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| 101 |
Intergenerational Family Learning Programs: Stories of Latinx, Immigrant Families and Their Journeys to and through Higher Education
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In: Dissertations (2020)
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| 102 |
Cuban Immigrants’ Experience with Acculturation and How They Cope in the United States
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In: Dissertations (2020)
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| 103 |
Interconnected literacy practices. Exploring classroom work with literature in adult second language education
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 45-63 (2020)
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| 104 |
Continuity and change. Migrants' experiences of adult language education in Sweden
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 399-414 (2020)
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| 105 |
Integration durch Zweitspracherwerb auf der Bühne
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In: 2020, 7 S. (2020)
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| 106 |
Incorporating Environmental Education into TESOL through Nature Journaling: A Literature Review and Curriculum Recommendations
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| 107 |
Hispanic Adult Learners’ Support Expectations in a Higher Education Hispanic Serving Institution
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| 108 |
Redesigning an International Pathway Program: a Change Management Plan
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| 109 |
A Qualitative Investigation of Andragogy in Adult Bible Classes in Lutheran Church–Missouri Synod Congregations in St. Louis
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Abstract:
This qualitative study explored what changes, if any, would occur in Lutheran Church–Missouri Synod (LCMS) Bible classes after pastors participated in training that focused on implementing andragogical teaching methods in their Bible classes. The researcher sought to examine Andragogy in its relationship to adult Christian education, specifically in Sunday adult Bible classes. Also, in order to better understand the impact of andragogy in the specific contexts of the study, the researcher investigated the relationship between andragogical principles and LCMS doctrinal positions. Andragogical principles used in this study were derived, broadly conceived, from Malcomb Knowles’s Six Assumptions and Eight Processes of andragogy. In addition, the study explored how the participants reacted to andragogical training and how their self-perceptions as educators aligned with observations made by the researcher. Three LCMS pastors from three different congregations participated. First, after obtaining consent and conducting interviews, the researcher observed all three participants teaching their adult Bible classes on Sunday mornings for two months. Second, the researcher conducted two workshops with the participants on both andragogical theory and design. Third the researcher then observed the participants for five more months in their Bible classes, mindful of any changes to teaching strategies, learning experiences, or any other impact of andragogical theory and design. Concurrent with the observations the participants filled out weekly journal prompts on their experiences. At the conclusion of the study all three participants reflected on their experiences in a focus group. The researcher then analyzed the qualitative data, concluding that the data showed that andragogical training did indeed make an impact on the adult Bible classes of the participants. In particular, the researcher concluded that major changes included an increase in the amount of interaction between the learners, the amount of teacher-directed questions focused on individual life application, an increased understanding of the nature of adult learners, and an increased desire in the participants for more intentional reflection by their learners. In addition, the study revealed that the participants reacted favorably with their andragogical training, which in turn led them to a better alignment of their self-perceptions to their teaching strategies.
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Keyword:
Adult education|Religious education
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URL: http://pqdtopen.proquest.com/#viewpdf?dispub=28148599
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| 110 |
The Adult Learner’s Story: An Exploratory Narrative of Experiencing an Introductory English Composition Classroom
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| 111 |
Investigating Intercultural Sensitivity in Saudi Arabian Women in the United States: Making Sense of Lived Experiences
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| 112 |
The Acquisition of Variable Past-Time Expression in L2 Spanish: Combining Concept-oriented, Form-oriented, and Variationist Research Traditions Within Functionalism
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| 113 |
Much Bigger Than a Hamburger: Disrupting Problematic Picturebook Depictions of the Civil Rights Movement
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In: Education Publications (2020)
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| 115 |
Adult literacies from the perspective of practitioners and their learners. A case study from the north of England
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 29-43 (2020)
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| 116 |
The Thinking Skills Deficit: What Role Does a Poetry Group Have in Developing Critical Thinking Skills for Adult Lifelong Learners in a Further Education Art College?
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In: Education Sciences ; Volume 10 ; Issue 3 (2020)
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| 117 |
Característiques de l’alumnat de català L2 fora del domini lingüístic ; Characteristics of L2 Catalan students outside the Catalan-speaking regions
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In: Treballs de Sociolingüística Catalana; Núm. 30: Trajectòries sociolingüístiques: nous i vells parlants; 39-55 (2020)
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| 118 |
Coming of Age in Utopia: Teen Dystopian Fiction Compared to Historical Utopian Communities
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2020)
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| 119 |
Implementation of Culturally Responsive Practices in Alternative Educational Settings
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In: National Youth Advocacy and Resilience Conference (2020)
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| 120 |
CROSS-LINGUISTIC DIFFERENCES IN THE LEARNING OF INFLECTIONAL MORPHOLOGY: EFFECTS OF TARGET LANGUAGE PARADIGM COMPLEXITY ...
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