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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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Abstract:
The number of nontraditional students enrolled in institutions of higher education continues to increase, making them a significant presence in higher education. Despite the rising numbers of nontraditional students who enroll in college, the lack of persistence, or attrition, in this population is a growing area of concern. One explanation for the high rate of attrition among nontraditional students could be the lack of adequate support provided at the point of their entry or return to college. A transitions course designed to facilitate return to college is an example of a programmatic response to support nontraditional students. This study focused on the experiences of nontraditional students enrolled in a transitions course. Specifically, this study explored factors that characterized nontraditional students upon entry into a transitions course, and the nature of the changes in their academic self-regulation and mental model of being a student related to participating in the course. ^ The conceptual framework for this study comprised empirical and theoretical research about academic self-regulation and mental model development for college students and adult learners and related this research to nontraditional students. ^ The study design followed a qualitative case-study methodology. Data was collected from 12 students enrolled in a transitions course at a large research-intensive public university in the northeast. Primary data collection strategies included interviews and pre-existing data prepared by the students during the semester. Data was analyzed following the constant comparative method. Trustworthiness was established using peer debriefing, data triangulation, member checking, and negative case analysis. ^ Six themes were identified from the data, and findings suggested that students who participated in the transitions course developed academic self-efficacy for academic skills and learning strategies and developed a more complex mental model of being a student based on an enhanced desire to learn- and active participation and engagement in the classroom. ^
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Keyword:
Adult and Continuing; Education
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URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3361009
https://opencommons.uconn.edu/dissertations/AAI3361009
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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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| 19 |
Expanding the small space: Rastafarians as knowledge producers.
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