for Action on Education for All) Goals and the CONFINTEA V Agenda" (Sofia Conference on Adult Education);…
Effects of a Staff Training Intervention on Seclusion Rates on an Adult Inpatient Psychiatric Unit.

PubMed

Newman, Julie; Paun, Olimpia; Fogg, Louis

2018-06-01

The current article presents the effects of a 90-minute staff training intervention aimed at reducing inpatient psychiatric seclusion rates through strengthened staff commitment to seclusion alternatives and improved de-escalation skills. The intervention occurred at an 18-bed adult inpatient psychiatric unit whose seclusion rates in 2015 were seven times the national average. Although the project's primary outcome compared patient seclusion rates before and after the intervention, anonymous staff surveys measured several secondary outcomes. Seclusion rates were reduced from a 6-month pre-intervention average of 2.95 seclusion hours per 1,000 patient hours to a 6-month post-intervention average of 0.29 seclusion hours per 1,000 patient hours, a 90.2% reduction. Completed staff surveys showed significant staff knowledge gains, non-significant changes in staff attitudes about seclusion, non-significant changes in staff de-escalation skill confidence, and use of the new resource sheet by only 17% of staff. The key study implication is that time-limited, focused staff training interventions can have a measurable impact on reducing inpatient seclusion rates. [Journal of Psychosocial Nursing and Mental Health Services, 56(6), 23-30.]. Copyright 2018, SLACK Incorporated.
Philosophies of Adult Environmental Education

ERIC Educational Resources Information Center

Walter, Pierre

2009-01-01

This article offers a typology of philosophical traditions in environmental education for adults, based on five philosophical perspectives of adult education described by Elias and Merriam. These five traditions are liberal, progressive, behaviorist, humanist, and radical adult environmental education, respectively. A summary of each philosophy's…
Optimization education after project implementation: sharing "lessons learned" with staff.

PubMed

Vaughn, Susan

2011-01-01

Implementations involving healthcare technology solutions focus on providing end-user education prior to the application going "live" in the organization. Benefits to postimplementation education for staff should be included when planning these projects. This author describes the traditional training provided during the implementation of a bar-coding medication project and then the optimization training 8 weeks later.
38 CFR 18.438 - Adult education.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2011-07-01 2011-07-01 false Adult education. 18.438 Section 18.438 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED... Adult Education § 18.438 Adult education. A recipient that provides adult education may not, on the...
38 CFR 18.438 - Adult education.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2014-07-01 2014-07-01 false Adult education. 18.438 Section 18.438 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED... Adult Education § 18.438 Adult education. A recipient that provides adult education may not, on the...
38 CFR 18.438 - Adult education.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2012-07-01 2012-07-01 false Adult education. 18.438 Section 18.438 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED... Adult Education § 18.438 Adult education. A recipient that provides adult education may not, on the...
38 CFR 18.438 - Adult education.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2013-07-01 2013-07-01 false Adult education. 18.438 Section 18.438 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED... Adult Education § 18.438 Adult education. A recipient that provides adult education may not, on the...
38 CFR 18.438 - Adult education.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Adult education. 18.438 Section 18.438 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS (CONTINUED... Adult Education § 18.438 Adult education. A recipient that provides adult education may not, on the...
Act To Promote Adult Education.

ERIC Educational Resources Information Center

1970

An act of the German Lower Saxony Parliament to promote adult education is presented. It has 24 general provisions relating to the following: purpose of adult education, principle for promotion, conditions for promotions of establishments, independence of adult education, prerequisites and form of acknowledgement of entitlement to promotion,…
Concerns About Adult Education.

ERIC Educational Resources Information Center

Schroeder, Wayne L.

A national survey (1961-62) revealed that only one adult out of five participates annually in educative activities; the graduate's negative attitude toward education needs to be replaced by an appreciation for life-long learning. Some weaknesses might be overcome through introduction of adult education programs in universities, as well as…
Adult Education in Korea.

ERIC Educational Resources Information Center

Miller, Harry G.; Lee, Hyon Chong

Adult and continuing education in Korea is associated with a national emphasis on social education in nonformal settings outside traditional elementary and secondary systems. During the last decades, achievements have included growth in the variety of programs, national attention to the necessity of adult and continuing education, and expansion of…
Navajo Adult Basic Education.

ERIC Educational Resources Information Center

Navajo Community Coll., Tsaile, AZ.

The objectives of this Special Experimental Demonstration Project in Adult Basic Education for the Navajo were: (1) to raise the educational and social level of Navajo adult students who are unable to read, write, and speak English; (2) to assist the Navajo adult students to take advantage of occupational and vocational training programs; (3) to…
The Relationship between Organizational Climate and the Organizational Silence of Administrative Staff in Education Department

ERIC Educational Resources Information Center

Pozveh, Asghar Zamani; Karimi, Fariba

2016-01-01

The aim of the present study was to determine the relationship between organizational climate and the organizational silence of administrative staff in Education Department in Isfahan. The research method was descriptive and correlational-type method. The study population was administrative staff of Education Department in Isfahan during the…
Revolutionizing Multicultural Education Staff Development: Factor Structure of a Teacher Survey.

ERIC Educational Resources Information Center

Scott, Kimberly A.; Pinto, Anthony

2001-01-01

Investigated African American and white elementary teachers' beliefs about and knowledge of multicultural education and their interest in staff development, noting differences by race. Survey data indicated that teachers considered multicultural education beneficial to students, but they were not very motivated to participate in training sessions.…
Adult Education in Sweden.

ERIC Educational Resources Information Center

Miller, Harry; And Others

Folk high schools, study circles, labor market training, union education, and municipal adult schools are the major providers of adult education in Sweden. For the most part, these programs are financed by the government and are tuition free. Folk high schools, which are the oldest type, were founded to provide young adults with a general civic…

Research Teaching and Learning in Higher Education. Staff and Educational Development Series.

ERIC Educational Resources Information Center

Smith, Brenda, Ed.; Brown, Sally, Ed.

This collection of 18 essays are based on sessions and keynote speeches at the Staff and Educational Development Association (SEDA) Conference held at Dyffrwn House, Cardiff (Wales) in November 1993. They represent the reworked and distilled thoughts of the presenters after they had had the experience of leading a workshop on a related topic. The…
A REVIEW OF PRESENT EDUCATIONAL PROGRAMS AVAILABLE TO OLDER ADULTS IN CALIFORNIA'S PUBLIC ADULT EDUCATION PROGRAM.

ERIC Educational Resources Information Center

DEGABRIELE, EUGENE H.

ADMINISTRATORS OF ADULT EDUCATION PROGRAMS IN ADULT SCHOOLS AND JUNIOR COLLEGES IN CALIFORNIA WERE SURVEYED IN MAY 1967 AS TO WAYS IN WHICH THEIR PROGRAMS WERE SERVING THE EDUCATIONAL NEEDS OF ADULTS AGED 50 AND OVER. FINE ARTS, CRAFTS, HOMEMAKING, BUSINESS EDUCATION, AMERICANIZATION, CIVIC EDUCATION AND SPECIAL FIELDS, VOCATIONAL AND INDUSTRIAL…
Adult Education for Women.

ERIC Educational Resources Information Center

Nagappa, T. R.

1980-01-01

Apathy, indifference, and neglect has characterized adult education for women in India. The National Adult Education Programme must focus attention and funding on women if the extremely low percentage of female literacy is to be improved. (SK)
Adult Education and Development, No. 47.

ERIC Educational Resources Information Center

Adult Education and Development, 1996

1996-01-01

This serial issue contains a total of 26 articles grouped under five headings: "Adult Learning: A Key for the Twenty-First Century (Fifth International Conference on Adult Education (Confintea V))"; "Trends in Adult Education Policy" (Belanger); "Adult Education in Modern Times" (Geissler); "From Criticism to…
Adult Education in Israel V.

ERIC Educational Resources Information Center

Kirmayer, Paul, Ed.; Michaelson, Serena T., Ed.

This fifth journal edition focuses on the didactics of adult education in Israel. Following a "Preface" (Meir Peretz) discussing the didactics of adult education, three major fields are examined: Learning for Adults; Hebrew Language and Culture for Immigrants; and Special Populations (adults with learning disabilities, senior citizens,…
Guide to Effective Program Practices. Worker Education Program Staff Development Manual.

ERIC Educational Resources Information Center

Moran, Sarah

This document is the staff development manual that was developed to train worker education facilitators involved in the Chicago Teachers' Center of Northeastern Illinois University and Amalgamated Clothing and Textile Workers Union Worker Education Program (WEP). The document begins with an overview of the WEP, which uses workers' life and…
Identifying a Common Set of Key Competences for Adult Learning Staff: An Inventory of European Practices

ERIC Educational Resources Information Center

Buiskool, Bert-Jan; Broek, Simon

2011-01-01

Professional development and improvement in the quality of adult learning staff has been recognized as a priority at a European level. However, at European and national levels there is no clear view on the standard competences needed to fulfill the professional tasks in adult learning. In some European countries competence profiles and standards…
Training Teaching Staff to Facilitate Spontaneous Communication in Children with Autism: Adult Interactive Style Intervention (AISI)

ERIC Educational Resources Information Center

Kossyvaki, Lila; Jones, Glenys; Guldberg, Karen

2016-01-01

Previous research has demonstrated that the way adults interact with children with autism can have a great impact on their spontaneous communication. However, to date, few studies have focused on modifying adults' behaviour and even fewer have been conducted in school settings which actively involve teaching staff in designing the intervention.…
Is it worth investing in online continuous education for healthcare staff?

PubMed

Mazzoleni, M Cristina; Maugeri, Chiara; Rognoni, Carla; Cantoni, Alessio; Imbriani, Marcello

2012-01-01

Educational activities for hospital staff don't easily match with the congestive rhythm of healthcare personnel working life. Online learning could make it easier for healthcare personnel to attend courses, but there is still uncertainty about the feasibility of using distance learning to effectively meet education goals in healthcare institutions. Fondazione Salvatore Maugeri (FSM) started an online educational program, as pilot project, in October 2010. The present study hence is aimed at evaluating the impact of this initiative (in terms of extent and intensity of healthcare staff attendance; objective and subjective effectiveness) in order to take informed decisions for the future. In 15 months, 5 elearning courses have been provided to 2261 potential users of 14 FSM hospitals, in parallel with traditional education. 1099 users from all the hospital have intensively attended the courses (58% of nurses, 50% of therapists, 44%, of technicians, 25% of physicians) for a total of 27459 CME credits. Effectiveness in terms of knowledge gain is satisfactory and subjective evaluation is good (more than 95% of satisfied users). Elearning is not appropriate for all the educational needs and is not a panacea, but the reported results point out that it may be an effective and economically convenient mean to support massive educational interventions reaching results hardly attainable with traditional education. Users should be better educated about how to exploit online education at best.
Nursing staff's communication modes in patient transfer before and after an educational intervention.

PubMed

Kindblom-Rising, Kristina; Wahlstrom, Rolf; Ekman, Sirkka-Liisa; Buer, Nina; Nilsson-Wikmar, Lena

2010-10-01

The objective was to explore and describe nursing staff's body awareness and communication in patient transfers and evaluate any changes made after an educational intervention to promote staff competence in guiding patients to move independently. In total, 63 nursing staff from two hospitals wrote weekly notes before and after the intervention. The topics were: A) reflect on a transfer during the last week that you consider was good and one that was poor; B) reflect on how your body felt during a good and a poor transfer. The notes were analysed with content analysis. The results showed five different communication modes connected with nursing staff's physical and verbal communication. These communication modes changed after 1 year to a more verbal communication, focusing on the patient's mobility. The use of instructions indicated a new or different understanding of patient transfer, which may contribute to a development of nursing staff's competence. STATEMENT OF RELEVANCE: The present findings indicate that patient transfer consists of communication. Therefore, verbal and bodily communication can have an integral part of training in patient transfer; furthermore, the educational design of such programmes is important to reach the goal of developing new understanding and enhancing nursing staff's competence in patient transfer.
Expanding the Scope of Adult Education Curriculum in Nigeria: A Call for Emphasis on Adult Physical Education.

ERIC Educational Resources Information Center

Ojeme, E. O.

1988-01-01

The emphasis on adult education in Nigeria is designed to eliminate illiteracy and to ensure development of adult Nigerians by making education a lifelong process. This paper focuses on the concept of adult physical education to promote understanding, ramifications, and rationale for use in adult programs. (JOW)
Views on Multilingualism and Internationalisation in Higher Education: Administrative Staff in the Spotlight

ERIC Educational Resources Information Center

Llurda, Enric; Cots, Josep M.; Armengol, Lurdes

2014-01-01

The key role of administrative staff in the implementation of specific institutional policies at university has often been ignored when analysing policies or attitudes related to higher education. Consequently, little is known about the administrative staff's attitudes and involvement relating to the processes of internationalisation and…
Higher Education in Norway. Monographs on Higher Education.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education.

The system of higher education of Norway is described. After tracing the history and present structure of the Norwegian higher education system, information is provided on: the administrative structure, staff, costs, library service, the content and organization of courses, research in higher education, adult education, teaching and evaluation…
Globalisation, Transnational Policies and Adult Education

ERIC Educational Resources Information Center

Milana, Marcella

2012-01-01

Globalisation, transnational policies and adult education--This paper examines policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. Both these entities address adult education as an explicit object of policy. This paper…
Job Motivation and Job Satisfaction among Academic Staff in Higher Education

ERIC Educational Resources Information Center

Stankovska, Gordana; Angelkoska, Slagana; Osmani, Fadbi; Grncarovska, Svetlana Pandiloska

2017-01-01

Education is the most important organization of a nation; it plays a significant role in the development of any country. Universities create and cultivate knowledge for the sake of building a modern world. The academic staff is the key resource within higher education institutions. A positive and healthy university structure results in increased…
Front office staff as medical educators, risk creators, and risk managers.

PubMed

Kapp, Marshall B

2016-03-16

The author describes his own negative series of encounters with the front office staff of a large specialty medical practice during a recent lengthy episode of significant medical distress. The author suggests several reasons, including legal risk management, that medical students should be exposed as part of their education to the interactions of patients with front office staffs (not just physicians) to get a fuller picture of patients' actual experiences with the health care system.
Effectiveness of a Psycho-Educational Staff Training Program on Attitudes of Staff in a Long-Term Care Facility: A Pilot Study and Framework

ERIC Educational Resources Information Center

Elpers, Kathy; Amano, Takashi; DeCoster, Vaughn; Johnson, Missy

2017-01-01

Managing Behavioral and Psychological Symptoms of Dementia (BPSD) is a significant challenge for staff working in long-term care facilities. This study examines the effectiveness of a psycho-educational training aimed at changing staff's attitudes. The results indicated that participants' attitudes toward dementia were more positive,…
Grassroots Approaches to Combatting Poverty through Adult Education. Supplement to Adult Education and Development. No. 34.

ERIC Educational Resources Information Center

Duke, Chris; And Others

1990-01-01

This supplement to "Adult Education and Development," a journal for adult education in Africa, Asia, and Latin America, refers to and is intended as a companion volume to "Combatting Poverty through Adult Education: National Development Strategies" (Croom Helm 1985). In addition to an introductory chapter and a conclusion, this…
Involving Tutors and Support Staff in the Adult and Community Learning Quality Agenda.

ERIC Educational Resources Information Center

Ravenhall, Mark; Ogilvie, Margaret; Ewens, David

This booklet outlines the new policy context facing adult and community learning (ACL) providers in Great Britain in their pursuit of high-quality learning experiences for their customers. It shows how a Total Quality Management (TQM) approach to supporting staff development can be effective in securing quality. TQM components are values,…
Problems in Staff and Educational Development Leadership: Solving, Framing, and Avoiding

ERIC Educational Resources Information Center

Blackmore, Paul; Wilson, Andrew

2005-01-01

Analysis of interviews using critical incident technique with a sample of leaders in staff and educational development in higher education institutions reveals a limited use of classical problem-solving approaches. However, many leaders are able to articulate ways in which they frame problems. Framing has to do with goals, which may be complex,…

Reimagining Academic Staff Governors' Role in Further Education College Governance

ERIC Educational Resources Information Center

Sodiq, Abdulla; Abbott, Ian

2018-01-01

This paper aims to explore Academic Staff Governor (ASG) roles at three further education colleges in England. Uniquely, the research focuses on ASG activities, the understanding of ASG roles, and aspects of the role that can be reimagined, which may be of benefit to practising governors, particularly ASGs such as further education (FE) teacher…
Segmenting the Adult Education Market.

ERIC Educational Resources Information Center

Aurand, Tim

1994-01-01

Describes market segmentation and how the principles of segmentation can be applied to the adult education market. Indicates that applying segmentation techniques to adult education programs results in programs that are educationally and financially satisfying and serve an appropriate population. (JOW)
Using an intervention mapping framework to develop an online mental health continuing education program for pharmacy staff.

PubMed

Wheeler, Amanda; Fowler, Jane; Hattingh, Laetitia

2013-01-01

Current mental health policy in Australia recognizes that ongoing mental health workforce development is crucial to mental health care reform. Community pharmacy staff are well placed to assist people with mental illness living in the community; however, staff require the knowledge and skills to do this competently and effectively. This article presents the systematic planning and development process and content of an education and training program for community pharmacy staff, using a program planning approach called intervention mapping. The intervention mapping framework was used to guide development of an online continuing education program. Interviews with mental health consumers and carers (n = 285) and key stakeholders (n = 15), and a survey of pharmacy staff (n = 504) informed the needs assessment. Program objectives were identified specifying required attitudes, knowledge, skills, and confidence. These objectives were aligned with an education technique and delivery strategy. This was followed by development of an education program and comprehensive evaluation plan. The program was piloted face to face with 24 participants and then translated into an online program comprising eight 30-minute modules for pharmacists, 4 of which were also used for support staff. The evaluation plan provided for online participants (n ≅ 500) to be randomized into intervention (immediate access) or control groups (delayed training access). It included pre- and posttraining questionnaires and a reflective learning questionnaire for pharmacy staff and telephone interviews post pharmacy visit for consumers and carers. An online education program was developed to address mental health knowledge, attitudes, confidence, and skills required by pharmacy staff to work effectively with mental health consumers and carers. Intervention mapping provides a systematic and rigorous approach that can be used to develop a quality continuing education program for the health workforce
Professionalism Prevails in Adult Education ESL Classrooms

ERIC Educational Resources Information Center

Brown, Megan C.; Bywater, Kathleen

2010-01-01

The purpose of this report is to explore the issue of professionalism of adult education ESL educators and uncover any inequities. The arc of this exploration describes the history of adult education, the current state of adult education ESL professionals, and the direction in which ESL adult educators appear to be heading. The results illustrate…
The Integration Of Adult Education In Tanzania.

ERIC Educational Resources Information Center

Mhaiki, Paul J.; Hall, Budd L.

Brief historical background of Tanzania; Links between adult education and development objectives, Links between Adult Education and Formal Education are outlined. Importance of adult education is emphasized. (NF)
Introducing Hospital Staff to Computer Concepts: An Educational Program

PubMed Central

Kaplan, Bonnie

1981-01-01

An in-house computer education program for hospital staff ran for two years at a large, metropolitan hospital. The program drew physicians, administrators, department heads, secretaries, technicians, and data managers to courses, seminars, and workshops on medical computing. Two courses, an introduction to computer concepts and a programming course, are described and evaluated.
Exposure to Client Aggression and Burnout among Community Staff Who Support Adults with Intellectual Disabilities in Ontario, Canada

ERIC Educational Resources Information Center

Hensel, J. M.; Lunsky, Y.; Dewa, C. S.

2012-01-01

Background: Studies have shown that staff who support adults with intellectual disabilities (ID) are exposed to challenging behaviour in their work including client aggression. Exposure to aggressive behaviour has been associated with staff stress and burnout. Study samples have been small however, and there has been very little data exploring…
How does pre-dialysis education need to change? Findings from a qualitative study with staff and patients.

PubMed

Combes, Gill; Sein, Kim; Allen, Kerry

2017-11-23

Pre-dialysis education (PDE) is provided to thousands of patients every year, helping them decide which renal replacement therapy (RRT) to choose. However, its effectiveness is largely unknown, with relatively little previous research into patients' views about PDE, and no research into staff views. This study reports findings relevant to PDE from a larger mixed methods study, providing insights into what staff and patients think needs to improve. Semi-structured interviews in four hospitals with 96 clinical and managerial staff and 93 dialysis patients, exploring experiences of and views about PDE, and analysed using thematic framework analysis. Most patients found PDE helpful and staff valued its role in supporting patient decision-making. However, patients wanted to see teaching methods and materials improve and biases eliminated. Staff were less aware than patients of how informal staff-patient conversations can influence patients' treatment decision-making. Many staff felt ill equipped to talk about all treatment options in a balanced and unbiased way. Patient decision-making was found to be complex and patients' abilities to make treatment decisions were adversely affected in the pre-dialysis period by emotional distress. Suggested improvements to teaching methods and educational materials are in line with previous studies and current clinical guidelines. All staff, irrespective of their role, need to be trained about all treatment options so that informal conversations with patients are not biased. The study argues for a more individualised approach to PDE which is more like counselling than education and would demand a higher level of skill and training for specialist PDE staff. The study concludes that even if these improvements are made to PDE, not all patients will benefit, because some find decision-making in the pre-dialysis period too complex or are unable to engage with education due to illness or emotional distress. It is therefore recommended that
The Future of Adult Education in the Military

ERIC Educational Resources Information Center

Zacharakis, Jeffrey; Van Der Werff, Jay A.

2012-01-01

The future of adult education in the military is in many ways tied to the future of adult education. If adult educators limit their vision of what adult education is to adult learning principles, to facilitated learning, to adult basic education, and to training and education, they limit the potential of what they can do and how they do it. Adult…
Educational Brokering and Adult Basic Education.

ERIC Educational Resources Information Center

Roberts, David J.

1978-01-01

Describes how an educational broker accomplishes the task of successfully matching educational resources with the needs of his adult education customer: the role of the educational broker, establishment of his database, accessing the data, publicizing the center, delivery of service, and the library's role/responsibility. (Author/JD)
A Curriculum for Adult Education.

ERIC Educational Resources Information Center

Pattanayak, D. P.

1978-01-01

The author discusses factors inhibiting adult literacy in India, stating that institutional schooling has provided education for only a small percentage of the population. As an adult literacy curriculum depends on community needs, he suggests a core or minimum curriculum for adult basic education in the community. (MF)
The State of Higher Education for STEM LGBTQQ Faculty/Staff

NASA Astrophysics Data System (ADS)

Rankin, Susan

2012-02-01

It has long been understood---an understanding that has been well supported by research-based evidence---that institutional ``climate'' has a profound effect on any academic community's ability to carry out its tripartite mission of teaching, research, and service (Bauer, 1996; Boyer, 1990; Peterson & Spencer, 1990; Rankin, 1998; 2003; 2010; Rankin & Reason, 2008; Tierney & Dilley, 1996). With the acknowledgment that institutions differ in the level of attention and emphasis on issues campus climate, it is safe to say that a campus climate offering equitable learning opportunities for all students, academic freedom for all faculty, and fairness in employment for all staff and administrators is one of the primary responsibilities of institutions of higher education. The research also suggests that a challenging campus climate exists for LGBTQQ students, faculty and staff. Based on the literature, a challenging climate leads to decreased productivity, decreased sense of value to the community, decreased retention, and negatively influences educational outcomes (Settles, et al. 2006; Trower & Chait (2002); Pascrell & Terenzini, 2005; Whitt, Edison, Pascarella, Terenzini, & Nora, 2001). Little is available in the literature on LGBTQQ faculty in the STEM fields. This program will engage participants in a review of the results of the 2010 project with regard to the experiences of LGBTQQ faculty and staff in the STEM fields.
Empowering Adult Learners. NIF Literacy Program Helps ABE Accomplish Human Development Mission.

ERIC Educational Resources Information Center

Hurley, Mary E.

1991-01-01

The National Issues Forum's Literacy Program uses study circles and group discussion to promote empowerment and enhance adult literacy through civic education. The program has helped the Westonka (Minnesota) Adult Basic Education project accomplish its mission and has expanded the staff's view of adult learning. (SK)
Education of staff in preschool aged classrooms in child care centers and child outcomes: A meta-analysis and systematic review.

PubMed

Falenchuk, Olesya; Perlman, Michal; McMullen, Evelyn; Fletcher, Brooke; Shah, Prakesh S

2017-01-01

Staff education is considered key to quality of early childhood education and care (ECEC) programs. However, findings about associations between staff education and children's outcomes have been inconsistent. We conducted a systematic review and meta-analysis of associations between ECEC staff education and child outcomes. Searches of Medline, PsycINFO, and ERIC, websites of large datasets and reference sections of all retrieved articles were conducted. Eligible studies provided a statistical link between staff education and child outcomes for preschool-aged children in ECEC programs. Titles, abstracts and paper reviews as well as all data extraction were conducted by two independent raters. Of the 823 studies reviewed for eligibility, 39 met our inclusion criteria. Research in this area is observational in nature and subject to the inherent biases of that research design. Results from our systematic review were hampered by heterogeneity in how staff education was defined, variability in whose education was measured and the child outcomes that were assessed. However, overall the qualitative summary indicates that associations between staff education and childhood outcomes are non-existent to very borderline positive. In our meta-analysis of more homogeneous studies we identified certain positive, albeit very weak, associations between staff education and children's language outcomes (specifically, vocabulary and letter word identification) and no significant association with a mathematics outcome (WJ Applied Problems). Thus, our findings suggest that within the range of education levels found in the existing literature, education is not a key driver of child outcomes. However, since we only explored levels of education that were reported in the literature, our findings cannot be used to argue for lowering education standards in ECEC settings.
Education of staff in preschool aged classrooms in child care centers and child outcomes: A meta-analysis and systematic review

PubMed Central

Falenchuk, Olesya; Perlman, Michal; McMullen, Evelyn; Fletcher, Brooke; Shah, Prakesh S.

2017-01-01

Staff education is considered key to quality of early childhood education and care (ECEC) programs. However, findings about associations between staff education and children’s outcomes have been inconsistent. We conducted a systematic review and meta-analysis of associations between ECEC staff education and child outcomes. Searches of Medline, PsycINFO, and ERIC, websites of large datasets and reference sections of all retrieved articles were conducted. Eligible studies provided a statistical link between staff education and child outcomes for preschool-aged children in ECEC programs. Titles, abstracts and paper reviews as well as all data extraction were conducted by two independent raters. Of the 823 studies reviewed for eligibility, 39 met our inclusion criteria. Research in this area is observational in nature and subject to the inherent biases of that research design. Results from our systematic review were hampered by heterogeneity in how staff education was defined, variability in whose education was measured and the child outcomes that were assessed. However, overall the qualitative summary indicates that associations between staff education and childhood outcomes are non-existent to very borderline positive. In our meta-analysis of more homogeneous studies we identified certain positive, albeit very weak, associations between staff education and children’s language outcomes (specifically, vocabulary and letter word identification) and no significant association with a mathematics outcome (WJ Applied Problems). Thus, our findings suggest that within the range of education levels found in the existing literature, education is not a key driver of child outcomes. However, since we only explored levels of education that were reported in the literature, our findings cannot be used to argue for lowering education standards in ECEC settings. PMID:28854281
Vocational and Adult Education in Europe.

ERIC Educational Resources Information Center

van Wieringen, Fons, Ed.; Attwell, Graham, Ed.

This book contains 25 papers on vocational and adult education in Europe and the United States. The following papers are included: "Vocational and Adult Education in Europe: Introduction to the Volume" (Fons van Wieringen, Graham Attwell); "Introduction to Section 1: Markets and Institutions in Vocational and Adult Education"…
Handbook of Adult Education.

ERIC Educational Resources Information Center

Smith, Robert M., Ed.; And Others

The 1970 edition of this handbook is an attempt to reflect the totality of adult education -- its background, function, objectives, and roles -- as a discipline and in American society. It is divided into three parts. Part I discusses forms, functions, and the future of adult education -- social setting and international dimension for adult…
Adult Education at a Distance.

ERIC Educational Resources Information Center

Gaudet, Alphonse

This document, which examines the use of educational technologies for distance education for adults in Canada, consists of five narrative sections and a bibliography. The first section introduces the topic and the document's objectives (to describe those technologies used in Canadian adult distance education, paying particular attention to those…
Adult Education in Israel IV.

ERIC Educational Resources Information Center

Kirmayer, Paul, Ed.; Michaelson, Serena T., Ed.

This fourth journal edition, oriented towards the topic of adult education and the community in Israel, focuses on these two major themes: the different approaches to analyzing and understanding the community, its populations, and its connection to adult education; and educational institutions and cultural entities within the community. Seventeen…
Reproducing Monocultural Education: Ethnic Majority Staff's Discursive Constructions of Monocultural School Practices

ERIC Educational Resources Information Center

Mampaey, Jelle; Zanoni, Patrizia

2016-01-01

This paper investigates the role of ethnic majority staff in the perpetuation of monocultural education that excludes non-western, ethnic minority cultures and reproduces institutional racism in schools. Based on qualitative data collected through semi-structured interviews in four ethnically diverse schools in the Flemish educational system, we…

Continuing Education and the Adult Curriculum.

ERIC Educational Resources Information Center

Griffin, Colin

1979-01-01

Discusses the gulf between adult education theory and practices and looks at other British papers and reports on adult and continuing education issues and policies. Argues that insufficient thought has been given to adult education content and to the difficulty of integrating institutions with traditionally different types of curriculum. (MF)
Educational Opportunities for Adults in California

ERIC Educational Resources Information Center

de Cos, Patricia L.

2004-01-01

Assembly member Carol Liu, Chair of the Assembly Select Committee on Adult Education, requested that the California Research Bureau prepare a report on adult education. The legislative request specified that the following topics be covered: (1) a definition of adult education; (2) recent information on student enrollment, funding sources and…
ADULT EDUCATION OF MIGRANT ADULTS.

ERIC Educational Resources Information Center

BEAL, CATHERINE; AND OTHERS

UNITS ON MIGRANT ADULT EDUCATION, AND A UNIT ON ORGANIZING INFORMAL GROUPS OF MIGRANT WOMEN TO DISCUSS MAINTAINING AND IMPROVING THEIR TEMPORARY HOMES, ARE PRESENTED. THE GOALS OF THE UNIT ON EDUCATION FOR MIGRANT MEN ARE ECONOMIC INDEPENDENCE, BETTER HEALTH AND WELL-BEING, AND BETTER HANDLING OF RESPONSIBILITIES. THE MAIN DIVISIONS OF THE…
Adult Education in Sweden.

ERIC Educational Resources Information Center

Stahre, Sven-Arne

The chief components of Swedish formal adult education are (1) independent lectures, which stress popularization of public affairs and of selected aspects of culture, science, and technology; (2) the folk high schools, whose object is to impart to young adults a general and civic education; (3) special schools operated by the popular movements;…
Andragogy: Prerequisites for Adult Educators

ERIC Educational Resources Information Center

Giannoukos, Georgios; Hioctour, Vasilios; Stergiou, Ioannis; Kallianta, Sotiria

2016-01-01

This work is the result of a qualitative research that tries to highlight, through an interview with an adult educator, the qualities, skills and qualifications a trainer in adult education should have. His qualifications must be of high quality because the difficulties and obstacles in adult learning are different and perhaps more numerous than…
Adult Education Information and Referral Hot-Line. Adult Education Special Project. Final Report, July 1980-June 1981.

ERIC Educational Resources Information Center

Morgan, Jim

A toll-free adult education information and referral hotline provided information and referral services to approximately 1500 adults in Region IX in Texas from September 1980 to June 1981. Adult education co-ops and testing centers forwarded pertinent program information (class schedules, General Educational Development testing information) to the…
Pharmacy staff perceptions and self-reported behaviors related to providing contraceptive information and counseling.

PubMed

Batra, Peter; Aquilino, Mary L; Farris, Karen B

2015-01-01

To evaluate pharmacy staff perspectives of a 2-year pharmacy intervention aimed at reducing unintended pregnancy in 18- to 30-year-old women. Pharmacy staff completed a 48-item, self-administered paper survey consisting of scaled and open-ended questions. 55 community pharmacies in 12 Iowa counties. All pharmacy staff participated, including pharmacists, pharmacy technicians, and other pharmacy employees. Online continuing education (CE) training was made available to all pharmacy staff. Promotional materials including posters, brochures, and shelf talkers were displayed in all of the pharmacies. Pharmacy staff perceptions and self-reported behaviors related to displaying posters, brochures, and shelf talkers in their pharmacies and providing contraceptive information and counseling to patients/customers. A total of 192 (43% return rate) pharmacy staff responded. Only 44% of respondents consistently provided contraceptive information and counseling, yet more than 90% felt that talking with patients/customers about contraceptives was easy, and more than 50% could do so privately. The study showed increased pharmacy staff desire to make this topic a priority. Community pharmacy staff can play a key role in educating and counseling young adult women about contraceptive health and pregnancy planning. This study indicates that staff are comfortable providing this service and that patients/customers are open to receiving guidance from pharmacists. However, pharmacy staff are missing additional opportunities to provide information and counseling. There is also a need for greater attention to provision of nonprescription contraceptive education.
Staff Training Tips: Focusing on Early Childhood Education and Services.

ERIC Educational Resources Information Center

2003

This document collects 15 brief guides to staff training in inclusive early childhood education settings. Guides offer examples of successful programs, research findings, and practical tips. Titles are: (1) "Giving Families Better Access to Early Intervention Services"; (2) "Creating Integrated Classrooms that Work"; (3) "Seamless Transition…
The Future of Adult Education

ERIC Educational Resources Information Center

Schmidt, Steven W.

2013-01-01

It is an interesting assignment to think about the future of adult education. In fact, it is an assignment the author has the graduate students in his "Introduction to Adult Education" class at East Carolina University consider during one of their course units. As a member of the Board of Directors for the American Association for Adult and…
Administrative, Faculty, and Staff Perceptions of Organizational Climate and Commitment in Christian Higher Education

ERIC Educational Resources Information Center

Thomas, John Charles

2008-01-01

Findings of 957 surveyed employees from four evangelical higher education institutions found a negative correlation for climate and commitment and staff members. Administrators were found to have a more favorable view of their institutional climate than staff. Employee age, tenure, and classification had predictive value for organizational…
The need for palliative care education, support, and reflection among rural nurses and other staff: A quantitative study.

PubMed

Eriksson, Gerd; Bergstedt, Tina Wahlström; Melin-Johansson, Christina

2015-04-01

Many people now die in community care, and, considering the aging population, all healthcare staff members must be prepared to provide palliative care. Our objectives were to describe the total staff working in different care organizations in a rural community in Sweden and to explore palliative care competence, to describe educational gaps and the need for support and reflection, and to determine whether there are differences in care organizations, professions, age, and gender. A 4-section 20-item questionnaire was distributed to 1686 staff (65% response rate): in nursing homes (n = 395), home care (n = 240), and group residential settings (n = 365). Registered nurses (n = 70), assistant nurses (n = 916), managers (n = 43), and paramedics (n = 33) participated. Descriptive and correlational statistics were employed. Significant differences were found, and 40% (53% among men) lacked palliative care education, Fewer than 50% lacked education in the spiritual/existential areas, and 75% of those aged 20-66 (75% women, 55% men) needed further education. More women than men and staff aged 50-59 had an increased need to reflect. Our study may provide guidance for managers in rural communities when planning educational interventions in palliative care for healthcare staff and may support direct education with content for specific professions.
ADULT BASIC EDUCATION. PROGRAM SUMMARY.

ERIC Educational Resources Information Center

Office of Education (DHEW), Washington, DC.

A BRIEF DESCRIPTION IS GIVEN OF THE FEDERAL ADULT BASIC EDUCATION PROGRAM, UNDER THE ADULT EDUCATION ACT OF 1966, AT THE NATIONAL AND STATE LEVELS (INCLUDING PUERTO RICO, GUAM, AMERICAN SAMOA, AND THE VIRGIN ISLANDS) AS PROVIDED BY STATE EDUCATION AGENCIES. STATISTICS FOR FISCAL YEARS 1965 AND 1966, AND ESTIMATES FOR FISCAL YEAR 1967, INDICATE…
Perceptions of tuberculosis among immigrants and refugees at an adult education center: a community-based participatory research approach.

PubMed

Wieland, Mark L; Weis, Jennifer A; Yawn, Barbara P; Sullivan, Susan M; Millington, Kendra L; Smith, Christina M; Bertram, Susan; Nigon, Julie A; Sia, Irene G

2012-02-01

English as a Second Language programs serve large foreign-born populations in the US with elevated risks of tuberculosis (TB), yet little is known about TB perceptions in these settings. Using a community-based participatory research approach, we elicited perceptions about TB among immigrant and refugee learners and staff at a diverse adult education center. Community partners were trained in focus groups moderation. Ten focus groups were conducted with 83 learners and staff. Multi-level, team-based qualitative analysis was conducted to develop themes that informed a model of TB perceptions among participants. Multiple challenges with TB control and prevention were identified. There were a variety of misperceptions about transmission of TB, and a lack of knowledge about latent TB. Feelings and perceptions related to TB included secrecy, shame, fear, and isolation. Barriers to TB testing include low awareness, lack of knowledge about latent TB, and the practical considerations of transportation, cost, and work schedule conflicts. Barriers to medication use include suspicion of generic medications and perceived side effects. We posit adult education centers with large immigrant and refugee populations as excellent venues for TB prevention, and propose several recommendations for conducting these programs. Content should dispel the most compelling misperceptions about TB transmission while clarifying the difference between active and latent disease. Learners should be educated about TB in the US and that it is curable. Finally, TB programs that include learners and staff in their design and implementation provide greater opportunity for overcoming previously unrecognized barriers.
A Pilot Investigation into the Efficacy of a Signing Training Strategy for Staff Working with Adults with Intellectual Disabilities

ERIC Educational Resources Information Center

Chadwick, Darren D.; Jolliffe, Jane

2009-01-01

To contribute to increasing the quality and quantity of communication between staff and adults with intellectual disabilities, training was undertaken to enhance the awareness and knowledge of signing as a method of communication. Multidisciplinary team members, residential and day centre staff were trained to use 20 core signs. Training methods…
Use of Key Word Signing by Staff in Special Schools and in Day Centres for Adults with Intellectual Disabilities

ERIC Educational Resources Information Center

Rombouts, E.; Maes, B.; Zink, I.

2018-01-01

Background: Staff may encourage individuals with intellectual disabilities to use manual signs by modelling its use, but implementing key word signing during daily activities can be demanding. Method: Staff's use of manual signs was observed in four special schools and four day centres for adults with intellectual disabilities during communicative…
Partnering with education and job and training programs for sustainable tobacco control among Baltimore african american young adults.

PubMed

Smith, Katherine Clegg; Bone, Lee; Clay, Eric A; Owings, Kerry; Thames, Sean; Stillman, Frances

2009-01-01

Young adults are generally overlooked in tobacco control initiatives, even though they are critical to sustained success. African American young adults who are not in higher education or working are particularly vulnerable to harmful tobacco use, given high smoking rates and limited access to cessation services. Guided by community-based participatory research (CBPR) principles, we sought to identify program and community-level strategies to reduce tobacco use among African American young adults in Baltimore. We describe the challenges and opportunities for integrating effective tobacco control into community-based education and job training programs for unemployed young adults. As part of a longstanding community-research partnership in Baltimore, we conducted fourteen semistructured key informant interviews with leaders from city government and education and job training programs for young adults. The research design, data collection, analysis, and dissemination all included dialogue between and active contribution by both research and community partners. Interview data were structured into opportunities (mindset for change and desire for bonds with a trusted adult), challenges (culture of fatalism, tobacco as a stress reliever, and culture of tobacco use among young adults), and possible tobacco control solutions (tobacco education designed with and for program staff and participants and integration of tobacco issues into holistic program goals and policies). The emergent themes enhance our understanding of how tobacco is situated in the lives of unemployed young adults and the potential for building sustainable, community-based public health solutions.
CURRICULUM GUIDE FOR ADULT EDUCATION.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia.

THE STATE DEPARTMENT OF EDUCATION IN SOUTH CAROLINA PREPARED THIS CURRICULUM GUIDE FOR ADULT EDUCATION SUPPORTED BY PUBLIC FUNDS. OBJECTIVES AND CURRICULUM OUTLINES FOR ADULT BASIC EDUCATION ARE GIVEN TO COVER LEVELS I (GRADES 1 TO 3), II (GRADES 4 TO 6), AND III (GRADES 7 AND 8). THE OUTLINES COVER COURSES IN READING, BASIC LANGUAGE ARTS AND…
Adult Education: Some Reflections. Series 173.

ERIC Educational Resources Information Center

Mohanty, B. B.

This book is a compilation of 12 articles and papers on topics of relevance to adult education in India. "Nonformal Education in the Learning Society" highlights the importance of this type of education. "Adult Education in India" presents one educator's views about this topic, the size and dimensions of the problems, and the…
Research Overview: Implications for Staff Development. Higher Education in TAFE. Monograph Series 01/2009

ERIC Educational Resources Information Center

Moodie, Gavin; Wheelahan, Leesa; Billett, Stephen; Kelly, Ann

2009-01-01

A project funded through the National Vocational Education and Training Research and Evaluation program investigated higher education programs--mostly bachelor's and associate degrees--offered by technical and further education (TAFE) institutes. This overview highlights some of the implications for staff development identified through this…
Impressions and Perspectives on the Education of Adults in India by Some American Adult Educators.

ERIC Educational Resources Information Center

Stambler, Moses, Ed.

Based on a 65-day educational program in India designed to provide an Indian international perspective for 22 adult educators in the New England region and the addition of this dimension to their Adult Education programs at home, these papers written by the participants indicate their reactions to their Indian experience. They are intended for…

Developing a structured education reminiscence-based programme for staff in long-stay care facilities in Ireland.

PubMed

Cooney, Adeline; O'Shea, Eamon; Casey, Dympna; Murphy, Kathy; Dempsey, Laura; Smyth, Siobhan; Hunter, Andrew; Murphy, Edel; Devane, Declan; Jordan, Fionnuala

2013-07-01

This paper describes the steps used in developing and piloting a structured education programme - the Structured Education Reminiscence-based Programme for Staff (SERPS). The programme aimed to prepare nurses and care assistants to use reminiscence when caring for people with dementia living in long-term care. Reminiscence involves facilitating people to talk or think about their past. Structured education programmes are used widely as interventions in randomised controlled trials. However, the process of developing a structured education programme has received little attention relative to that given to evaluating the effectiveness of such programmes. This paper makes explicit the steps followed to develop the SERPS, thereby making a contribution to the methodology of designing and implementing effective structured education programmes. The approach to designing the SERPS was informed by the Van Meijel et al. (2004) model (Journal of Advanced Nursing 48, 84): (1) problem definition, (2) accumulation of building blocks for intervention design, (3) intervention design and (4) intervention validation. Grounded theory was used (1) to generate data to shape the 'building blocks' for the SERPS and (2) to explore residents, family and staff's experience of using/receiving reminiscence. Analysis of the pilot data indicated that the programme met its objective of preparing staff to use reminiscence with residents with dementia. Staff were positive both about the SERPS and the use of reminiscence with residents with dementia. This paper outlines a systematic approach to developing and validating a structured education programme. Participation in a structured education programme is more positive for staff if they are expected to actively implement what they have learnt. Ongoing support during the delivery of the programme is important for successful implementation. The incorporation of client and professional experience in the design phase is a key strength of this approach
VTAE Equity Staff Development Workshops and Services--Phase II. Final Report.

ERIC Educational Resources Information Center

Baldus, Lorayne; Nelson, Orville

The Phase II Equity Staff Development project was revised in response to a need to develop an equity strategic planning model with a vision statement, goals, and objectives. The Equity Strategic Planning Model was presented to administrators of Wisconsin Vocational, Technical, and Adult Education (VTAE) colleges for their use in district strategic…
Suggestions for a Realistic Adult Education Policy.

ERIC Educational Resources Information Center

Coombs, Philip H.

1985-01-01

Five sets of implementation problems of adult education are examined: (1) diffusion of organizational responsibility, (2) lack of an integrated approach, (3) aims and priorities of adult education and the lack of learner motivation, (4) resource requirements, and (5) the imposition by formal education of constraints upon adult education. (RM)
Placing Advocacy at the Heart of Adult Education

ERIC Educational Resources Information Center

Taylor, Jackie

2016-01-01

Adult educators know that adults and families change their lives through adult education. Adult education also positively impacts a host of social and economic issues. Yet this fact is largely unknown or misunderstood by the general public. Resources have become increasingly scarce, while at the same time adult educators are asked to do more with…
Teaching and Serving Adults through Vocational-Technical Education.

ERIC Educational Resources Information Center

Harmon, Hobart L.

This paper presents an overview of the need for adult education, surveys the theory behind adult education, discusses the reasons why adults do not participate in adult education, and outlines marketing strategies that may induce adults to participate in greater numbers. The first part of the paper cites the need for educational reform, noting…
Can education improve clinical practice concerning delirium in older hospitalised patients? Results of a pre-test post-test study on an educational intervention for nursing staff.

PubMed

van Velthuijsen, Eveline L; Zwakhalen, Sandra M G; Warnier, Ron M J; Ambergen, Ton; Mulder, Wubbo J; Verhey, Frans R J; Kempen, Gertrudis I J M

2018-04-02

Delirium is a common and serious complication of hospitalisation in older adults. It can lead to prolonged hospital stay, institutionalisation, and even death. However, it often remains unrecognised or is not managed adequately. The aim of this study was to evaluate the effects of an educational intervention for nursing staff on three aspects of clinical practice concerning delirium in older hospitalised patients: the frequency and correctness of screening for delirium using the 13-item Delirium Observation Screening score (DOS), and the frequency of geriatric consultations requested for older patients. The a priori expectations were that there would be an increase in all three of these outcomes. We designed an educational intervention and implemented this on two inpatient hospital units. Before providing the educational session, the nursing staff was asked to fill out two questionnaires about delirium in older hospitalised patients. The educational session was then tailored to each unit based on the results of these questionnaires. Additionally, posters and flyers with information on the screening and management of delirium were provided and participants were shown where to find additional information. Relevant data (outcomes, demographics and background patient data) were collected retrospectively from digital medical files. Data was retrospectively collected for four different time points: three pre-test and one post-test. There was a significant increase in frequency of delirium screening (P = 0.001), and both units showed an increase in the correctness of the screening. No significant effect of the educational intervention was found for the proportion of patients who received a geriatric consultation (P = 0.083). The educational intervention was fairly successful in making positive changes in clinical practice: after the educational session an improvement in the frequency and correctness of screening for delirium was observed. A trend, though not
Globalization, Adult Education & Training. Impacts & Issues. Global Perspectives on Adult Education and Training Series.

ERIC Educational Resources Information Center

Walters, Shirley, Ed.

An introduction (Maurice Amutabi et al.) begins this 25-chapter book on adult education and training (AET) in a context of globalization. Chapter titles and authors are as follows: "The Impact of Globalization on Adult Education (AE)" (Ove Korsgaard); "In Defense of Civil Society: Canadian AE in Neo-Conservative Times" (Michael…
Adult Education Association of the U.S.A.; Adult Basic Education Study 1965-66.

ERIC Educational Resources Information Center

Firoza, Ahmed, Ed.

The adult basic education (ABE) programs currently conducted by non-governmental organizations in the United States, are reviewed in this document. Attention is focused on the significance of voluntary efforts in adult basic education programs; and strengths and weaknesses, gaps between needs and resources, and limiting factors are identified.…
Participation in Public School Adult Education.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

A report is presented of the total number of classes, class hours, and students in adult education programs conducted by Colorado public schools during the 1967-68 fiscal year. Adult basic education, high school completion, arts and crafts, commercial and business education, homemaking and family life education, hobbies, trade and industrial…
Adult Education between Cultures. Encounters and Identities in European Adult Education since 1890. Leeds Studies in Continuing Education. Cross-Cultural Studies in the Education of Adults, Number 2.

ERIC Educational Resources Information Center

Hake, Barry J., Ed.; Marriott, Stuart, Ed.

This book contains the following papers from a European research seminar examining the history and theory of cross-cultural communication in adult education: "Introduction: Encounters and Identities in European Adult Education since 1890" (Barry J. Hake, Stuart Marriott); "The University Extension Movement (1892-1914) in Ghent,…
Oral health educational interventions for nursing home staff and residents.

PubMed

Albrecht, Martina; Kupfer, Ramona; Reissmann, Daniel R; Mühlhauser, Ingrid; Köpke, Sascha

2016-09-30

Associations between nursing home residents' oral health status and quality of life, respiratory tract infections, and nutritional status have been reported. Educational interventions for nurses or residents, or both, focusing on knowledge and skills related to oral health management may have the potential to improve residents' oral health. To assess the effects of oral health educational interventions for nursing home staff or residents, or both, to maintain or improve the oral health of nursing home residents. We searched the Cochrane Oral Health Trials Register (to 18 January 2016), the Cochrane Central Register of Controlled Trials (CENTRAL) (the Cochrane Library, 2015, Issue 12), MEDLINE Ovid (1946 to 18 January 2016), Embase Ovid (1980 to 18 January 2016), CINAHL EBSCO (1937 to 18 January 2016), and Web of Science Conference Proceedings (1990 to 18 January 2016). We searched ClinicalTrials.gov and the World Health Organization International Clinical Trials Registry Platform for ongoing trials to 18 January 2016. In addition, we searched reference lists of identified articles and contacted experts in the field. We placed no restrictions on language or date of publication when searching the electronic databases. Randomised controlled trials (RCTs) and cluster-RCTs comparing oral health educational programmes for nursing staff or residents, or both with usual care or any other oral healthcare intervention. Two review authors independently screened articles retrieved from the searches for relevance, extracted data from included studies, assessed risk of bias for each included study, and evaluated the overall quality of the evidence. We retrieved data about the development and evaluation processes of complex interventions on the basis of the Criteria for Reporting the Development and Evaluation of Complex Interventions in healthcare: revised guideline (CReDECI 2). We contacted authors of relevant studies for additional information. We included nine RCTs involving
Burnout of Academic Staff in South African Higher Education Institutions

ERIC Educational Resources Information Center

Rothmann, S.; Barkhuizen, N.

2008-01-01

The objectives of this study are to assess the psychometric properties of an adapted version of the Maslach Burnout Inventory-General Survey (MBI-GS) for academic staff in South African higher education institutions and to investigate differences between the burnout levels of different demographic groups. A survey design was used, with stratified…
Policy to Performance: State ABE Transition Systems Report. Transitioning Adults to Opportunity

ERIC Educational Resources Information Center

Alamprese, Judith A.

2012-01-01

The U.S. Department of Education's Policy to Performance project was funded in 2009 to build the capacity of state adult basic education (ABE) staff to develop and implement policies and practices that would support an ABE transition system. Policy to Performance states were selected though a competitive process. State adult education directors…
ADULT EDUCATION IN NEPAL.

ERIC Educational Resources Information Center

HELY, ARNOLD S.M.

IN THIS REPORT ON ADULT EDUCATION IN NEPAL, THE GEOGRAPHIC, ETHNIC, ECONOMIC, EDUCATIONAL, AND POLITICAL FACTORS AFFECTING SOCIAL, EDUCATIONAL, AND ECONOMIC DEVELOPMENT ARE DISCUSSED. THE EXTENT OF PROGRESS IN NATIONAL EDUCATION (INCLUDING LITERACY CAMPAIGNS) SINCE 1951 PROVIDES BACKGROUND FOR A DESCRIPTION OF THE ADMINISTRATIVE ORGANIZATION AND…
Making a Difference: Innovations in Adult Education.

ERIC Educational Resources Information Center

Mauch, Werner, Ed.; Papen, Uta, Ed.

This book highlights examples of innovative educational practices in the field of organized adult learning. Fifteen chapters present outcomes of collective research in the Innovations in Nonformal and Adult Education (INNAE) project. "Common Learning--Collective Research: Innovating Adult Education" (Werner Mauch, Uta Papen) describes the…
Necessary but not yet sufficient: a survey of aged residential care staff perceptions of palliative care communication, education and delivery.

PubMed

Frey, Rosemary; Boyd, Michal; Foster, Sue; Robinson, Jackie; Gott, Merryn

2016-12-01

Previous research has indicated that staff in aged residential care (ARC) may be unprepared for their role in palliative care provision. The need for palliative care knowledge among ARC staff has been characterised as 'pervasive'. Determining the palliative care education, communication and support needs of ARC clinical care staff is, therefore, of critical importance to the delivery of quality healthcare in this setting. A survey of clinical staff (n=431) in 52 ARC facilities in 1 urban district health board was conducted, using a paper-based questionnaire. Instruments included the 3-item Experiences with End of Life scale, developed measures of communication and support (13 items), support accessibility (12 items), and palliative care education (19 items). Only 199 (46.2%) of staff participants reported undertaking palliative care education. Nurses were more likely to have engaged in palliative care education in comparison with healthcare assistants (HCAs) (χ 2 (1, N=387)=18.10, p=0.00). Participants (n=347) who wanted further education preferred an interactive, hands-on applied education (13.9%) in comparison to short topic-specific sessions/seminars (6.5%) or lecture-based courses (7.7%). The study reveals an ongoing need for staff palliative care education. Results suggest the development of an integrated model of care which draws on both hospice and ARC staff expertise. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.
The Adult Basic Education Program: A Technological Approach to Adult Literacy Education.

ERIC Educational Resources Information Center

Johnston, Cynthia Wilson

A description is provided of the development and outcomes of Central Piedmont Community College's (CPCC's) Adult Basic Literacy Education (ABLE) Project, a campaign designed to use educational technology, volunteer training, and neighborhood centers to provide literacy education. First, background information is presented on CPCC's involvement in…
Globalisation, transnational policies and adult education

NASA Astrophysics Data System (ADS)

Milana, Marcella

2012-12-01

Globalisation, transnational policies and adult education - This paper examines policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. Both these entities address adult education as an explicit object of policy. This paper investigates how globalisation processes are constructed as policy problems when these transnational political agents propose adult education as a response. The author's main argument is that while UNESCO presents the provision of adult education as a means for governments worldwide to overcome disadvantages experienced by their own citizenry, the EU institutionalises learning experiences as a means for governments to sustain regional economic growth and political expansion. After reviewing the literature on globalisation to elucidate the theories that inform current understanding of contemporary economic, political, cultural and ecological changes as political problems, she presents the conceptual and methodological framework of her analysis. The author then examines the active role played by UNESCO and the EU in promoting adult education as a policy objective at transnational level, and unpacks the specific problem "representations" that are substantiated by these organisations. She argues that UNESCO and EU processes assign specific values and meanings to globalisation, and that these reflect a limited understanding of the complexity of globalisation. Finally, she considers two of the effects produced by these problem representations.
Maltreatment of Primary School Students by Educational Staff in Israel.

ERIC Educational Resources Information Center

Benbenishty, Rami; Zeira, Anat; Astor, Ron Avi; Khoury-Kassabri, Mona

2002-01-01

A study involving 5,472 Israeli students (grades 4-6) found almost a third reported being emotionally maltreated by a staff member and more than a fifth reported physical maltreatment. The most vulnerable students were males, students in Arab schools, and students in schools with high rates of low-income and low-education families. (Contains…
Adult ESL Education in the US

ERIC Educational Resources Information Center

Eyring, Janet L.

2014-01-01

This article discusses the state of the art in the field of "adult ESL" in the US. It identifies the size, characteristics, and settings of adult education and discusses relevant professional standards, assessment procedures, and teacher preparation. Three approaches to noncredit adult ESL education will be presented (Functional…

A Source Book on Adult Education.

ERIC Educational Resources Information Center

Shah, S. Y., Ed.

Intended for policy planners, administrators, and scholars, this document contains summaries and excerpts of official government of India documents published since 1939 on adult education. The document is in three parts. The first part contains government documents that deal exclusively with adult education. Their subjects include adult education…
Modification of an Internet-based patient education program for adults with schizophrenia spectrum disorder to suit adolescents with psychosis.

PubMed

Laine, Anna; Anttila, Minna; Välimäki, Maritta

2016-01-01

The overall goal of this study was to produce a user-friendly and high quality Internet-based patient education program for adolescents with psychosis. To achieve this, we ascertained the adolescents' and health care professionals' needs and expectations of patient education using Internet and the improvement proposals for an existing MentalNet program originally developed for adults with schizophrenia. The research process was conducted in two phases. First, adolescents' and healthcare professionals' needs for patient education and Internet were ascertained by interviewing adolescents and in two educational sessions with staff members (Phase I). Second, the preliminary evaluation of the Internet-based patient education program MentalNet was gathered from adolescents by an iterative process (see cyclic, recurring, repeating method), in one educational session with staff members and a questionnaire via email from other health care professionals (Phase II). The needs and expectations of adolescents and health care professionals were related to the content, usability, design and realization of Internet-based patient education. Based on the information obtained the MentalNet program was modified to satisfy adolescents' needs. The usefulness and effectiveness of the program will require scrutiny in future studies.
EVALUATION OF THE ADULT LEARNING CENTER OF ELIZABETHPORT BY STAFF AND PARTICIPANTS, OPERATIONS FROM 2/26/68 - 4/30/68.

ERIC Educational Resources Information Center

TATUM, WILLIAM; CHASNOFF, ROBERT

ACTIVITIES, FACILITIES, AND PROGRAMED READING MATERIALS AT THE ADULT LEARNING CENTER OF ELIZABETHPORT (ELIZABETH, NEW JERSEY) WERE EVALUATED IN 1968 BY STAFF MEMBERS AND PARTICIPANTS. STAFF OPINIONS DIFFERED AS TO THE MOST SUCCESSFUL MATERIALS, AND REASONS GIVEN FOR SUCCESS VARIED BETWEEN INTEREST LEVEL, SIZE OF PRINT AND LENGTH OF STORIES, THE…
Future and Changing Roles of Staff in Distance Education: A Study to Identify Training and Professional Development Needs

ERIC Educational Resources Information Center

Roberts, Jennifer

2018-01-01

The roles of distance education teaching staff are changing, necessitating role clarity and the development of appropriate competency frameworks. This article investigates the perceptions of the teaching and research staff at the University of South Africa, regarding the current and future roles of distance educators, their own competencies in…
38 CFR 21.142 - Adult basic education.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2011-07-01 2011-07-01 false Adult basic education. 21...) VOCATIONAL REHABILITATION AND EDUCATION Vocational Rehabilitation and Employment Under 38 U.S.C. Chapter 31 Special Rehabilitation Services § 21.142 Adult basic education. (a) Definition. The term adult basic...
38 CFR 21.142 - Adult basic education.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2013-07-01 2013-07-01 false Adult basic education. 21...) VOCATIONAL REHABILITATION AND EDUCATION Vocational Rehabilitation and Employment Under 38 U.S.C. Chapter 31 Special Rehabilitation Services § 21.142 Adult basic education. (a) Definition. The term adult basic...
38 CFR 21.142 - Adult basic education.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2012-07-01 2012-07-01 false Adult basic education. 21...) VOCATIONAL REHABILITATION AND EDUCATION Vocational Rehabilitation and Employment Under 38 U.S.C. Chapter 31 Special Rehabilitation Services § 21.142 Adult basic education. (a) Definition. The term adult basic...
38 CFR 21.142 - Adult basic education.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2014-07-01 2014-07-01 false Adult basic education. 21...) VOCATIONAL REHABILITATION AND EDUCATION Vocational Rehabilitation and Employment Under 38 U.S.C. Chapter 31 Special Rehabilitation Services § 21.142 Adult basic education. (a) Definition. The term adult basic...
38 CFR 21.142 - Adult basic education.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Adult basic education. 21...) VOCATIONAL REHABILITATION AND EDUCATION Vocational Rehabilitation and Employment Under 38 U.S.C. Chapter 31 Special Rehabilitation Services § 21.142 Adult basic education. (a) Definition. The term adult basic...
Adult Education and Vocational Education: Implications for Research on Distance Delivery.

ERIC Educational Resources Information Center

McClelland, Jerry; Saeed, Fouzia

The literature on adult, vocational, and distance education was reviewed to identify areas needing research in order to guide decisions on the use of distance delivery in adult vocational education in Minnesota. Literature on participation in and barriers to participation in adult education was reviewed as was literature on the clientele served by…
Student Participation in the Sex Industry: Higher Education Responses and Staff Experiences and Perceptions

ERIC Educational Resources Information Center

Sagar, Tracey; Jones, Deborah; Symons, Katrien; Bowring, Joanne; Roberts, Ron

2015-01-01

This article discusses student sex workers in higher education in Wales from an institutional perspective. It investigates how student sex work is dealt with within higher education and in doing so highlights the lack of higher education policies/guidance/training to assist staff members who have experiences with students working in the sex…
Educational Guidance for Adults. Identifying Competences.

ERIC Educational Resources Information Center

Oakeshott, Martin

A brief study conducted for the Further Education Unit, Great Britain, defined the competencies associated with educational guidance for adults. The objective was to develop a qualification for educational guidance workers with adults. The project provided an example of applying a competence model to a "higher level" interpersonal field…
From Ideology to Development. Adult Education in Russia.

ERIC Educational Resources Information Center

Vershlovsky, S. G.

2001-01-01

Outlines new developments in Russian adult education: adult vocational education, education for women and people with disabilities, family education, education for the third age, and ethnic education. (SK)
Education et Formation des Adultes en France. (Adult Education in France.)

ERIC Educational Resources Information Center

National Inst. for Adult Education, Nancy (France).

This report on a national seminar attended by over 100 French adult educators from universities, industry, government agencies, and voluntary agencies is divided into three parts. Part I summarizes conclusions and recommendations made by nine commissions on conditions (including needs and objectives, obstacles to continuing education, educational…
Opinions of School Superintendents on Adult Education.

ERIC Educational Resources Information Center

National Education Association, Washington, DC. Research Div.

A survey was made (1) to obtain the op"nions of school superintendents as to the responsibility for adult education, purposes of public school adult education, issues in administration, the importance of various fields of instruction, and suitable means of financing and (2) to learn which school systems have adult education programs. Responses…
Transitioning Adults to College: Adult Basic Education Program Models. NCSALL Occasional Paper

ERIC Educational Resources Information Center

Zafft, Cynthia; Kallenbach, Silja; Spohn, Jessica

2006-01-01

While the majority of adults who take the General Educational Development (GED) test do so in order to continue their education, few go on to enter postsecondary education. Yet, these same adults stand to make substantial economic and personal gains when they use their adult secondary credential to move from the ranks of high school dropout to…
Texas Adult Education: Soaring Into the 21st Century. An Adult Education Administrator's Guide for Continuous Improvement and Evaluation.

ERIC Educational Resources Information Center

Gall, Dan; Payne, Emily Miller; Burger, Phil; Curtis, Evelyn; Douglas, James; Kean, Nona; Parker, Ursula; Perez, Juan; Rosenberg, Sheila; Saucedo-Schwarz, Myrna; Franklin, Effie; Reed, Joseph

This guide is designed as an aid for the adult education administrator in the pursuit of continuous excellence and quality improvement in adult education programs in Texas. The Acknowledgments section provides an introduction, background, history, and overview of the adult education National Reporting System (NRS); overview of the NRS measures and…
45 CFR 605.38 - Preschool and adult education.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 3 2011-10-01 2011-10-01 false Preschool and adult education. 605.38 Section 605... Preschool, Elementary, and Secondary Education § 605.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the...
45 CFR 605.38 - Preschool and adult education.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 3 2013-10-01 2013-10-01 false Preschool and adult education. 605.38 Section 605... Preschool, Elementary, and Secondary Education § 605.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the...
45 CFR 605.38 - Preschool and adult education.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 3 2010-10-01 2010-10-01 false Preschool and adult education. 605.38 Section 605... Preschool, Elementary, and Secondary Education § 605.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the...

Urbanisation and Adult Education

ERIC Educational Resources Information Center

Nayar, D. P.

1974-01-01

Problems raised by urbanization are many. Those whose solution can be assisted through adult education are in economics; health, nutrition, and family planning; citizenship training; recreation; and education and culture. (AG)
Vocational and Adult Education: Major Regulation Issues.

ERIC Educational Resources Information Center

Worthington, Robert M.

Federal regulations for the Adult Education Act and the Carl D. Perkins Vocational Education Act were revised in 1985. The following are the major changes to the Adult Education Act regulations: (1) the definition of "adult" was changed to permit services to persons under the age of 16 in some cases; (2) the definition of…
Adult Education in Asia. Courier No. 38.

ERIC Educational Resources Information Center

ASPBAE Courier, 1986

1986-01-01

This journal issue contains a series of papers concerned with exploring the role that adult education can play in developing communities. The first paper, "Major Challenges and Prospect of Adult Education for the Year 2000" (T. M. Sakya), provides an overview of adult education in Asia and the Pacific, emphasizing the vastness of the…
Strategy-Based Development of Teacher Educators' ICT Competence through a Co-operative Staff Development Project

ERIC Educational Resources Information Center

Lavonen, Jari; Lattu, Matti; Juuti, Kalle; Meisalo, Veijo

2006-01-01

An ICT strategy and an implementation plan for teacher education were created in a co-operative process. Visions and expectations of staff members and students were registered by questionnaires and by making notes during sessions in which the strategy was created. Thereafter, an implementation document, where the staff development programme and…
Student and Staff Perceptions of a Learning Management System for Blended Learning in Teacher Education

ERIC Educational Resources Information Center

Holmes, Kathryn A.; Prieto-Rodriguez, Elena

2018-01-01

Higher education institutions routinely use Learning Management Systems (LMS) for multiple purposes; to organise coursework and assessment, to facilitate staff and student interactions, and to act as repositories of learning objects. The analysis reported here involves staff (n = 46) and student (n = 470) responses to surveys as well as data…
Adult Education in India & Abroad.

ERIC Educational Resources Information Center

Roy, Nikhil Ranjan

A survey is made of various aspects of adult education in India since 1947, together with comparative accounts of the origin, development, and notable features of adult education in Denmark, Great Britain, the Soviet Union, and the United States. Needs and objectives in India, largely in the eradication of illiteracy, are set forth, and pertinent…
45 CFR 84.38 - Preschool and adult education.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 1 2011-10-01 2011-10-01 false Preschool and adult education. 84.38 Section 84.38..., and Secondary Education § 84.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the basis of handicap...
45 CFR 84.38 - Preschool and adult education.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 1 2014-10-01 2014-10-01 false Preschool and adult education. 84.38 Section 84.38..., and Secondary Education § 84.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the basis of handicap...
45 CFR 84.38 - Preschool and adult education.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 1 2012-10-01 2012-10-01 false Preschool and adult education. 84.38 Section 84.38..., and Secondary Education § 84.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the basis of handicap...
45 CFR 84.38 - Preschool and adult education.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 1 2013-10-01 2013-10-01 false Preschool and adult education. 84.38 Section 84.38..., and Secondary Education § 84.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the basis of handicap...
45 CFR 84.38 - Preschool and adult education.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 1 2010-10-01 2010-10-01 false Preschool and adult education. 84.38 Section 84.38..., and Secondary Education § 84.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the basis of handicap...
Digest of Adult Education Statistics--1998.

ERIC Educational Resources Information Center

Elliott, Barbara G.

Information on literacy programs for adults in the United States was compiled from the annual statistical performance reports states submit to the U.S. Department of Education at the end of each program year (PY). Nearly 27 percent of adults had not completed a high school diploma or equivalent. In PY 1991, the nation's adult education (AE)…
Readers in Adult Basic Education.

PubMed

Barnes, Adrienne E; Kim, Young-Suk; Tighe, Elizabeth L; Vorstius, Christian

The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower oral reading fluency revealed within- and between-subject effects for word frequency and word length as well as group and word frequency interactions. Bivariate correlations indicated strong relations between component skills of reading, eye movement measures, and both the Test of Adult Basic Education ( Reading subtest) and the Woodcock-Johnson III Diagnostic Reading Battery Passage Comprehension assessments. Regression analyses revealed the utility of decoding, language comprehension, and lexical activation time for predicting achievement on both the Woodcock Johnson III Passage Comprehension and the Test of Adult Basic Education Reading Comprehension.
A controlled investigation of continuing pain education for long-term care staff

PubMed Central

Ghandehari, Omeed O; Hadjistavropoulos, Thomas; Williams, Jaime; Thorpe, Lilian; Alfano, Dennis P; Bello-Haas, Vanina Dal; Malloy, David C; Martin, Ronald R; Rahaman, Omar; Zwakhalen, Sandra MG; Carleton, R Nicholas; Hunter, Paulette V; Lix, Lisa M

2013-01-01

BACKGROUND: The underassessment and undertreatment of pain in residents of long-term care (LTC) facilities has been well documented. Gaps in staff knowledge and inaccurate beliefs have been identified as contributors. OBJECTIVES: To investigate the effectiveness of an expert-based continuing education program in pain assessment/management for LTC staff. METHODS: Participants included 131 LTC staff members who were randomly assigned to either an interactive pain education (PE) program, which addressed gaps in knowledge such as medication management, or an interactive control program consisting of general dementia education without a specific clinical focus. Participants attended three sessions, each lasting 3 h, and completed measures of pain-related knowledge and attitudes/beliefs before, immediately after and two weeks following the program. Focus groups were conducted with a subset of participants to gauge perception of the training program and barriers to implementing pain-related strategies. RESULTS: Analysis using ANOVA revealed that PE participants demonstrated larger gains compared with control participants with regard to pain knowledge and pain beliefs. Barriers to implementing pain-related strategies certainly exist. Nonetheless, qualitative analyses demonstrated that PE participants reported that they overcame many of these barriers and used pain management strategies four times more frequently than control participants. CONCLUSIONS: Contrary to previous research, the present study found that the interactive PE program was effective in changing pain beliefs and improving knowledge. Continuing PE in LTC has the potential to address knowledge gaps among front-line LTC providers. PMID:23457681
A controlled investigation of continuing pain education for long-term care staff.

PubMed

Ghandehari, Omeed O; Hadjistavropoulos, Thomas; Williams, Jaime; Thorpe, Lilian; Alfano, Dennis P; Dal Bello-Haas, Vanina; Malloy, David C; Martin, Ronald R; Rahaman, Omar; Zwakhalen, Sandra M G; Carleton, R N; Hunter, Paulette V; Lix, Lisa M

2013-01-01

The underassessment and undertreatment of pain in residents of long-term care (LTC) facilities has been well documented. Gaps in staff knowledge and inaccurate beliefs have been identified as contributors. To investigate the effectiveness of an expert-based continuing education program in pain assessment⁄management for LTC staff. Participants included 131 LTC staff members who were randomly assigned to either an interactive pain education (PE) program, which addressed gaps in knowledge such as medication management, or an interactive control program consisting of general dementia education without a specific clinical focus. Participants attended three sessions, each lasting 3 h, and completed measures of pain-related knowledge and attitudes⁄beliefs before, immediately after and two weeks following the program. Focus groups were conducted with a subset of participants to gauge perception of the training program and barriers to implementing pain-related strategies. Analysis using ANOVA revealed that PE participants demonstrated larger gains compared with control participants with regard to pain knowledge and pain beliefs. Barriers to implementing pain-related strategies certainly exist. Nonetheless, qualitative analyses demonstrated that PE participants reported that they overcame many of these barriers and used pain management strategies four times more frequently than control participants. Contrary to previous research, the present study found that the interactive PE program was effective in changing pain beliefs and improving knowledge. Continuing PE in LTC has the potential to address knowledge gaps among front-line LTC providers.
An educational programme for nursing college staff and students during a MERS- coronavirus outbreak in Saudi Arabia.

PubMed

Stirling, Bridget V; Harmston, Jennie; Alsobayel, Hana

2015-01-01

The Middle Eastern Respiratory Syndrome Coronavirus is a serious and emerging issue in Saudi Arabia and the world. A response was required to reduce possible disease transmission between the hospital and university. College of Nursing academic staff developed a programme in response to the educational and emotional needs of participants. A MERS-CoV Task Force responded to the rapidly unfolding epidemic. The aim was to find out what nursing staff and nursing students in the college knew about MERS- CoV. While most gaps in knowledge were addressed after an intense information seminar, other learning needs were identified and responded to. The Task Force developed mandatory information sessions for all nursing faculty, students and staff. All staff were informed by email, letters and posters. There are 28 faculty staff, 84 support staff and 480 students in the College of Nursing. The information settings all took place within the College of Nursing, Princess Nourah University, Kingdom of Saudi Arabia. Questionnaires were given to faculty, students and staff to understand their baseline knowledge. After the sessions, faculty, students and staff were asked about what was learned through the sessions, and what educational needs still needed to be addressed. Approval was sought and received by the Ethics Committee for the College of Nursing. Participants completed informed consent forms and the voluntary nature of the study was explained. The total number of people attending the education sessions was133, including 65 students. 18 faculty members attended and 57 support staff. Data was gathered on gaps in participant knowledge and a plan was developed to address the gaps. Policies were established around student participation in clinical and return to work practices for staff with any symptoms. In hospitals there is above average risk for exposure to infectious diseases. Student nurses travel between hospital and university, with the capacity to act as a conduit of
Adult Continuing Education and the Federal Advisory Committees.

ERIC Educational Resources Information Center

Rivera, William M.; DeSanctis, Vincent

1981-01-01

The lay citizen Federal Advisory Committees (FACs) appear to be playing a recognized role in federal policy advisement, fulfilling one of the tenets of adult education: citizen participation. The 21 education FACs, particularly the 11 adult-education related ones, deserve the attention of adult educators. (SK)
Jean-Jacques Rousseau's views on adult education

NASA Astrophysics Data System (ADS)

Dame, Frederick William

1996-01-01

Although Rousseau describes in Émile only his scheme for childhood education, he presents us in this work with some direct statements which can be applied to explain more fully the nature of adult education. The author surveys Rousseau's ideas on the role of the general will in adult educational philosophy, subject matter, methodology and negative education, as well as the relationships between the family, student, teacher, community and the state. He concludes that the modern Rousseau would not limit education to males and would recognize that the four Rousseauian periods of educational development — infancy, childhood, youngster, adolescence — is followed by a fifth: adulthood. Adult education is the logical continuation of the four previous phases. Throughout each phase education must permit intellectual and moral growth and always allow for creativity and diversity. Only then can adults become positive contributors to their society.
Fit WIC: attitudes, perceptions and practices of WIC staff toward addressing childhood overweight.

PubMed

Serrano, Elena; Gresock, Emily; Suttle, David; Keller, Adrienne; McGarvey, Elizabeth

2006-01-01

To assess the attitudes, perceptions, and practices of staff of the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) in providing nutrition education on childhood overweight topics with WIC participants. Descriptive and correlational study. WIC clinics in Virginia. 106 employees working in direct contact with WIC participants. Demographic information; comfort level and frequency of discussing childhood overweight-related topics with participants; perception of WIC's ability to prevent and help address overweight among children and adults; body mass index (BMI); and attitudes toward personal weight. Descriptive statistics, regression, and analysis of variance. WIC staff in this study reported a lack of comfort, practice, and confidence in addressing and/or preventing childhood overweight with WIC participants, with differences existing based on job title (P < .05). Barriers to implementing programs included perceived attitudes of participants, transportation, time, cultural issues, and childcare. Staff BMIs were significantly correlated to ethnicity, age, feeling overweight, unhappiness with current weight, and comfort level discussing fruit and vegetable intake and physical activity (P < .05). Staff training, health promotion programs, and culturally relevant educational materials are warranted for WIC staff to build a strong knowledge base and promote self-efficacy about childhood overweight-related topics.
Preschool Units EMIS Staff Report. EMIS Staff ECE Units 2005. Report Documentation. Version 1.0

ERIC Educational Resources Information Center

Ohio Department of Education, 2004

2004-01-01

The purpose of Preschool Units EMIS Staff Report is twofold. First, it helps School Districts and Educational Service Centers (ESC) ensure accuracy and validity of preschool staff, student and program data submitted to the Ohio Department of Education (ODE) through the Education Management Information System (EMIS). From this report, school…

Children with developmental disabilities at a pediatric hospital: staff education to prevent and manage challenging behaviors.

PubMed

Johnson, Norah L; Lashley, Joel; Stonek, Alice V; Bonjour, Annette

2012-12-01

Children with developmental disabilities may get frustrated in unpredictable hospital environments. Frustration may escalate to challenging behaviors, which are a safety concern and may contribute to staff and patient injuries, use of restraints, and procedure delay or cancelations. The purpose of this article was to describe a pilot staff education program on preventing and managing challenging behaviors of children with developmental disabilities at a pediatric hospital. The 2-hour-long education (1 hour on-line and 1 hour instructor led) content focused on family-centered care and communication skills, including verbal judo™ modified for use in the health care setting. Participants in the instructor-led sessions reported improved knowledge and decreased fear about caring for children with developmental disabilities. Relationships of the education and fewer staff injuries, fewer canceled procedures, and decreased use of restraints merit further study. Copyright © 2012 Elsevier Inc. All rights reserved.
The Politics of Adult Education

ERIC Educational Resources Information Center

Ellison, Art

2016-01-01

Art Ellison is longtime advocate for adult education, having managed numerous advocacy campaigns over the past forty years on the state and national levels. Prior to his employment in 1980 as the NH State Director of Adult Education he worked for many years as a high school teacher and as a community organizer. In this article, Ellison offers some…
Empowering Education: A New Model for In-service Training of Nursing Staff.

PubMed

Chaghari, Mahmud; Saffari, Mohsen; Ebadi, Abbas; Ameryoun, Ahmad

2017-01-01

In-service training of nurses plays an indispensable role in improving the quality of inpatient care. Need to enhance the effectiveness of in-service training of nurses is an inevitable requirement. This study attempted to design a new optimal model for in-service training of nurses. This qualitative study was conducted in two stages during 2015-2016. In the first stage, the Grounded Theory was adopted to explore the process of training 35 participating nurses. The sampling was initially purposeful and then theoretically based on emerging concept. Data were collected through interview, observation and field notes. Moreover, the data were analyzed through Corbin-Strauss method and the data were coded through MAXQDA-10. In the second stage, the findings were employed through 'Walker and Avants strategy for theory construction so as to design an optimal model for in-service training of nursing staff. In the first stage, there were five major themes including unsuccessful mandatory education, empowering education, organizational challenges of education, poor educational management, and educational-occupational resiliency. Empowering education was the core variable derived from the research, based on which a grounded theory was proposed. The new empowering education model was composed of self-directed learning and practical learning. There are several strategies to achieve empowering education, including the fostering of searching skills, clinical performance monitoring, motivational factors, participation in the design and implementation, and problem-solving approach. Empowering education is a new model for in-service training of nurses, which matches the training programs with andragogical needs and desirability of learning among the staff. Owing to its practical nature, the empowering education can facilitate occupational tasks and achieving greater mastery of professional skills among the nurses.
Power and Authority in Adult Education

ERIC Educational Resources Information Center

Alsobaie, Mohammed Fahad

2015-01-01

This paper covers power and authority in adult education, focusing on the modern definitions of power and authority in the educational context, then moving into past precedents of the use of power and authority of classrooms. Finally, the optimal types of power and authority to apply to adult education are examined. Power defines a relationship…
Evolution and Influence of Military Adult Education

ERIC Educational Resources Information Center

Persyn, John M.; Polson, Cheryl J.

2012-01-01

Military education programs encompass almost every adult education component from basic skills training through graduate-level higher education. As the country's largest employer, the U.S. Department of Defense (DoD) is also the largest provider of adult education, offering training and education for a workforce of more than 3.2 million members…
Qualification Paths of Adult Educators in Sweden and Denmark

ERIC Educational Resources Information Center

Andersson, Per; Kopsen, Susanne; Larson, Anne; Milana, Marcella

2013-01-01

The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study,…
Beyond 2000: Future Directions for Adult Education.

ERIC Educational Resources Information Center

Sticht, Thomas G.

This paper provides adult educators with information they can use to produce perspectives for the future of adult education (AE). Part 1 provides a perspective on the past and present of AE that falls under the aegis of the Federal Adult Education Act of 1966 and subsequent amendments. It paints a picture of AE from the mid-1960s to the present…
Preserving the Voices of Adult Educators

ERIC Educational Resources Information Center

Bogner, Len A.; King, Brett P.

2017-01-01

The Adult Education Interview Series (AEIS) started at the University of Central Oklahoma (UCO) and was inspired by the use of TED talks and other similar videos in online and distance education courses. It is a collaboration between the Adult Education and Safety Science Department and the Center for eLearning and Connected Environments at UCO.…
Legal and definitional issues affecting the identification and education of adults with specific learning disabilities in adult education programs.

PubMed

Taymans, Juliana M

2012-01-01

Although the exact prevalence is not determined, a noticeable subset of individuals who enroll in adult education and training programs have either diagnosed or undiagnosed specific learning disabilities (SLD). Understanding SLD is important basic information for adult educators to inform program policies as well as determine effective instructional practices. This article discusses the development of definitions of SLD and current agreement on the nature of SLD relevant to working with adults. It concludes with implications for adult education programs.
Criteria for Evaluating Instruction in Adult Education.

ERIC Educational Resources Information Center

Los Angeles City Schools, CA.

In this guide to the evaluation of instructionin adult education, the stated purpose is to aid adult school administrators in making purposeful classroom visitations in ongoing programs to improve instruction. The subject areas treated are academic subjects, business education, citizenship education, distributive education, fine arts, music,…
Staff Development.

ERIC Educational Resources Information Center

Purcell, Larry O.

Staff development programs and activities are common methods of stimulating change in the behavior of educators. These programs may be designed for a number of purposes, including (1) problem-solving within the local school or district; (2) remediation to develop work-related skills; (3) motivation to change and improve staff; and (4) development…
Good Intentions: Teaching and Specialist Support Staff Perspectives of Student Disclosure of Mental Health Issues in Post-Secondary Education

ERIC Educational Resources Information Center

Venville, Annie; Street, Annette F.; Fossey, Ellie

2014-01-01

This article reports findings from a qualitative case study, as part of which staff perspectives of student disclosure of mental health issues in an Australian post-secondary vocational education setting were explored. Twenty teaching and specialist support staff from four vocational education and training institutions participated in individual…
Using Adult Learning Principles in Adult Basic and Literacy Education. Practice Application Brief.

ERIC Educational Resources Information Center

Imel, Susan

Adult basic and literacy education (ABLE) is a complex undertaking that serves diverse learners with a variety of needs. Although no definitive list of adult education principles exists in the literature, the following principles have been identified in multiple sources devoted to principles of effective adult education: involve learners in…
Africa Adult Education. Chronologies in Commonwealth Countries.

ERIC Educational Resources Information Center

Draper, James A., Ed.

In this document, leading educators from 12 African Commonwealth countries trace the development of adult education in Africa and show how providers of adult education outside the formal education system (including government and nongovernment organizations, trade unions, women's groups, and religious organizations) have met the needs of their…
Military Education: Implementation of Recommendations at the Armed Forces Staff College. Report to the Chairman, Panel on Military Education, Committee on Armed Services, House of Representatives.

ERIC Educational Resources Information Center

General Accounting Office, Washington, DC. National Security and International Affairs Div.

This study evaluates the Armed Forces Staff College's implementation of selected recommendations from the April 1989 report of the Panel on Military Education. In particular, this report discusses Phase II officer professional military education (PME) programs taught at the Joint and Combined Staff Officer School in Norfolk, Virginia. The study…
Professional Development for Experienced Teachers Working with Adult English Language Learners. CAELA Network Brief

ERIC Educational Resources Information Center

Rodriguez, Amber Gallup; McKay, Sharon

2010-01-01

Despite high staff turnover and a predominance of part-time positions in the field of adult education some adult education teachers create careers for themselves that span many years--even decades. According to the U.S. Department of Education (2007), teachers are the most important factor in improving student achievement. Knapp (2003) points out…
Creating an Excellent Patient Experience Through Service Education: Content and Methods for Engaging and Motivating Front-Line Staff.

PubMed

Kennedy, Denise M

2017-12-01

Service quality and patient satisfaction affect an organization's value-based payments. This new value paradigm calls for a new approach to service education and training for front-line staff. Thoughtfully conceived, department-specific content, infused with patient feedback, value creation, and science of service quality principles, was developed to give front-line staff a deeper understanding of the impact of their performance on patient experience, value creation, and value-based revenue. Feedback from nearly 1500 trainees in 60 educational sessions delivered over 7 years indicates good understanding of the content and appreciation of the targeted approach. On a 5-point scale ranging from 1 (least effective) to 5 (most effective), trainees' ratings of their understanding of service quality concepts and impact on value ranged from 4.7 to 4.9. Verbatim comments showed a positive impact on staff. Employee feedback suggests that value-based service education may be useful in motivating front-line staff, improving service quality, and creating value.
Creating Accessibility to Education: The Role of School Staff's Discretionary Practices

ERIC Educational Resources Information Center

Barberis, Eduardo; Buchowicz, Izabela

2015-01-01

This article explores the role of school staff in the accessibility of education with a focus on professional discretion and its relation with institutions and contexts. Drawing on the street-level bureaucracy approach it looks into different types of discretionary practices and asks how their legitimacy influences their success. The analysis is…
Visionary Leadership in the Administrative Staff of the Guapan Educational Unit

ERIC Educational Resources Information Center

Molina, Oscar Antonio Martinez

2018-01-01

The purpose of the present study lies in determining the visionary leadership manifest in the administrative staff of the Guapan Educational Unit, with the research taking the form of a positivist descriptive research study that will deepen the knowledge of the variable that concerns us: visionary leadership. Through the application of field…
The Adult Education Doctorate in North America: The Programs, Curricula, Websites, and the Commission of Professors of Adult Education Standards

ERIC Educational Resources Information Center

Sonstrom, Wendy Jean

2011-01-01

A list of programs that offer a doctorate in adult education was created using the most recent edition of "Peterson's Graduate Programs in Business, Education, Health, Information Studies, Law & Social Work" (2010) and the most recent version of the Commission of Professors of Adult Education (CPAE) "Directory of Adult Education…

Development and evaluation of an educational intervention for general practitioners and staff caring for people with dementia living in residential facilities.

PubMed

Beer, Christopher; Lowry, Rachel; Horner, Barbara; Almeida, Osvaldo P; Scherer, Samuel; Lautenschlager, Nicola T; Bretland, Nick; Flett, Penelope; Schaper, Frank; Flicker, Leon

2011-03-01

Despite high levels of participation in dementia education, general practitioners (GPs) and residential care facility (RCF) staff report perceived learning needs. Small group education, which is flexible, individualized, practical and case-based, is sought. We aimed to develop educational interventions for GPs and RCF staff tailored to meet their perceived educational needs. We used a consultative process to develop education programs. A flexible program for RCF staff was developed in 30-minute blocks, which could be combined in sessions of different lengths. The RCF program aimed to facilitate sustainable change by engaging local "Dementia Champions". For GPs, face-to-face and self-directed packages were developed. We collected participant feedback to evaluate the program. GPs and RCF staff were recruited as part of a larger intervention study. Sixteen of the 27 GPs who were offered the dementia education participated. Two of the 16 GPs participated in both learning packages. A total of 45 GP feedback responses were received from 16 GPs: 28 out of 45 GPs (62%) reported that the participants' learning needs were entirely met. Eighteen of 19 facilities offered the intervention participated and 326 RCF staff attended one or more of the 94 RCF education sessions. Feedback was collected from 93 sessions: 1013 out of 1067 RCF staff feedback responses (95%) reported that the session met the participants' learning needs. Qualitative feedback was also strongly positive. Participants perceived the education programs as meeting their needs. Despite explicit attempts to provide flexible delivery options, overall participation rates remained low.
Adult Education: Issues for the Future. Proceedings of the University-Based Adult Education Conference (Stellenbosch, South Africa, April 14-16, 1993).

ERIC Educational Resources Information Center

University of the Western Cape, Bellville (South Africa). Centre for Adult and Continuing Education.

These proceedings contain 18 presentations on these main themes: adult education policy, role of universities/adult education centers, affirmative action, accreditation of courses, curriculum, and rural adult education. "Welcome and Introduction" and "Introducing Professor Marjorie Mbilinyi" (Walters) precede the keynote…
Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner

ERIC Educational Resources Information Center

Boshier, Roger; Huang, Yan

2009-01-01

Prior to 1949 the Chinese Communist Party orchestrated innovative and participatory forms of adult education. This article concerns Madame Li Li, a leading Chinese Communist woman adult educator. Western delegates at the International Council for Adult Education 1984 Shanghai symposium on adult education were fascinated by Madame Li Li because,…
Competency-Based Adult Education Classroom Management Guide for Adult Basic Education Curriculum (Level II, 5-8).

ERIC Educational Resources Information Center

Singer, Elizabeth

This Competency-Based Adult Basic Education (CBABE) Classroom Management Guide was developed to aid the Adult Basic Education (ABE) facilitator in implementing a model CBABE Level 5-8 curriculum. First, introductory material provides background on the CBABE project at Brevard Community College (Florida) and the rationale for the development of the…
Educational Needs and Learning Conditions of Adult Learners.

ERIC Educational Resources Information Center

Davie, Lynn; And Others

A review of research in the past ten years documents adult learners' perceptions of their educational needs and their patterns of participation in adult educational activities. The populations studied include older adults, women, immigrants, native Canadians, undereducated adults, and handicapped adults. Each population is studied separately with…
Empowering Education: A New Model for In-service Training of Nursing Staff

PubMed Central

CHAGHARI, MAHMUD; SAFFARI, MOHSEN; EBADI, ABBAS; AMERYOUN, AHMAD

2017-01-01

Introduction: In-service training of nurses plays an indispensable role in improving the quality of inpatient care. Need to enhance the effectiveness of in-service training of nurses is an inevitable requirement. This study attempted to design a new optimal model for in-service training of nurses. Methods: This qualitative study was conducted in two stages during 2015-2016. In the first stage, the Grounded Theory was adopted to explore the process of training 35 participating nurses. The sampling was initially purposeful and then theoretically based on emerging concept. Data were collected through interview, observation and field notes. Moreover, the data were analyzed through Corbin-Strauss method and the data were coded through MAXQDA-10. In the second stage, the findings were employed through ’Walker and Avants strategy for theory construction so as to design an optimal model for in-service training of nursing staff. Results: In the first stage, there were five major themes including unsuccessful mandatory education, empowering education, organizational challenges of education, poor educational management, and educational-occupational resiliency. Empowering education was the core variable derived from the research, based on which a grounded theory was proposed. The new empowering education model was composed of self-directed learning and practical learning. There are several strategies to achieve empowering education, including the fostering of searching skills, clinical performance monitoring, motivational factors, participation in the design and implementation, and problem-solving approach. Conclusion: Empowering education is a new model for in-service training of nurses, which matches the training programs with andragogical needs and desirability of learning among the staff. Owing to its practical nature, the empowering education can facilitate occupational tasks and achieving greater mastery of professional skills among the nurses. PMID:28180130
The Impact of Suicide Bereavement on Educational and Occupational Functioning: A Qualitative Study of 460 Bereaved Adults.

PubMed

Pitman, Alexandra; Khrisna Putri, Adelia; De Souza, Tanisha; Stevenson, Fiona; King, Michael; Osborn, David; Morant, Nicola

2018-03-31

People bereaved by suicide are at an increased risk of suicide and of dropping out of education or work. Explanations for these associations are unclear, and more research is needed to understand how improving support in educational or work settings for people bereaved by suicide might contribute to reducing suicide risk. Our objective was to explore the impact of suicide on occupational functioning. We conducted a cross-sectional online study of bereaved adults aged 18-40, recruited from staff and students of British higher educational institutions in 2010. We used thematic analysis to analyse free text responses to two questions probing the impact of suicide bereavement on work and education. Our analysis of responses from 460 adults bereaved by suicide identified three main themes: (i) specific aspects of grief that impacted on work performance, cognitive and emotional domains, and social confidence; (ii) structural challenges in work or educational settings including a lack of institutional support, the impact of taking time off, and changes to caring roles; and (iii) new perspectives on the role of work, including determination to achieve. Institutional support should be tailored to take account of the difficulties and experiences described.
The Impact of Suicide Bereavement on Educational and Occupational Functioning: A Qualitative Study of 460 Bereaved Adults

PubMed Central

Khrisna Putri, Adelia; De Souza, Tanisha; Stevenson, Fiona; King, Michael; Osborn, David; Morant, Nicola

2018-01-01

People bereaved by suicide are at an increased risk of suicide and of dropping out of education or work. Explanations for these associations are unclear, and more research is needed to understand how improving support in educational or work settings for people bereaved by suicide might contribute to reducing suicide risk. Our objective was to explore the impact of suicide on occupational functioning. We conducted a cross-sectional online study of bereaved adults aged 18–40, recruited from staff and students of British higher educational institutions in 2010. We used thematic analysis to analyse free text responses to two questions probing the impact of suicide bereavement on work and education. Our analysis of responses from 460 adults bereaved by suicide identified three main themes: (i) specific aspects of grief that impacted on work performance, cognitive and emotional domains, and social confidence; (ii) structural challenges in work or educational settings including a lack of institutional support, the impact of taking time off, and changes to caring roles; and (iii) new perspectives on the role of work, including determination to achieve. Institutional support should be tailored to take account of the difficulties and experiences described. PMID:29614731
Adults in Higher Education.

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

Issues concerning the enrollment of adults in degree programs in countries belonging to the Organisation for Economic Cooperation and Development are considered. Of concern are policies and institutional practices that affect adult participation in degree studies. The growing importance of continuing academic and professional education is…
Case Studies in Australian Adult Education.

ERIC Educational Resources Information Center

Clark, Ralph J., Ed.; Rooth, S. John, Ed.

This publication contains the following 24 case studies of adult education in Australia: "NSW Department of Agriculture Home Study Programme" (O'Neill); "Self-Help Adult Education: The University of the Third Age at the Brisbane CAE" (Swindell); "Marriage Enrichment Programme" (D. Kerr, C. Kerr); "Carringbush…
Curriculum Guide for Adult Education Teachers.

ERIC Educational Resources Information Center

Hammett, Earl Lee

This curriculum guide for teachers of adult education is divided into three parts. The first offers an overview of adult basic education, the teacher as counselor, testing and evaluation, instructional procedures--physical environment and classroom management, techniques providing variety in instruction--discussions, demonstrations, projects,…
Coping with challenging behaviours of children with autism: effectiveness of brief training workshop for frontline staff in special education settings.

PubMed

Ling, C Y M; Mak, W W S

2012-03-01

The present study examined the effectiveness of three staff training elements: psychoeducation (PE) on autism, introduction of functional behavioural analysis (FBA) and emotional management (EM), on the reaction of challenging behaviours for frontline staff towards children with autism in Hong Kong special education settings. A sample of 311 frontline staff in educational settings was recruited to one of the three conditions: control, PE-FBA and PE-FBA-EM groups. A total of 175 participants completed all three sets of questionnaires during pre-training, immediate post-training and 1-month follow-up. Findings showed that the one-session staff training workshop increased staff knowledge of autism and perceived efficacy but decrease helping behavioural intention. In spite of the limited effectiveness of a one-session staff training workshop, continued staff training is still necessary for the improvement of service quality. Further exploration on how to change emotion response of staff is important. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.
Work-related injuries of educational support staff in schools.

PubMed

Ko, Dong Hwan; Jeong, Byung Yong

2018-02-15

This study aims to describe the characteristics of occupational injuries to educational support staff (service worker) in schools. In this research, 803 injured workers registered in 2015 were analyzed in terms of their gender, age, work experience, school type, work type, accident type, agency of accident, nature of injury and injured part of the body for each occupation. The workers were classified into after-school instructor, custodian and cooking staff. Accidents occurred mainly due to slips (35.6%) on floor/stair or contact with high temperature (18.1%). Also, the workers mostly fractured (41.2%) or had burns (19.3%) on their leg/foot (37.1%) or arm/hand/finger (29.8%). The results showed the difference in characteristics and injury pattern of injured persons for each occupation type, addressing the need for customized preventative measures for each situation. The results of this study can be a baseline in devising policies and guidelines for preventing accidents of service workers in schools.
Developing Adult Education in Universities: A Political View.

ERIC Educational Resources Information Center

Bourgeois, Etienne; Lienard, Georges

1992-01-01

Difficulties in the development of adult education programs in research-oriented, elite universities are discussed, focusing on the differences in traditional values and objectives of adult and university education. Organizational conditions at the University of Louvain (Belgium) that have proven conducive to a successful adult education program…
Adult Education in Sweden.

ERIC Educational Resources Information Center

Ministry of Education and Cultural Affairs, Stockholm (Sweden).

The forms of adult education in Sweden discussed in this review include the courses provided by the Labour Market Board, the folk high schools, the national and local educational schemes, the Commission for TV and Radio in Education (TRU), and the training courses arranged by the employee organizations. Brief mention is also made of the courses…
Marxism and Adult Education in Britain

ERIC Educational Resources Information Center

Steele, Tom; Taylor, Richard

2004-01-01

In British adult education Marxism has been a persistent if marginalised current that has consistently informed its more radical movements and practitioners. This article firstly introduces some contested Marxist perspectives on adult education, particularly around the issues of ideology and incorporation into bourgeois society. Secondly, it…
Year Book of Adult Education in Scotland, 1972-73.

ERIC Educational Resources Information Center

Shearer, J. G. S., Ed.

The Year Book of Adult Education in Scotland for 1972-73 contains: (1) next [new] business; (2) directory of organizations--Scottish Institute of Adult Education, education authorities, the universities, the Workers' Educational Association, Newbattle Abbey College, the Open University, university contribution to adult education H.M. Forces, radio…
Reducing the cost of lower limb wound management through industry partnership and staff education.

PubMed

Norris, R; Staines, K; Vogwill, V

2012-05-01

Following an audit of practice in North East London Foundation Trust (NELFT), obstacles in the management of lower limb conditions were identified. An appraisal of needs in terms of skills and theory updates for staff led to a fixed-term 'honorary contract' between the trust and a wound-care company to facilitate a rolling programme of education, to upskill staff in terms of assessment and treatment, and develop standardised care pathways. After 3 months, a repeated practice audit revealed a reduction in nurse contact hours of 1156 hours. The partnership with industry proved to be beneficial and did not compromise care, and trust staff were not obligated to use their product.
Critical Discourse Analysis, Adult Education and "Fitba"

ERIC Educational Resources Information Center

Player, John

2013-01-01

In this article I will use an example of current adult education practice, the Glory and Dismay Football Literacies Programme (GDFLP) to appraise the value of critical discourse analysis (CDA) for adult learners, both individually and collectively, and for adult education practitioners with an interest in developing critical literacy skills. The…
Effects of a Multicomponent Restraint Reduction Program for Korean Nursing Home Staff.

PubMed

Kong, Eun-Hi; Song, Eunjin; Evans, Lois K

2017-05-01

Physical restraints are used frequently in Korea, suggesting a growing need for access to programs focused on reduction. The aim of this study was to evaluate the effects of a multicomponent restraint reduction program (MRRP) for nursing staff in Korean nursing homes. A cluster-randomized, single-blind, controlled pretest-posttest design was used. A total of 122 nursing staff (nurses and geriatric care assistants) in two Korean nursing homes participated in this study: 62 in the experimental group (EG) and 60 in the control group (CG). Nursing staff in the EG home received the MRRP comprising three educational sessions (two classroom-based and one web-based) and two unit-based consultations. Three instruments were used to measure nursing staff's knowledge, perceptions, and attitudes regarding physical restraints. Data were collected immediately before and after the intervention, and again 1 and 3 months later. Repeated measures analysis of variance showed significant differences between groups in knowledge (p < .001), perceptions (p < .001), and attitudes (p = .011) over time. These significant improvements in the MRRP group (EG) were sustained over the 3-month period. The MRRP effectively improved the knowledge, perceptions, and attitudes of nursing home staff about restraint use with older adults. Additional studies are recommended to evaluate effects of its components while using larger samples and rigorous research methods and measurements, and the inclusion of boosters or other supports to sustain change. These results provide valuable knowledge regarding a multicomponent intervention for changing nursing home staff attributes that likely influence clinical practice. Elements of the educational content and methods found useful for nursing home staff may also be effective in vocational and continuing education as well as for families of older nursing home residents. © 2017 Sigma Theta Tau International.

Education and training to enhance end-of-life care for nursing home staff: a systematic literature review.

PubMed

Anstey, Sally; Powell, Tom; Coles, Bernadette; Hale, Rachel; Gould, Dinah

2016-09-01

The delivery of end-of-life care in nursing homes is challenging. This situation is of concern as 20% of the population die in this setting. Commonly reported reasons include limited access to medical care, inadequate clinical leadership and poor communication between nursing home and medical staff. Education for nursing home staff is suggested as the most important way of overcoming these obstacles. To identify educational interventions to enhance end-of-life care for nursing home staff and to identify types of study designs and outcomes to indicate success and benchmark interventions against recent international guidelines for education for palliative and end-of-life care. Thirteen databases and reference lists of key journals were searched from the inception of each up to September 2014. Included studies were appraised for quality and data were synthesised thematically. Twenty-one studies were reviewed. Methodological quality was poor. Education was not of a standard that could be expected to alter clinical behaviour and was evaluated mainly from the perspectives of staff: self-reported increase in knowledge, skills and confidence delivering care rather than direct evidence of impact on clinical practice and patient outcomes. Follow-up was often short term, and despite sound economic arguments for delivering effective end-of-life care to reduce burden on the health service, no economic analyses were reported. There is a clear and urgent need to design educational interventions that have the potential to improve end-of-life care in nursing homes. Robust evaluation of these interventions should include impact on residents, families and staff and include economic analysis. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
ARCHITECTURE FOR ADULT EDUCATION. A GRAPHIC GUIDE FOR THOSE WHO ARE PLANNING PHYSICAL FACILITIES FOR ADULT EDUCATION.

ERIC Educational Resources Information Center

BECKER, JOHN W.

THIS BOOK IS DESIGNED PARTICULARLY FOR THOSE PLANNING PHYSICAL FACILITIES FOR ADULT EDUCATION. FLOOR PLANS, PHOTOGRAPHS AND DISCUSSION ARE GIVEN FOR BUILDINGS USED FOR HOSPITALS, HEALTH CENTERS, INDUSTRY, ELEMENTARY SCHOOLS, HIGH SCHOOLS, COLLEGE BUILDINGS, FINE ARTS, LIBRARIES, RECREATION COMMUNITY CENTERS, AND ADULT EDUCATION. COPIES OF THIS…
Sustainability, Ecojustice, and Adult Education

ERIC Educational Resources Information Center

Griswold, Wendy

2017-01-01

Adult education has a significant role to play in creating a just and sustainable world. This chapter explores a continuum of perspectives related to the environment and education and highlights sustainability and ecojustice education theory and practices in this volume.
The Forgotten 90%: Adult Nonparticipation in Education

ERIC Educational Resources Information Center

Patterson, Margaret Becker

2018-01-01

Despite a highly developed U.S. adult education system, 90% of adults aged 20 years and older considered the least educated did not participate recently in formal or nonformal education. What are nonparticipants' characteristics, learning backgrounds, and skill levels? What predicts their likelihood of "not" participating in recent…
A Future for Adult Educators in Patient Education

ERIC Educational Resources Information Center

Fleming, Jean E.

2014-01-01

Adult education in healthcare comes in several forms: degree and certificate programs aimed at preparing better academic and clinical educators; and community education programs aimed at wellness, rehabilitation, or learning to live with chronic diseases. Patient-centered healthcare, however, is part of something new: coordinated and transitional…
[Innovative Programs in Adult Education: Foreign.

ERIC Educational Resources Information Center

World Education, Inc., New York, NY.

The six descriptive position papers were prepared after selection for the Multi-National Workshop on Basic and Functional Education for Adults. Those selected are significant innovative programs of adult education in other countries that may have direct applicability to improving program practices in various parts of the world. The six programs…
Trends in Adult Education with Implications for Vocational Education. Occasional Paper No. 13.

ERIC Educational Resources Information Center

Kreitlow, Burton W.

A discussion is presented of adult education, current trends within the area, and their implications for adult and vocational education programs. The document contains the lecture and a question and answer session. The following sections are presented: (1) overview, defining adult education; (2) major trends, discussing societal pressures for…
An Analysis of Europe within Adult Education Literature

ERIC Educational Resources Information Center

Yelich Biniecki, Susan M.

2016-01-01

This literature review analyzes how Europe is situated within adult education literature from 2005 to present. Europe as a place and an idea influences and is influenced by adult education as well as historical and current events. The conceptualization of Europe within the dynamic field of international adult education is a necessary realm of…
Adult Education Faculty and Programs in North America

ERIC Educational Resources Information Center

Tisdell, Elizabeth J.; Wright, Robin Redmon; Taylor, Edward W.

2016-01-01

This article reports on the findings of a quantitative survey of North American adult education faculty and a textual analysis of websites of adult education graduate programs in North America conducted in the fall of 2013. This study examined background information about adult education faculty and programs; the nature of faculty work interests,…
Adult Education in Museums and Public Libraries.

ERIC Educational Resources Information Center

Miller, Harry G.

Both museums and public libraries are available sources of education for adults. Besides their traditional functions of collecting and preserving items from human artistic or scientific history, museums have taken on a more active role in educating the public, particularly adults. Some educational services provided by museums are dioramas, period…
Outsourcing Academic Development in Higher Education: Staff Perceptions of an International Program

ERIC Educational Resources Information Center

Dickson, Kerry; Hughes, Kate; Stephens, Bruce

2017-01-01

Increasingly, higher education support services are being outsourced. Our case study was of a program from a global, USA-based, non-profit organisation. From in-depth interviews, we investigated staff perceptions of academic development workshops and the efficacy of outsourcing to a transnational tertiary-support program. We found that…
Adult-Literacy Education in Jamaica.

ERIC Educational Resources Information Center

Miller, Harry; And Others

Some 42% of Jamaica's adult population was not functionally literate in 1962--figures that precipitated expansion in adult literacy and Basic Education programs as described in this survey report. Following a seven-page introductory historical profile, the authors note attempts made to assess adult illiteracy, such as the 1975 survey that found…
Barriers to Education for the Marginalized Adult Learner

ERIC Educational Resources Information Center

Flynn, Sarah; Brown, Jason; Johnson, Andrew; Rodger, Susan

2011-01-01

This qualitative study examines barriers to adult education by the marginalized adult learner. We adopted an inclusive approach by interviewing potential adult learners who had not participated in adult education programs due to illiteracy. Five overlapping themes related to barriers emerged and were categorized as: family values and…
Professional Support Staff at Higher Education Institutions in Sweden: Roles and Success Factors for the Job

ERIC Educational Resources Information Center

Ryttberg, Malin; Geschwind, Lars

2017-01-01

This paper aims to analyse and discuss the professional support staff at higher education institutions in Sweden in terms of how they view their roles and what the success factors for them are. The study is based on semi-structured interviews with support staff from the fields of business liaison, internationalisation and strategic research…
Supporting Wellness in Adult Online Education

ERIC Educational Resources Information Center

Thompson, Jacklyn J.; Porto, Stella C. S.

2014-01-01

Online education cannot continue to grow at the current pace while ignoring a crucial component of campus support, wellness for adult online learners. This paper brings awareness to the concept of wellness as an important student support service in adult online education. It includes a summarized review of relevant literature and identifies…
Staff expectations and views of cognitive behaviour therapy (CBT) for adults with intellectual disabilities.

PubMed

Stenfert Kroese, Biza; Jahoda, Andrew; Pert, Carol; Trower, Peter; Dagnan, Dave; Selkirk, Mhairi

2014-03-01

The role of support workers and other professionals in the psychotherapeutic process has been commented upon but not as yet been systematically investigated. To explore their views and expectations of cognitive behaviour therapy (CBT) for adults with intellectual disabilities, eleven paid support workers and professionals were recruited and interviewed before the CBT sessions commenced for their service users and nine took part in the second interview that took place after nine sessions. Thematic Analysis of the interview transcripts indicates that staff members do not perceive CBT as a long-term solution for psychological problems have little knowledge of CBT and do not feel included in the process. Nevertheless, after nine sessions, most participants reported improved psychological well-being for their service users and expressed a wish for longer-term involvement of the therapist. The results suggest that for CBT to be effective in the longer term, the therapist is required to consider a wider systemic approach including staff training and supervision, staff and management consultancy and creating a delicate balance between confidentiality and sharing the psychological formulation with 'significant others' to ensure maintenance and generalisation of improved psychological well-being. © 2013 John Wiley & Sons Ltd.
Staff Helping Attain Relevant Education (Project SHARE): Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Ranadive, Jyoti

Project SHARE (Staff Helping Attain Relevant Education), a project funded by Title VII of the Elementary and Secondary Education Act, was in its third and final year of operation in 1992-93, in eight primary schools in the Bronx, Brooklyn, and Manhattan (New York). The project served 141 limited English proficient students from low-income families…
Guide for Managers of Adult Education Programs.

ERIC Educational Resources Information Center

Hudson River Center for Program Development, Glenmont, NY.

This document is intended to help adult education program managers throughout New York become oriented to the world of adult education, handle their new responsibilities as program managers, and obtain up-to-date information to assist them in making educational and administrative decisions. The following are among the topics discussed in the…
Participatory Learning in Formal Adult Education Contexts

ERIC Educational Resources Information Center

Kucukaydin, Ilhan; Cranton, Patricia

2012-01-01

Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are…
Recognition and Adult Education: An Incongruent Opportunity

ERIC Educational Resources Information Center

Sandberg, Fredrik

2016-01-01

Building on narratives of students in adult education in Sweden, where the majority of the students are young adults, this paper argues that adult education has both negative and positive aspects in helping individuals to be recognised as valuable. Students, often part of the precariat class, have not always been able to survive in the job market…

Educational Counseling of Adults: Where It's At.

ERIC Educational Resources Information Center

Grabowski, Stanley M.

"Counseling adults is the most impoverished, depressed, but developing area in the entire area of adult education." This is due to: (1) a lack of serious commitment by the educational community, (2) a lack of adequate literature, and (3) a lack of clear-cut role distinctions. The limited number of research studies on counseling adults conclude…
Transitioning Adult Education Students into Community College

ERIC Educational Resources Information Center

Humpherys, Bryce Ralph

2012-01-01

At both a national and state level there is a growing need for skilled workers in the labor force. Educating low skilled adults is one way to address this need. Adult education programs teach low skilled adults basic academic skills to prepare them for work and life in U.S. society. Until recently little attention was paid to transitioning…
Financing of Adult Education

ERIC Educational Resources Information Center

Archer, David

2007-01-01

The 2008 EFA Global Monitoring Report recognises adult literacy as the most neglected of the EFA goals. It is neglected most obviously in respect of the financial allocations made by governments and donors. This shortage of financing creates a dangerous situation in which adult educators seek to convince politicians to invest, based on false…
A Framework for Staff Development.

ERIC Educational Resources Information Center

Schiffer, Judith

1978-01-01

Outlines the failure of traditional staff development programs and theorizes that the crucial issue in staff development concerns the problem of educational authority: Who makes what decisions and how? Successful models for staff development programs should have personal, organizational, and political foci. (JMF)
Relationship between Refraction, Anthropometrics, and Educational Status in a Nigerian Young Adult Population.

PubMed

Badmus, Sarat A; Ajaiyeoba, Ayotunde I; Adegbehingbe, Bernice O; Onakpoya, Oluwatoyin H; Adeoye, Adenike O; Ameye, Sanyaolu A

2018-01-01

The study aimed at determining the relationship between refraction and anthropometric measurements and the relationship between the level of education and refractive status in a Nigerian young adult population. Healthy volunteers from the students and staff of a teaching hospital in South-Western Nigeria were studied. Demographic profiles including participants' highest educational status, parental educational level, and the age at first formal school enrollment were documented. The height and weight of the participants were measured. Noncycloplegic objective refraction was determined with autorefractor, and the spherical equivalent refraction (SER) of the right eye was used for analysis. SPSS 16 was used to explore the relationships between refraction, height, weight, and body mass index and the educational status of the participants. Two hundred and thirty-nine adults with a mean age of 28.4 ± 6.5 years comprising 116 males and 123 females were studied. The mean height, weight, body mass index, and right eye SER were 1.7 ± 0.1 m, 64.4 ± 12.2 kg, 23.6 ± 4.3 kg/m 2 , and -0.8 ± 1.4 D, respectively. Height was negatively correlated with the SER ( R = -0.3, P < 0.01) in males but not in females. Refraction was not significantly related to weight or body mass index. Participants with higher levels of education were more likely to be myopic. Higher parental education and early formal school enrollment were significantly associated with myopia. This study demonstrated a significant positive relationship between height and myopia in male participants but not in females. Individual as well as parental higher levels of education have also shown a positive association with myopic tendency.
ADULT EDUCATION IN FRANCE.

ERIC Educational Resources Information Center

TITMUS, COLIN J.

A SURVEY OF NONVOCATIONAL ADULT EDUCATION IN FRANCE, THE FIRST FULL LENGTH STUDY, OUTLINES ITS HISTORY FROM THE FRENCH REVOLUTION THROUGH THE RESISTANCE, THE PRINCIPLES AND CONDITIONS OF POPULAR EDUCATION SINCE 1945, LOCAL AND GOVERNMENTAL PROGRAMS, SERVICES OF PRIVATE AND GENERAL ORGANIZATIONS, PROVISIONS FOR SPECIAL INTERESTS AND GROUPS,…
Perspectives on ERIC and Adult Education

ERIC Educational Resources Information Center

Imel, Susan

2016-01-01

Susan Imel is retired from Ohio State University. From December 1981 until December 2003, she was the Adult Education Specialist at the ERIC Clearinghouse on Adult, Career, and Vocational Education and Director from 1987 through 2003. This essay begins with a brief overview of the ERIC system including goals for the clearinghouses, followed by a…
National Adult Education Survey. Interim Report.

ERIC Educational Resources Information Center

Murphy, Con

A survey of the needs of the community in the matter of adult education was conducted, and the type of permanent organization that should be set up to serve those needs was determined. Questionnaires, explanatory letters, leaflets, meetings, advertisements, and interviews were used to obtain data. The definition of adult education used was: it is…
Examining Adult Basic Education in Indiana

ERIC Educational Resources Information Center

Hawkins, Alishea

2017-01-01

While it is known that over 500,000 individuals in the State of Indiana have not obtained a High School Diploma or Equivalency (StatsIndiana, 2015), limited empirical information exists on Indiana students pursuing adult basic education along with implications for a state that has changed its adult basic education high stakes high school…
Adult Education and Indigenous Peoples in Canada. International Survey on Adult Education for Indigenous Peoples. Country Study: Canada.

ERIC Educational Resources Information Center

Richardson, Cathy; Blanchet-Cohen, Natasha

Adult education for indigenous peoples in Canada was examined. First, information on government institutions, indigenous organizations, international agencies, and nongovernmental organizations engaged in adult education for Canada's indigenous peoples was compiled. Next, questionnaires and survey techniques were used to research the policy and…
Adult Education and Indigenous Peoples in Brazil. International Survey on Adult Education for Indigenous Peoples. Country Study: Brazil.

ERIC Educational Resources Information Center

Lopes da Silva, Aracy

Adult education for indigenous peoples in Brazil was examined. First, information on government institutions, indigenous organizations, international agencies, and nongovernmental organizations engaged in adult education for Brazil's indigenous peoples was compiled. Next, questionnaires and survey techniques were used to research the policy and…
Adult Education and Indigenous Peoples in Russia. International Survey on Adult Education for Indigenous Peoples. Country Study: Russia.

ERIC Educational Resources Information Center

Meschtyb, Nina

Adult education for indigenous peoples in Russia was examined. First, information on government institutions, indigenous organizations, international agencies, and nongovernmental organizations (NGOs) engaged in adult education for Russia's indigenous peoples was compiled. Next, questionnaires and survey techniques were used to research the policy…
Adult Education and Indigenous Peoples in Norway. International Survey on Adult Education for Indigenous Peoples. Country Study: Norway.

ERIC Educational Resources Information Center

Lund, Svein

Adult education for indigenous peoples in Norway was examined. First, information on government institutions, indigenous organizations, international agencies, and nongovernmental organizations engaged in adult education for Norway's indigenous peoples was compiled. Next, questionnaires and survey techniques were used to research the policy and…
Direct and Indirect Educational Relationships: Developing a Typology for the Contribution of Different Categories of School Staff in Relation to Students' Educational Experiences

ERIC Educational Resources Information Center

Frelin, Anneli; Grannäs, Jan

2015-01-01

This article presents results from a research project exploring the relational interplay between school staff and students, its functions and complexity in the secondary school context. School relationships (between students and different kinds of staff) are more or less indirectly related to educational content: subject matter as well as norms…
Transitioning Students from Adult Education to Postsecondary Education through Co-Enrollment Career Pathways Model

ERIC Educational Resources Information Center

Maisak, Nadzeya

2017-01-01

As the need for educated workers in the workforce grows at the national and state level, educating low-skilled adults is one way of addressing the skills gap. Adult education programs offer low-skilled adults an opportunity to increase basic academic skills and prepare for college and career. Today, transitioning students from adult education…
The Increased Role of Foreign-Born Academic Staff in US Higher Education

ERIC Educational Resources Information Center

Webber, Karen L.; Yang, Lijing

2014-01-01

An increasingly globalised world means that higher education institutions are employing a diverse set of academic staff from across the world, and a better understanding of these scholars and their work roles is important for effective teaching, learning, and institutional management. Using the most recent data available from the "National…
Planning Effective Educational Programs for Adult Learners

ERIC Educational Resources Information Center

Shi, Hong

2017-01-01

Educational program planning is a complex ongoing process and planners should reflect on and consider for all of the involved factors, context, and people. The purpose of this study is to analyze how to plan effective educational programs for adult learners. Adult education is a developmental process and interacts with broad social events. Adult…
reClaiming Space & Dialogue in Adult Education

ERIC Educational Resources Information Center

Kawalilak, Colleen A.

2006-01-01

This paper critiques current trends in adult education against a backdrop of practice that was once testimony to an educational model that extended beyond formal learning and a business and industry agenda. Adult educators are called upon to reclaim an identity as leaders, in support of a shift in perspective and practice, more aligned to…
Stress Management. A Challenge for Adult Education.

ERIC Educational Resources Information Center

Trollan, Constance

The goal for the adult educator in modern society is to help individuals gain the competencies to function adequately with perpetual change. Adult education should plan and implement stress management programs as an educational activity that is a basis upon which people can learn to adapt to societal stress and rapid social evolution. The health…
Education and training of healthcare staff in the knowledge, attitudes and skills needed to work effectively with breastfeeding women: a systematic review.

PubMed

Gavine, Anna; MacGillivray, Steve; Renfrew, Mary J; Siebelt, Lindsay; Haggi, Haggi; McFadden, Alison

2016-01-01

Current evidence suggests that women need effective support to breastfeed, but many healthcare staff lack the necessary knowledge, attitudes and skills. There is therefore a need for breastfeeding education and training for healthcare staff. The primary aim of this review is to determine whether education and training programs for healthcare staff have an effect on their knowledge and attitudes about supporting breastfeeding women. The secondary aim of this review was to identify whether any differences in type of training or discipline of staff mattered. A systematic search of the literature was conducted using the Cochrane Pregnancy and Childbirth Group's trial register. Randomised controlled trials comparing breastfeeding education and training for healthcare staff with no or usual training and education were included if they measured the impact on staff knowledge, attitudes or compliance with the Baby Friendly Hospital Initiative (BFHI). From the 1192 reports identified, four distinct studies were included. Three studies were two-arm cluster-randomised trials and one was a two-arm individual randomised trial. Of these, three contributed quantitative data from a total of 250 participants. Due to heterogeneity of outcome measures meta-analysis was not possible. Knowledge was included as an outcome in two studies and demonstrated small but significant positive effects. Attitudes towards breastfeeding was included as an outcome in two studies, however, results were inconsistent both in terms of how they were measured and the intervention effects. One study reported a small but significant positive effect on BFHI compliance. Study quality was generally deemed low with the majority of domains being judged as high or unclear risk of bias. This review identified a lack of good evidence on breastfeeding education and training for healthcare staff. There is therefore a critical need for research to address breastfeeding education and training needs of multidisciplinary

Dedicated Education Unit: an innovative clinical partner education model.

PubMed

Moscato, Susan Randles; Miller, Judith; Logsdon, Karen; Weinberg, Stephen; Chorpenning, Lori

2007-01-01

This article describes the implementation and evaluation of the Dedicated Education Unit (DEU) as an innovative model of clinical nursing education. A partnership of nurse executives, staff nurses and faculty transformed patient care units into environments of support for nursing students and staff nurses while continuing the critical work of providing quality care to acutely ill adults. Various methods were used to obtain formative data during the implementation of this model in which staff nurses assumed the role of nursing instructors. Results showed high student and nurse satisfaction and a marked increase in clinical capacity that allowed for increased enrollment. This article reports on a 3-year project to operationalize the DEU concept with 6 nursing units in 3 hospitals. The development of staff nurses as clinical instructors, best practices to teach and evaluate critical thinking in students, and the mix of student learners continue as focus areas.
Education for Senior Adults.

ERIC Educational Resources Information Center

Hendrickson, Andrew; Aker, George F.

The major objectives of the Education for Senior Adults Leadership Development Institute were: (1) to give a deeper understanding of the characteristics of senior adults; (2) to give a sense of the richness and variety of activities that could be built into a program for the aging; (3) to provide help in problems of organizing and administering…
Adult Education Regional Planning

ERIC Educational Resources Information Center

California Community Colleges, Chancellor's Office, 2015

2015-01-01

For more than one hundred and fifty years, until 2008, California was an undisputed national leader in its commitment to adult education. The state's investment in adult learners topped $750 million, a sum greater than the combined total of every other state in the nation. However, for the past several years recession and fiscal crisis have left…
Development of the profession and qualifications of adult educators in Lithuania in the context of reforms of adult education

NASA Astrophysics Data System (ADS)

Gedvilienė, Genutė; Tūtlys, Vidmantas; Lukošūnienė, Vilija; Zuzevičiūtė, Vaiva

2018-01-01

The Baltic countries regained their independence from the Soviet Union in the early 1990s and joined the European Union in 2004. This article seeks to explore institutional development and reforms of adult education and lifelong learning in Lithuania with respect to the processes, the actors and the context of socioeconomic change over the past 20 years. It also looks at the implications of these processes for the professionalisation of adult educators, referred to here as "adult learning teachers" (ALTs). The authors begin with an analysis of the historical-institutional and political-economical aspects of the development of adult education and lifelong learning by providing a retrospective of institutional change in Lithuania. They then move on to analyse the existing institutional and legal arrangements of adult education which shape and institutionalise the profession and qualifications of ALTs. Their empirical research reveals the opinions of Lithuanian ALTs on their current professional occupational profile and its future development.
Arnold Hely and Australian Adult Education

ERIC Educational Resources Information Center

Morris, Roger

2011-01-01

Arnold Hely (1907-1967) was a most significant figure in the history of adult education in New Zealand, in Australia and internationally. Arnold Hely, a New Zealander, Director of Tutorial Classes (later Adult Education) at the University of Adelaide from 1957 to 1965, was the prime mover in the establishment in 1964 of the Asian South Pacific…
CONTINUING EDUCATION FOR DEAF ADULTS.

ERIC Educational Resources Information Center

STRENG, ALICE H.

A THREE-YEAR EDUCATION PROGRAM FOR DEAF ADULTS IN WISCONSIN, BEGUN IN 1966 AND FUNDED IN PART UNDER THE HIGHER EDUCATION ACT OF 1965, HAD TWO GOALS--TO PROVIDE EDUCATIONAL OPPORTUNITIES TO THE DEAF AND TO ENABLE TEACHERS TO GAIN INSIGHTS INTO THE EDUCATIONAL AND SOCIAL PROBLEMS CREATED BY DEAFNESS. NON-CREDIT CLASSES WERE OFFERED IN LANGUAGE,…
Nursing staffs self-perceived outcome from a rehabilitation 24/7 educational programme - a mixed-methods study in stroke care.

PubMed

Loft, M I; Esbensen, B A; Kirk, K; Pedersen, L; Martinsen, B; Iversen, H; Mathiesen, L L; Poulsen, I

2018-01-01

During the past two decades, attempts have been made to describe nurses' contributions to the rehabilitation of inpatients following stroke. There is currently a lack of interventions that integrate the diversity of nurses' role and functions in stroke rehabilitation and explore their effect on patient outcomes. Using a systematic evidence- and theory-based design, we developed an educational programme, Rehabilitation 24/7, for nursing staff working in stroke rehabilitation aiming at two target behaviours; working systematically with a rehabilitative approach in all aspects of patient care and working deliberately and systematically with patients' goals. The aim of this study was to assess nursing staff members' self-perceived outcome related to their capability, opportunity and motivation to work with a rehabilitative approach after participating in the stroke Rehabilitation 24/7 educational programme. A convergent mixed-method design was applied consisting of a survey and semi-structured interviews. Data collection was undertaken between February and June 2016. Data from the questionnaires ( N = 33) distributed before and after the intervention were analysed using descriptive statistics and Wilcoxon sign rank test. The interviews ( N = 10) were analysed using deductive content analysis. After analysing questionnaires and interviews separately, the results were merged in a side by side comparison presented in the discussion. The results from both the quantitative and qualitative analyses indicate that the educational programme shaped the target behaviours that we aimed to change by addressing the nursing staff's capability, opportunity and motivation and hence could strengthen the nursing staff's contribution to inpatient stroke rehabilitation. A number of behaviours changed significantly, and the qualitative results indicated that the staff experienced increased focus on their role and functions in rehabilitation practice. Our study provides an
Adult Education and Lifelong Learning within UNESCO: CONFINTEA, Education for All, and beyond

ERIC Educational Resources Information Center

Duke, Chris; Hinzen, Heribert

2012-01-01

There can no longer be any doubt that adult education within lifelong learning is a key factor for economic and social development, as well as being a human right. New policies for adult education must now result in coherent forms of laws and legislation clearly spelling out ways and means for financing adult education. These must involve the…
Adult Education and Indigenous Peoples in Latin America

ERIC Educational Resources Information Center

Schmelkes, Sylvia

2011-01-01

This article describes the educational situation of indigenous peoples in Latin America, and in particular their scant participation in adult education activities. It analyses the historical, structural and institutional barriers to their greater involvement in adult education. The article proposes to look at indigenous demands on education as a…
The Role of Multipurpose C.A.Es: The Institutional and Staff Perspectives 1974-1975. C.A.T. Education Monograph No. 24.

ERIC Educational Resources Information Center

Davis, D. J.; Hermann, G. D.

The attitudes and ideologies of staff and institutional administrators concerning the role of the multipurpose colleges of advanced education in tertiary education in Australia were investigated. The data for the investigation were gathered using two different questionnaires sent to academic staff in civil and mechanical engineering, architecture…
The Change of South Korean Adult Education in Globalization.

ERIC Educational Resources Information Center

Park, Sung-Jung

2002-01-01

Describes the development of adult education in South Korea from postwar modernization to the current globalized environment. Notes that adult higher education is increasingly formalized and institutionalized, with expanded credentialism, inequality, and government intervention and a weakening connection between adult education and social…
Surgical education and adult learning: Integrating theory into practice.

PubMed

Rashid, Prem

2017-01-01

Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: 'surgical education theory' and 'adult learning theory medical'. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.
Surgical education and adult learning: Integrating theory into practice

PubMed Central

Rashid, Prem

2017-01-01

Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable. PMID:28357046
The ABE/AMH Manual. An Instructional Guide for ABE Programs Serving Mentally Handicapped Adults.

ERIC Educational Resources Information Center

Lehman, Scott C.; Edgar, S. Keith

This handbook provides adult basic education teachers with instructional materials for working with adult mentally handicapped students. Section 1 examines planning programs for adult mentally retarded students (getting started, specific considerations, various kinds of program sites) and implementing instruction (staff selection and training).…
The Changing Nature of Adult Education in the Age of Transnational Migration: Toward a Model of Recognitive Adult Education

ERIC Educational Resources Information Center

Guo, Shibao

2015-01-01

This chapter examines the changing nature of adult education in the age of transnational migration and proposes recognitive adult education as an inclusive model that acknowledges and affirms cultural difference and diversity as positive and desirable assets.
North American Conference on Adult Education (Inter-American Committee on Adult Education) (Mexico, June 3-4, 1968).

ERIC Educational Resources Information Center

Inter-American Committee on Adult Education.

When the North American Conference on Adult Education met in Mexico in June 1968, with delegates from Canada, Mexico, and the United States, a gentleman's agreement was made to carry out the purposes of the group on an individual basis, as well as within the group, seeking practical steps for developing adult education throughout all the Americas.…
Aging and Adult Education: A Challenge for Adult Educators.

ERIC Educational Resources Information Center

van der Kamp, Max

By the year 2000, at least 20 percent of Europeans will be over 60 years old. As the labor force ages, older employees will have to contribute more to the productivity of organizations. Due to rapid technological changes, more retraining will be required. Education can fulfill important functions for older adults, but their learning style must be…
Critical Culture: Environmental Adult Education in Public Museums

ERIC Educational Resources Information Center

Bell, Lorraine; Clover, Darlene E.

2017-01-01

This chapter explores how museums, as educational and cultural institutions, can become agents of socioecological transformation. The ideas of critical museum studies and environmental adult education are reviewed, and three examples of environmental adult education in museums are discussed.
Older Adults' Motivation to Learn in Higher Education

ERIC Educational Resources Information Center

Lin, Yi-Yin

2011-01-01

A limited amount of literature has discussed older adults in formal education, especially their motivations to learn in higher education. This study aims to understand older adults' learning in the context of higher education. Specifically, this study argues that higher education can function as a stimulating learning environment that helps older…
Factors associated with staff development processes and the creation of innovative science courses in higher education

NASA Astrophysics Data System (ADS)

Hodges, Jeanelle Bland

1999-11-01

The purpose of the study was to determine factors associated with staff development processes and the creation of innovative science courses by higher education faculty who have participated in a model staff development project. The staff development program was designed for college faculty interested in creating interdisciplinary, constructivist-based science, mathematics, or engineering courses designed for non-majors. The program includes workshops on incorporating constructivist pedagogy, alternative assessment, and technology into interdisciplinary courses. Staff development interventions used in the program include grant opportunities, distribution of resource materials, and peer mentoring. University teams attending the workshops are comprised of faculty from the sciences, mathematics, or engineering, as well as education, and administration. A purposeful and convenient sample of three university teams were subjects for this qualitative study. Each team had attended a NASA Opportunities for Visionary Academics (NOVA) workshop, received funding for course development, and offered innovative courses. Five questions were addressed in this study: (a) What methods were used by faculty teams in planning the courses? (b) What changes occurred in existing science courses? (c) What factors affected the team collaboration process? (d) What personal characteristics of faculty members were important in successful course development? and (e) What barriers existed for faculty in the course development process? Data was collected at each site through individual faculty interviews (N = 11), student focus group interviews (N = 15), and classroom observations. Secondary data included original funding proposals. The NOVA staff development model incorporated effective K--12 interventions with higher education interventions. Analysis of data revealed that there were four factors of staff development processes that were most beneficial. First, the team collaborative processes

Resources for Educators of Adults. Professional Development for Educators of Adults: A Bibliography.

ERIC Educational Resources Information Center

Charters, Alexander N., Comp.; Holmwood, Donald P., Comp.

This bibliography is divided into three sections. The first section represents a search of Educational Resources Information Center (ERIC), with ED or EJ number, as appropriate, given for each item; the second section represents materials currently held by the Clearinghouse of Resources for Educators of Adults at Syracuse University; the third…
The Business of Adult Education: Open Season in the Marketplace.

ERIC Educational Resources Information Center

Landsburg, David L.

The role of colleges in adult education is considered in light of the increased demand for adult education, the growing competition among providers of adult education, and the likelihood that the level of competition will be reduced in the future. In addressing the expanded magnitude of demand for adult education, four main determinants are…
Lifelong Learning and Adult Education: Russia Meets the West

NASA Astrophysics Data System (ADS)

Zajda, Joseph

2003-03-01

This article examines the impact of social change and economic transformation on adult education and lifelong learning in post-Soviet Russia. The article begins with a brief economic and historical background to lifelong learning and adult education in terms of its significance as a feature of the Russian cultural heritage. An analysis of Ministerial education policy and curriculum changes reveals that these policies reflect neo-liberal and neo-conservative paradigms in the post-Soviet economy and education. Current issues and trends in adult education are also discussed, with particular attention to the Adult Education Centres, which operate as a vast umbrella framework for a variety of adult education and lifelong learning initiatives. The Centres are designed to promote social justice by means of compensatory education and social rehabilitation for individuals dislocated by economic restructuring. The article comments on their role in helping to develop popular consciousness of democratic rights and active citizenship in a participatory and pluralistic democracy.
Barriers to Providing Health Education During Primary Care Visits at Community Health Centers: Clinical Staff Insights.

PubMed

Alicea-Planas, Jessica; Pose, Alix; Smith, Linda

2016-04-01

The rapid increase of diverse patients living in the US has created a different set of needs in healthcare, with the persistence of health disparities continuing to challenge the current system. Chronic disease management has been discussed as a way to improve health outcomes, with quality patient education being a key component. Using a community based participatory research framework, this study utilized a web-based survey and explored clinical staff perceptions of barriers to providing patient education during primary care visits. With a response rate of nearly 42 %, appointment time allotment seemed to be one of the most critical factors related to the delivery of health education and should be considered key. The importance of team-based care and staff training were also significant. Various suggestions were made in order to improve the delivery of quality patient education at community health centers located in underserved areas.
Adult Education in Continental Europe: An Annotated Bibliography of English-language Materials l980-1982. Monographs on Comparative and Area Studies in Adult Education.

ERIC Educational Resources Information Center

Kulich, Jindra, Comp.

This bibliography contains 682 listings covering English language materials on adult education in Europe published during 1980-82. Materials were chosen in accord with a broad definition of adult education that includes vocational education for adults; training in business and industry; adult secondary and postsecondary study; activities of…
Understanding the Use of Educational Technology among Faculty, Staff, and Students at a Medical University

ERIC Educational Resources Information Center

Kazley, Abby Swanson; Annan, Dustin L.; Carson, Nancy E.; Freeland, Melissa; Hodge, Ashley B.; Seif, Gretchen A.; Zoller, James S.

2013-01-01

A college of health professions at a medical university located in the southeastern United States is striving to increase the use of educational technology among faculty, staff, and students. A strategic planning group was formed and charged with enhancing the use of educational technology within the college. In order to understand the current…
Local health department epidemiologic capacity: a stratified cross-sectional assessment describing the quantity, education, training, and perceived competencies of epidemiologic staff.

PubMed

O'Keefe, Kaitlin A; Shafir, Shira C; Shoaf, Kimberley I

2013-01-01

Local health departments (LHDs) must have sufficient numbers of staff functioning in an epidemiologic role with proper education, training, and skills to protect the health of communities they serve. This pilot study was designed to describe the composition, training, and competency level of LHD staff and examine the hypothesis that potential disparities exist between LHDs serving different sized populations. Cross-sectional surveys were conducted with directors and epidemiologic staff from a sample of 100 LHDs serving jurisdictions of varied sizes. Questionnaires included inquiries regarding staff composition, education, training, and measures of competency modeled on previously conducted studies by the Council of State and Territorial Epidemiologists. Number of epidemiologic staff, academic degree distribution, epidemiologic training, and both director and staff confidence in task competencies were calculated for each LHD size strata. Disparities in measurements were observed in LHDs serving different sized populations. LHDs serving small populations reported a smaller average number of epidemiologic staff than those serving larger jurisdictions. As size of population served increased, percentages of staff and directors holding bachelors' and masters' degrees increased, while those holding RN degrees decreased. A higher degree of perceived competency of staff in most task categories was reported in LHDs serving larger populations. LHDs serving smaller populations reported fewer epidemiologic staff, therefore might benefit from additional resources. Differences observed in staff education, training, and competencies suggest that enhanced epidemiologic training might be particularly needed in LHDs serving smaller populations. RESULTS can be used as a baseline for future research aimed at identifying areas where training and personnel resources might be particularly needed to increase the capabilities of LHDs.
Proceedings of the HEA Title II-B Institute on Continuing Education Program Planning for Library Staffs in the Southwest, March 17-28, 1975.

ERIC Educational Resources Information Center

Foos, Donald D., Comp.

The proceedings of the Institute on Continuing Education Program Planning for Library Staffs in the Southwest contain historical and state-of-the-art information, needs assessments, program planning information, program descriptions and the Continuing Education for Library Staff program. The continuing education needs of medical, school, special,…
National Adult Education Programme--Role of the Educated

ERIC Educational Resources Information Center

Gomez, R.

1978-01-01

India's National Adult Education Program ( NAEP), which focuses on the needs of illiterate adults in the 15-35 age group, is described with particular attention given to the importance of improving occupational skills and raising the level of awareness regarding the predicament of the poor and illiterate. (LBH)
34 CFR 461.32 - What are programs for corrections education and education for other institutionalized adults?

Code of Federal Regulations, 2011 CFR

2011-07-01

... education for other institutionalized adults? 461.32 Section 461.32 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION STATE-ADMINISTERED BASIC GRANT PROGRAM How Does a State Make an Award to an...
34 CFR 461.32 - What are programs for corrections education and education for other institutionalized adults?

Code of Federal Regulations, 2012 CFR

2012-07-01

... education for other institutionalized adults? 461.32 Section 461.32 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION STATE-ADMINISTERED BASIC GRANT PROGRAM How Does a State Make an Award to an...
34 CFR 461.32 - What are programs for corrections education and education for other institutionalized adults?

Code of Federal Regulations, 2014 CFR

2014-07-01

... education for other institutionalized adults? 461.32 Section 461.32 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION STATE-ADMINISTERED BASIC GRANT PROGRAM How Does a State Make an Award to an...
34 CFR 461.32 - What are programs for corrections education and education for other institutionalized adults?

Code of Federal Regulations, 2013 CFR

2013-07-01

... education for other institutionalized adults? 461.32 Section 461.32 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION STATE-ADMINISTERED BASIC GRANT PROGRAM How Does a State Make an Award to an...
Environmental Education through Adult Education. A Manual for Adult Educators, Instructors, Teachers and Social Extension Workers.

ERIC Educational Resources Information Center

Rugumayo, Edward B., Comp.; Ibikunle-Johnson, Victor O., Comp.

The purpose of this manual is to make available to adult educators and field extension workers in Kenya resource material that may be used in formal and nonformal training programs for the environmental education of a wide range of target groups. The document begins with a 26-item glossary, an introduction, a section on the document's use,…
Case Studies in Environmental Adult and Popular Education.

ERIC Educational Resources Information Center

Clover, Darlene E., Ed.; Follen, Shirley, Ed.

Following an introduction by Darlene E. Clover and Rene Karottki, this booklet provides 16 case studies about nonformal environmental adult education: "Environment and Development in Argentina: Innovative Experiences in Adult Learning" (Raul A. Montenegro); "Learning for Environmental Action: Environmental Adult and Popular Education in Canada"…
Applying adult learning practices in medical education.

PubMed

Reed, Suzanne; Shell, Richard; Kassis, Karyn; Tartaglia, Kimberly; Wallihan, Rebecca; Smith, Keely; Hurtubise, Larry; Martin, Bryan; Ledford, Cynthia; Bradbury, Scott; Bernstein, Henry Hank; Mahan, John D

2014-07-01

The application of the best practices of teaching adults to the education of adults in medical education settings is important in the process of transforming learners to become and remain effective physicians. Medical education at all levels should be designed to equip physicians with the knowledge, clinical skills, and professionalism that are required to deliver quality patient care. The ultimate outcome is the health of the patient and the health status of the society. In the translational science of medical education, improved patient outcomes linked directly to educational events are the ultimate goal and are best defined by rigorous medical education research efforts. To best develop faculty, the same principles of adult education and teaching adults apply. In a systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education, the use of experiential learning, feedback, effective relationships with peers, and diverse educational methods were found to be most important in the success of these programs. In this article, we present 5 examples of applying the best practices in teaching adults and utilizing the emerging understanding of the neurobiology of learning in teaching students, trainees, and practitioners. These include (1) use of standardized patients to develop communication skills, (2) use of online quizzes to assess knowledge and aid self-directed learning, (3) use of practice sessions and video clips to enhance significant learning of teaching skills, (4) use of case-based discussions to develop professionalism concepts and skills, and (5) use of the American Academy of Pediatrics PediaLink as a model for individualized learner-directed online learning. These examples highlight how experiential leaning, providing valuable feedback, opportunities for practice, and stimulation of self-directed learning can be utilized as medical education continues its dynamic transformation in the years ahead
Rich and Vibrant Colours: 25 Years of Adult Education.

ERIC Educational Resources Information Center

Hall, Budd L.

1992-01-01

Reviews the author's experiences in adult education over a quarter century; cites obstacles to adult education's role in social change and the lag in theoretical development. Depicts the future of adult education in response to three challenges: internationalization of the market, ecological awareness, and the theoretical and intellectual…
The State of Adult and Continuing Education in Africa.

ERIC Educational Resources Information Center

Indabawa, Sabo A., Ed.; Oduaran, Akpovire, Ed.; Afrik, Tai, Ed.; Walters, Shirley, Ed.

This document contains 21 papers examining the state of adult and continuing education in Africa. The following papers are included: "Introduction: An Overview of the State of Adult and Continuing Education in Africa" (Akpovire Oduaran); "Setting the Tone of Adult and Continuing Education in Africa" (Michael A. Omolewa);…
Closing the Gap: Opportunities for Distance Education to Benefit Adult Learners in Higher Education

ERIC Educational Resources Information Center

Carlsen, A.; Holmberg, C.; Neghina, C.; Owusu-Boampong, A.

2016-01-01

Distance education in higher education is a fast-growing and widespread phenomenon. As many adults are unable to participate in on-campus education, distance education offers flexible learning paths that greatly enhance accessibility to higher education. Exploring distance education's potential to increase the participation of adult learners in…
The New Environment: Questions for Adult Educators.

ERIC Educational Resources Information Center

Blakely, R. J.

This document summarizes the activities of the Second International Seminar on Adult Education (Pinebrook Conference Center of Syracuse University, 2-5 September, 1970) and contains Blakely's title essay. The contemporary world presents the adult educator with new environments of time, technology, social organization, communications, and…

Gangsta Rap and Adult Education

ERIC Educational Resources Information Center

Guy, Talmadge C.

2004-01-01

Adult education instructors and administrators, who typically are not members of the hip-hop generation, have little or no background, sensitivity, or understanding of the influence and significance of black popular culture and music for young African American and white adult learners. (Contains 1 note.)
Using the Pragmatic Progressive Philosophy in Adult Education

ERIC Educational Resources Information Center

Ellis, Marsha L.

2012-01-01

Using a pragmatic approach of progressive philosophy when educating adult learners utilizes the knowledge of history, to connect reality with current experiences through facilitated learning. The purpose of this paper is an attempt to show how adult education that uses a pragmatic progressive philosophy encompasses adult experiences,…
Adult Education and Literacy. Annual Report. Fiscal Year 1991.

ERIC Educational Resources Information Center

Illinois State Board of Education, Springfield.

This annual report concerning adult education and literacy in Illinois during Fiscal Year 1991 first defines the purpose of adult education, which is to provide adults having less than a high school education with continuing opportunities to function more effectively in society. A section on administration considers state, federal, public…
Transformation of the Adult Education System in Slovakia

NASA Astrophysics Data System (ADS)

Švec, Štefan

1998-07-01

This article examines trends in adult education in Slovakia since it became a separate republic in 1993. Economic and social transformations during this period have led to a re-thinking of the adult education system. The author describes four basic modalities for providing adult education in Slovakia: (1) schools and colleges; (2) cultural centres and similar institutions; (3) institutions for vocational training; (4) voluntary organizations such as trade unions, political parties and ethnic minority groups.
45 CFR 605.38 - Preschool and adult education.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 3 2014-10-01 2014-10-01 false Preschool and adult education. 605.38 Section 605.38 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION... Preschool, Elementary, and Secondary Education § 605.38 Preschool and adult education. A recipient to which...
45 CFR 605.38 - Preschool and adult education.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 3 2012-10-01 2012-10-01 false Preschool and adult education. 605.38 Section 605.38 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION... Preschool, Elementary, and Secondary Education § 605.38 Preschool and adult education. A recipient to which...
Women in Adult Education: An Analysis of Perspectives in Major Journals.

ERIC Educational Resources Information Center

Hayes, Elisabeth; Smith, Letitia

To clarify dominant perspectives on women in adult education publications, ethnographic content analysis was used to examine 112 journal articles in 4 major adult education journals. Articles analyzed were from two North American journals ("Adult Education"/"Adult Education Quarterly" and "Adult…
Adult Education in the 90s: Unity in Diversity.

ERIC Educational Resources Information Center

Udagama, Premadasa, Ed.

1991-01-01

This issue of the Asian-South Pacific Bureau of Adult Education (ASPBAE) Courier contains the following contributions related to the theme of unity in the diversity of interests and approaches to adult/informal education: "Unity in Diversity--The Future of Adult Education in Asia and the South-Pacific Region" (Rajesh Tandon); "Notes…
Adult Education in Transition: Three Cases and Periods Compared

ERIC Educational Resources Information Center

Engesbak, Heidi; Tonseth, Christin; Fragoso, Antonio; Lucio-Villegas, Emilio

2010-01-01

The focus of this article is the development of adult education. As Kjell Rubenson maintains, adult education has gone through three eras of development: the humanistic, the strong economic period and a softer version of the economic period. Based on this model, we examine whether the development of adult education has similarities across…
Relationship between Refraction, Anthropometrics, and Educational Status in a Nigerian Young Adult Population

PubMed Central

Badmus, Sarat A.; Ajaiyeoba, Ayotunde I.; Adegbehingbe, Bernice O.; Onakpoya, Oluwatoyin H.; Adeoye, Adenike O.; Ameye, Sanyaolu A.

2018-01-01

PURPOSE: The study aimed at determining the relationship between refraction and anthropometric measurements and the relationship between the level of education and refractive status in a Nigerian young adult population. MATERIALS AND METHODS: Healthy volunteers from the students and staff of a teaching hospital in South-Western Nigeria were studied. Demographic profiles including participants' highest educational status, parental educational level, and the age at first formal school enrollment were documented. The height and weight of the participants were measured. Noncycloplegic objective refraction was determined with autorefractor, and the spherical equivalent refraction (SER) of the right eye was used for analysis. SPSS 16 was used to explore the relationships between refraction, height, weight, and body mass index and the educational status of the participants. RESULTS: Two hundred and thirty-nine adults with a mean age of 28.4 ± 6.5 years comprising 116 males and 123 females were studied. The mean height, weight, body mass index, and right eye SER were 1.7 ± 0.1 m, 64.4 ± 12.2 kg, 23.6 ± 4.3 kg/m2, and −0.8 ± 1.4 D, respectively. Height was negatively correlated with the SER (R = −0.3, P < 0.01) in males but not in females. Refraction was not significantly related to weight or body mass index. Participants with higher levels of education were more likely to be myopic. Higher parental education and early formal school enrollment were significantly associated with myopia. CONCLUSION: This study demonstrated a significant positive relationship between height and myopia in male participants but not in females. Individual as well as parental higher levels of education have also shown a positive association with myopic tendency. PMID:29899648
Investigating Attitudes of Adult Educators towards Educational Mobile Media and Games in Eight European Countries

ERIC Educational Resources Information Center

Demirbilek, Muhammet

2010-01-01

The purpose of this research was to investigate adult educators' attitudes and perceptions of the current use of technology, mobile devices, and educational games in adult education, which is defined as any formal or informal education or training aimed at an adult population that is older than traditional university students. Learning styles and…
Responding to Adult Learners in Higher Education. Professional Practices in Adult Education and Human Resource Development Series.

ERIC Educational Resources Information Center

Kasworm, Carol E.; Polson, Cheryl J.; Fishback, Sarah Jane

Intended as a handbook for higher and adult education practitioners serving adult students, this book brings together a variety of information on the diverse characteristics of adult students, explaining how their maturity, complex life experiences, and heterogeneity shape institutional responses. Recruitment, admission, and retention strategies…
The impact of educational interventions on attitudes of emergency department staff towards patients with substance-related presentations: a quantitative systematic review.

PubMed

Gonzalez, Miriam; Clarke, Diana E; Pereira, Asha; Boyce-Gaudreau, Krystal; Waldman, Celeste; Demczuk, Lisa; Legare, Carol

2017-08-01

Visits to emergency departments for substance use/abuse are common worldwide. However, emergency department health care providers perceive substance-using patients as a challenging group to manage which can lead to negative attitudes. Providing education or experience-based exercises may impact positively on behaviors towards this patient population. Whether staff attitudes are similarly impacted by knowledge acquired through educational interventions remains unknown. To synthesize available evidence on the relationship between new knowledge gained through substance use educational interventions and emergency department health care providers' attitudes towards patients with substance-related presentations. Health care providers working in urban and rural emergency departments of healthcare facilities worldwide providing care to adult patients with substance-related presentations. Quantitative papers examining the impact of substance use educational interventions on health care providers' attitudes towards substance using patients. Experimental and non-experimental study designs. Emergency department staff attitudes towards patients presenting with substance use/abuse. A three-step search strategy was conducted in August 2015 with a search update in March 2017. Studies published since 1995 in English, French or Spanish were considered for inclusion. Two reviewers assessed studies for methodological quality using critical appraisal checklists from the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument (JBI-MAStARI). Reviewers agreed on JBI-MAStARI methodological criteria a study must meet in order to be included in the review (e.g. appropriate use of statistical analysis). The data extraction instrument from JBI-MAStARI was used. As statistical pooling of the data was not possible, the findings are presented in narrative form. A total of 900 articles were identified as relevant for this review. Following abstract and full text
Implementation of an Initial Training Program for New Employees in a Profoundly Mentally and Physically Handicapped Children and Adult Residential Facility.

ERIC Educational Resources Information Center

Hoeft, Linda A.

A project was designed to reduce the turnover of direct care staff in a community-based residential facility that provides a home and educational or adult day training services for 54 severely or profoundly mentally and physically handicapped children and adults. The project sought to reduce total staff turnover by 40%, reduce employee…
The Financing of Adult Education in Australia: From the Perspective of Recurrent Education.

ERIC Educational Resources Information Center

Smith, Barry W.

1987-01-01

The author argues that the key problems for the financing of adult education in Australia are political, stating that recurrent education has been subsumed into the rhetoric of education but has been ignored in practice. He calls for arguments to establish the importance of adult education in traditional terms and to challenge current practices.…
34 CFR 460.4 - What definitions apply to the adult education programs?

Code of Federal Regulations, 2013 CFR

2013-07-01

... adult education programs: Act means the Adult Education Act (20 U.S.C. 1201 et seq.). Adult basic... basic education includes grades 0 through 8.9. Adult secondary education means instruction designed for... 34 Education 3 2013-07-01 2013-07-01 false What definitions apply to the adult education programs...
34 CFR 460.4 - What definitions apply to the adult education programs?

Code of Federal Regulations, 2014 CFR

2014-07-01

... adult education programs: Act means the Adult Education Act (20 U.S.C. 1201 et seq.). Adult basic... basic education includes grades 0 through 8.9. Adult secondary education means instruction designed for... 34 Education 3 2014-07-01 2014-07-01 false What definitions apply to the adult education programs...
34 CFR 460.4 - What definitions apply to the adult education programs?

Code of Federal Regulations, 2012 CFR

2012-07-01

... adult education programs: Act means the Adult Education Act (20 U.S.C. 1201 et seq.). Adult basic... basic education includes grades 0 through 8.9. Adult secondary education means instruction designed for... 34 Education 3 2012-07-01 2012-07-01 false What definitions apply to the adult education programs...
The African American Education Data Book. Volume I: Higher and Adult Education. Executive Summary.

ERIC Educational Resources Information Center

Nettles, Michael T.; Perna, Laura W.

This executive summary presents highlights drawn from the data compiled in "The African American Education Data Book, Volume I: Higher and Adult Education," the first broad national survey of the educational status, performance, progress, and financial support of African Americans in higher education and adult education. The report…
The Adult Education Act 1964-1979: A Political History.

ERIC Educational Resources Information Center

DeSanctis, Vincent

The Adult Education Act, which provides federal funds for adult basic education (ABE) programs, has undergone many changes since enactment in 1964. Passage of ABE legislation as Title 11B under the Office of Economic Opportunity Act was a political solution for adult educators who had sought unsuccessfully for years for federal ABE legislation.…

Engaging with Difference. The "Other" in Adult Education.

ERIC Educational Resources Information Center

Stuart, Mary, Ed.; Thomson, Alistair, Ed.

This book, which is written for adult educators working in further and community education and university continuation in Great Britain, contains 12 papers about engaging with those students who have traditionally been excluded from the full range of educational learning opportunities: women, adults with learning difficulties, members of ethnic…
Publicizing Adult Education Programs: A Leadership Monograph.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Bureau of Publications.

This monograph describes successful publicity practices in adult education that can be adapted to fit individual promotional plans for communication with the community. The introduction explains the importance of good public relations to an adult education program. In section 1, publicity and promotion, the various ways of publicizing information…
Social Change and Adult Education Research--Adult Education Research in Nordic Countries 1990/91.

ERIC Educational Resources Information Center

Linkoping Univ. (Sweden). Dept. of Education and Psychology.

This yearbook contains papers that provide the reader with a general idea of the aspects and issues that interest Nordic researchers today and how they approach these problems. To provide a more uniform picture of the status of adult education in the different Nordic countries, four brief general surveys begin the book: "Adult Education…
Using simulation to educate hospital staff about casemix.

PubMed

Cromwell, D A; Priddis, D; Hindle, D

1998-10-01

When the Australian government funded a casemix development program, few hospital clinicians or staff knew much about casemix classifications like Diagnosis Related Groups (DRGs). Although the concepts behind casemix are essentially simple, it is not a trivial task to explain the logic used to assign patients to classes, or the use of casemix data for management or funding. Therefore, as part of a project to create educational material, a computer-based management game, built around a simulation model of a hospital, was developed. The game was designed for use in a workshop setting, to allow participants to test their understanding of the casemix information presented to them. The simulation mimicked the operation of a hospital, with a player taking the role of a hospital manager. It aimed to demonstrate how AN-DRGs might be used for funding; how patient costs are influenced by hospital activity; and how casemix data can assist in monitoring the use of resources. The game, called Dragon, proved to be very successful, and is now distributed as part of the National Casemix Education series.
Competency-Based Adult Education: Florida Model.

ERIC Educational Resources Information Center

Singer, Elizabeth

This compilation of program materials serves as an introduction to Florida's Brevard Community College's (BCC's) Competency-Based Adult High School Completion Project, a multi-year project designed to teach adult administrators, counselors, and teachers how to organize and implement a competency-based adult education (CBAE) program; to critique…
Policy Review on Adult Learning: The Adult Non-Formal Education Policy of Mali, West Africa

ERIC Educational Resources Information Center

Gadio, Moussa

2011-01-01

This article focuses on the issue of policy development for adult learning in Mali, West Africa. On January 2007, the Malian government adopted the "Adult Non-formal Education Policy Document," which was intended to regulate the adult learning sector and federate the actions of policy makers, adult education providers, and adult…
A Qualitative Evaluation of Holiday Breakfast Clubs in the UK: Views of Adult Attendees, Children, and Staff.

PubMed

Defeyter, Margaret Anne; Graham, Pamela Louise; Prince, Kate

2015-01-01

Across the UK, 1.3 million children access free school meals for around 38 weeks of the year. However, during school holidays, many families face considerable difficulties in providing a consistent and nutritious supply of food for their children, particularly during the extended summer break. In an effort to address this issue, a number of community-based breakfast clubs were set-up across the North West of England and in Northern Ireland where people could access a free breakfast meal during the summer holidays. Qualitative interviews were carried out with 17 children, 18 adult attendees, and 15 breakfast club staff to determine the uses and impacts associated with holiday breakfast club participation and to investigate potential areas for future development of holiday food provision. Findings highlighted a need for holiday food provision and revealed a multitude of nutritional, social, and financial benefits for those who accessed holiday breakfast clubs. Areas for further development and investigation are discussed in addition to implications for UK food and educational policies.
A Qualitative Evaluation of Holiday Breakfast Clubs in the UK: Views of Adult Attendees, Children, and Staff

PubMed Central

Defeyter, Margaret Anne; Graham, Pamela Louise; Prince, Kate

2015-01-01

Across the UK, 1.3 million children access free school meals for around 38 weeks of the year. However, during school holidays, many families face considerable difficulties in providing a consistent and nutritious supply of food for their children, particularly during the extended summer break. In an effort to address this issue, a number of community-based breakfast clubs were set-up across the North West of England and in Northern Ireland where people could access a free breakfast meal during the summer holidays. Qualitative interviews were carried out with 17 children, 18 adult attendees, and 15 breakfast club staff to determine the uses and impacts associated with holiday breakfast club participation and to investigate potential areas for future development of holiday food provision. Findings highlighted a need for holiday food provision and revealed a multitude of nutritional, social, and financial benefits for those who accessed holiday breakfast clubs. Areas for further development and investigation are discussed in addition to implications for UK food and educational policies. PMID:26322303
Disadvantaged Adult Learners: Can Career Counseling Enhance Adult Education Program Effectiveness?

ERIC Educational Resources Information Center

Champagne, Delight E.

1987-01-01

The purpose of this study was to assess the long-term impact of career counseling on the career development of educationally disadvantaged adult education students. Eleven dependent variables were examined: educational participation, educational certificate attainment, dependence on public assistance, employment status, self-satisfaction, length…
Selected Writings on Philosophy and Adult Education. Second Edition.

ERIC Educational Resources Information Center

Merriam, Sharan B., Ed.

This book contains 27 essays on the philosophical foundations of adult education: "Cultural Studies in Adult Education" (Sir Richard Livingstone); "The Conflict in Education" (Robert M. Hutchins); "The Student and the University" (Allan Bloom); "Experience and Education" (John Dewey); "For Those Who…
The Financing of Adult Vocational Education in the Netherlands.

ERIC Educational Resources Information Center

Kraayvanger, G.; And Others

A study was conducted to document and analyze the financing flows and flows of people in adult vocational education in the Netherlands. The study sought to determine the following: (1) the activities geared to adult vocational education; (2) the flows of people into and out of adult vocational education; and (3) the financial flows, the allocation…
Twentieth Century Thinkers in Adult & Continuing Education. Second Edition.

ERIC Educational Resources Information Center

Jarvis, Peter, Ed.

This book contains 19 papers on 20th century thinkers in adult and continuing education. The book is arranged in four parts as follows: early 20th century English thinkers; early 20th century American thinkers; theorists of adult and continuing education; and theorists of adult education and social change. The following papers are included:…
Social Care in Adult Education: Resisting a Marketplace Agenda

ERIC Educational Resources Information Center

Taber, Nancy

2011-01-01

This article describes a research study about the experiences of adult educators in which the stories of three of the participants were central in exploring the issue of social care in adult education. It proposes that the adult educators with a social care orientation in this study acknowledge the importance of, and work to provide for, human…
An Autoethnographic Exchange: Exploring the Dynamics of Selves as Adult Learners and Adult Educators

ERIC Educational Resources Information Center

Plakhotnik, Maria S.; Delgado, Antonio; Seepersad, Rehana

2015-01-01

This article explores four former doctoral students' perceptions about their selves as adult learners and adult educators through the use of autoethnography and reflective dialogue. The dynamics between the two selves were explored to identify emerging themes and implications for practice in adult education. The duality of their roles as learners…
Occasional Papers on Adult Education and Other Matters.

ERIC Educational Resources Information Center

Badger, C. R.

These papers on adult education in Australia are grouped into four parts: (1) articles concerning some directors of university extension and adult education; (2) a paper entitled "Who Killed the WEA (Workers Educational Association)--A Footnote to History"; (3) two papers called respectively "Sir Keith Hancock--A Tribute from a…
Liberating Knowledge: Research, Feminism, and Adult Education.

ERIC Educational Resources Information Center

Barr, Jean

This book, which is directed toward tutors and learners in women's studies and community-based adult education programs who wish to cross the boundaries between arts, social science, and natural science, explores the relationship between research, feminism, and adult education. The book begins with a preface that provides background information on…
Bilingual Adult Basic Education Project. Final Report.

ERIC Educational Resources Information Center

Graham, Janet Roth

The Bilingual Adult Basic Education Project provided bilingual life skills instruction, counseling, and informational services to approximately 150 non-English-dominant adults across Pennsylvania by means of contracts to local education agencies. Students were pre- and post-tested in English and/or their native language to measure their growth in…
Cable Technology: A Challenge for Adult Educators.

ERIC Educational Resources Information Center

Palchinsky, Jo

The penetration of cable television throughout American communities makes it a potentially significant tool for improving the quality and accessibility of adult education. As cities begin to include in the cable franchise allotment monies for access by community members, adult educators need to become actively involved during the development of a…
Information Systems: An Introduction for Adult Educators.

ERIC Educational Resources Information Center

Caldwell, Phyllis A.

In this paper, the author's primary focus is on a marketing information system and its potential importance for adult educators. The content is in seven sections. The first two sections briefly introduce information systems in general and their relevance for adult educators. The third section briefly describes general management information…
The History of the Democratic Adult Education Movement in Spain

ERIC Educational Resources Information Center

Oliver, Esther; Tellado, Itxaso; Yuste, Montserrat; Larena-Fernández, Rosa

2016-01-01

Background/Context: Traditional adult education in Spain treated the learner as a mere object that could be shaped by the educator. Although current practices of the democratic adult education movement in Spain reveals a completely opposite standpoint on adult education, there has been little analysis of the several influences converging and…

World Perspective Case Descriptions on Educational Programs for Adults: China.

ERIC Educational Resources Information Center

Mingchuan, Dong; And Others

This document contains six case studies of Chinese adult education: (1) China's Adult Education at Present and in Prospect (Mingchuan and Zhongdan); (2) Aging Issue and Education for the Aged in China (Mingchuan and Zhongdan); (3) Adult Education in Beijing Municipality (Youren); (4) A University without Campus: Introduction to China's Higher…
Putting the Staff in Staff Development.

ERIC Educational Resources Information Center

Oromaner, Mark

In spring 1993, Hudson County Community College (HCCC) in Jersey City, New Jersey, created a separate office to establish an ongoing staff development program for all employees. The program is designed to provide further education for employees, orientation to HCCC and its community, training, and recognition for superior performance for support…
Is it bullying or sexual harassment? Knowledge, attitudes, and professional development experiences of middle school staff.

PubMed

Charmaraman, Linda; Jones, Ashleigh E; Stein, Nan; Espelage, Dorothy L

2013-06-01

This study fills a gap in the literature by examining how school staff members view bullying and sexual harassment and their role in preventing both. Given recent legislation, increasingly more attention is paid to bully prevention; however, student-on-student sexual harassment is less addressed. Four focus groups were conducted with 32 staff members from 4 midwestern public middle schools. Questions assessed professional development opportunities on bullying and sexual harassment prevention/intervention, personal definitions of these behaviors, and their perceptions of school norms regarding such behavior. Staff members recalled receiving more professional development on bullying than sexual harassment. They tended to define sexual harassment as something that occurs between adults and/or adults and students and did perceive their role in enforcing a "sexual harassment-free" peer-to-peer school zone. When school administrators fail to provide professional development on both bullying and sexual harassment, staff members do not understand that sexual harassment occurs between students. Thus, they are unaware of policies to protect students from harmful experiences in educational settings and are not likely to understand their own role in preventing them. © 2013, American School Health Association.
Role Stressors, Engagement and Work Behaviours: A Study of Higher Education Professional Staff

ERIC Educational Resources Information Center

Curran, Tara M.; Prottas, David J.

2017-01-01

The study used data provided by 349 professional staff employees from 17 different US higher education institutions to assess aspects of their working conditions that could influence their own work engagement and the work-related behaviours of their colleagues. Relationships among three role stressors (role ambiguity, role conflict and role…
Professional Development for Sessional Staff in Higher Education: A Review of Current Evidence

ERIC Educational Resources Information Center

Hitch, Danielle; Mahoney, Paige; Macfarlane, Susie

2018-01-01

The aim of this study was to provide an integrated review of evidence published in the past decade around professional development for sessional staff in higher education. Using the Integrating Theory, Evidence and Action method, the review analysed recent evidence using the three principles of the Benchmarking Leadership and Advancement of…
Adult Education and Literacy Program: Fiscal Year 2014 Report

ERIC Educational Resources Information Center

Iowa Department of Education, 2014

2014-01-01

The Division of Community Colleges of the Iowa Department of Education has a variety of diverse programs that enhance Iowa's educational system. Adult Education has a rich history in Iowa of providing services that assist adults in improving their skills, achieving their educational goals, and transitioning to further education or employment.…
A Guide to Writing Adult Education Grant Proposals.

ERIC Educational Resources Information Center

James, Waynne; And Others

This guide is designed to help adult educators to get through the grant application process required by the Bureau of Adult and Community Education, Florida Department of Education. It provides information on the four stages of the process: planning the project, writing the proposal, submitting the application package, and receiving notification.…
Exploring the Connections between Adult and Management Education

ERIC Educational Resources Information Center

Brookfield, Stephen D.; Kalliath, Thomas; Laiken, Marilyn

2006-01-01

Stephen Brookfield has written and edited 10 books on adult learning, teaching, and critical thinking. He is a recipient of a number of awards, including the World Award for Literature in Adult Education (in 1986, 1989, 1996, and 2005), the Imogene Okes Award for Outstanding Research in Adult Education (in 1986), and the Leadership Award from the…
Predictive Modeling in Adult Education

ERIC Educational Resources Information Center

Lindner, Charles L.

2011-01-01

The current economic crisis, a growing workforce, the increasing lifespan of workers, and demanding, complex jobs have made organizations highly selective in employee recruitment and retention. It is therefore important, to the adult educator, to develop models of learning that better prepare adult learners for the workplace. The purpose of…
Adult Learners: Considerations for Education and Training

ERIC Educational Resources Information Center

Kistler, Mark J.

2011-01-01

As more and more adults seek out education and training programs to help them become more competitive in the job market, it provides an opportunity for career and technical education. Those who teach adult learners should take into consideration their particular learning traits. This article highlights a framework of core principles to be…
Philosophical Issues in the Education of Adults.

ERIC Educational Resources Information Center

Lawson, K. H.

This book, which is intended primarily for students and others interested in the theory and practice of adult education, contains nine essays demonstrating how traditional adult education values that are derived from philosophies of "individualism" also imply a "public" dimension that is referred to as "mutuality" and manifested not only in the…
[Innovative Programs in Adult Education: United States.

ERIC Educational Resources Information Center

World Education, Inc., New York, NY.

The seven descriptive position papers were prepared after selection for the Multi-National Workshop on Basic and Functional Education for Adults. Those selected are significant innovative programs of adult education in the U. S. which may have direct applicability to improving program practices in various parts of the world. The programs described…
The Educational Kanban: promoting effective self-directed adult learning in medical education.

PubMed

Goldman, Stuart

2009-07-01

The author reviews the many forces that have driven contemporary medical education approaches to evaluation and places them in an adult learning theory context. After noting their strengths and limitations, the author looks to lessons learned from manufacturing on both efficacy and efficiency and explores how these can be applied to the process of trainee assessment in medical education.Building on this, the author describes the rationale for and development of the Educational Kanban (EK) at Children's Hospital Boston--specifically, how it was designed to integrate adult learning theory, Japanese manufacturing models, and educator observations into a unique form of teacher-student collaboration that allows for continuous improvement. It is a formative tool, built on the Accreditation Council for Graduate Medical Education's six core competencies, that guides educational efforts to optimize teaching and learning, promotes adult learner responsibility and efficacy, and takes advantage of the labor-intensive clinical educational setting. The author discusses how this model, which will be implemented in July 2009, will lead to training that is highly individualized, optimizes faculty and student educational efforts, and ultimately conserves faculty resources. A model EK is provided for general reference.The EK represents a novel approach to adult learning that will enhance educational effectiveness and efficiency and complement existing evaluative models. Described here in a specific graduate medical setting, it can readily be adapted and integrated into a wide range of undergraduate and graduate clinical educational environments.
Adult Education: Main Reasons for Participating. Statistics in Brief.

ERIC Educational Resources Information Center

Kopka, Teresita L. Chan; Peng, Samuel S.

A survey of educational activities of adults in the United States was a component of the 1991 National Household Education Survey, a telephone survey of 12,568 adults. This survey found that 32 percent of adults, defined as persons aged 17 and over, were enrolled in a part-time educational activity over a 12-month period in 1990-91. Eleven percent…
Pilot Project in Computer Assisted Instruction for Adult Basic Education Students. Adult Learning Centers, the Adult Program, 1982-83.

ERIC Educational Resources Information Center

Buckley, Elizabeth; Johnston, Peter

In February 1977, computer assisted instruction (CAI) was introducted to the Great Neck Adult Learning Centers (GNALC) to promote greater cognitive and affective growth of educationally disadvantaged adults. The project expanded to include not only adult basic education (ABE) students studying in the learning laboratory, but also ABE students…
Listening to Staff, 2002.

ERIC Educational Resources Information Center

Owen, Jane; Davies, Peter

A 2002 staff satisfaction survey was administered to 100 sixth form colleges, general further education colleges, and beacon and specialist colleges in England. A questionnaire containing 38 positive statements concerning 6 broad areas one's own role; the staff of the college; style of senior management; communication; customers, including…
Counseling the Adult Basic Education Student.

ERIC Educational Resources Information Center

Champagne, Delight E.

This guide is designed for use by counselors and teachers working with adult basic education (ABE) students. Discussed first is the importance of viewing adult learners as clients. The unique characteristics of the ABE student are examined. Presented next is an adult counseling model that includes the following program participation phases:…
Up Close and Personal: Theorising Care Work in Adult Education

ERIC Educational Resources Information Center

John, Vaughn M.

2016-01-01

How do we account for the close personal bonds and deeply caring relationships forged by educators with learners in many adult educational encounters? The literature is relatively silent on the emotional and relational basis to adult educator work. This is a serious silence, given the stressful nature of adult education in developing contexts such…
Adults' Views on Mathematics Education: A Midwest Sample

ERIC Educational Resources Information Center

Brez, Caitlin C.; Allen, Jessica J.

2016-01-01

Currently, few studies have addressed public opinions regarding math education. The current study surveyed adults in a Midwestern town in the United States to assess opinions regarding math and math education. Overall, we found that adults believe that math is useful and that math education is important. We found that parents who currently have a…
Adult Learning and Development. Perspectives from Educational Psychology. The Educational Psychology Series.

ERIC Educational Resources Information Center

Smith, M. Cecil, Ed.; Pourchot, Thomas, Ed.

Leading educational psychologists address problems in adult development and learning in this book. "What Does Educational Psychology Know about Adult Learning and Development?" (M. Cecil Smith, Thomas Pourchot) is the introduction. "We Learn, Therefore We Develop" (Nira Granott) tackles the problem of distinguishing between…

The Status of Adult Education Historical Research in the United States.

ERIC Educational Resources Information Center

Stubblefield, Harold W.

Early studies of adult education in the United States included James Truslow Adams' book, "Frontiers of American Culture: A Study of Adult Education in a Democracy" (1944), an unconvincing attempt to classify adult education instructions and programs and to establish the relation of democracy to adult education; C. Hartley Grattan's "In Quest of…
What Edith Stein Can Teach Adult Educators

ERIC Educational Resources Information Center

Culkin, David T.

2016-01-01

Many think of Edith Stein as a phenomenological philosopher who experienced a dramatic religious conversion, but contemporary adult educators may also look to her as a model for the application of social activism based in theory. This article explores Stein's continued relevance for adult educators who research and then try to apply key concepts…
The History of Adult Education in Greece.

ERIC Educational Resources Information Center

Boucouvalas, Marcie

Adult education in Greece dates back to the time of Homer. Poetry and Panhellenic festivals were the earliest forms of adult education in Greece. By classical times, however, an entire learning society of human and material resources had been developed. Greek society experienced periods of high levels of culture and learning only to be conquered…
Educational Activity as a Problem of Adult Education in the Context of Globalization

ERIC Educational Resources Information Center

Folvarochnyi, Ihor

2014-01-01

The article deals with the problem of adult education in the context of globalization. The analysis of scientific pedagogical literature devoted to studying of some aspects of educational activity in adult education has been conducted. The problem of public institutions development and activity has been analyzed in the broad context of…
Student and Staff Engagement: Developing an Engagement Framework in a Faculty of Education

ERIC Educational Resources Information Center

Pittaway, Sharon M.

2012-01-01

Student engagement is emerging as a key focus in higher education, as engagement is increasingly understood as a prerequisite for effective learning. This paper reports on the development of an Engagement Framework that provides a practical understanding of student (and staff) engagement which can be applied to any discipline, year level or…
Classification of Staff Development Programmes and Effects Perceived by Teachers

ERIC Educational Resources Information Center

De Rijdt, Catherine; Dochy, Filip; Bamelis, Sofie; van der Vleuten, Cees

2016-01-01

Educational institutions offer diverse staff development programmes to allow staff members to keep up with educational innovations and to guarantee educational quality. The current study investigates by means of a survey and semi-structured interviews whether the teacher perceives staff development as a management model, a shop-floor model or a…
Model of Work-Related Ill Health of Academic Staff in a South African Higher Education Institution

ERIC Educational Resources Information Center

Rothmann, S.; Barkhuizen, N.; Tytherleigh, M. Y.

2008-01-01

The objective of this study is to investigate the relationships between burnout, ill health, job demands and resources, and dispositional optimism in a higher education institution in South Africa. A survey design was used. The study population (N = 279) consisted of academic staff working in a higher education institution. The Maslach Burnout…
Culturally Competent Palliative and Hospice Care Training for Ethnically Diverse Staff in Long-Term Care Facilities.

PubMed

Kataoka-Yahiro, Merle R; McFarlane, Sandra; Koijane, Jeannette; Li, Dongmei

2017-05-01

Between 2013 and 2030, older adults 65 years and older of racial/ethnic populations in the U.S. is projected to increase by 123% in comparison to the Whites (Non-Hispanics). To meet this demand, training of ethnically diverse health staff in long-term care facilities in palliative and hospice care is imperative. The purpose of this study was to evaluate a palliative and hospice care training of staff in two nursing homes in Hawaii - (a) to evaluate knowledge and confidence over three time periods, and (b) to compare staff and family caregiver satisfaction at end of program. The educational frameworks were based on cultural and communication theories. Fifty-two ethnically diverse staff, a majority being Asian (89%), participated in a 10-week module training and one 4 hour communication skills workshop. Staff evaluation included knowledge and confidence surveys, pre- and post-test knowledge tests, and FAMCARE-2 satisfaction instrument. There were nine Asian (89%) and Pacific Islander (11%) family caregivers who completed the FAMCARE-2 satisfaction instrument. The overall staff knowledge and confidence results were promising. The staff rated overall satisfaction of palliative care services lower than the family caregivers. Implications for future research, practice, and education with palliative and hospice care training of ethnically diverse nursing home staff is to include patient and family caregiver satisfaction of palliative and hospice care services, evaluation of effectiveness of cross-cultural communication theories in palliative and hospice care staff training, and support from administration for mentorship and development of these services in long term care facilities.
Maximizing nursing staff development. The learning laboratory.

PubMed

Kleinknecht, M K; Hefferin, E A

1990-01-01

To survive in today's cost-conscious medical-center environment, nursing education must show how it contributes effectively to promoting and maintaining the currency and competency of nursing staff practice, the quality of patient care, and the overall functioning of the medical center. In the face of limited resources, nursing education increasingly must promote staff's self-assessment of their own knowledge and skill deficiencies and use of self-study mechanisms to meet established performance standards. This survey explored the current use of learning laboratory centers used by nursing education for maximizing staff access to and use of needed remedial and practice update learning opportunities.
Radical Agendas? The Politics of Adult Education.

ERIC Educational Resources Information Center

Westwood, Sallie, Ed.; Thomas, J. E., Ed.

This book brings together eight of the most significant papers published in the journal "Studies in the Education of Adults" from the 1970s and 1980s, together with three new essays that place the earlier material in context. It examines the changes in British adult education between 1970 and 1990 and is concerned with the place of…
What works in delivering dementia education or training to hospital staff? A critical synthesis of the evidence.

PubMed

Surr, Claire A; Gates, Cara

2017-10-01

The quality of care delivered to people with dementia in hospital settings is of international concern. People with dementia occupy up to one quarter of acute hospital beds, however, staff working in hospitals report lack of knowledge and skills in caring for this group. There is limited evidence about the most effective approaches to training hospital staff on dementia. The purpose of this literature review was to examine published evidence on the most effective approaches to dementia training and education for hospital staff. The review was conducted using critical synthesis and included qualitative, quantitative and mixed/multi- methods studies. Kirkpatrick's four level model for the evaluation of training interventions was adopted to structure the review. The following databases were searched: MEDLINE, PsycINFO, CINAHL, AMED, British Education Index, Education Abstracts, ERIC (EbscoHost), The Cochrane Library-Cochrane reviews, Economic evaluations, CENTRAL (Wiley), HMIC (Ovid), ASSIA, IBSS (Proquest), Conference Proceedings Citation Indexes (Web of Science), using a combination of keyword for the following themes: Dementia/Alzheimer's, training/education, staff knowledge and patient outcomes. A total of 20 papers were included in the review, the majority of which were low or medium quality, impacting on generalisability. The 16 different training programmes evaluated in the studies varied in terms of duration and mode of delivery, although most employed face-to-face didactic techniques. Studies predominantly reported on reactions to training and knowledge, only one study evaluated outcomes across all of the levels of the Kirkpatrick model. Key features of training that appeared to be more acceptable and effective were identified related to training content, delivery methods, practicalities, duration and support for implementation. The review methodology enabled inclusion of a broad range of studies and permitted common features of successful programmes to be
Identifying the educational needs of nursing staff: the role of the clinical nurse specialist in perinatal nursing.

PubMed

Millhaem, Toni Brown; Timm, Kathleen

2007-01-01

One of the priorities of the perinatal clinical nurse specialist is the identification of educational needs. This article describes the experience of 2 perinatal clinical nurse specialists and presents various methods for identifying the educational needs of perinatal nursing staff in the hospital setting.
Correctional Sentence Plan: A Pathway to Adult Correctional Education

ERIC Educational Resources Information Center

Mokoele, Matata

2016-01-01

In this essay, Matata Mokoele reflects on the importance of prisoner education, and notes that what is missing is official recognition of this or adult-specific components outlining an upper secondary school adult education diploma entitling holders to apply for higher education. Studies reporting a correlation between greater education and lower…
Motivation and Adult Education

ERIC Educational Resources Information Center

Veeraraghavan, J.

1974-01-01

The paper examines the role of adult education and the contribution it can make to the solution of current problems in developing countries, particularly the problems of economic under-development and over-population. (Author/AG)
Stress, Coping, and Adult Education.

ERIC Educational Resources Information Center

McClary, Sybil A.

1990-01-01

Adult educators can help students cope with stress by (1) designing programs that are responsive to stress factors; (2) including information on stress effects in orientation sessions; (3) developing individualized programs of study; (4) integrating education into students' work and other life roles; (5) providing personal attention, advising, and…
Social Movements, Civil Society, and Radical Adult Education. Critical Studies in Education and Culture Series.

ERIC Educational Resources Information Center

Holst, John D.

This book explores the relationship between adult education and social change and argues that it is vital for all adult educators to continuously engage radical theory in their teaching, reassess radical adult education's doubting and abandonment of the Marxist tradition in favor of postmodernism and radical pluralism, and seek to reinject the…
Adult Education in the 1990s: A Report on the 1991 National Household Education Survey. Working Paper Series.

ERIC Educational Resources Information Center

Kopka, Teresita L. Chan; Schantz, Nancy Borkow; Korb, Roslyn Abrevaya

The 1991 National Household Education Survey adult education component, a household-based data collection, provided estimates of adult education participation. About 32 percent of adults participated in adult education during the prior 12 months to the 1991 survey. Adults 25-54 years old, persons with a bachelor's degree or higher, and employed…
Modern Orthodox Adults Self-Reporting on Their Adult Education Needs and Learning Preferences

ERIC Educational Resources Information Center

Cohn, Ellen Sue

2016-01-01

This study explored the educational preferences and motivational typology of Modern Orthodox adults, a community that according to previous research appeared to present a contrasting educational paradigm than that evidenced by other adult students. The research conducted in the liberal Jewish community and in the broader contemporary field of…
34 CFR 491.1 - What is the Adult Education for the Homeless Program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false What is the Adult Education for the Homeless Program...) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION FOR THE HOMELESS PROGRAM General § 491.1 What is the Adult Education for the Homeless Program? The Adult Education for the...
34 CFR 491.1 - What is the Adult Education for the Homeless Program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What is the Adult Education for the Homeless Program...) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION FOR THE HOMELESS PROGRAM General § 491.1 What is the Adult Education for the Homeless Program? The Adult Education for the...

34 CFR 491.1 - What is the Adult Education for the Homeless Program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false What is the Adult Education for the Homeless Program...) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION FOR THE HOMELESS PROGRAM General § 491.1 What is the Adult Education for the Homeless Program? The Adult Education for the...
34 CFR 491.1 - What is the Adult Education for the Homeless Program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false What is the Adult Education for the Homeless Program...) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION FOR THE HOMELESS PROGRAM General § 491.1 What is the Adult Education for the Homeless Program? The Adult Education for the...
34 CFR 491.1 - What is the Adult Education for the Homeless Program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false What is the Adult Education for the Homeless Program...) OFFICE OF VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION FOR THE HOMELESS PROGRAM General § 491.1 What is the Adult Education for the Homeless Program? The Adult Education for the...
Staff awareness of the application of Mental Health and Guardianship Legislation in the care of hospitalised older persons.

PubMed

Panesar, Narinder; Valachova, Iveta; Schmidtman, Robert; Chan, Daniel Kam Yin

2018-02-01

The study aimed to survey hospital staff knowledge of the application of the Mental Health Act 2007 (NSW) (MHA) and the Guardianship Act 1987 (NSW) (GA) in the care and treatment of older persons in a teaching hospital in Sydney. Method Over a two-month period in 2017, a survey questionnaire was distributed to staff involved in older persons' care across the hospital. The majority of the hospital staff demonstrated basic theoretical knowledge of both the GA (76%) and of the MHA (84.5%). Fewer (64.5%) appeared to understand the practical application of the MHA in the hypothetical clinical situations. An even lower proportion of staff appeared to understand the application of the GA either to obtain consent for medical treatment or to appoint a guardian through the Guardianship Division of the NSW Civil and Administrative Tribunal (NCAT). Although clinical staff of the hospital displayed fair knowledge and awareness about the application of the MHA and the GA to inpatient care of older adults, further education is necessary, particularly about the application of the GA. The authors suggest similar findings may occur at other New South Wales hospitals, which may raise concern and need for education.
Demonstration, Developmental and Research Project for Programs, Materials, Facilities and Educational Technology for Undereducated Adults: Ohio State Module. ABE Life-Centered Curriculum Development and Teaching Technique. Final Report.

ERIC Educational Resources Information Center

Morehead State Univ., KY.

This workshop was held for the purpose of training selected staff members of the Ohio Module Field Unit of the Appalachian Adult Basic Education Demonstration Center (AABEDC). Twelve persons, six teachers and six paraprofessionals, were selected to participate in the workshop. While their specific jobs vary, all will be concerned with utilization…
Proceedings of the National Conference on Adult Education, 23-25 September 1971. Organised by the Adult Education Board, Singapore.

ERIC Educational Resources Information Center

Purdue Univ., Lafayette, IN. Herman C. Krannert Graduate School of Industrial Administration.

The objectives of this conference on Adult Education in Singapore were: (1) to discuss problems and experiences currently confronted by various adult education agencies; (2) to seek solutions to these problems; (3) to identify new areas of commitment in light of new needs and social changes; and (4) to suggest programs to improve the quality of…
An Educational Plan for Nursing Staff in the Procedural Treatment Unit of the Sulpizio Cardiovascular Center.

PubMed

Lee, Esther; Daugherty, JoAnn

2016-04-01

Professional education for health practitioners is a continuum which commences with the first year professional school until the cessation of a professional career. This article draws on the theories and models developed by experts in curriculum design, teaching, and learning evaluation to better understand the intricacies and challenges of instructional design. Selected models, in particular Malcolm Knowles and the World Health Organization report served as a compass and benchmark to illuminate, guide, and evaluate the impact, process, contents, and outcomes of an educational program for the stakeholders. The aim of this educational program is to ensure that learners develop the knowledge, skills, and attitudes to deliver competent and quality patient-centered care. Multimodal teaching strategies are essential to meet the diverse needs of staff. Utilization of technology such as intranet and mobile applications helps to deliver educational content in a cost-effective manner. Program evaluation determines the effectiveness of teaching and helps to define ongoing needs of staff. Copyright © 2016 American Society of PeriAnesthesia Nurses. Published by Elsevier Inc. All rights reserved.
ADVANCED ADULT EDUCATION IN ISRAEL.

ERIC Educational Resources Information Center

Ministry of Education and Culture, Jerusalem (Israel).

ADULT EDUCATION IN ISRAEL IS UNDER THE SUPERVISION OF THE CULTURAL DEPARTMENT, WHICH RECOMMENDS TEACHERS AND LECTURERS AND IS RESPONSIBLE FOR INSPECTION AND FINANCIAL SUPPORT. STUDENT FEES ARE COLLECTED LOCALLY. PREVIOUSLY DEVOTED TO JEWISH TOPICS AND HEBREW LANGUAGE, THE PROGRAM HAS BEEN EXPANDED TO INCLUDE FORMAL SECONDARY EDUCATION, HUMANITIES,…
Socioeconomic Outcomes from Adult Education.

ERIC Educational Resources Information Center

Gooderham, Paul N.

1991-01-01

The degree to which age and gender influence completion of higher secondary education (HSE) and employment status was measured with a sample of 350 Norwegian adults. Application of a Status Attainment model revealed that post-HSE educational attainment is an important determinant of socioeconomic status for both men and women. (SK)
Ethnic Minority Youth in Youth Programs: Feelings of Safety, Relationships with Adult Staff, and Perceptions of Learning Social Skills

ERIC Educational Resources Information Center

Lee, Sun-A; Borden, Lynne M.; Serido, Joyce; Perkins, Daniel F.

2009-01-01

The authors examine perceptions that young people hold regarding their participation in community-based youth programs. Specifically, this study assesses young people's sense of psychological safety, their relationships with adult staff, their learning of social skills, and how different ethnic groups experience these factors. Data for the study…
Conductive Education: Feasibility Study on Developing a National Curriculum Plan for Those Working in Conductive Education in New Zealand.

ERIC Educational Resources Information Center

Wagner, Graham A.

This study sought to determine whether there are national training needs among staff of conductive education programs in New Zealand. Conductive education is a unified system of education for children and adults with a motor disorder whose disability has been caused by damage to the central nervous system. The study, which focuses primarily on…
Newspapers in Adult Education. A Sourcebook.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

This sourcebook offers 10 examples of how partnerships between educators and newspapers can play an active role in preparing informed citizens and in making adult education more attractive and effective. The examples are drawn from newspaper-education partnerships in the following countries: Argentina, Cameroon, Mali, Mexico, the Netherlands,…
A qualitative evaluation of fire safety education programs for older adults.

PubMed

Diekman, Shane T; Stewart, Tamara A; Teh, S Leesia; Ballesteros, Michael F

2010-03-01

This article presents a qualitative evaluation of six fire safety education programs for older adults delivered by public fire educators. Our main aims were to explore how these programs are implemented and to determine important factors that may lead to program success, from the perspectives of the public fire educators and the older adults. For each program, we interviewed the public fire educator(s), observed the program in action, and conducted focus groups with older adults attending the program. Analysis revealed three factors that were believed to facilitate program success (established relationships with the older adult community, rapport with older adult audiences, and presentation relevance) as well as three challenges (lack of a standardized curriculum and program implementation strategies, attendance difficulties, and physical limitations due to age). More fire safety education should be developed for older adult populations. For successful programs, public fire educators should address the specific needs of their local older adult community.
34 CFR 460.1 - What is the purpose of the Adult Education Act?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What is the purpose of the Adult Education Act? 460.1... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION-GENERAL PROVISIONS § 460.1 What is the purpose of the Adult Education Act? The purpose of the Adult Education Act (the Act) is to assist...
34 CFR 460.1 - What is the purpose of the Adult Education Act?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false What is the purpose of the Adult Education Act? 460.1... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION-GENERAL PROVISIONS § 460.1 What is the purpose of the Adult Education Act? The purpose of the Adult Education Act (the Act) is to assist...
34 CFR 460.1 - What is the purpose of the Adult Education Act?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false What is the purpose of the Adult Education Act? 460.1... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION-GENERAL PROVISIONS § 460.1 What is the purpose of the Adult Education Act? The purpose of the Adult Education Act (the Act) is to assist...
34 CFR 460.1 - What is the purpose of the Adult Education Act?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false What is the purpose of the Adult Education Act? 460.1... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION-GENERAL PROVISIONS § 460.1 What is the purpose of the Adult Education Act? The purpose of the Adult Education Act (the Act) is to assist...
34 CFR 460.1 - What is the purpose of the Adult Education Act?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false What is the purpose of the Adult Education Act? 460.1... VOCATIONAL AND ADULT EDUCATION, DEPARTMENT OF EDUCATION ADULT EDUCATION-GENERAL PROVISIONS § 460.1 What is the purpose of the Adult Education Act? The purpose of the Adult Education Act (the Act) is to assist...
Adult Education and the Labour Market. European Society for Research on the Education of Adults Seminar Proceedings (Ljubljana, Slovenia, October 10-12, 1993). First Edition.

ERIC Educational Resources Information Center

Klenovsek, Tanja Vilic, Ed.; Olesen, Henning Salling, Ed.

This book contains papers, reports, and welcoming speeches from a seminar for European adult education researchers. The following are included: "Background and Thematic Outline for the ESREA (European Society for Research on the Education of Adults) Seminar on Research into Adult Education and the Labor Market" (Olesen); "Welcoming…
Educational Competencies That Mid-Sized CPA Firms Value in Their Professional Accounting Staff

ERIC Educational Resources Information Center

Margheim, Loren; Hora, Judith A.; Pattison, Diane

2010-01-01

This study examined the educational competencies mid-sized accounting firm partners value in their professional staff when making promotion decisions to senior, manager, and partner. Mid-sized firms were defined in this study to include all of the non-Big 4 national firms, the large regional CPA firms, and several large local firms. Over 1,380…

Perspectives on Academic Staff Involvement in the Acquisition and Implementation of Educational Technologies

ERIC Educational Resources Information Center

Habib, Laurence; Johannesen, Monica

2014-01-01

This article presents the results of a study using both quantitative and qualitative data to uncover the extent and nature of the involvement of academic staff in the processes of acquisition and implementation of educational technologies. Actor-network theory (ANT) is used to inform the design of the study and the analysis of the data. Three main…
Nutrition education for care staff and possible effects on nutritional status in residents of sheltered accommodation.

PubMed

Faxén-Irving, G; Andrén-Olsson, B; Geijerstam, A; Basun, H; Cederholm, T

2005-08-01

We investigated the nutritional, cognitive and functional status in residents of two service-flat (SF) complexes and the effects of a nutrition education programme for care staff. Controlled nonrandomised study. Two SF complexes, that is community-assisted accommodation. Of 115 eligible SF residents, 80 subjects participated (age 83+/-7 y, 70% women). The nutritional status was assessed using body mass index (BMI, kg/m(2)), subjective global assessment (SGA), serum concentrations of albumin, insulin-like growth factor-I (IGF-I) and vitamin B(12). Cognitive and functional status were evaluated using the Mini Mental State Examination (MMSE, 0-30 points, <24 points indicates impaired cognition) and the Katz activities of daily living (ADL) index, respectively. Two assessments were made with a 5-month interval. At the start, a 12-h education programme was given to the staff at one of the SF complexes. At baseline, the means of BMI and the biochemical nutritional indices were normal, whereas one-third had BMI <22 kg/m(2) and one-fourth had lost > or =10% of previous weight. According to SGA, 30% demonstrated possible or serious malnutrition. The median MMSE was 23 points (19.5-26.5, 25-75th percentile). Nearly 70% were ADL-independent. At the 5-month follow-up there were no differences in the nutritional and cognitive status of the residents. The nutritional knowledge of the staff improved slightly (P<0.05) at both SF complexes (NS between groups). Around one-third of SF residents appeared to be at nutritional risk. Five months after a 12-h staff nutrition education programme, no objective changes were seen in the nutritional status of the SF residents.
Enhancing the Consumer-Family-Staff Relationship in Adult Services.

ERIC Educational Resources Information Center

Kaplan, Chaya

1993-01-01

This paper examines relationships and interactions among the consumer (with a developmental disability), his or her family, and agency staff as they impact the consumer's life course and lifestyle. Approaches and activities to enhance effective relationships include setting policies that support these relationships, training staff with this…
Adult Educators and Their Associations in British Columbia. PACE Papers 2.

ERIC Educational Resources Information Center

Kulich, Jindra, Ed.

The papers written for this report deal with an analysis of volunteer and professional adult educators and with their training and continuing education. Papers include the following: "Adult Educators and Volunteers: A Partnership Strategy" (Russ Pacey, Susan Witter, and Barbara Bate); "The Professional Adult Educator: A Profile…
World Perspective Case Descriptions on Educational Programs for Adults: Czechoslovakia.

ERIC Educational Resources Information Center

Skoda, Kamil; Hartl, Pavel

This document contains two case studies of Czechoslovakian adult education: (1) Czechoslovakian Adult Education (Skoda) and (2) the House of Culture and Its Function in Adult Education (Hartl). Each study begins with a "face sheet" on which is recorded basic information about the entity studied and the case study itself. About half of…
World Perspective Case Descriptions on Educational Programs for Adults: Portugal.

ERIC Educational Resources Information Center

Soares de Melo, Alvaro; Cristovao, Artur F. A. C.

The case descriptions of two adult education programs in Portual contained in this document are part of a set that reflects a cooperative effort by adult educators to increase international understanding of various educational programs for adults in their societal context. A face sheet for each program provides this information: name,…
Improved staff procedure skills lead to improved managment skills: an observational study in an educational setting.

PubMed

Rüter, Anders; Vikstrom, Tore

2009-01-01

Good staff procedure skills in a management group during incidents and disasters are believed to be a prerequisite for good management of the situation. However, this has not been demonstrated scientifically. Templates for evaluation results from performance indicators during simulation exercises have previously been tested. The aim of this study was to demonstrate the possibility that these indicators can be used as a tool for studying the relationship between good management skills and good staff procedure skills. Good and structured work (staff procedure skills) in a hospital management group during simulation exercises in disaster medicine is related to good and timely decisions (good management skills). Results from 29 consecutive simulation exercises in which staff procedure skills and management skills were evaluated using quantitative measurements were included. The statistical analysis method used was simple linear regression with staff procedure skills as the response variable and management skills as the predictor variable. An overall significant relationship was identified between staff procedure skills and management skills (p(2)0.05). This study suggests that there is a relationship between staff procedure skills and management skills in the educational setting used. Future studies are needed to demonstrate if this also can be observed during actual incidents.
AXIS: Adult Education eXpress Intercommunication Support. Final Report.

ERIC Educational Resources Information Center

Reiff, Tana

This package includes the final report and selected products of the Adult education eXpress Intercommunication Support (AXIS) project, which was conducted to facilitate communication related to professional development services administered by the Pennsylvania Department of Education's Bureau of Adult Basic and Literacy Education (ABLE) and…
A Case for Self-Transcendence as a Purpose of Adult Education.

ERIC Educational Resources Information Center

Wacks, V. Quinton, Jr.

1987-01-01

Reviews the purposes of adult education and the history of transcendentalism. Argues that the transcendent nature and needs of humankind are not addressed by adult education theory or practice. Provides implications for adult educators. (CH)
Advancing Adult Education Research. Meeting Summary (Washington, DC, April 26, 2012)

ERIC Educational Resources Information Center

Institute of Education Sciences, 2012

2012-01-01

The goal of this meeting was to discuss the challenges of adult education and mechanisms to better understand and address those challenges through research. The meeting was structured around three panel discussions representing the perspectives of State directors of adult education programs, adult education researchers, and education research…
Attachment and coping of dementia care staff: The role of staff attachment style, geriatric nursing self-efficacy, and approaches to dementia in burnout.

PubMed

Kokkonen, Taru-Maija; Cheston, Richard I L; Dallos, Rudi; Smart, Cordet A

2014-07-01

Past research suggests that dementia care staff are vulnerable to the development of burnout, which has implications for staff well-being and hence the quality of care for people with dementia. Studying personal vulnerability factors in burnout is important as it can guide staff training and support. Attachment theory suggests that adult attachment styles affect caregiving relationships and individuals' responses to stress, providing a framework for understanding caregivers' styles of coping. This cross-sectional survey study examined relationships between staff attachment styles, geriatric nursing self-efficacy, and approaches to dementia in burnout. Seventy-seven members of dementia care staff working on inpatient wards for older people completed self-report questionnaires. Insecure attachment, lower levels of self-efficacy, and more optimistic attitudes in staff were related to higher levels of burnout. Staff training on the role of attachment in dementia care is recommended. Further research is required to explore mediating factors between adult attachment styles and burnout. © The Author(s) 2013 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.
TELEVISION AND ADULT EDUCATION. REPORT OF PROCEEDINGS OF THE ANNUAL CONFERENCE OF THE AUSTRIALIAN ASSOCIATION OF ADULT EDUCATION (5TH, SYDNEY, AUGUST 20-23, 1965).

ERIC Educational Resources Information Center

Australian Association of Adult Education.

LEADERS IN ADULT EDUCATION AND THE TELEVISION FIELDS ADDRESSED A CONFERENCE OF THE AUSTRALIAN ASSOCIATION OF ADULT EDUCATION ON TELEVISION AS A VEHICLE FOR ADULT EDUCATION. DISCUSSION GROUPS CONSIDERED SUCH ISSUES AS TARGET POPULATIONS, NATURE OF PROGRAMS, AND USE OF FOLLOWUP MATERIALS AND METHODS. SOME OF THE IDEAS EXPRESSED WERE THAT THE…
Factors Affecting the Involvement of Day Centre Care Staff in the Delivery of Physiotherapy to Adults with Intellectual Disabilities: An Exploratory Study in One London Borough

ERIC Educational Resources Information Center

Middleton, M. -J.; Kitchen, S. S.

2008-01-01

Background: Physiotherapists for adults with intellectual disabilities often work in day centres, relying on care staff to support programmes. This study investigates factors affecting physiotherapy delivery in 4 day centres in one London borough. Materials and Method: Semi-structured interviews were carried out with day centre care staff,…
Institutionalizing Staff Development.

ERIC Educational Resources Information Center

Shawl, William F.

Three years ago, Golden West College (GWC) decided to make a major commitment to staff development as a means of revitalizing the college. This commitment was evidenced through the creation of the position of Dean of Educational Development, who is responsible solely for serving faculty needs; the Educational Development Center, which houses the…
Childhood Placement in Special Education and Adult Well-Being.

PubMed

Chesmore, Ashley A; Ou, Suh-Ruu; Reynolds, Arthur J

2016-08-01

The present study investigates the relationship between childhood placement in special education and adult well-being among 1,377 low-income, minority children participating in the Chicago Longitudinal Study. Roughly 16% of the sample received special education services in grades 1-8. After accounting for sociodemographic factors and early academic achievement, children receiving special education services tended to have lower rates of high school completion and fewer years of education, as well as greater rates of incarceration, substance misuse, and depression. Eighth grade academic achievement significantly mediated the association between childhood placement in special education and adult well-being outcomes. The study contributes to the literature by providing support for a pathway from childhood special education placement to adult outcomes among an inner-city minority cohort.
Nonformal and Informal Adult Learning in Museums: A Literature Review

ERIC Educational Resources Information Center

Dudzinska-Przesmitzki, Dana; Grenier, Robin S.

2008-01-01

The taking up of an "educative" mantle has proven to be a complex task for museums, filled with many unknown and/or misunderstood factors. Of the vast assortment of educational opportunities museums afford their adult patrons and staff, the majority fall into one or two learning categories: either they are nonformal or informal. In effort to…
Technology as Integral to a New Paradigm of Adult Education

ERIC Educational Resources Information Center

Parker, Judith

2010-01-01

Technology and adult education are often discussed as two separate subjects, yet just as it is impossible to live one day without the impact of technology, it is impossible to discuss adult education without considering technology. The growth of the field of adult education and the evolution of modern technology as well as the theorists and…
Enhancing Recognition of High Quality, Functional IEP Goals: A Training Activity for Early Childhood Special Education Staff

ERIC Educational Resources Information Center

Lucas, Anne; Gillaspy, Kathi; Peters, Mary Louise; Hurth, Joicey

2014-01-01

This training activity was created to support participants' understanding of the criteria needed to develop and write high quality, participation-based Individualized Education Program (IEP) goals. The term "functional" is often used to describe what goals ought to be, yet many Early Childhood Special Education (ECSE) staff (e.g.,…
Pragmatic Prospects. Developing LEA Adult Education.

ERIC Educational Resources Information Center

Powell, Bob, Ed.; Foster, Pablo, Ed.

This volume contains 12 articles that illustrate how local authority adult education services in Britain form practical and strategic alliances to enable learning to happen--to create new prospects pragmatically. A "Foreword" (Ursula Howard) and "Introduction" (Bob Powell) appear first. "Participation, Adult Learning and…
Adult education and the quality of life

NASA Astrophysics Data System (ADS)

Tuijnman, Albert

1990-09-01

The purpose of this study is to investigate the complementary role of adult education in influencing people's objective and subjective quality of life. The analytical strategy used to achieve this end is to estimate parameters in a path model which includes both objective indicators such as occupational status and earned income, and subjective indicators such as job satisfaction and perceived personal wellbeing. The investigation builds on Swedish data and employs the LISREL method in the fitting of the model to the data. The results indicate that adult education positively influences objective indicators of the quality of life. Even though adult education is found to relate to measures of perceived personal wellbeing, the hypothesis that it also influences the way men assess their life situation and evaluate their subjective quality of life cannot be confirmed.

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