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Looking for Development in Leadership Development: Impacts of Experiential and Constructivist Methods on Graduate Students and Graduate Schools
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| 2 |
Uses of Complex Thinking in Higher Education Adaptive Leadership Practice: A Multiple-Case Study
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| 3 |
Circle as pedagogy: Aboriginal tradition enacted in a university classroom.
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| 4 |
Exploring Factors that Contribute to Academic Persistence for Undergraduate Hispanic Nontraditional Students at Hispanic Serving Institutions in the Southeast
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In: Doctoral Dissertations and Projects (2013)
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| 5 |
Problem-Based Learning in Police Academies: Adult Learning Principles Utilized by Police Trainers
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In: Doctoral Dissertations and Projects (2009)
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| 6 |
The experience of nontraditional students enrolled in a transitions course in an undergraduate program
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In: Doctoral Dissertations (2009)
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| 7 |
Novice teachers and knowledge acquisition: Reminiscent reflections of experienced teachers.
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| 8 |
How classroom teachers conceptualize continuing professional development: Emergence of a practice-based participation model.
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| 9 |
A case study of self-directed learning as applied to the Chinese Self-Taught Higher Education Examination.
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Liu, Jun.. - : Northern Illinois University., 2006
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| 10 |
Learning beyond borders: A phenomenological investigation of transnational adult education.
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| 11 |
Negotiating identity in a second-language environment: A narrative study of nine East Asian female international students.
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| 12 |
The evolution of an open computer laboratory for English as a second language (ESL) in a community college context.
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| 13 |
Exploring identities: An inquiry into the identity (re)construction of adult immigrants of Filipino heritage with implications for adult ESL programs.
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| 14 |
Ida B. Wells' "A Red Record": A social justice curriculum for educating the adult in post-Reconstruction America.
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| 15 |
Lessons learned while suspended between two cultures: The life history of a Latina adult educator.
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| 16 |
On interaction of first-language transfer and universal grammar in adult second language acquisition: WH-movement in L1-Japanese/L2-English interlanguage
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In: Doctoral Dissertations (2003)
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| 17 |
Reading skills of deaf adults who sign : good and poor readers compared
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| 18 |
A naturalistic investigation of homeschooling parents as adult learners.
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Abstract:
Sorry, the full text of this article is not available in Huskie Commons. Please click on the alternative location to access it. ; 186 p. ; The grounded theory research method was used to investigate the approaches to learning employed by parents who homeschool their children. The purpose of this study was to build theory about homeschooling parents as adult learners.Data were gathered by means of interviews, a focus group, and observations of the researcher. The first core category to surface was Development of Nexus. Homeschooling parents do not function in isolation. Development of Nexus begins before parents reach a decision to homeschool, and it continues throughout their homeschooling endeavor. It is the homeschooling parent's sine qua non.A second core category that emerged was Dialectical Self-Awareness. Participants expressed awareness of their learning preferences and their personal strengths and weaknesses. However, awareness of certain likes and dislikes, traits, and behaviors came as a surprise to participants. They came to realize that they thought, acted, and responded differently than they believed they would under certain conditions. Their self-awareness was set off against and complemented by self-surprise. Moreover, participants were aware of changes they had undergone and of traits they had developed as a result of their learning. They acknowledged personal transformation throughout their learning.A third core category that became apparent was Deploying of Strategy. Participants identified and made use of strategies to succeed in their learning. They also utilized strategies for dealing with barriers to learning and for skill acquisition. Organizational skills, multitasking, and use of technology-aided homeschooling enabled parents to learn quickly and to overcome the frustrations of having to manage other home and family responsibilities.Homeschooling parents learned to deal with obstacles to their learning, their emotions, and to identify possible resources to use in overcoming those obstacles. These parents went through a self-directed learning cycle that included implementing strategies and evaluating outcomes. A model of the cycle was developed and several recommendations for further research were offered.
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Keyword:
Adult and Continuing; Adult learning United States; Education; Education Parent participation United States; Home schooling United States
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URL: http://hdl.handle.net/10843/11192
http://commons.lib.niu.edu/handle/10843/11192
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| 19 |
Expanding the small space: Rastafarians as knowledge producers.
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