WorldWideScience

Sample records for understanding adult learners

  1. Adult Learners Understanding in Learning Islam Using the Andragogy Approach in Singapore

    Science.gov (United States)

    Kadir, Mohd Amin Bin

    2016-01-01

    This study describes adult learners understanding in learning Islam using the andragogy approach in Singapore comprising multicultural and multi-religious society. Singapore is a secular state where freedom of religion is encrypted in the constitution and Malay/Muslim comprises 13.3% of the population. Adults learn Islam to deepen their…

  2. UNDERSTANDING OLDER ADULT LEARNERS IN DISTANCE EDUCATION: The Case of Universiti Sains Malaysia

    Directory of Open Access Journals (Sweden)

    Nailul Morad MOHD NOR

    2011-07-01

    Full Text Available World population ageing is unprecedented and pervasive which will affect all countries in the world. According to a United Nation report (2010: “By 2045, the number of older persons in the world will exceed the number of young for the first time in history.” The number of the older adult learners in distance education programs is also expected to increase in tandem with the growth of ageing population throughout the world. As such distance education institutions and instructors should be vigilant to this new emerging group of learners. The objectives of this study were to identify factors related to older adult learners’ participation in the distance education degree programs and their characteristics. Data were collected by using interviews and questionnaires. Respondents for the study were older adult learners age 50 and over who enrolled in degree programs at the School of Distance Education (SDE, Universiti Sains Malaysia in Malaysia. Five older adult learners were interviewed and 72 out of 123 respondents completed the questionnaires. The findings indicated that older adult learners’ participation in the distance education degree programs is mainly due to career advancement and to seek knowledge. The older adult learners’ distinct characteristics are high motivation, eager to learn, health conscious, effective time management, good social skills, no financial difficulties and have strong family support.

  3. Adult Learners' Understanding in Learning Islam Using Andragogy Approach: A Study in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute

    Science.gov (United States)

    Bin Kadir, Mohd Amin; Arifin, Syamsul; Latipun; Fuad, Ahmad Nur

    2016-01-01

    This study describes adult learners' understanding in learning Islam using andragogy approach in which the study was conducted in Kampung Siglap Mosque and Al-Zuhri Higher Learning Institute. Prophet Muhammad (peace be upon him) educate his companions of who are adults from the shackles of "jahiliyyah," spiritual and intellectual…

  4. Flexible provisioning for adult learners

    NARCIS (Netherlands)

    Hermans, Henry; Janssen, José; Vogten, Hubert; Koper, Rob

    2014-01-01

    In adult education there is a continuous, growing demand for learning opportunities that fit the specific characteristics and preferences of particular learner groups or individual learners. This requires educational institutions to rethink their business and educational models, and develop more

  5. Towards a Culturally Sensitive and Deeper Understanding of "Rote Learning" and Memorisation of Adult Learners

    Science.gov (United States)

    Tan, Po-Li

    2011-01-01

    This article aims to provide evidence that "rote learning" or "memorisation" is a complex construct and is deeply embedded in the East Asian culture. An in-depth understanding of this learning approach is increasingly crucial considering the complex demography of contemporary higher education nowadays. Not only is there a rise…

  6. Rich Environments for Adult Learners

    Science.gov (United States)

    Bentham, Renee

    2008-01-01

    Unaware of the messages a bare adult learning environment sends and its effect on adult learners, a trainer attends an intensive Reggio Emilia course and learns that the physical environment is the "third teacher"--for adults as well as for children. Using principles of Reggio, she offers suggestions for enhancing adult learning spaces and…

  7. Teachers of adults as learners

    DEFF Research Database (Denmark)

    Lund Larsen, Lea

    This poster is a part of an on-going qualitative empirical research project: “Teachers of adults as learners. A study on teachers’ experiences in practice”. Adult learners have particular needs and characteristics that their teachers must be able to address. Some of the competencies that teachers...... (cf. Knowles, Brookfield, Illeris, Lawler, King, Wahlgreen). If we study adult teachers as learners in practice, we may be able to identify what the teachers’ practice requires, and thereby qualify the efforts of teacher educators.......This poster is a part of an on-going qualitative empirical research project: “Teachers of adults as learners. A study on teachers’ experiences in practice”. Adult learners have particular needs and characteristics that their teachers must be able to address. Some of the competencies that teachers...... need can be taught in formal settings, but in most teaching settings, the teachers act alone and develop their pedagogical approaches/-teaching strategies with no synchronous sparring from a colleague. Adult learners have particular needs and characteristics that their teachers must be able to address...

  8. Exploring educators' understanding of developing learners' reading ...

    African Journals Online (AJOL)

    Exploring educators' understanding of developing learners' reading skills and their readiness to implement CAPS. ... Journal for Language Teaching ... Phase English First Additional Language teachers understood about reading and teaching reading, and the strategies they used to develop learners' reading skills.

  9. Using Concept Maps to Engage Adult Learners in Critical Analysis

    Science.gov (United States)

    Yelich Biniecki, Susan M.; Conceição, Simone C. O.

    2016-01-01

    An understanding of learning theories can help adult educators become more effective practitioners and meet the needs of the learners they serve. Adult educators who understand how individuals learn can be better prepared to use effective strategies during the learning process. This article addresses the use of concept maps as a strategy to engage…

  10. Towards a Framework for Teaching Adult Learners.

    Science.gov (United States)

    Van Duzer, Carol

    1997-01-01

    A brief review of what is known about teaching English as a Second Language (ESL) to adults focuses on four areas: characteristics and needs of adult English language learners; program design and instructional practices; ESL teacher preparation and staff development; and learner assessment and outcomes. Teachers are urged to let colleagues,…

  11. Interaction of African American Learners Online: An Adult Education Perspective

    Science.gov (United States)

    Kang, Haijun; Yang, Yang

    2016-01-01

    This study examines how various life factors and personal attributes affect African American adult learners' use of the three types of learning interaction-learner-content, learner-instructor, and learner-learner. Multivariate multiple regression analyses were used. The aggregate effect of life factors on African American adult learners' use of…

  12. Shopping [for] Power: How Adult Literacy Learners Negotiate the Marketplace

    Science.gov (United States)

    Ozanne, Julie L.; Adkins, Natalie Ross; Sandlin, Jennifer A.

    2005-01-01

    Little empirical evidence exists on how adult literacy learners act as consumers. Yet, adult literacy programs often employ a "functional" approach to consumer education and assume that adult learners are deficient in consumer skills. Data from a qualitative study of the consumer behaviors of adult literacy learners are used to explore how adult…

  13. Needs Assessment for Adult ESL Learners. ERIC Digest.

    Science.gov (United States)

    Weddel, Kathleen Santopietro; Van Duzer, Carol

    A needs assessment for use with adult learners of English is a tool that examines, from the learner's perspective, what kinds of English, native language, and literacy skills the learner believes he has, literacy contexts in which the learner lives and works, what he wants and needs to know to function in those contexts, what he expects to gain…

  14. Understanding Learner Agency as a Complex Dynamic System

    Science.gov (United States)

    Mercer, Sarah

    2011-01-01

    This paper attempts to contribute to a fuller understanding of the nature of language learner agency by considering it as a complex dynamic system. The purpose of the study was to explore detailed situated data to examine to what extent it is feasible to view learner agency through the lens of complexity theory. Data were generated through a…

  15. Challenges Faced by Adult Learners Enrolled in Blended Distance ...

    African Journals Online (AJOL)

    This research attempted to provide an insight into major barriers facing adult learners pursuing a diploma in adult and continuing education programme through Blended Distance Learning. Participants included the adult learners, staff from the Department of Open and Distance Learning who are also the facilitators of the ...

  16. Explicit Instruction, Bilingualism, and the Older Adult Learner

    Science.gov (United States)

    Cox, Jessica G.

    2017-01-01

    Little is known about older adult language learners and effects of aging on L2 learning. This study investigated learning in older age through interactions of learner-internal and -external variables; specifically, late-learned L2 (bilingualism) and provision of grammar explanation (explicit instruction, EI). Forty-three older adults (age 60+) who…

  17. Developing an English Mobile Learning Attitude Scale for Adult Learners

    Science.gov (United States)

    Liu, Tzu-Ying

    2017-01-01

    In recent years, with the rapid development of mobile devices, mobile learning (m-learning) has becoming another popular topic. There is a strong need for both researchers and educators to be aware of adult learners' attitudes toward English mobile learning, yet relevant studies on mobile learning to promote English learning for adult learners are…

  18. Teaching Pronunciation to Adult English Language Learners. CAELA Network Brief

    Science.gov (United States)

    Schaetzel, Kirsten; Low, Ee Ling

    2009-01-01

    Adult English language learners in the United States approach the learning of English pronunciation from a wide variety of native language backgrounds. They may speak languages with sound systems that vary a great deal from that of English. The pronunciation goals and needs of adult English language learners are diverse. These goals and needs…

  19. INVESTIGATING TURNTAKING STRATEGIES IN CLASS DISCUSSIONS AMONG ESL ADULT LEARNERS

    Directory of Open Access Journals (Sweden)

    Noor Hanim Rahmat

    2015-06-01

    Full Text Available This quantitative study looked into class discussion strategies used by adult ESL learners. Findings revealed several benefits of class discussions for adult learners. Among some of them are, adult learners practice turn-taking skills in a non-combative environment. The sharing of ideas allowed freedom of thoughts among the learners. On the other hand, adult learners also learn to agree or disagree politely using turn-taking strategies. Finally, the benefits of class discussions may go beyond classroom needs such as improving critical thinking skills among learners. This ability is seen when learners participate in group work and discussions. Learners gain accessibility to participate comfortably in discussions when they are pun in a non-combative environment. This will thus give them the freedom to discuss any topics openly. This freedom will further enhance their general participation in the discussion. However, in a normal conversational process, speakers need to learn to speak up and also to give others space to voice their opinions. Learners need the knowledge of turn-taking skills in order to participate actively in the discussion. This turn-taking skills can be taught in ESL classrooms through class discussions.

  20. Adult Learners and Spiritual Formation: Exploring Outcomes at Christ-Centered Universities

    Science.gov (United States)

    Barkley, Heather R.

    2017-01-01

    The limited research on adult learners and spiritual formation has created a knowledge gap regarding whether bachelor's degree-completion students value the faith aspects of their education at Christian colleges. As this population grows, so does the need to better understand if the spiritual components of adult programs are having an impact and…

  1. How a Novice Adult Online Learner Experiences Transactional Distance

    Science.gov (United States)

    Stein, David S.; Calvin, Jennifer; Wanstreet, Constance E.

    2009-01-01

    This naturalistic inquiry explored the theory of transactional distance by investigating how a novice adult learner experiences an online environment. Three themes that are related to how the novice learner reduces the transactional distance space emerged from an analysis of interview transcripts: creating a voice for learning, connecting in a…

  2. Project-based Distrubuted Learning and Adult Learners

    Directory of Open Access Journals (Sweden)

    Dr. Erkan TEKINARSLAN

    2004-04-01

    Full Text Available Project-based Distrubuted Learning and Adult Learners Dr. Erkan TEKINARSLAN Abant Izzet Baysal University TURKEY ABSTRACT Adult learners participating in a project-based distributed learning environment, the MBA Without Boundaries (MBAWB program at Ohio University, reported that project-based learning in a distributed learning environment is meaningful for adult learners because of the active involvement in the projects and transferability of the learning issues to the work place. According to the adult learners, important advantages of the project-based online environment are time and place flexibilities, maintaining everyday activities while attending a graduate program, diverse backgrounds of the adult learners, experience with authentic problems of the projects, applicability of learning issues to real life, active participation in the learning process, and combination of online interactions with residencies. However, the learners reported teammates who do not make enough contributions to a team project as the most common problem. Some learners complained about the distance barriers, family and work responsibilities, and technological failures during the online interactions.

  3. Practitioners' Perceptions of Dyslexia and Approaches towards Teaching Learners with Dyslexia in Adult Literacy Classes

    Science.gov (United States)

    Ade-Ojo, Gordon O.

    2012-01-01

    Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners' and policy makers' understanding of dyslexia itself, it is important to carry out an exploration of the…

  4. Adult Learner Motivations and Electronic Distance Education.

    Science.gov (United States)

    Wilkes, C. Wynn; Burnham, Byron R.

    1991-01-01

    Discussion of learner motivations and learner satisfaction in distance education courses using electronic media focuses on a study at Utah State University that compared students using an audio/graphic system with students taught by traditional methods. The use of the Educational Participation Scale (EPS) and the Learning Environment Inventory…

  5. Valid, Reliable, and Appropriate Assessments for Adult English Language Learners

    Science.gov (United States)

    Kenyon, Dorry; Van Duzer, Carol

    2003-01-01

    Ensuring that language tests for adult English language learners are appropriate, valid, and reliable is a challenge. Performance-based assessments are complex to develop and implement. Yet, because the focus of assessment, both in the National Reporting System for Adult Education (NRS) descriptors and in the Department of Education's definition…

  6. Practitioner Toolkit: Working with Adult English Language Learners.

    Science.gov (United States)

    Lieshoff, Sylvia Cobos; Aguilar, Noemi; McShane, Susan; Burt, Miriam; Peyton, Joy Kreeft; Terrill, Lynda; Van Duzer, Carol

    2004-01-01

    This document is designed to give support to adult education and family literacy instructors who are new to serving adult English language learners and their families in rural, urban, and faith- and community-based programs. The Toolkit is designed to have a positive impact on the teaching and learning in these programs. The results of two…

  7. Trauma and the Adult English Language Learner. ERIC Digest.

    Science.gov (United States)

    Isserlis, Janet

    English-as-a-Second-Language (ESL) practitioners are familiar with adult learners' stories of disruption, political trauma, and mental upheaval. Until recently, however, little attention has been paid to personal trauma and domestic abuse. Acknowledgement of the prevalence of violence generally, and of that experienced by those in the adult ESL…

  8. Market Socialism Meets the Lost Generation: Motivational Orientations of Adult Learners in Shanghai

    Science.gov (United States)

    Boshier, Roger; Huang, Yan; Song, Qihui; Song, Lei

    2006-01-01

    In Western countries, women and men, young and old, enroll in adult education for different reasons. This is even more the case in China. This study helps Shanghai program planners better appreciate learners by understanding how motivational orientations vary as a function of gender and age. The Chinese version of the Education Participation Scale…

  9. Visual Arts and Older Adult Learners in Retirement

    Science.gov (United States)

    Hunt, Irma

    2012-01-01

    The purpose of this study was to explore the role of visual arts and its impact on successful aging and older adult learners in retirement. Retirement is one of the most important economic, psychological, and social transitions in most people's lives. Longevity has increased in the last sixty years such that in 2010, the average person can…

  10. Participatory Photography: Can It Help Adult Learners Develop Agency?

    Science.gov (United States)

    Yang, Kyung-Hwa

    2014-01-01

    This article draws on a participatory photography project conducted with 10 socioeconomically disadvantaged adult learners for six weeks within the framework of production pedagogy. Throughout the project, the participants took photographs about their lives in response to three prompts that I gave: (1) take photographs of people that are important…

  11. Critical Literacy for Adult Literacy in Language Learners. ERIC Digest.

    Science.gov (United States)

    Van Duzer, Carol; Florez, MaryAnn Cunningham

    This digest examines critical literacy and discusses why it is important to include it in instruction for adults learning English as a Second Language (ESL). Critical literacy takes learners beyond the development of basic literacy skills such as decoding, predicting, and summarizing and asks them to become critical consumers of the information…

  12. Making space for adult learners in higher education | Osman | South ...

    African Journals Online (AJOL)

    National policy in higher education requires higher education institutions to widen access to adult learners alongside other previously excluded groups, yet gives few indications as to how this should be done. The assumption seems to have been that broadening access is sufficient in itself. In this article we argue that it is ...

  13. The Adult Learner of French in an Anglophone Setting | Kwofie ...

    African Journals Online (AJOL)

    Unlike most other papers which are devoted to the discussion of the problems of normal French language teaching / learning in anglophone settings, this paper examines specifically the anglophone adult learner of French, his needs and objectives. The paper provides a brief history of the introduction of French into Africa, ...

  14. Barriers to Adult Learners of an Isolated Northern Community.

    Science.gov (United States)

    Hilts, David J.

    In 1991, a study was conducted to determine perceptions regarding the deterrents to college attendance among adult learners in an isolated northern community. The study consisted of a survey of 40 students at the Fort Nelson campus of Northern Lights College (NLC) in British Columbia, and a follow-up interview of eight of the survey respondents.…

  15. Instruction and Assessment for Limited-English-Proficient Adult Learners.

    Science.gov (United States)

    Solorzano, Ronald W.

    The report and review of literature discusses instructional and assessment practices associated with limited-English-proficient (LEP) adults, and recommends that literacy providers use alternative forms of instruction and assessment for this population that are based on: (1) an explicit emphasis on writing; (2) use of the learner's own cultural…

  16. Delivering Instruction to Adult Learners. Revised Edition.

    Science.gov (United States)

    Cantor, Jeffrey A.

    This one-stop guide for trainers and educators of adults in industry, business, or the professions details a results-oriented instructional strategy that is based on the following principles for instructing adults effectively: (1) act as a leader, helper, guide, change agent, coordinator, and facilitator of learning; (2) promote active…

  17. An Autoethnographic Exchange: Exploring the Dynamics of Selves as Adult Learners and Adult Educators

    Science.gov (United States)

    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…

  18. The adult learner a neglected species

    CERN Document Server

    Knowles, Malcolm

    1990-01-01

    This edition reflects the latest work and advances in adult learning theory. Readers learn to develop meaningful programmes and use new techniques for effectively teaching adults. After examining the various theories of learning, the book presents the reasons why teaching adults is so different than teaching children. The book contains 13 appendices (100 pages) which give an overview of brain dominance technology and whole-brain thinking. There is also a self-diagnostic tool (photocopiable) for determining the competency of trainers, guidelines for learning contracts and ideas on how to switch from being a teacher to being a "facilitator of learning".

  19. AN APPLIED INTERLANGUAGE EXPERIMENT INTO PHONOLOGICAL MISPERCEPTIONS OF ADULT LEARNERS

    Directory of Open Access Journals (Sweden)

    Paul Tench

    2001-06-01

    Full Text Available The aim of the experiment described here was to attempt to measure adult learners' percetual interlanguage in phonology. The implementation of a methodology involving context-less lists of English words selected for their potential phonological problems is described, and the way in which learners process words they are listening to is discussed. The results of 13 Korean adults' perceptions and misperceptions are analysed: the most misperceived vowels were ID:/ and the short vowels /u, A, I, E, D, z/;c onsonants were mainly misperceived in word-final position, but 18, v, b, p, rl were misperceived to some extent in any position, and /S, j/ before the vowel /i:/; consonant clusters involving /f, 1, r/ were particularly subject to misperception. These findings have implications for the design of English pronunciation teaching materials for Koreans.

  20. Teachers of Adult Music Learners: An Assessment of Characteristics and Instructional Practices, Preparation, and Needs

    Science.gov (United States)

    Bowles, Chelcy L.

    2010-01-01

    This study investigated characteristics and experiences of teachers of adult music learners, instructional aspects they perceive to be unique to teaching adults, and their self-perceived needs in providing quality experiences for adult learners. A 25-item questionnaire investigating the topics of preparation, goals, methodology, materials,…

  1. Project-Based Learning for Adult English Language Learners. ERIC Digest.

    Science.gov (United States)

    Moss, Donna; Van Duzer, Carol

    Project-based learning is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. For example, learners may research adult education resources in their community and create a handbook to share with other language learners in their program, or they might interview local employers…

  2. Teaching Speaking Skills to Adult English Language Learners through ALM

    OpenAIRE

    Wichuda Kunnu; Aungkana Sukwises

    2014-01-01

    Audio-lingual Method (ALM) is a teaching approach that is claimed that ineffective for teaching second/foreign languages. Because some linguists and second/foreign language teachers believe that ALM is a rote learning style. However, this study is done on a belief that ALM will be able to solve Thais’ English speaking problem. This paper aims to report the findings on teaching English speaking to adult learners with an “adapted ALM”, one distinction of which is to use Tha...

  3. Understanding and Evaluating English Learners' Oral Reading with Miscue Analysis

    Science.gov (United States)

    Latham Keh, Melissa

    2017-01-01

    Miscue analysis provides a unique opportunity to explore English learners' (ELs') oral reading from an asset-based perspective. This article focuses on insights about eight adolescent ELs' oral reading patterns that were gained through miscue analysis. The participants' miscues were coded with the Reading Miscue Inventory, and participants were…

  4. Understanding Learners' Motivation and Learning Strategies in MOOCs

    Science.gov (United States)

    Alario-Hoyos, Carlos; Estévez-Ayres, Iria; Pérez-Sanagustín, Mar; Delgado Kloos, Carlos; Fernández-Panadero, Carmen

    2017-01-01

    MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave.…

  5. Narrative Inquiry: Preservice Teachers' Understanding of Teaching English Learners

    Science.gov (United States)

    Pu, Chang

    2012-01-01

    Informed by the narrative inquiry approach (Connelly & Clandinin, 1990), this qualitative study examined preservice teachers' narratives to investigate what they think, know, and believe in teaching English learners. Beyond just telling stories, narrative structures and meanings were examined with the goal of gaining insight of the preservice…

  6. TEACHERS’ UNDERSTANDING OF LEARNER AUTONOMY IN INDONESIAN CONTEXTS: FINDINGS FROM HIGH SCHOOLS AND THEIR IMPLICATIONS

    Directory of Open Access Journals (Sweden)

    Dwi Agustina

    2017-10-01

    Full Text Available Learner autonomy has become one of the main topics in the current research and conferences in Indonesia. This suggests that learner autonomy has received more attention in Indonesian contexts. However, there has been no space for discussions about the meaning of learner autonomy from high school teachers’ points of view. A multi-case study conducted by Agustina (2017 has found diverse understanding of autonomy as reported by Junior High School English teachers in Magelang Regency, Central Java, Indonesia. This paper discusses those teachers’ understanding in a more detailed way along with the implications when the concept is understood differently. This paper supports Agustina’s argument that the diversity in understanding and developing autonomy should be anticipated since teachers have different beliefs about autonomy. Referring to Agustina’s findings this paper proposes the need to consider the consequences of allowing the presence of various understanding of learner autonomy particularly when it is set as an educational goal.

  7. Motivational Factors in Continuing Education an Academic Achievement of Adult Learners

    Science.gov (United States)

    Lee, Pei Ling; Pang, Vincent

    2013-01-01

    Purpose: The purpose of this study is to examine the relationship between motivational factors in continuing education and academic achievement of adult learners. The study is conducted due to a lack of research pertaining to academic achievement among adult learners particularly in Malaysia. Methodology: A random sample of 150 part-time adult…

  8. Effects of Redundancy and Modality on the Situational Interest of Adult Learners in Multimedia Learning

    Science.gov (United States)

    Dousay, Tonia A.

    2016-01-01

    This study investigated the effects of two design principles as prescribed by the cognitive theory of multimedia learning on the situational interest of adult learners in a multimedia-based continuing education training program. One hundred and two adult learners employed by an emergency medical service were randomly assigned to one of three…

  9. An Adult Learner's Learning Style Should Inform but Not Limit Educational Choices

    Science.gov (United States)

    Barry, Margot; Egan, Arlene

    2018-01-01

    Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out more about their personal learning style, some adult learners may fill in a questionnaire designed by researchers who aim (and claim) to enable both…

  10. Error Analysis of Present Simple Tense in the Interlanguage of Adult Arab English Language Learners

    Science.gov (United States)

    Muftah, Muneera; Rafik-Galea, Shameem

    2013-01-01

    The present study analyses errors on present simple tense among adult Arab English language learners. It focuses on the error on 3sg "-s" (the third person singular present tense agreement morpheme "-s"). The learners are undergraduate adult Arabic speakers learning English as a foreign language. The study gathered data from…

  11. Changing the Odds: Informing Policy with Research on How Adult Learners Succeed

    Science.gov (United States)

    Condelli, Larry; Kirshstein, Rita; Silver-Pacuilla, Heidi; Reder, Stephen; Wrigley, Heide Spruck

    2010-01-01

    Research has identified the barriers adult learners face in attaining their education and English proficiency goals, entering and advancing in employment, succeeding in postsecondary education and training, and navigating service systems. Most adult learners face long odds in trying to meet these goals. What would it take to address these barriers…

  12. Barriers to Sustainability in Mature-Age Adult Learners: Working toward Identity Change

    Science.gov (United States)

    Martin, Akilah R.; Chen, Joseph C.

    2016-01-01

    While research on K-12 environmental education (EE) has been quite robust, there has been less focus on effective approaches for mature-age adult learners. This qualitative study examined perceptions of barriers to sustainability in American, mature-age adult learners. Results revealed two interacting, superordinate themes: personal relevance and…

  13. The Relationship between Reading Proficiency and Reading Strategy Use: A Study of Adult ESL Learners

    Science.gov (United States)

    Huang, Jiuhan; Nisbet, Deanna

    2014-01-01

    This article explores the relationship between reading strategy use and reading proficiency among 121 adult ESL learners. Reading strategy use was measured by the SORS, and reading proficiency was determined by the CASAS Reading Test and BEST Literacy Test. Findings of the study reveal that (a) adult ESL learners are active strategies users; (b)…

  14. Motivation Management of Project-Based Learning for Business English Adult Learners

    Science.gov (United States)

    Liu, Xiaoqin

    2016-01-01

    The paper finds out poor engagement in business English training program prevents adult learners at College of Continuing Education of Guangdong University of Foreign Studies from improving their communication skills. PBL (Project-Based Learning) is proposed to motivate adult learners to get involved with learning a lot. Based on the perspective…

  15. How Do Novice and Expert Learners Represent, Understand, and Discuss Geologic Time?

    Science.gov (United States)

    Layow, Erica Amanda

    This dissertation examined the representations novice and expert learners constructed for the geologic timescale. Learners engaged in a three-part activity. The purpose was to compare novice learners' representations to those of expert learners. This provided insight into the similarities and differences between their strategies for event ordering, assigning values and scale to the geologic timescale model, as well as their language and practices to complete the model. With a qualitative approach to data analysis informed by an expert-novice theoretical framework grounded in phenomenography, learner responses comprised the data analyzed. These data highlighted learners' metacognitive thoughts that might not otherwise be shared through lectures or laboratory activities. Learners' responses were analyzed using a discourse framework that positioned learners as knowers. Novice and expert learners both excelled at ordering and discussing events before the Phanerozoic, but were challenged with events during the Phanerozoic. Novice learners had difficulty assigning values to events and establishing a scale for their models. Expert learners expressed difficulty with determining a scale because of the size of the model, yet eventually used anchor points and unitized the model to establish a scale. Despite challenges constructing their models, novice learners spoke confidently using claims and few hedging phrases indicating their confidence in statements made. Experts used more hedges than novices, however the hedging comments were made about more complex conceptions. Using both phenomenographic and discourse analysis approaches for analysis foregrounded learners' discussions of how they perceived geologic time and their ways of knowing and doing. This research is intended to enhance the geoscience community's understanding of the ways novice and expert learners think and discuss conceptions of geologic time, including the events and values of time, and the strategies used

  16. Learner Councils in South African Schools: Adult Involvement and Learners' Rights

    Science.gov (United States)

    Hunt, Frances

    2014-01-01

    Each secondary school in South Africa is legally obliged to establish a representative council of learners, a democratically elected, learner-only council. This article looks at how the representative councils of learners are realised in practice in four secondary schools. Three research questions focus on the practice of representative councils…

  17. The Difficulties of English as a Foreign Language (EFL Learners in Understanding Pragmatics

    Directory of Open Access Journals (Sweden)

    Fauzia

    2016-02-01

    Full Text Available Pragmatics is the study of the relation of signs to interpreters. For English foreign language (EFL learners, the knowledge and comprehensible input of pragmatics is much needed. This paper is based on research project. The writer did the research survey by giving some respondents questionnaire. The respondent is some students from UAD, which is taken randomly. Besides using open questionnaire, the writer also got the data from in depth interview with some EFL learners, the native speaker who teaches English, and also did literature review from some books. The result of the research then gives some evidences that EFL learners difficulties in understanding the English pragmatics occurs in 1 greeting, 2 apologizing, 3 complimenting, and 4 thanking. The factors that promotes EFL learners’ difficulties in understanding because 1 the different culture and values between native speaker and learners; 2 habit that the usually use in their daily life.

  18. Teaching internet use to adult learners: The LANL experience

    Energy Technology Data Exchange (ETDEWEB)

    Smith, S.; Comstock, D.

    1995-12-01

    The Research library at Los Alamos National Laboratory has been teaching an Internet class to adult learners since May 1994. The class is a team effort, combining lecture/demo with hands-on practice using Gopher and the World Wide Web. What started out as a small short-term project has become a weekly class available to any Lab employee or associate. More than 250 people have been taught to find basic reference materials and to navigate the Internet on the Gopher and World Wide Web. The class is one of the first classes offered by the Research Library to be filled every month, and one Laboratory group has recommended that their staff attend this class in preparation for more advanced Internet and HTML classes as part of their group training. The success of this class spurred development by the Research Library of more specific subject classes using Internet resources, specifically business and general science resources.

  19. Andragogy for Teen and Young Adult Learners with Intellectual Disabilities: Learning, Independence, and Best Practices

    Science.gov (United States)

    Bowman, Stephanie L.; Plourde, Lee A.

    2012-01-01

    Teens and young adults with Intellectual Disabilities (ID) meet the criteria of teen and adult learners chronologically, but may be deficient in many other areas of teen and adult learning. The spectrum of intellectual and adaptive capabilities among teens and adults with ID is vast, with each individual being unique. There are specific teaching…

  20. Learner Characteristics and Understanding Nature of Science: Is There an Association?

    Science.gov (United States)

    Çetinkaya-Aydin, Gamze; Çakiroglu, Jale

    2017-01-01

    The purpose of this study was to investigate the possible associations between preservice science teachers' understanding of nature of science and their learner characteristics; understanding of nature of scientific inquiry, science teaching self-efficacy beliefs, metacognitive awareness level, and faith/worldview schemas. The sample of the…

  1. Changes in Reading Practices and Perceptions in Low-Literacy-Level Adult Learners

    Science.gov (United States)

    Shore, Jane R.; Sabatini, John P.; Lentini, Jennifer; Holtzman, Steven

    2013-01-01

    This article reports on pre to post changes found in learners who participated in the Relative Effectiveness of Adult Literacy (REAL) reading interventions study (n = 81). Changes reported cover the types of texts learners read, the frequency of self-reported reading, perceptions of how well they read the texts, and their perceptions of how…

  2. Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

    Science.gov (United States)

    Loizzo, Jamie; Ertmer, Peggy A.; Watson, William R.; Watson, Sunnie Lee

    2017-01-01

    Despite the increased attention given to MOOCs over the last four years, learners' voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors' and masters' degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed…

  3. The Effect of an Educator's Teaching Style on the Math Anxiety of Adult Learners

    Science.gov (United States)

    Hosch, Mary L.

    2014-01-01

    Many adults are obstructed from specialized professions based on their anxiety of math. Math anxiety has been extensively researched for over 3 decades. Scholars have attempted to define its origins as well as the means to eliminate its often-debilitating effect on learners. Research indicates that learners with math anxiety often give up career…

  4. Modification of the LASSI for Adult Learners in Distance Education Programs: A Preliminary Report.

    Science.gov (United States)

    Melburg, Valerie; And Others

    Distance education programs for adult learners have been largely neglected by developers of diagnostic instruments to identify students' level of academic preparedness. The purpose of this study was to modify the Learning and Study Strategies Inventory (LASSI) so that it could be used for learners in distance programs (A-LASSI) and to generate…

  5. Old Dogs, Children, and Watermelon Wine: Focus on the Older Adult Learner.

    Science.gov (United States)

    Kasworm, Carol E.

    1978-01-01

    Three significant elements should be considered in offering educational programs for the older learner: acceptance (old dogs); support (God bless little children while they're too young to hate); and dependability (watermelon wine). Guidelines are offered for the teacher entering the classroom composed of adult learners. (KC)

  6. Examining English Language Learning Motivation of Adult International Learners Studying Abroad in the US

    Science.gov (United States)

    Weger, Heather D.

    2013-01-01

    The present study reports on the motivations of adult, international learners of English, studying English 20 hours a week in a US-based Intensive English Program (IEP). Though often used as participants in language acquisition studies, there are few studies of these learners' motivational profiles. In the current study, a questionnaire designed…

  7. An Exploratory Study of Adult Learners' Perceptions of Online Learning: Minority Students in Continuing Education

    Science.gov (United States)

    Kuo, Yu-Chun; Belland, Brian R.

    2016-01-01

    The study was an investigation of online adult learners' perceptions of interaction, satisfaction, and performance within an online course using the Blackboard platform. Interaction included learners' interaction with the instructor, content, and the classmates. The effect of student background variables and course-related variables on interaction…

  8. Teachers as learners: A case study of teachers' understanding of ...

    African Journals Online (AJOL)

    The research reported here investigates the efficacy of a module in an Advanced Certificate in Education course in promoting conceptual understanding in Astronomy. The research attempted to find out how teachers' understanding of astronomy concepts and processes change after completing this module as well as the ...

  9. The Mobile College Community: A Study of Adult Learners' Adoption and Use of Digital Communication Technologies on the Campuses of Florida's Community Colleges

    Science.gov (United States)

    Weidert, John William

    2012-01-01

    Rapid advancements in technology and the proliferation of mobile communication devices available in the marketplace require that community college administrators and teachers better understand levels of digital communication technology adoption and how adult learners currently use them. Such an understanding is necessary to developing the…

  10. From Grammar-Translation Method to Communicative Language Teaching : A case study for Japanese adult learners

    OpenAIRE

    加藤, 澄江; Sumie, Kato; 淑徳大学国際コミュニケーション学部

    2007-01-01

    This research investigates how learning approach affects the language learner. It explores the learning process of Japanese adult learners being taught through Communicative Language Teaching. In the past, most schools in Japan did not teach English via Communicative Language Teaching. Japan adopted the Grammar-Translation method as it is the more familiar method and is regarded as the safest method to ensure good results in university entrance examinations. As a result, many Japanese adult l...

  11. Adult English Language Instruction in the 21st Century. Issues in Preparing Adult English Language Learners for Success Series.

    Science.gov (United States)

    Van Duzer, Carol; Florez, MaryAnn Cunningham

    This book provides educators and education policy makers a picture of where the field of teaching adult English language learners is today in order to build a more effective delivery system for the future. It places adult English-as-a-Second-Language (ESL) in the broader context of the U.S. education system (K-12 and adult education), then…

  12. Blurring the Lines between High School and College: Early Colleges and the Effect on Adult Learners

    Science.gov (United States)

    Williams, Mitchell R.; Southers, Tracy

    2010-01-01

    Adult learners are an important and historically notable constituency for community colleges, and the education of adults is an important part of the community college mission. Therefore, community college leaders would want to be aware of any changes in the adult learning environment created by Early College students on their campus. As with any…

  13. Dental hygienists as adult learners and educators to improve access to care.

    Science.gov (United States)

    Rogo, E J

    2012-02-01

    The purpose of the qualitative study was to understand dental hygienists as adult learners and educators in their quest to improve access to care. The intent of this article is to share the results from open and focused coding procedures and the participants' rich stories from which the analysis was constructed. A grounded theory approach to data collection and analysis was used. Data were collected from eight practitioners in three US states who met the inclusion criteria, using semi-structured interviews. Traditional grounded theory procedures with a constructivist emphasis on lived experiences of the participants and situational analysis were used to analyse the data. The process of learning was experienced in three categories: Awareness, Adaptation and Relationships. Awareness was the process of learning participants experienced as developing consciousness of self, status quo, power and injustice of systems. Adaptation was constructed from experiences of specializing and creating to adjust to the new environments and prepare future practitioners. Relationships were developed to feel connected and collaborate to build support and gain respect to improve access to care. Dental hygienists as educators revealed one category: Improvement. Improvement was the process of educating others to enhance awareness, oral health and the dental hygiene profession. Dental hygienists were adult learners by using their experiences in the context of their struggle to improve health inequities. A strong educator role was necessary to make improvements in the oral health delivery system. © 2011 John Wiley & Sons A/S.

  14. The Garbage Crisis: Environmental Issues for Adult ESL Learners.

    Science.gov (United States)

    Heffernan, Helen

    This module on the garbage crisis is for intermediate and advanced learners of English as a Second Language. It seeks to inform learners about this issue and to give them an opportunity to direct their concerns about the environment into positive action. The guide uses the problem-posing methodology of Paulo Freire. This methodology has three…

  15. What does learner speech sound like? A case study on adult learners of isiXhosa

    CSIR Research Space (South Africa)

    Badenhorst, Jaco

    2016-12-01

    Full Text Available % of the recordings do not contain suitable audio. It was also found that, on average, absolute differences between first language speakers and additional language learners are not good indicators of proficiency. However, automatically derived proficiency measures...

  16. Students' Perceived Understanding Mediates the Effects of Teacher Clarity and Nonverbal Immediacy on Learner Empowerment

    Science.gov (United States)

    Finn, Amber N.; Schrodt, Paul

    2012-01-01

    This study examined students' perceived understanding as a mediator of the relationship between student perceptions of teacher clarity, nonverbal immediacy cues, and learner empowerment (i.e., meaningfulness, competence, and impact). Participants included 261 undergraduate students who completed survey instruments. Results of structural equation…

  17. Understanding the Nature of Learners' Out-of-Class Language Learning Experience with Technology

    Science.gov (United States)

    Lai, Chun; Hu, Xiao; Lyu, Boning

    2018-01-01

    Out-of-class learning with technology comprises an essential context of second language development. Understanding the nature of out-of-class language learning with technology is the initial step towards safeguarding its quality. This study examined the types of learning experiences that language learners engaged in outside the classroom and the…

  18. Analysis of Student-Teacher Cognitive Styles Interaction: An Approach to Understanding Learner Performance

    Science.gov (United States)

    Sellah, Lusweti; Jacinta, Kwena; Helen, Mondoh

    2017-01-01

    Cognitive styles are persistent patterns of behavior that determine how an individual acquires and processes information. In the classroom the cognitive styles of the teacher interact with those of the learner resulting in differential understanding. This study which is informed by cognitive styles theories is a descriptive study that examined the…

  19. Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory

    Science.gov (United States)

    McCray, Kimberly H.

    2016-01-01

    In order to better understand the importance of adult learning theory to museum educators' work, and that of their profession at large, museum professionals must address the need for more adult learning research and practice in museums--particularly work informed by existing theory and work seeking to generate new theory. Adult learning theory…

  20. Summerhill Dismembered: Using Controversy to Motivate Adult Learners.

    Science.gov (United States)

    Murray, Louis; Lawrence, Brenda

    1995-01-01

    Workshops for teachers engaged in practitioner-based inquiry centered on the controversial issues raised by a television documentary on the Summerhill School. Learners normally engaged in distance education were motivated by the processes of dissent, argument, and disputation. (SK)

  1. Academic Librarians' Practices and Perceptions on Web-Based Instruction for Academic Library Patrons as Adult Learners

    Science.gov (United States)

    Taylor, Deborah Michelle

    2016-01-01

    Academic librarians are encouraged to provide library services, resources, and instruction to all patrons, including the adult learner. Statistics reported that worldwide, adults are a growing student population in colleges and universities; however, the adult learner as an academic library patron is often neglected. Academic libraries can…

  2. Challenging Representations: Constructing the Adult Literacy Learner over 30 Years of Policy and Practice in the United Kingdom

    Science.gov (United States)

    Hamilton, Mary; Pitt, Kathy

    2011-01-01

    This article addresses the question, How do changes in policy discourses shape public representations of literacy learners and the goals of adult literacy education? It examines specifically how the agency of adult literacy learners is constructed. We carry out a critical discourse analysis of two key adult literacy policy documents from the U.K.:…

  3. Adult English language learners and self-assessment a qualitative study

    CERN Document Server

    Wolochuk, Alexandria

    2014-01-01

    This study explores the relationship between adult English-language learners' assessment of their own language proficiency on the English Ability Questionnaire (EAQ) and their performance on the Test of English as a Foreign Language (TOEFL). It addresses aspects of developing the ""autonomous"" student and makes for the integration of self-directed learners who will be more aware of their strengths and weaknesses and how to address them

  4. Innovation in Doctoral Degrees Designed for Adult Learners: A Hybrid Model in Personal Financial Planning

    Science.gov (United States)

    Grable, John E.

    2011-01-01

    Innovation in doctoral degree program development and delivery provides an effective counterpoint to the expert-apprentice model established in the Middle Ages. The author outlines the importance of innovation in reaching adult learners and describes an innovative hybrid PhD program designed to allow aspiring doctoral adult-age students to pursue…

  5. Recruitment and Retention of the Adult Learner. Bulletin 1975, No. 32.

    Science.gov (United States)

    Walden, Bobbie L.

    This handbook discusses the techniques used in recruiting and retaining adult learners for an Adult Basic Education Program. Detailed suggestions concerning door-to-door recruitment include training of recruiters, desirable characteristics for recruiters, and procedures for home visits. Specific ideas for the use of newspapers, radio, television,…

  6. Closing the Gap: Opportunities for Distance Education to Benefit Adult Learners in Higher Education

    Science.gov (United States)

    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…

  7. Adult Learners' Satisfaction and Its Relation to Characteristics of the Individual and the Educational Institution

    Science.gov (United States)

    Boeren, Ellen; Nicaise, Ides; Baert, Herman

    2012-01-01

    This article explores satisfactory learning experiences of adult learners in Flemish formal adult education. Satisfaction is an important issue in motivational psychology. We used the Comprehensive Lifelong Learning Participation Model of Boeren, Nicaise and Baert and explored whether satisfactory experiences relate to characteristics of the…

  8. Collaborative Digital Literacy Practices among Adult Learners: Levels of Confidence and Perceptions of Importance

    Science.gov (United States)

    Sharp, Laurie A.

    2018-01-01

    Technology has transformed learning at the postsecondary level and significantly increased the prevalence of digital learning environments. As adult educators approach instructional design, they must consider how to apply research-based practices that preserve the quality of instruction and provide adult learners with technology-based instruction…

  9. The Influence of Social Media on Adult Learners' Knowledge Construction and Democratic Participation

    Science.gov (United States)

    Feldman, Eric M.

    2015-01-01

    This paper provides a resource on the impact of social media on adult learners' construction of knowledge, particularly as it pertains to adult education's role in fostering a robust democratic society. There has been an increase in the literature in recent years that explores the various aspects of social media use, such as the incivility of…

  10. Measuring Self-Directed Learning: A Diagnostic Tool for Adult Learners

    Science.gov (United States)

    Khiat, Henry

    2015-01-01

    Self-directed learning is an important form of adult learning (Caffarella, 1993; Knowles, 1975; Knowles, Holton & Swanson, 2005; Merriam, 2001; Merriam & Caffarella, 1999). The strategies of self-directed learning allow adult learners to cope better with their studies while fulfilling family, work and other commitments. This study…

  11. A Public Health Approach to Improving the Lives of Adult Learners: Introduction to the Special Issue on Adult Literacy Interventions.

    Science.gov (United States)

    Miller, Brett; Esposito, Layla; McCardle, Peggy

    2011-01-01

    Addressing the literacy needs of adult basic and secondary education learners must form a core part of a broader public health effort to increase educational and health outcomes for these individuals and their families. Adult learners constitute a significant proportion of the overall adult U.S. population and a proportion that impacts, directly and indirectly, on the physical and economic health of millions of families and society writ large. Enhancing the literacy skills of low literate adults has proven difficult, hampered by the relative dearth of research data on struggling adult learners and effective intervention approaches, the contextual challenges of delivering intensive interventions, limited personal and systemic resources, and competing demands on learners' time. We propose a systems level view of adult low-literacy as one that holds promise and provides a basic framework for providing coordinated, comprehensive, and integrated services, but that requires additional research to support. Informed and coordinated efforts with the pre-kindergarten to twelfth grade education system and health and labor services sectors is needed if we are to improve the lives of these adults and their families.

  12. An Analysis of Grade 11 Learners' Levels of Understanding of Functions in Terms of APOS Theory

    Science.gov (United States)

    Chimhande, Tinoda; Naidoo, Ana; Stols, Gerrit

    2017-01-01

    This article reports on a study of six Grade 11 learners' levels of understanding of concepts related to the function definition and representation. Task-based clinical interviews were used to elicit the learners' interpretations and reasoning when working with these function-related concepts. Indicators for Action-Process-Object-Schema (APOS)…

  13. Plagiarism by Adult Learners Online: A case study in detection and remediation

    Directory of Open Access Journals (Sweden)

    Christine Jocoy

    2006-06-01

    Full Text Available Detecting and combating plagiarism from Web-based sources is a concern for administrators and instructors involved in online distance education. In this paper, we quantify copy-and-paste plagiarism among adult learners in an online geography course offered through Penn State’s World Campus Geographic Information Systems (GIS certificate program. We also evaluate the effectiveness of an “expectation management” strategy intended to discourage adult learners from unintentional violations. We found that while manual methods detected plagiarism in only about 3 percent of assignments, Turnitin.com revealed a 13 percent plagiarism rate among the same assignments. Our attempts to increase awareness and manage expectations decreased infractions measurably, but not significantly. In contrast, Turnitin.com substantially improved our ability to detect infractions. We conclude that raising awareness and managing expectations about plagiarism may be worthwhile, but is no substitute for systematic detection and vigilant enforcement, even among adult learners.

  14. From gesture to sign language: conventionalization of classifier constructions by adult hearing learners of British Sign Language.

    Science.gov (United States)

    Marshall, Chloë R; Morgan, Gary

    2015-01-01

    There has long been interest in why languages are shaped the way they are, and in the relationship between sign language and gesture. In sign languages, entity classifiers are handshapes that encode how objects move, how they are located relative to one another, and how multiple objects of the same type are distributed in space. Previous studies have shown that hearing adults who are asked to use only manual gestures to describe how objects move in space will use gestures that bear some similarities to classifiers. We investigated how accurately hearing adults, who had been learning British Sign Language (BSL) for 1-3 years, produce and comprehend classifiers in (static) locative and distributive constructions. In a production task, learners of BSL knew that they could use their hands to represent objects, but they had difficulty choosing the same, conventionalized, handshapes as native signers. They were, however, highly accurate at encoding location and orientation information. Learners therefore show the same pattern found in sign-naïve gesturers. In contrast, handshape, orientation, and location were comprehended with equal (high) accuracy, and testing a group of sign-naïve adults showed that they too were able to understand classifiers with higher than chance accuracy. We conclude that adult learners of BSL bring their visuo-spatial knowledge and gestural abilities to the tasks of understanding and producing constructions that contain entity classifiers. We speculate that investigating the time course of adult sign language acquisition might shed light on how gesture became (and, indeed, becomes) conventionalized during the genesis of sign languages. Copyright © 2014 Cognitive Science Society, Inc.

  15. The impact of an immersive elective on learners' understanding of lifestyle medicine and its role in patients' lives.

    Science.gov (United States)

    Mattison, Melissa J; Nemec, Eric C

    2014-10-15

    To design an immersive, active learning, lifestyle medicine (LM) elective and evaluate its impact on a pharmacy learners' ability to understand the challenges of implementing lifestyle changes. A 3-credit elective was developed that incorporated goal setting and immersion into the realm of LM as experienced by both the patient and the practitioner. Learners were assessed via a survey instrument, formal assignments, reflections, and the Presidential Fitness Challenge. Learners reported that their ability to initiate LM as a primary intervention within a care plan significantly increased after taking this course. They also improved their overall health. By identifying and implementing self-identified lifestyle modifications, learners increased confidence in their abilities to produce evidence-based outcomes for patients. Learners were able to understand the challenges of trying to change their daily habits as they undertook their own personal goals.

  16. Factors of Significant Impact on Proficiency Levels of Adult ESL Learners within Post-Secondary Education in Puerto Rico

    Science.gov (United States)

    Perez, Ramon

    2011-01-01

    This qualitative case study seeks to identify factors that have a significant impact on the second language proficiency levels of adult English as a Second Language (ESL) learners at a four-year university in Puerto Rico. Current data indicate that a significant percentage of adult ESL learners encounter major difficulties within the process of…

  17. Qualitative insights into the experience of teaching shared decision making within adult education health literacy programmes for lower-literacy learners.

    Science.gov (United States)

    Muscat, Danielle M; Morony, Suzanne; Smith, Sian K; Shepherd, Heather L; Dhillon, Haryana M; Hayen, Andrew; Trevena, Lyndal; Luxford, Karen; Nutbeam, Don; McCaffery, Kirsten J

    2017-12-01

    Enhancing health literacy can play a major role in improving healthcare and health across the globe. To build higher-order (communicative/critical) health literacy skills among socially disadvantaged Australians, we developed a novel shared decision making (SDM) training programme for adults with lower literacy. The programme was delivered by trained educators within an adult basic education health literacy course. To explore the experience of teaching SDM within a health literacy programme and investigate whether communicative/critical health literacy content meets learner needs and teaching and institutional objectives. Qualitative interview study with 11 educators who delivered the SDM programme. Transcripts were analysed using the Framework approach; a matrix-based method of thematic analysis. Teachers noted congruence in SDM content and the institutional commitment to learner empowerment in adult education. The SDM programme was seen to offer learners an alternative to their usual passive approach to healthcare decision making by raising awareness of the right to ask questions and consider alternative test/treatment options. Teachers valued a structured approach to training building on foundational skills, with language reinforcement and take-home resources, but many noted the need for additional time to develop learner understanding and cover all aspects of SDM. Challenges for adult learners included SDM terminology, computational numerical risk tasks and understanding probability concepts. SDM programmes can be designed in a way that both supports teachers to deliver novel health literacy content and empowers learners. Collaboration between adult education and healthcare sectors can build health literacy capacity of those most in need. © 2017 The Authors Health Expectations Published by John Wiley & Sons Ltd.

  18. The active role played by human learners is key to understanding the efficacy of teaching in humans.

    Science.gov (United States)

    Ronfard, Samuel; Harris, Paul L

    2015-01-01

    The early developing capacity of human learners to seek out reliable informants, initiate pedagogical episodes, and monitor and redirect ongoing instruction is critical to understanding humans' remarkable capacity for cumulative culture.

  19. Conceptualizing Success And Performance for Adult Learners: Merging the Contexts of Adult Education and Professional Training

    Directory of Open Access Journals (Sweden)

    Rieger Gil

    2017-12-01

    Full Text Available This article examines the concepts of learning performance and learning success within the context of adult learners. The focus is on how these concepts have been defined in the literature, as they are anchored in different didactic theories and how they can effectively be applied to learning contexts with adults. Due to the divergent approaches and definitions in the literature, this article compares, categorizes and merges the literature, providing an overview and recommendations for practice. The overview refers to a critical examination of constructivism based approaches compared to other didactic learning theories such as cognitivism or behaviorism. Adult education presents itself as a dynamic area that can develop progressively, in both the professional and educational environments. Nowadays, it is important to be able to collect and use information quickly. This makes it possible to gain an advantage and deal with problems or questions in more focused ways. One must deal with increasing demands and a higher number of competitors not only in professional life. A synthesis of the literature can be presented by examining the terms of learning performance and learning success in different approaches, regarding implementations, definitions, historical developments as well as continuative and connected concepts, tendencies or point of views.

  20. Modeling the effects of multicontextual physics instruction on learner expectations and understanding of force and motion systems

    Science.gov (United States)

    Deese Becht, Sara-Maria Francis

    1999-11-01

    The purpose of this study is two-fold involving both practical and theoretical modeling components. The practical component, an experiential-learning phase, investigated a study population for effects that increasing levels of multicontextual physics activities have on student understanding of Newtonian systems of motion. This contextual-learning model measured learner convictions and non-response gaps and analyzed learner response trends on context, technology, challenge, growth, and success. The theoretical component, a model-building phase, designed a dynamic-knowing model for learning along a range of experiential tasks, from low to high context, monitored for indicators of learning in science and mathematics: learner academic performance and ability, learner control and academic attitude, and a learner non- response gap. This knowing model characterized a learner's process-of-knowing on a less to more expert- like learner-response continuum using performance and perspective indices associated with level of contextual- imagery referent system. Data for the contextual-learning model were collected on 180 secondary subjects: 72 middle and 108 high, with 36 physics subjects as local experts. Subjects were randomly assigned to one of three experimental groups differing only on context level of force and motion activities. Three levels of information were presented through context-based tasks: momentum constancy as inertia, momentum change as impulse, and momentum rate of change as force. The statistical analysis used a multi-level factorial design with repeated measures and discriminate analysis of response-conviction items. Subject grouping criteria included school level, ability level in science and mathematics, gender and race. Assessment criteria used pre/post performance scores, confidence level in physics concepts held, and attitude towards science, mathematics, and technology. Learner indices were computed from logit- transforms applied to learner outcomes

  1. Learner Characteristics and Understanding Nature of Science. Is There an Association?

    Science.gov (United States)

    Çetinkaya-Aydın, Gamze; Çakıroğlu, Jale

    2017-11-01

    The purpose of this study was to investigate the possible associations between preservice science teachers' understanding of nature of science and their learner characteristics; understanding of nature of scientific inquiry, science teaching self-efficacy beliefs, metacognitive awareness level, and faith/worldview schemas. The sample of the current study was 60 3rd-year preservice science teachers enrolled in the Nature of Science and History of Science course. Using a descriptive and associational case study design, data were collected by means of different qualitative and quantitative questionnaires. Analysis of the data revealed that preservice science teachers' understanding of nature of science and nature of scientific inquiry were highly associated. Similarly, science teaching self-efficacy beliefs, metacognitive awareness levels, and faith/worldviews of the preservice science teachers were found to be significantly associated with their understanding of nature of science. Thus, it can be concluded that there might be other factors interfering with the learning processes of nature of science.

  2. Increasing Writing Self-Efficacy of Adult Learners: Different Approaches, Different Results

    Science.gov (United States)

    Plakhotnik, Maria S.; Rocco, Tonette S.

    2016-01-01

    To help graduate students with academic writing, a college of education at a large university implemented a new service, Writing Support Circles. Based on the results of the first series of this service, we changed its design. The purpose of this article is to share how changes in the design affected these adult learners' writing self-efficacy and…

  3. An Examination of the Self-Directed Learning Practices of ESL Adult Language Learners

    Science.gov (United States)

    Grover, Kendra S.; Miller, Michael T.; Swearingen, Brent; Wood, Nancy

    2014-01-01

    Self-directed learning is one of the preeminent theories in the field of adult education. This study explored how English as a Second Language learners directed their own learning outside of the formal classroom through the use of practices that potentially advance their English language proficiency. Results from a survey of over 400 ESL students…

  4. The Lure of Non-Credit Studio Art Classes for Adult Learners

    Science.gov (United States)

    Murray, Gina C.

    2012-01-01

    The purpose of this study was to examine the motivation and satisfaction of adult learners who participated in non-credit studio art classes. Leisure motivation has been researched by educators, philosophers, psychologists, and social scientists (Candy, 1991; Brookfield, 2005: Dewey, 1980; Knowles, 1998; Maslow, 1970; Rogers, 1961, Stebbins,…

  5. English Learning Predictors of Listening and Speaking Self-Efficacy for Adult Second Language Learners

    Science.gov (United States)

    Grafals, Zoraida

    2013-01-01

    The purpose of this study was twofold. First, this study was conducted to compare English communicative competency achievement between two different models of instruction. Adult English language learners (AELLs) participated in either the communicative task-based (CTB) or in a more traditional (MT) language instructional approach. The goal of the…

  6. Increasing Adult Learner Persistence and Completion Rates: A Guide for Student Affairs Leaders and Practitioners

    Science.gov (United States)

    Culp, Marguerite McGann, Ed.; Dungy, Gwendolyn Jordan, Ed.

    2014-01-01

    More than a third of all undergraduate students are 25 or older, and their presence on college and university campuses is growing. However, institutions of higher learning are struggling to meet the needs of, and improve persistence and completion rates for, this significant student population. "Increasing Adult Learner Persistence and…

  7. Aptitude, Phonological Memory, and Second Language Proficiency in Nonnovice Adult Learners

    Science.gov (United States)

    Hummel, Kirsten M.

    2009-01-01

    This study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N = 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed…

  8. Do Adult ESL Learners' and Their Teachers' Goals for Improving Grammar in Writing Correspond?

    Science.gov (United States)

    Zhou, Ally A.; Busch, Michael; Cumming, Alister

    2014-01-01

    Recent research has identified certain goals of adult second language (L2) learners and their teachers for writing instruction in English as a second language (ESL), yet questions remain as to whether students' and teachers' goals correspond in ways that achieve instructional objectives and facilitate L2 development. The present study compared L2…

  9. Testing the Development of Linguistic Knowledge in Adult Naive Learners of American Sign Language

    Science.gov (United States)

    Von Pein, Margreta; Altarriba, Jeanette

    2011-01-01

    The present study was designed to investigate the ways in which notions of semantics and phonology are acquired by adult naive learners of American Sign Language (ASL) when they are first exposed to a set of simple signs. First, a set of ASL signs was tested for nontransparency and a set of signs was selected for subsequent use. Next, a set of…

  10. Physical activity and sedentary behavior associated with learning outcomes and cognition in adult distance learners

    NARCIS (Netherlands)

    Gijselaers, Jérôme; De Groot, Renate; Kirschner, Paul A.

    2013-01-01

    Gijselaers, H. J. M., De Groot, R. H. M., & Kirschner, P. A. (2013, 7 November). Physical activity and sedentary behavior associated with learning outcomes and cognition in adult distance learners. Paper presentation at the ICO [Interuniversity Center for Educational Research] National Fall School,

  11. California Adult Learner Progress Evaluation Process (CALPEP). California Literacy Campaign (CLC).

    Science.gov (United States)

    Solorzano, Ronald

    The California Literacy Campaign (CLC) is a statewide, community-oriented, library-based adult literacy program initiated by the California State Library in 1984. A key feature is the latitude given individual sites for developing literacy services to meet the needs of the local population. Two evaluations suggested that current learner progress…

  12. Factors Impacting Adult Learner Achievement in a Technology Certificate Program on Computer Networks

    Science.gov (United States)

    Delialioglu, Omer; Cakir, Hasan; Bichelmeyer, Barbara A.; Dennis, Alan R.; Duffy, Thomas M.

    2010-01-01

    This study investigates the factors impacting the achievement of adult learners in a technology certificate program on computer networks. We studied 2442 participants in 256 institutions. The participants were older than age 18 and were enrolled in the Cisco Certified Network Associate (CCNA) technology training program as "non-degree" or…

  13. Individual Websites: Innovation for Raising Language Awareness in Adult Learners

    Directory of Open Access Journals (Sweden)

    Galina Kavaliauskienė

    2011-04-01

    Full Text Available The paper aims to demonstrate how weblogging can raise learners’ language awareness and prepare them for communication in the networked world. The research included the application of the innovative technique for written and oral communication in English classes. The exploratory study of using a variety of Information Communication Technology activities at tertiary level was conducted. Class experiences of creating weblogs for learning purposes and using them for online activities with the students who learn English for Specific Purposes are described. The methods employed for data gathering consisted of administering specially designed questionnaires, analyzing students’ responses, carrying out weblogging activities, providing feedback to learners, evaluating students’ performance in various online activities, and finally assessing the utility of weblogging. Our results show that the experience of public writing provides an important opportunity for learning English. Despite a limitation of research - the data are received from a comparatively small sample of participants - some practical implications are indicated.

  14. Creative Ageing? Selfhood, Temporality and the Older Adult Learner

    Science.gov (United States)

    Sabeti, Shari

    2015-01-01

    This paper is based on a long-term ethnography of an adult creative writing class situated in a major urban art gallery in the United Kingdom. It takes the claims of one group of older adults--that creative writing made them "feel younger"--as the starting point for exploring this connection further. It places these claims broadly within…

  15. Literacy and Awareness of Segmental Structure in Adult Learners.

    Science.gov (United States)

    Barton, David

    This research investigates the amount of metalinguistic knowledge one can assume when teaching an adult to read. In addition, it questions the source of this awareness and whether it relates to general cognitive development, to schooling, or specifically to the act of learning to read. The subjects were sixty monolingual adults enrolled in a…

  16. A Study of Career Development, Learning Motivation, and Learning Satisfaction of Adult Learners in Unconventional Scheduling Graduate Programs

    Science.gov (United States)

    Chu, Hui-Chin; Hsieh, Mei-Chi; Chang, Shan-Chih

    2007-01-01

    The study aimed at investigating the relationships among career development, learning motivation, and learning satisfaction of adult learners in master's programs at S University. Questionnaires were distributed with 211 valid returns (71%). The results indicated that some of the demographics are factors affecting both of the learners' learning…

  17. Using Oral Language Skills to Build on the Emerging Literacy of Adult English Learners. CAELA Network Brief

    Science.gov (United States)

    Vinogradov, Patsy; Bigelow, Martha

    2010-01-01

    In addition to learning to read and write for the first time, adult English language learners with limited or emerging literacy skills must acquire oral English. Often, learners with limited print literacy in their first language have oral skills in English that exceed their English literacy skills (Geva & Zadeh, 2006). While this mismatch of oral…

  18. Adult English Language Learners' Perceptions of Audience Response Systems (Clickers) as Communication Aides: A Q-Methodology Study

    Science.gov (United States)

    Rodriguez, Lisa Ann; Shepard, MaryFriend

    2013-01-01

    This study explored the perceptions of adult English language learners about audience response systems (clickers) as tools to facilitate communication. According to second language acquisition theory, learners' receptive capabilities in the early stages of second language acquisition surpass expressive capabilities, often rendering them silent in…

  19. PRONUNCIATION OF CONSONANTS /ð/ AND /θ/ BY ADULT VIETNAMESE EFL LEARNERS

    Directory of Open Access Journals (Sweden)

    Thien Sao Bui

    2016-07-01

    Full Text Available This study examined the pronunciation of consonants /ð/ & /θ/ by adult Vietnamese learners of English. Ten adult Vietnamese learners of English were selected to be the sample for the audiotape observation, which aimed at identifying the participants’ mistakes in pronouncing /ð/ and /θ/. Secondly, 115 learners of English in Vietnam were asked to complete a questionnaire regarding the causes of their pronunciation errors. The findings indicated that substitution phenomenon was a dominant problem in the students’ pronunciation of /θ/ and /ð/. The most outstanding problem in pronouncing the consonant /θ/ was replacing this sound by Vietnamese /t‘/. With regards to /ð/ sound, it was most frequently mispronounced as /z/. Besides, there was a new kind of mistake found: it was the tendency to pronounce /dʒ/ instead of /ð/, which has not been reported ever. Apart from that, participants also confirmed some causes of their erroneous pronunciation. As perceived by the learners themselves, the most popular causes of their problems were the lack of English exposure and practice, which implicated that an effective environment for using English was highly necessary.

  20. A Semantic Representation Of Adult Learners' Developing Conceptions Of Self Realisation Through Learning Process

    DEFF Research Database (Denmark)

    Badie, Farshad

    2016-01-01

    Learning is the reflective activity that enables the learner to draw upon her/his previous experiences and background knowledge to conceptualise, realise, understand and evaluate the present, so as to shape her/his future actions and to construct and develop new knowledge for her(him)self. Learning...... of learners’ developing conceptions of learning. Some categories like 'Meaning Construction', 'Reality Interpretation' and 'Self Awareness (Self Realisation)' could be known as the most excellent and the most transcendental conceptions used by learners. Consequently, I will employ the highlighted concepts...... strongly depends on meetings of awarenesses (or self realisations) which we see as achieved through the experiences that mentors and learners undertake jointly. Self realisation is a type of self organisation process and always organises itself. In fact, self realisation is always going to be continued...

  1. Morphological Awareness Intervention: Improving Spelling, Vocabulary, and Reading Comprehension for Adult Learners.

    Science.gov (United States)

    Bangs, Kathryn E; Binder, Katherine S

    2016-01-01

    Adult Basic Education programs are under pressure to develop and deliver instruction that promotes rapid and sustained literacy development. We describe a novel approach to a literacy intervention that focuses on morphemes, which are the smallest meaningful units contained in words. We argue that if you teach learners that big words are comprised of smaller components (i.e., morphemes), you will provide those students with the skills to figure out the meanings of new words. Research with children has demonstrated that teaching them about morphemes improves word recognition, spelling, vocabulary, and comprehension (Bowers & Kirby, 2009; Kirk & Gillon, 2009; Nunes, Bryant, & Olsson, 2003). Our hope is that this type of intervention will be successful with adult learners, too.

  2. Using the Keyword Mnemonics Method among Adult Learners

    Science.gov (United States)

    Campos, Alfredo; Camino, Estefania; Perez-Fabello, Maria Jose

    2011-01-01

    The aim of the present study was to assess the influence of word image vividness on the immediate and long-term recall (one-day interval) of words using either the rote repetition learning method or the keyword mnemonics method in a sample of adults aged 55 to 70 years. Subjects learned a list of concrete and abstract words using either rote…

  3. An adult learner's learning style should inform but not limit educational choices

    Science.gov (United States)

    Barry, Margot; Egan, Arlene

    2018-02-01

    Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out more about their personal learning style, some adult learners may fill in a questionnaire designed by researchers who aim (and claim) to enable both course providers and learners to optimise learning outcomes. The evaluation of these questionnaires measures learning styles using indicators developed for this purpose, but the results are not conclusive and their utility is therefore questionable. This narrative review critically examines some of the research which explores the usefulness of considering students' learning styles in adult education. The authors present a discussion - which remains hypothetical - on why the use of learning styles measures continues to be popular despite the absence of rigorous research findings to support this practice. Factors discussed by the authors include confirmation bias (making choices which confirm our prejudices) and user qualification (limiting availability to trained users, e.g. psychologists) as well as limited resources and skills in evaluating research, paired with educators' quest to implement evidence-focused techniques. The authors conclude that while learning styles assessments can be useful for the purpose of reflection on strengths and weaknesses, they should play a limited role in educational choices.

  4. Virtual Simulation in Leadership Development Training: The Impact of Learning Styles and Conflict Management Tactics on Adult Learner Performance

    Science.gov (United States)

    Putman, Paul G.

    2012-01-01

    Adult learners can develop leadership skills and competencies such as conflict management and negotiation skills. Virtual simulations are among the emerging new technologies available to adult educators and trainers to help adults develop various leadership competencies. This study explored the impact of conflict management tactics as well as…

  5. Underlying reading-related skills and abilities among adult learners.

    Science.gov (United States)

    Mellard, Daryl F; Woods, Kari L; Md Desa, Z Deana; Vuyk, M Alexandra

    2015-01-01

    This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skills and abilities identified in the research literature to identify a smaller set of generally uncorrelated constructs. The four underlying factors of the 18 measures explained 62.7% of the variance. We labeled these factors Encode/Decode (44.5%), Vocabulary (9.5%), Processing Speed (5.2%), and Working Memory (3.5%). Regression analysis demonstrated Working Memory, Encode/Decode, and Vocabulary collectively predicted 45.9% functional reading as measured by the Comprehensive Adult Student Assessment System. Alternatively, when measured by the Test of Adult Basic Education, Vocabulary and Encode/Decode predicted 47.1% of variance in reading. Differences in predictive utility of the factors by fluency group suggest approaches to tailoring instruction for each group. Future research might examine the optimal mix of instructional approaches that support the identified factors. © Hammill Institute on Disabilities 2013.

  6. True to life English for adult learners : pre-intermediate : teacher's book

    CERN Document Server

    Gairns, Ruth

    1995-01-01

    True to Life is a five-level course for adults. To ensure a high level of motivation, the course focuses on contemporary themes, language and learning styles that are relevant to adult learners. The Starter level provides between 40 and 60 hours of class work. The other levels provide between 72 and 96 hours of class work, depending on the various options used. The range of extra materials (photocopiable worksheets, tests and videos) create a comprehensive and flexible teaching package. The ready-made lessons can be used as they stand, saving teacher time, or adapted using the optional activities suggested in the Teacher's Book.

  7. Instructional games: Scientific language use, concept understanding, and attitudinal development of middle school learners

    Science.gov (United States)

    Mongillo, Geraldine

    The purpose of this qualitative study was to discover the influence of instructional games on middle school learners' use of scientific language, concept understanding, and attitude toward learning science. The rationale for this study stemmed from the lack of research concerning the value of play as an instructional strategy for older learners. Specifically, the study focused on the ways in which 6 average ability 7th grade students demonstrated scientific language and concept use during gameplay. The data were collected for this 6-week study in a southern New Jersey suburban middle school and included audio recordings of the 5 games observed in class, written documents (e.g., student created game questions, self-evaluation forms, pre- and post-assessments, and the final quiz) interviews, and researcher field notes. Data were coded and interpreted borrowing from the framework for scientific literacy developed by Bybee (1997). Based on the findings, the framework was modified to reflect the level of scientific understanding demonstrated by the participants and categorized as: Unacquainted, Nominal, Functional, and Conceptual. Major findings suggested that the participants predominantly achieved the Functional level of scientific literacy (i.e., the ability to adequately and appropriately use scientific language in both written and oral discourse) during games. Further, it was discovered that the participants achieved the Conceptual level of scientific literacy during gameplay. Through games participants were afforded the opportunity to use common, everyday language to explore concepts, promoted through peer collaboration. In games the participants used common language to build understandings that exceeded Nominal or token use of the technical vocabulary and concepts. Additionally, the participants reported through interviews and self-evaluation forms that their attitude (patterns included: Motivation, Interest, Fun, Relief from Boredom, and an Alternate Learning

  8. Teachers' Understandings of Curriculum Adaptations for Learners with Learning Difficulties in Primary Schools in Botswana: Issues and Challenges of Inclusive Education

    Science.gov (United States)

    Otukile-Mongwaketse, Mpho; Mangope, Boitumelo; Kuyini, Ahmed Bawa

    2016-01-01

    This paper derives from research carried out in a number of Botswana primary schools on teachers' understanding of curriculum adaptations for learners who experience learning difficulties (LD) as part of implementing inclusive education. Teachers' understanding play a crucial role in how they make curriculum accessible for learners with LD during…

  9. A Visualisation-Based Semiotic Analysis of Learners' Conceptual Understanding of Graphical Functional Relationships

    Science.gov (United States)

    Mudaly, Vimolan

    2014-01-01

    Within the South African school curriculum, the section on graphical functional relationships consists of signs which include symbols, notation and imagery. In a previous article we explored the role visualisation played in the way learners understood mathematical concepts. That paper reported on the learners' fixation with the physical features…

  10. Electronic Reading and Digital Library Technologies: Understanding Learner Expectation and Usage Intent for Mobile Learning

    Science.gov (United States)

    Hyman, Jack A.; Moser, Mary T.; Segala, Laura N.

    2014-01-01

    Mobile information technology is changing the education landscape by offering learners the opportunity to engage in asynchronous, ubiquitous instruction. While there is a proliferation of mobile content management systems being developed for the mobile Web and stand-alone mobile applications, few studies have addressed learner expectations and…

  11. DESIGNING INSTRUCTION FOR THE TRADITIONAL, ADULT, AND DISTANCE LEARNER: A New Engine for Technology-Based Teaching

    Directory of Open Access Journals (Sweden)

    Lawrence A. Tomei

    2011-10-01

    Full Text Available Adult students demand a wider variety of instructional strategies that encompass real-world, interactive, cooperative, and discovery learning experiences.Designing Instruction for the Traditional, Adult, and Distance Learner: A New Engine for Technology-Based Teaching explores how technology impacts the process of devising instructional plans as well as learning itself in adult students. Containing research from leading international experts, this publication proposes realistic and accurate archetypes to assist educators in incorporating state-of-the-art technologies into online instruction.This text proposes a new paradigm for designing, developing, implementing, and assessed technology-based instruction. It addresses three target populations of today's learner: traditional, adult, and distance education. The text proposes a new model of instructional system design (ISD for developing effective technology-based education that involves a five-step process focusing on the learner, learning theories, resources, delivery modalities, and outcomes.

  12. Insights from interlanguage as revealed in writing: toward the development of metalinguistic competences for portuguese adult learners of English

    OpenAIRE

    Ribeiro, María del Carmen Arau

    2011-01-01

    Based on a written corpus by 69 Portuguese learners of English, this study was designed to discover insights into the metalinguistic competences of young adult L2 users over three different sessions of a 30-hour a Technical English for Pharmacists at the School of Health of the Guarda Polytechnic Institute in Portugal. The longitudinal study effectively covered a total of 138 texts submitted as an initial and final report by each learner, written in conditions similar to those of the Internat...

  13. Understanding Disorder Within Variation: Production of English Grammatical Forms by English Language Learners.

    Science.gov (United States)

    Bedore, Lisa M; Peña, Elizabeth D; Anaya, Jissel B; Nieto, Ricardo; Lugo-Neris, Mirza J; Baron, Alisa

    2018-04-05

    This study examines English performance on a set of 11 grammatical forms in Spanish-English bilingual, school-age children in order to understand how item difficulty of grammatical constructions helps correctly classify language impairment (LI) from expected variability in second language acquisition when taking into account linguistic experience and exposure. Three hundred seventy-eight children's scores on the Bilingual English-Spanish Assessment-Middle Extension (Peña, Bedore, Gutiérrez-Clellen, Iglesias, & Goldstein, 2008) morphosyntax cloze task were analyzed by bilingual experience groups (high Spanish experience, balanced English-Spanish experience, high English experience, ability (typically developing [TD] vs. LI), and grammatical form. Classification accuracy was calculated for the forms that best differentiated TD and LI groups. Children with LI scored lower than TD children across all bilingual experience groups. There were differences by grammatical form across bilingual experience and ability groups. Children from high English experience and balanced English-Spanish experience groups could be accurately classified on the basis of all the English grammatical forms tested except for prepositions. For bilinguals with high Spanish experience, it was possible to rule out LI on the basis of grammatical production but not rule in LI. It is possible to accurately identify LI in English language learners once they use English 40% of the time or more. However, for children with high Spanish experience, more information about development and patterns of impairment is needed to positively identify LI.

  14. Second Language Acquisition of Syntactic Movement in English by Turkish Adult Learners

    Directory of Open Access Journals (Sweden)

    Reyhan Agcam

    2015-12-01

    Full Text Available There has been much discussion on the involvement of Universal Grammar (UG in Second Language Acquisition (SLA process. Despite growing research in the field, few precise answers to the problem have been suggested so far. Hence, recent L2 studies within the generative framework have shifted from investigating this issue to determining whether or not interlanguage grammars exhibit natural language characteristics (Can, Kilimci & Altunkol, 2007. The present study aimed to investigate L2 acquisition of syntactic movement in English noun clauses by Turkish adult learners. Accordingly, L1 involvement in SLA was sought through examining the upper intermediate Turkish learners’ knowledge about the movement in question. The study addressed the questions of whether or not Turkish adult ESL learners have problems, stemming from L1 interference, with the construction of the syntactic movement in English noun clauses, and whether or not there is any order of acquisition between the noun clauses in subject position and object position along with various wh-words. The study reported related findings, and concluded with a few pedagogical implications for practice, and a couple of suggestions for further directions.

  15. Revamping occupational safety and health training: Integrating andragogical principles for the adult learner

    Directory of Open Access Journals (Sweden)

    Alex Albert

    2013-09-01

    Full Text Available Despite attempts to improve safety performance, the construction industry continues to account for a disproportionate rate of injuries. A large proportion of these injuries occur because workers are unable to recognize and respond to hazards in dynamic and unpredictable environments. Unrecognized hazards expose workers to unanticipated risks and can lead to catastrophic accidents. In order to enhance hazard recognition skills, employers often put new and experienced workers through formal hazard recognition training programs. Unfortunately, current training programs primarily rely on instructor-centric pedagogical approaches, which are insensitive to the adult learning process. In order to ensure effective adult learning, training programs must integrate learner-centric andragogical principles to improve engagement and retention in adult trainees. This paper aims to discuss training program elements that can potentially accelerate the adult learning process while improving safety knowledge retention. To this end, the researchers reviewed relevant literature on the cognitive processes of adult learning, essential components of effectual training programs and developed a reliable framework for the training and transfer of safety knowledge. A case example of successfully using the framework is also presented. The results of the study will provide safety trainers and construction professionals with valuable information on developing effective hazard recognition and receptor training programs, with the goal of improving construction safety performance.

  16. Differential Outcomes of Adult Education on Adult Learners' Increase in Social Inclusion

    Science.gov (United States)

    de Greef, Maurice; Verté, Dominique; Segers, Mien

    2015-01-01

    To date a significant share of the European population can be considered at risk of social exclusion. It has been argued that adult education programmes are a powerful tool to support vulnerable adults increasing their social inclusion. This study aims to answer the question if and which subgroups of vulnerable adults experience an increase in…

  17. The value of health professions education: the importance of understanding the learner perspective.

    Science.gov (United States)

    Sandars, John; Walsh, Kieran

    2016-07-01

    The value of health professions education (HPE), with increasing demand for value resultant on financial constraint, has come under increasing scrutiny. An essential aspect for critical consideration is the extent to which the value ascribed by the learner differs from that of the HPE provider, especially in relation to the learning Methods and assessment of the HPE curriculum. The challenge of reconciling the tensions and differing perspectives of the learners and HPE providers can be met through co-production of the curriculum. The focus of the co-production approach is the recognition of the importance of diversity and social justice.

  18. Students’ Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

    Directory of Open Access Journals (Sweden)

    Ranauli Sihombing

    2016-12-01

    Full Text Available Errors analysis has become one of the most interesting issues in the study of Second Language Acquisition. It can not be denied that some teachers do not know a lot about error analysis and related theories of how L1, L2 or foreign language acquired. In addition, the students often feel upset since they find a gap between themselves and the teachers for the errors the students make and the teachers’ understanding about the error correction. The present research aims to investigate what errors adult English learners make in written production of English. The significances of the study is to know what errors students make in writing that the teachers can find solution to the errors the students make for a better English language teaching and learning especially in teaching English for adults. The study employed qualitative method. The research was undertaken at an airline education center in Bandung. The result showed that syntax errors are more frequently found than morphology errors, especially in terms of verb phrase errors. It is recommended that it is important for teacher to know the theory of second language acquisition in order to know how the students learn and produce theirlanguage. In addition, it will be advantages for teachers if they know what errors students frequently make in their learning, so that the teachers can give solution to the students for a better English language learning achievement.   DOI: https://doi.org/10.24071/llt.2015.180205

  19. Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners

    Directory of Open Access Journals (Sweden)

    Clare S. Johnson

    2017-07-01

    Full Text Available The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon’s five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon’s five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment.

  20. Understanding Learner Acceptance of Learning Objects: The Roles of Learning Object Characteristics and Individual Differences

    Science.gov (United States)

    Lau, Siong-Hoe; Woods, Peter C.

    2009-01-01

    Many organisations and institutions have integrated learning objects into their e-learning systems to make the instructional resources more efficient. Like any other information systems, this trend has made user acceptance of learning objects an increasingly critical issue as a high level of learner satisfaction and acceptance reflects that the…

  1. Understanding the Academic Procrastination Attitude of Language Learners in Turkish Universities

    Science.gov (United States)

    Bekleyen, Nilüfer

    2017-01-01

    The prevalence of academic procrastination has long been the subject of attention among researchers. However, there is still a paucity of studies examining language learners since most of the studies focus on similar participants such as psychology students. The present study was conducted among students trying to learn English in the first year…

  2. Drawing Analogies between Logic Programming and Natural Language Argumentation Texts to Scaffold Learners' Understanding

    Science.gov (United States)

    Ragonis, Noa; Shilo, Gila

    2014-01-01

    The paper presents a theoretical investigational study of the potential advantages that secondary school learners may gain from learning two different subjects, namely, logic programming within computer science studies and argumentation texts within linguistics studies. The study suggests drawing an analogy between the two subjects since they both…

  3. How Gaining Knowledge and Awareness of Ego Strength Will Assist Teachers in Understanding Learners Better

    Science.gov (United States)

    Sanday, L. A.; Venter, M. A.

    2012-01-01

    This article gives a historical overview of the development as well as the current usage of the term ego strength. The factors involved in the development of ego strength, the impact of ego strength on learners and the necessity for teachers' awareness are discussed. A combined quantitative-qualitative research design was followed, where a group…

  4. Adult Learners' Perceptions of An Undergraduate HRD Degree Completion Programme: Reasons for Entering, Attitudes towards Programme and Impact of Programme

    Science.gov (United States)

    Dwyer, Dan; Thompson, Dale Edward; Thompson, Cecelia K.

    2013-01-01

    The purpose of the study was to evaluate an undergraduate distance education (DE) programme based upon adult learners' perceptions. The study investigated the value of the Human Resource Development programme at the University of Arkansas by examining the students' reasons for returning to college, their attitudes towards the programme and the…

  5. ALOUD biological: Adult Learning Open University Determinants study - Association of biological determinants with study success in formal lifelong learners

    NARCIS (Netherlands)

    Gijselaers, Jérôme; De Groot, Renate; Kirschner, Paul A.

    2012-01-01

    Gijselaers, H. J. M., De Groot, R. H. M., & Kirschner, P. A. (2012, 15 March). ALOUD biological: Adult Learning Open University Determinants study - Association of biological determinants with study success in formal lifelong learners. Presentation given at the plenary meeting of Learning &

  6. Exploring Adult Digital Literacy Using Learners' and Educators' Perceptions and Experiences: The Case of the Second Chance Schools in Greece

    Science.gov (United States)

    Jimoyiannis, Athanassios; Gravani, Maria

    2011-01-01

    The research reported in this paper aspires to shed light into adult digital literacy using learners' and educators' experiences and perceptions at Second Chance Schools, a project in Greece aiming at combating social exclusion through education. In exploring the above, this investigation uses a case-study approach within a qualitative paradigm…

  7. A Case Study of an Adult Learner with ASD and ADHD in an Undergraduate Online Learning Environment

    Science.gov (United States)

    Meyers, Christopher A.; Bagnall, Richard G.

    2015-01-01

    The contemporary need for older workers to participate in education and training programs to increase their employability has exposed many of them to learning opportunities involving online learning in higher education. This paper reports research into the issues and experiences of an adult learner with autism spectrum disorder (ASD) and…

  8. Predicting Workplace Transfer of Learning: A Study of Adult Learners Enrolled in a Continuing Professional Education Training Program

    Science.gov (United States)

    Nafukho, Fredrick Muyia; Alfred, Mary; Chakraborty, Misha; Johnson, Michelle; Cherrstrom, Catherine A.

    2017-01-01

    Purpose: The primary purpose of this study was to predict transfer of learning to workplace among adult learners enrolled in a continuing professional education (CPE) training program, specifically training courses offered through face-to-face, blended and online instruction formats. The study examined the predictive capacity of trainee…

  9. An Intervention-Based Model of Student Retention in Adult Learners: Factors Predicting Intention to Consider Leaving or Staying

    Science.gov (United States)

    Mooshegian, Stephanie E.

    2010-01-01

    The current study merges theory and research in higher education and organizational psychology in order to investigate student retention in adult learners. Factors that are associated with student retention were examined and points of intervention are recommended. Specifically, this study focuses on the role of campus environment, classroom…

  10. The relation of cognitive learning strategies to psychosocial employability attributes amongst black adult learners in the economic and management sciences field

    Directory of Open Access Journals (Sweden)

    Melinde Coetzee

    2014-07-01

    Research purpose: The objective of the research was to investigate the relation between adultlearners’ cognitive learning strategies (measured by the examination preparation inventoryand their psychosocial employability attributes (measured by the employability attributesscale. Motivation for the study: Recent research has made important progress in understanding thenotions of cognitive learning styles in learning and psychosocial employability attributes insustaining individuals’ employability in the contemporary world of work. However, researchon how adult learners’ cognitive learning strategies influence the psychosocial attributes theyneed to manage and sustain their employability has been lacking. Research approach, design and method: A quantitative cross-sectional survey design wasused, involving a stratified proportional random sample of 1102 predominantly early careerblack female undergraduate level adult learners. The participants were enrolled for distancelearning studies in the economic and management sciences field at a South African highereducation institution. Main findings: Canonical correlation and multiple regression analysis indicated the abstracttheoretical and factual practical cognitive learning strategies as useful predictors of theparticipants’ overall level of psychosocial employability attributes and especially their levelsof career self-management and proactivity. Practical/managerial implications: Learning practitioners should strive to integrate cognitivelearning strategies in the design of learning and assessment activities in order to fosterthe psychosocial employability attributes adult learners need to manage their continuedemployability in the contemporary workplace. Contribution: The study contributes new insights to the employability and learning andeducation literature. The results may potentially inform formal learning and assessmentdesign in order to improve adult learners’ learning performance and employability.

  11. Negotiating Understanding through the Young Adult Literature of Muslim Cultures

    Science.gov (United States)

    Baer, Allison L.; Glasgow, Jacqueline N.

    2010-01-01

    Although United States citizens generally pride themselves on their understanding and acceptance of diversity, all too many of them harbor a fear of Muslims, which transformed into widespread bigotry after September 11, 2001. Knowing that young adult literature can be a powerful means of negotiating understanding of the other, this article…

  12. The Three Little Wolves Go to College: A Picture Book Lesson for Young Adult EFL Learners

    Science.gov (United States)

    Sun, Chia-Ho

    2015-01-01

    For at least three decades, scholars have discussed the rationale for using picture books with English learners of all ages. Research on how older ESL and EFL learners can benefit from picture books, however, remains scarce. This study explored 25 Taiwanese university EFL learners' engagement in a predicting-reading-confirming-integrating plus…

  13. Understanding Syntactic and Semantic Errors in the Composition Writing of Jordanian EFL Learners

    Directory of Open Access Journals (Sweden)

    Yazan Shaker Almahameed

    2017-09-01

    Full Text Available The current study aimed at investigating the salient syntactic and semantic errors made by Jordanian English foreign language learners as writing in English. Writing poses a great challenge for both native and non-native speakers of English, since writing involves employing most language sub-systems such as grammar, vocabulary, spelling and punctuation. A total of 30 Jordanian English foreign language learners participated in the study. The participants were instructed to write a composition of no more than one hundred and fifty words on a selected topic. Essays were collected and analyzed statistically to obtain the needed results. The results of the study displayed that syntactic errors produced by the participants were varied, in that eleven types of syntactic errors were committed as follows; verb-tense, agreement, auxiliary, conjunctions, word order, resumptive pronouns, null-subject, double-subject, superlative, comparative and possessive pronouns. Amongst syntactic errors, verb tense errors were the most frequent with 33%. The results additionally revealed that two types of semantic errors were made; errors at sentence level and errors at word level. Errors at word level outstripped by far errors at sentence level, scoring respectively 82% and 18%. It can be concluded that the syntactic and semantic knowledge of Jordanian learners of English is still insufficient.

  14. Research on and Guidelines for Effective Use of Assessment Instruments and Strategies for Adult Learners Enrolled in Adult Basic and Literacy Education Programs. Final Report.

    Science.gov (United States)

    Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.

    The goal of this research project was to create a guide on the effective use of assessment instruments and methodologies, related resources, and guidelines for measuring adult learners' attainment of basic skills and competencies to document educational gains and demonstrate program quality. The project focused on confirming current use of…

  15. Understanding and Targeting Indonesian Young Adult Internet Users

    Directory of Open Access Journals (Sweden)

    Andreas Chang

    2010-11-01

    Full Text Available As the number of global internet users increases, companies’ online advertisement expenditure also grows rapidly. Companies face challenges in targeting the right customers. Understanding which websites are often visited by target users and what they do on the internet will help companies direct their online advertisement to the right target. Using questionnaires, this study examines which sites are most often visited by Indonesian young adult internet users and what they do on the internet. It aims to understand the patterns of behavior of these users. The findings of this study provide some understanding to the marketers. Of consequence, such understanding would help them to select where and what to do with their advertisements when they are targeting the young adult internet users in Indonesia. 

  16. The Role of the University of the Third Age in Meeting Needs of Adult Learners in Victoria, Australia

    Science.gov (United States)

    Hebestreit, Lydia

    2008-01-01

    Many older adults are interested in learning long past the age dictated by social norms. Some want to learn simply for the joy of learning, others because of the social contacts made by joining a community of learners, and still others want to learn so that they have a purpose in life. The University of the Third Age (U3A) is one of several models…

  17. Differentiated Technology-based Interventions for Enhancing Understanding, Flow and Self-efficacy by Learners with Developmental and Attention Deficits

    DEFF Research Database (Denmark)

    Voldborg, Hanne; Sorensen, Elsebeth Korsgaard

    2016-01-01

    This paper investigates the potential of digital technologies for strengthening the participation and inclusion of learners with developmental and attention Deficits (focus learners) into the mainstream classroom. The paper describes the authors’ approach to the challenge of researching the exten...

  18. Understanding the impact of simulated patients on health care learners' communication skills: a systematic review.

    Science.gov (United States)

    Kaplonyi, Jessica; Bowles, Kelly-Ann; Nestel, Debra; Kiegaldie, Debra; Maloney, Stephen; Haines, Terry; Williams, Cylie

    2017-12-01

    Effective communication skills are at the core of good health care. Simulated patients (SPs) are increasingly engaged as an interactive means of teaching, applying and practising communication skills with immediate feedback. There is a large body of research into the use of manikin-based simulation but a gap exists in the body of research on the effectiveness of SP-based education to teach communication skills that impact patient outcomes. The aim of this systematic review was to critically analyse the existing research, investigating whether SP-based communication skills training improves learner-patient communication, how communication skill improvement is measured, and who measures these improvements. The databases Medline, ProQuest (Health & Medical Complete, Nursing and Allied Health Source) and CINAHL (EBSCOhost) Education Resources Information Centre (ERIC) were searched for articles that investigated the effects of SP-based education on the communication skills of medical, nursing and allied health learners. There were 60 studies included in the review. Only two studies reported direct patient outcomes, one reporting some negative impact, and no studies included an economic analysis. Many studies reported statistically significant third-party ratings of improved communication effectiveness following SP-based education; however, studies were unable to be pooled for meta-analysis because of the outcome collection methods. There were a small number of studies comparing SP with no training at all and there were no differences between communication skills, contradicting the results from studies reporting benefits. Of the 60 studies included for analysis, 54 (90%) met the minimum quality score of 7/11, with four articles (7%) scoring 11/11. SP-based education is widely accepted as a valuable and effective means of teaching communication skills but there is limited evidence of how this translates to patient outcomes and no indication of economic benefit for this

  19. An exploratory case study: The impact of constructivist-based teaching on English language learners understanding of science in a middle school classroom

    Science.gov (United States)

    Seimears, C. Matt

    2007-12-01

    The purpose of this exploratory case study was to explore the middle school science classroom of a constructivist teacher and examine how constructivist-based teaching influences ELL students and their learning of science. The researcher's purpose was to discover patterns which emerged after close observations, careful documentation, and thoughtful analysis of the research topic. What was discovered by this exploratory case study was not sweeping generalizations but contextual findings. This case study was conducted in the spring of 2006. The researcher sought to answer the question, "How does constructivist teaching help middle school English Language Learners understand science?" Two variable clusters were examined: (1) the independent variable cluster of the constructivist teaching practices of the one selected teacher; and (2) the dependent variable cluster of the middle school English Language Learners understanding of the science concepts being taught. Four broad categories of data were collected: (1) observations of teaching and learning (including teaching plans and other teaching materials); (2) interviews related to teaching and learning; (3) inventories of teaching and learning; and (4) artifacts of learning. Steve Loos, an eighth grade middle school science teacher, is an expert constructivist-based teacher. His teaching influences English Language Learners understanding of the science concepts being taught. Steve's teaching influenced the English Language Learners through a variety of pedagogical strategies. The researcher concluded in this study that, "Constructivist teaching helps middle school English Language Learners understand science."

  20. Comparison of Word Recognition Strategies in EFL Adult Learners: Orthography vs. Phonology

    Science.gov (United States)

    Sieh, Yu-cheng

    2016-01-01

    In an attempt to compare how orthography and phonology interact in EFL learners with different reading abilities, online measures were administered in this study to two groups of university learners, indexed by their reading scores on the Test of English for International Communication (TOEIC). In terms of "accuracy," the less-skilled…

  1. "Coded and Uncoded Error Feedback: Effects on Error Frequencies in Adult Colombian EFL Learners' Writing"

    Science.gov (United States)

    Sampson, Andrew

    2012-01-01

    This paper reports on a small-scale study into the effects of uncoded correction (writing the correct forms above each error) and coded annotations (writing symbols that encourage learners to self-correct) on Colombian university-level EFL learners' written work. The study finds that while both coded annotations and uncoded correction appear to…

  2. Demystifying Educational Resilience: Barriers of Bahamian Nontraditional Adult Learners in Higher Education

    Science.gov (United States)

    Hunter-Johnson, Yvonne

    2017-01-01

    Within the past 30 years, the number of nontraditional learners who pursue higher education has increased. This gravitation to higher education can be attributed to the changing value of the nontraditional learner regarding higher education as a direct link to improving the quality of employment, family, and financial stability. Despite the desire…

  3. The Relationship between Cognitive Styles and Young Adult Learners' Preferences for Written Corrective Feedback

    Science.gov (United States)

    Moslemi, Negar; Dastgoshadeh, Adel

    2017-01-01

    This study aimed to investigate the relationship between learners' cognitive styles and their preferences for different types and frequencies of written corrective feedback and for different types of errors to be corrected. Data were collected from 60 English as a foreign language learners at intermediate and upper-intermediate levels. The…

  4. Holistic Mathematics Instruction: Interactive Problem Solving and Real Life Situations Help Learners Understand Math Concepts.

    Science.gov (United States)

    Archambeault, Betty

    1993-01-01

    Holistic math focuses on problem solving with numbers and concepts. Whole math activities for adults include shopping for groceries, eating in restaurants, buying gas, taking medicine, measuring a room, estimating servings, and compiling a family cookbook. (SK)

  5. Understanding and Targeting Indonesian Young Adult Internet Users

    OpenAIRE

    Chang, Andreas

    2010-01-01

    As the number of global internet users increases, companies' online advertisement expenditure also grows rapidly. Companies face challenges in targeting the right customers. Understanding which websites are often visited by target users and what they do on the internet will help companies direct their online advertisement to the right target. Using questionnaires, this study examines which sites are most often visited by Indonesian young adult internet users and what they do on the internet. ...

  6. Environmental sustainability: Understanding young adults' learning, thinking, and actions

    Science.gov (United States)

    Kola-Olusanya, Anthony O.

    This thesis explores the ways in which young-adults' environmental learning and experiences influence their decision to live sustainably. In particular, this thesis focuses on young adults' environmental and sustainability learning. It elaborates on young peoples' views about environmental and sustainability issues, such as climate change, the sources for their learning about these issues, and how young adults' learning encounters, in turn, affect their actions toward environmental protection and decision-making. Through a series of in-depth individual interviews with 18 young adults from three universities in southeastern Ontario, this qualitative study provides in-depth insight into young adults' understanding, learning experiences, and actions in relation to environmental and sustainability issues. Employing a Contextual Model of Learning framework the narratives of the young adults in this study are analyzed and discussed within three overlapping environmental learning contexts: personal, sociocultural, and physical settings. This framework allows for an examination of the complex interactions and relationships that shape how and where environmental learning occurs. The findings in this study suggest that the three overlapping learning contexts, that is the personal, sociocultural, and physical play an important role in shaping young adults' learning about environmental and sustainability issues. The data reveal that despite the unavailability or near-absence of environmental studies and education within the formal school curriculum (particularly at the elementary and high school levels), the young adults rely on other locations for learning, such as the internet, environmental non-governmental organisations (ENGOs), television, and family. In light of this, the research participants suggest the re-introduction of environmental programs and content in the school curriculum. Finally, the results of this study demonstrate the centrality of knowledge and

  7. Exploring learners' beliefs about science reading and scientific epistemic beliefs, and their relations with science text understanding

    Science.gov (United States)

    Yang, Fang-Ying; Chang, Cheng-Chieh; Chen, Li-Ling; Chen, Yi-Chun

    2016-07-01

    The main purpose of this study was to explore learners' beliefs about science reading and scientific epistemic beliefs, and how these beliefs were associating with their understanding of science texts. About 400 10th graders were involved in the development and validation of the Beliefs about Science Reading Inventory (BSRI). To find the effects of reader beliefs and epistemic beliefs, a new group of 65 10th grade students whose reader and epistemic beliefs were assessed by the newly developed BSRI and an existing SEB questionnaire were invited to take part in a science reading task. Students' text understanding in terms of concept gain and text interpretations was collected and analyzed. By the correlation analysis, it was found that when students had stronger beliefs about meaning construction based on personal goals and experiences (i.e. transaction beliefs), they produced more thematic and critical interpretations of the content of the test article. The regression analysis suggested that students SEBs could predict concept gain as a result of reading. Moreover, among all beliefs examined in the study, transaction beliefs stood out as the best predictor of overall science-text understanding.

  8. To a Deeper Understanding of Loneliness amongst Older Irish Adults.

    Science.gov (United States)

    Squires, Susan Elaine

    2015-06-01

    Loneliness can play a significant role in the wellbeing of older adults. This article describes a qualitative method for using case notes from the clinical records of older individuals in order to investigate the priority concerns spontaneously reported by older adults to deepen our understanding of both the context in which reported loneliness occurs in Ireland and the potential triggers. The participants in this study represent a cross-section of older adults who participated in the Technology Research for Independent Living Clinic (TRIL). Data were collected from participants through interviewer case notes at the TRIL centre in St James's hospital, Dublin. 624 participants (431 females; 193 males) ranging in age from 60-92 years (Mean 73 years, SD 7 years) took part in the study. All were community dwelling and provided consent. A thematic analysis from grounded theory was used to evaluate the case notes for each participant. Preliminary results highlight the richness of phenomenological experience to enhance our understanding of loneliness and provide an opportunity to better understand the precursors and variability that loneliness may take. In this study we found themes in the case note analysis linking social loneliness with self-imposed limitations on social engagement due to declining health while predominate themes for emotionally lonely focused on psychological issues of stress and anxiety associated with adverse life events. The results suggest the importance of case notes to inform clinical practice. Qualitative results provided insights into differing live events of older Irish adults, which help distinguish the causal differences between social and emotional loneliness.

  9. Towards a Better Understanding of the Dynamic Role of the Distance Language Learner: Learner Perceptions of Personality, Motivation, Roles, and Approaches

    Science.gov (United States)

    Hurd, Stella

    2006-01-01

    This study investigated the experience of learners enrolled on an Open University (UK) French course, and included personality factors, motivation, and tutor and student roles. The data gathered via multiple elicitation methods gave useful insights into issues of special relevance to distance language education, in particular the lack of fit…

  10. Understanding Oral Reading Fluency among Adults with Low Literacy: Dominance Analysis of Contributing Component Skills

    Science.gov (United States)

    Mellard, Daryl F.; Anthony, Jason L.; Woods, Kari L.

    2012-01-01

    This study extends the literature on the component skills involved in oral reading fluency. Dominance analysis was applied to assess the relative importance of seven reading-related component skills in the prediction of the oral reading fluency of 272 adult literacy learners. The best predictors of oral reading fluency when text difficulty was…

  11. Enhancing understanding, Flow and Self-Efficacy in Learners with Developmental and Attention Difficulties through ICT-based Interventions

    DEFF Research Database (Denmark)

    Voldborg, Hanne; Sorensen, Elsebeth Korsgaard

    2017-01-01

    The purpose of this paper is to investigate in which way technologies may be used to increase inclusion and a feeling of flow and self-efficacy in learning processes when it comes to learners with developmental and attention deficits (focus learners) in a mainstream classroom. The paper is an out......The purpose of this paper is to investigate in which way technologies may be used to increase inclusion and a feeling of flow and self-efficacy in learning processes when it comes to learners with developmental and attention deficits (focus learners) in a mainstream classroom. The paper...

  12. Whose voice matters? Learners

    Directory of Open Access Journals (Sweden)

    Sarah Bansilal

    2010-01-01

    Full Text Available International and national mathematics studies have revealed the poor mathematics skills of South African learners. An essential tool that can be used to improve learners' mathematical skills is for educators to use effective feedback. Our purpose in this study was to elicit learners' understanding and expectations of teacher assessment feedback. The study was conducted with five Grade 9 mathematics learners. Data were generated from one group interview, seven journal entries by each learner, video-taped classroom observations and researcher field notes. The study revealed that the learners have insightful perceptions of the concept of educator feedback. While some learners viewed educator feedback as a tool to probe their understanding, others viewed it as a mechanism to get the educator's point of view. A significant finding of the study was that learners viewed educator assessment feedback as instrumental in building or breaking their self-confidence.

  13. Understanding Self-Directed Learning in the Context of Mobile Web 2.0--Case Study with Workplace Learners

    Science.gov (United States)

    Gu, Jia

    2016-01-01

    This paper presents the findings from a multiple-case study which has investigated the impact of mobile Web 2.0 technologies on self-directed learning (SDL) of workplace learners by exploring participants' learning experiences with a mobile App. Drawing on existing literatures, we examined learners' SDL personal attributes and process in the…

  14. Diversity in Definition: Integrating History and Student Attitudes in Understanding Heritage Learners of Spanish in New Mexico

    Science.gov (United States)

    Wilson, Damian Vergara; Martinez, Ricardo

    2011-01-01

    Although the definition of heritage language learner (HLLs) has been widely explored, researchers tend to base their definitions on learner proficiency. While such a premise is a safe and conservative way to identify heritage students, it pays little mind to inclusivity. Indeed, it may place the university in the role of cultural gatekeeper,…

  15. Understanding Monitoring Technologies for Adults With Pain: Systematic Literature Review.

    Science.gov (United States)

    Rodríguez, Iyubanit; Herskovic, Valeria; Gerea, Carmen; Fuentes, Carolina; Rossel, Pedro O; Marques, Maíra; Campos, Mauricio

    2017-10-27

    Monitoring of patients may decrease treatment costs and improve quality of care. Pain is the most common health problem that people seek help for in hospitals. Therefore, monitoring patients with pain may have significant impact in improving treatment. Several studies have studied factors affecting pain; however, no previous study has reviewed the contextual information that a monitoring system may capture to characterize a patient's situation. The objective of this study was to conduct a systematic review to (1) determine what types of technologies have been used to monitor adults with pain, and (2) construct a model of the context information that may be used to implement apps and devices aimed at monitoring adults with pain. A literature search (2005-2015) was conducted in electronic databases pertaining to medical and computer science literature (PubMed, Science Direct, ACM Digital Library, and IEEE Xplore) using a defined search string. Article selection was done through a process of removing duplicates, analyzing title and abstract, and then reviewing the full text of the article. In the final analysis, 87 articles were included and 53 of them (61%) used technologies to collect contextual information. A total of 49 types of context information were found and a five-dimension (activity, identity, wellness, environment, physiological) model of context information to monitor adults with pain was proposed, expanding on a previous model. Most technological interfaces for pain monitoring were wearable, possibly because they can be used in more realistic contexts. Few studies focused on older adults, creating a relevant avenue of research on how to create devices for users that may have impaired cognitive skills or low digital literacy. The design of monitoring devices and interfaces for adults with pain must deal with the challenge of selecting relevant contextual information to understand the user's situation, and not overburdening or inconveniencing users with

  16. Vocabulary Attrition among Adult English as a Foreign Language Persian Learners

    Science.gov (United States)

    Asgari, Azadeh; Bin Mustapha, Ghazali

    2010-01-01

    This study aims to investigate the attrition rate of EFL concrete and abstract vocabulary among continuing and non-continuing Iranian female and male English language learners across different proficiency levels. They are students of a University and majored in different fields (between 20 and 25 years old). There was no treatment in this study…

  17. Designing and Managing a Self-Access Learning System for Adult Learners.

    Science.gov (United States)

    Mooi, Chin Tiang

    1991-01-01

    Reasons for the increased interest in "self-access" learning in language classrooms are explored, particularly the shift from teacher-centered to learner-centered learning. Ways that a Malaysian teachers college set up a self-access learning center are described. (Contains seven references.) (LB)

  18. Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners

    Science.gov (United States)

    Vann, Linda S.

    2017-01-01

    Instructional designers are tasked with making instructional strategy decisions to facilitate achievement of learning outcomes as part of their professional responsibilities. While the instructional design process includes learner analysis, that analysis alone does not embody opportunities to assist instructional designers with demonstrations of…

  19. The early phase of /see symbol/ production development in adult Japanese learners of English.

    Science.gov (United States)

    Saito, Kazuya; Munro, Murray J

    2014-12-01

    Although previous research indicates that Japanese speakers' second language (L2) perception and production of English /see symbol/ may improve with increased L2 experience, relatively little is known about the fine phonetic details of their /see symbol/ productions, especially during the early phase of L2 speech learning. This cross-sectional study examined acoustic properties of word-initial /see symbol/ from 60 Japanese learners with a length of residence of between one month and one year in Canada. Their performance was compared to that of 15 native speakers of English and 15 low-proficiency Japanese learners of English. Formant frequencies (F2 and F3) and F1 transition durations were evaluated under three task conditions--word reading, sentence reading, and timed picture description. Learners with as little as two to three months of residence demonstrated target-like F2 frequencies. In addition, increased LOR was predictive of more target-like transition durations. Although the learners showed some improvement in F3 as a function of LOR, they did so mainly at a controlled level of speech production. The findings suggest that during the early phase of L2 segmental development, production accuracy is task-dependent and is influenced by the availability of L1 phonetic cues for redeployment in L2.

  20. Researching the Effects of Teaching Grammar Rules to English Second Language Adult Learners

    Science.gov (United States)

    Ayliff, D.

    2011-01-01

    This article describes the effects of an interventionist form-focused course on the written English of first-year second language university learners. For two semester courses the form (or grammar) of the language was concentrated upon. During the first semester the use of correct grammar was focussed on intensively, while during the second…

  1. What Adult ESL Learners Say about Improving Grammar and Vocabulary in Their Writing for Academic Purposes

    Science.gov (United States)

    Zhou, Ally A.

    2009-01-01

    Linguistic accuracy plays an important role in the quality of written texts, yet the explicit teaching of linguistic form--particularly grammar--for the purpose of improving learners' writing has generated an ongoing debate. Furthermore, students' voices about their learning are often ignored because they are perceived as not knowing what they…

  2. Written Requests in Emails Sent by Adult Chinese Learners of English

    Science.gov (United States)

    Lee, Cynthia F. K.

    2004-01-01

    The paper reports the results of a naturalistic enquiry into written request strategies in emails sent by Chinese learners of English to their teachers. A corpus of 600 emails was collected in the course of an academic year. CCARP (Cross-Cultural Speech-Act Realisation Project) segmentation and coding was used to analyse the requests contained in…

  3. How Similar Are Adult Second Language Learners and Spanish Heritage Speakers? Spanish Clitics and Word Order

    Science.gov (United States)

    Montrul, Silvina

    2010-01-01

    Recent studies of heritage speakers, many of whom possess incomplete knowledge of their family language, suggest that these speakers may be linguistically superior to second language (L2) learners only in phonology but not in morphosyntax. This study reexamines this claim by focusing on knowledge of clitic pronouns and word order in 24 L2 learners…

  4. PHONOLOGICAL FOSSILIZATION OF THE JAVANESE ADULT LEARNERS OF ENGLISH: R&D OF A MODEL OF TEACHING MATERIALS OF ENGLISH PHONOLOGY FOR EFL LEARNERS

    Directory of Open Access Journals (Sweden)

    Senowarsito Senowarsito

    2017-04-01

    Full Text Available This paper presents preliminary study of R&D on Teaching Materials Model of English Phonology for EF2L. The preliminary study aims at finding out the phonological fossilization of adult learners of English in Javanese context and figuring out the factors influencing them. 25 fourth-semester Javanese students of English Departement from 5 universities in Semarang municipality were selected as respondents. The data were collected from observation, interview and documentation. The results show that phonological fossilizations occur on vowel (/e/ instead of /i/ in ‗english‘ /ˈɪŋ.glɪʃ/, /a/ instead of /æ/ in ‗aspect‘ /ˈæs.pekt/, it also occurs in /Ʌ,e, ǝ/ mostly in initial sound , consonant (/nð/ instead of /ð/ in ‗the‘ /ðǝ/, /ŋ/ instead of /ʤ/ in ‗change‘ /tʃeɪndʒ/, also in /tʃ, ϴ,ð,ʃ,v,Ʒ,z,j,k,g, suffix –ed and –es, and silent letter, and diphthong (/o/ instead of /ǝu/ in ‗over‘ /ǝuvǝr/ and in ‗power‘ /paʊər /, also in/ei,au/ . Factors affecting the occurrence of phonological fossilization are 1 the interference of respondents‘ mother tongue, such as Javanese tends to add sound /n/ in /nðǝlɔk/ ‗ndelok‘ and it interferes in pronouncing ‗the‘ to /nðǝ/ instead of /ðǝ/; 2 the learning materials of English Phonology course does not yet accommodate the learner‘s errors and or learner‘s fossilizations. These findings can be used as recommendation to develop teaching materials of English Phonology for EF2L.

  5. Brain responses before and after intensive second language learning: proficiency based changes and first language background effects in adult learners.

    Science.gov (United States)

    White, Erin Jacquelyn; Genesee, Fred; Steinhauer, Karsten

    2012-01-01

    This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner's first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1-L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., "grammaticalization") are modulated by individual levels of L2 behavioural performance and learning.

  6. Sexual abstinence: What is the understanding and views of secondary school learners in a semi-rural area of North West Province, South Africa?

    Directory of Open Access Journals (Sweden)

    Kebogile Mokwena

    2016-01-01

    Full Text Available Among strategies to prevent HIV, other sexually transmitted infections (STIs and unwanted pregnancies, are programs that promote sexual abstinence among adolescents. However, literature suggests that there may be differences in the understanding of abstinence across adolescents, and this study sought to explore the understanding of sexual abstinence among both male and female learners in a secondary school in a semi-rural area of North West Province, South Africa. Focus group discussions were used to collect data from learners who were in grades 8–10 at the time of the study. The findings are that the learners in this area understand sexual abstinence as the decision not to have sex, and this was associated with prevention of HIV, STIs and unwanted pregnancies, which ensures a better future. Barriers to sexual abstinence include peer pressure, myths and wrong perceptions about sex, influence of drugs and alcohol and the influence of television. Based on how it is delivered, school-based sex education was viewed as both an enabler and barrier to sexual abstinence. It is recommended that programs to promote sexual abstinence be strengthened and such programs be community-based.

  7. Adult Chinese as a Second Language Learners' Willingness to Communicate in Chinese: Effects of Cultural, Affective, and Linguistic Variables.

    Science.gov (United States)

    Liu, Meihua

    2017-06-01

    The present research explored the effects of cultural, affective, and linguistic variables on adult Chinese as a second language learners' willingness to communicate in Chinese. One hundred and sixty-two Chinese as a second language learners from a Chinese university answered the Willingness to Communicate in Chinese Scale, the Intercultural Sensitivity Scale, Chinese Speaking Anxiety Scale, Chinese Learning Motivation Scale, Use of Chinese Profile, as well as the Background Questionnaire. The major findings were as follows: (1) the Willingness to Communicate in Chinese Scales were significantly negatively correlated with Chinese Speaking Anxiety Scale but positively correlated with length of stay in China and (2) Chinese Speaking Anxiety Scale was a powerful negative predictor for the overall willingness to communicate in Chinese and the Willingness to Communicate in Chinese Scales, followed by length of stay in China, Chinese Learning Motivation Scale, interaction attentiveness, and Chinese proficiency level. Apparently, students' willingness to communicate in Chinese is largely determined by their Chinese Speaking Anxiety Scale level and length of stay in China, mediated by other variables such as Chinese proficiency level and intercultural communication sensitivity level.

  8. Beating the Drums for Attention: Proceedings and Outcomes of the Socrates/Grundtvig Network "International Adult Learners Week in Europe" (IntALWinE)

    Science.gov (United States)

    Bochynek, Bettina, Ed.

    2007-01-01

    "Beating the Drums for Attention" is the metaphorical title chosen to reflect the continuous effort carried out by adult educators to promote learning, to encourage a joyful approach to it and to motivate learners to be part of and actively influence the overall reflexive process they are involved in. What carries the whole movement is…

  9. Research in the Real World: Improving Adult Learners Web Search and Evaluation Skills through Motivational Design and Problem-Based Learning

    Science.gov (United States)

    Roberts, Lindsay

    2017-01-01

    How can we better engage adult learners during information literacy sessions? How do we increase students' perception of the relevance and importance of information literacy skills for academic work and life in the real world? To explore these questions, the ARCS Model of Motivational Design and Problem-Based Learning were used to develop…

  10. The impact of art integration as an intervention to assist learners' visual perception and concept understanding in elementary science

    Science.gov (United States)

    Smilan, Cathy A.

    Art integration as educational reform has been the focus of recent debate. The suggestion has been made that the arts can provide unique learning opportunities in other content areas. To provide empirical evidence for this added value of the arts in learning, this study investigated the efficacy of teaching science concepts in and through the visual arts by implementing an art integrated lesson. The study investigated the impact of an art integration to assist elementary level learners' visual perception so they could more accurately form mental models of the science ideas. The hypothesis suggests that participants in the art intervention who construct a three-dimensional representation of abstract science concepts will gain an increased understanding of those concepts. Specifically, students who work with parallel concepts in art and science to make and manipulate three-dimensional, kinetic models of the sun, earth, and moon will be able to more accurately visualize the relationships between these heavenly bodies. Fifth grade students participated in the study which was integrated into the regular curriculum. Seventy-six randomly selected students comprised the experimental group and participated in the art project. After the completion of traditional textbook and lecture presentation by the classroom teachers, a researcher developed Science Concept Test was administered to all fifth grade students. Statistically significant results indicated that the differences between the groups on the science concept test were due to the integration of the art intervention. These empirical data show significant differences between the group receiving the art intervention and the group receiving traditional classroom instruction, supporting the efficacy of the art integration model. In conclusion, the study supports the literature that suggests the efficacy of art integration partnerships as alternative avenues for presenting and representing knowledge. The study additionally

  11. Empowering Adult Learners. NIF Literacy Program Helps ABE Accomplish Human Development Mission.

    Science.gov (United States)

    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)

  12. "Then I Stop Coming to School": Understanding Absenteeism in an Adult English as a Second Language Program

    Science.gov (United States)

    Schalge, Susan L.; Soga, Kay

    2008-01-01

    This case study covers an ethnographic assessment of an adult ESL program at a community center in southern Minnesota. We studied factors preventing learners from attending classes and formulated improvement strategies by using a cultural broker framework and Knowles's (1990) principles of adult learning. Additional curricular structure and more…

  13. Understanding the Effects of Training Programs for Vulnerable Adults on Social Inclusion as Part of Continuing Education

    Science.gov (United States)

    de Greef, Maurice; Segers, Mien; Verte, Dominique

    2012-01-01

    According to the increasing rates of unemployment and poverty a significant share of the European population can be considered at-risk-of-social exclusion. In order to combat social exclusion adult education seemed to be a possible tool, which can increase social inclusion among adult learners. This study explores factors relating to training…

  14. Talking out loud in class: utilizing discussion as an effective teaching strategy with adult learners.

    Science.gov (United States)

    Hotler, Amy L

    2013-09-01

    Staff development is an important role of the school nurse, yet little is written to assist the nurse in this role. Though some obtain advanced degrees in education, most school nurses are not prepared for the staff development role without further education in pedagogy, teaching strategies, and evaluation methods. This article presents discussion as one of many active teaching strategies that can engage learners and promote critical thinking. More work is needed in the area of course design and implementation, as well as additional research to help identify the most effective teaching strategies for school employees.

  15. Points of Transition: Understanding the Constructed Identities of L2 Learners/Users across Time and Space

    Science.gov (United States)

    Adawu, Anthony; Martin-Beltran, Melinda

    2012-01-01

    Using sociocultural and poststructuralist theoretical lenses, this study examines the narrative construction of language-learner identity across time and space. We applied cross-narrative methodologies to analyze language-learning autobiographies and interview data from three English users who had recently transitioned to a U.S. context for…

  16. Looking Back, Looking Forward, Living in the Moment: Understanding the Individual Temporal Perspectives of Secondary School EFL Learners

    Science.gov (United States)

    Begic, Ines; Mercer, Sarah

    2017-01-01

    Every individual has a different perspective on time, known as "temporal perspective". A person's orientation and attitude towards time can have a profound effect on their behaviour and motivation. In Second Language Acquisition, a variety of work has considered learners and their behaviours from various temporal perspectives. However,…

  17. A Cultural Communities Approach to Understanding Head Start Teachers' Beliefs about Language Use with Dual Language Learners: Implications for Practice

    Science.gov (United States)

    Garrity, Sarah; Guerra, Alison Wishard

    2015-01-01

    The school-readiness gap for Latino dual language learners in the United States has been well documented, despite a strong research base highlighting effective strategies and practices for supporting their academic success. However, current educational practices reflect the hegemonic discourse that, because the United States is an English-speaking…

  18. Adult Learners in a Novel Environment Use Prestige-Biased Social Learning

    Directory of Open Access Journals (Sweden)

    Curtis Atkisson

    2012-07-01

    Full Text Available Social learning (learning from others is evolutionarily adaptive under a wide range of conditions and is a long-standing area of interest across the social and biological sciences. One social-learning mechanism derived from cultural evolutionary theory is prestige bias, which allows a learner in a novel environment to quickly and inexpensively gather information as to the potentially best teachers, thus maximizing his or her chances of acquiring adaptive behavior. Learners provide deference to high-status individuals in order to ingratiate themselves with, and gain extended exposure to, that individual. We examined prestige-biased social transmission in a laboratory experiment in which participants designed arrowheads and attempted to maximize hunting success, measured in caloric return. Our main findings are that (1 participants preferentially learned from prestigious models (defined as those models at whom others spent longer times looking, and (2 prestige information and success-related information were used to the same degree, even though the former was less useful in this experiment than the latter. We also found that (3 participants were most likely to use social learning over individual (asocial learning when they were performing poorly, in line with previous experiments, and (4 prestige information was not used more often following environmental shifts, contrary to predictions. These results support previous discussions of the key role that prestige-biased transmission plays in social learning.

  19. Adult learners in a novel environment use prestige-biased social learning.

    Science.gov (United States)

    Atkisson, Curtis; O'Brien, Michael J; Mesoudi, Alex

    2012-08-13

    Social learning (learning from others) is evolutionarily adaptive under a wide range of conditions and is a long-standing area of interest across the social and biological sciences. One social-learning mechanism derived from cultural evolutionary theory is prestige bias, which allows a learner in a novel environment to quickly and inexpensively gather information as to the potentially best teachers, thus maximizing his or her chances of acquiring adaptive behavior. Learners provide deference to high-status individuals in order to ingratiate themselves with, and gain extended exposure to, that individual. We examined prestige-biased social transmission in a laboratory experiment in which participants designed arrowheads and attempted to maximize hunting success, measured in caloric return. Our main findings are that (1) participants preferentially learned from prestigious models (defined as those models at whom others spent longer times looking), and (2) prestige information and success-related information were used to the same degree, even though the former was less useful in this experiment than the latter. We also found that (3) participants were most likely to use social learning over individual (asocial) learning when they were performing poorly, in line with previous experiments, and (4) prestige information was not used more often following environmental shifts, contrary to predictions.  These results support previous discussions of the key role that prestige-biased transmission plays in social learning.

  20. Understanding Adult Lifelong Learning Participation as a Layered Problem

    Science.gov (United States)

    Boeren, Ellen

    2017-01-01

    This paper discusses the layered nature of lifelong learning participation, bringing together fragmented insights in why adults do or do not participate in lifelong learning activities. The paper will discuss the roles and responsibilities of individual adults, education and training providers and countries' social education policies, often…

  1. Teaching Reading and Spelling to Adult Learners: The Multisensory Structured Language Approach

    Science.gov (United States)

    Ali, Shamim

    2012-01-01

    All over the World most effective methods for teaching reading to beginning-level adults have been applied. My continuing challenge has been to determine how reading acquisition research can be applied to teaching reading to adults. In this article, I describe the techniques I have found most useful; I hope other teachers working with beginning…

  2. Brain Responses before and after Intensive Second Language Learning: Proficiency Based Changes and First Language Background Effects in Adult Learners

    Science.gov (United States)

    White, Erin Jacquelyn; Genesee, Fred; Steinhauer, Karsten

    2012-01-01

    This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner’s first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1–L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., “grammaticalization”) are modulated by individual levels of L2 behavioural performance and learning. PMID:23300641

  3. Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

    Directory of Open Access Journals (Sweden)

    Hien Hoang

    2016-09-01

    Full Text Available Adult second language (L2 learners have often been found to produce discourse that manifests limited and non-native-like use of multiword expressions. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention at transferring multiword expressions from input texts to their own output resources. The present article reports an exploratory study where ESL learners were asked to re-tell a short story which they had read and listened to twice. The learners’ re-tells were subsequently examined for the extent to which they recycled multiword expressions from the original story. To gauge the influence of the input text on these learners’ renderings of the story, a control group was asked to tell the story based exclusively on a series of pictures. The results of the experiment suggest that multiword expressions were recycled from the input text to some extent, but this stayed very marginal in real terms, especially in comparison with the recycling of single words. Moreover, when learners did borrow expressions from the input text, their reproductions were often non-target-like.

  4. A Chinese young adult non-scientist's epistemologies and her understandings of the concept of speed

    Science.gov (United States)

    Cao, Ying; Brizuela, Barbara M.

    2015-08-01

    Past research has investigated students' epistemologies while they were taking courses that required an integrated understanding of mathematical and scientific concepts. However, past studies have not investigated students who are not currently enrolled in such classes. Additionally, past studies have primarily focused on individuals who are native English speakers from Western cultures. In this paper, we aim to investigate whether Hammer and his colleagues' claims concerning learners' epistemologies could be extended to individuals who lack advanced mathematics and science training, have had different cultural and learning experiences, and have grown up speaking and learning in another language. To this end, we interviewed a participant with these characteristics about her understandings of the concept of speed. Our findings show that previous theoretical frameworks can be used to explain the epistemologies of the individual examined in this study. The case suggests that these theories may be relevant regardless of the learner's mathematics and science background, language, educational experience, and cultural background. In the future, more cases should be examined with learners from different academic backgrounds and cultures to further support this finding.

  5. Consumer Economics. Teacher Guidebook and Student Activity Book. Adult Basic Education Project REAL: Relevant Education for Adult Learners.

    Science.gov (United States)

    Edgar, S. Keith

    This packet contains both a teacher's guide and a student activity book designed to help adult students acquire consumer information. Both booklets cover the following topics: bank accounts (checking accounts, savings accounts, other banking services), budgeting money, undersanding and using credit, comparative shopping, fraudulent persuasion, and…

  6. Understanding Arthritis Promoting Healthy Lifestyles for Older Adults

    Science.gov (United States)

    Tremethick, Mary Jane; Hogan, Patricia I.; Coleman, Barb; Adams, Kady

    2010-01-01

    One of the goals of "Healthy People 2010" is to decrease the incidence of limitation in physical activity due to arthritis. Physical education, recreation, and dance professionals can play an important role in meeting this objective by addressing barriers to physical activity and exercise in older adults with arthritis, and by successfully…

  7. Career Technical Education: Keeping Adult Learners Competitive for High-Demand Jobs

    Science.gov (United States)

    National Association of State Directors of Career Technical Education Consortium, 2011

    2011-01-01

    In today's turbulent economy, how can adult workers best position themselves to secure jobs in high-demand fields where they are more likely to remain competitive and earn more? Further, how can employers up-skill current employees so that they meet increasingly complex job demands? Research indicates that Career Technical Education (CTE) aligned…

  8. A Critical Comparison of Learning Style Instruments Frequently Used with Adult Learners.

    Science.gov (United States)

    Rule, David L.; Grippin, Pauline C.

    Theoretical framework, instrument development, and psychometric qualities are reviewed for some measures of learning style currently in use with adults. Instruments reviewed include: (1) Kolb's Learning Style Inventory I; (2) Kolb's Learning Style Inventory II; (3) the Myers-Briggs Type Indicator; (4) the Productivity Environmental Preferences…

  9. The Rise of African Drumming among Adult Music Learners in Hong Kong

    Science.gov (United States)

    Lee, Hung Kun

    2010-01-01

    The present study aims at further examining an interesting finding of a recent empirical research on Hong Kong adults' participation in African drumming from a sociological perspective by adopting some Bourdieuan concepts. Results of the semi-structured interviews with 82 informants with diverse musical backgrounds and occupations concur that…

  10. Reaching the Adult Learner: Teaching Information Technology Infrastructure Library (ITIL) to Practicing Technology Managers

    Science.gov (United States)

    Adade, Anthony Kwasi

    2012-01-01

    A great deal has been written about adult learning in terms of approaches and strategies. However, very little has been published on best practices for teaching Information Technology Infrastructure Library ® (ITIL) certification course to IT professionals. This dearth of research, along with five years of experience teaching the course sparked my…

  11. A Transition-to-College Course for Adult Learners: Effects on GPA and Time to Graduation

    Science.gov (United States)

    Collins, Pamela J.

    2013-01-01

    The purpose of this study was to help fill the knowledge gap on stand-alone transition-to-college courses for adult students in an institutional setting where such courses have been extensively utilized via different delivery mediums. The ultimate goal was to use the knowledge obtained to aid personnel who work with nontraditional degree programs…

  12. Towards Flexible Learning for Adult Learners in Professional Contexts: An Activity-Focused Course Design

    Science.gov (United States)

    Cornelius, Sarah; Gordon, Carole; Ackland, Aileen

    2011-01-01

    This article argues for a flexible model of learning for adults which allows them to make choices and contextualise their learning in a manner appropriate to their own professional practice whilst also developing as a member of a learning community. It presents a design based around online "learning activities" which draws on ideas of…

  13. Stress Judgment and Production in English Derivation, and Word Reading in Adult Mandarin-Speaking English Learners.

    Science.gov (United States)

    Chung, Wei-Lun; Jarmulowicz, Linda

    2017-08-01

    For monolingual English-speaking children, judgment and production of stress in derived words, including words with phonologically neutral (e.g., -ness) and non-neutral suffixes (e.g., -ity), is important to both academic vocabulary growth and to word reading. For Mandarin-speaking adult English learners (AELs) the challenge of learning the English stress system might be complicated by cross-linguistic differences in prosodic function and features. As Mandarin-speakers become more proficient in English, patterns similar to those seen in monolingual children could emerge in which awareness and use of stress and suffix cues benefit word reading. A correlational design was used to examine the contributions of English stress in derivation with neutral and non-neutral suffixes to English word and nonword reading. Stress judgment in non-neutral derivation predicted word reading after controlling for working memory and English vocabulary; whereas stress production in neutral derivation contributed to word reading and pseudoword decoding, independent of working memory and English vocabulary. Although AELs could use stress and suffix cues for word reading, AELs were different from native English speakers in awareness of non-neutral suffix cues conditioning lexical stress placement. AELs may need to rely on lexical storage of primary stress in derivations with non-neutral suffixes.

  14. The Effect of Phonetics Instruction on Adult Learners' Perception and Production of L2 Sounds

    Science.gov (United States)

    Kissling, Elizabeth Maria

    2012-01-01

    Traditional pronunciation instruction and instruction in second language (L2) phonetics have been shown to improve learners' L2 accent in some, though certainly not all, cases. Learners in intermediate and advanced Spanish FL courses have shown modest improvement in the pronunciation of some L2 phones after receiving such instruction.…

  15. The Power of Story: Using Personal Narrative, Computer Technology and Podcasting with Young Adult English Language Learners

    Science.gov (United States)

    Pierson, Susan Jacques

    2014-01-01

    One way to ensure a high quality, personalized literacy program for English language learners is to use the learners' own lives and experiences as curriculum. Creating spaces for students to compose and share stories results in a strong sense of community facilitates the development of authentic literacy skills and increases student motivation and…

  16. From Adults to Non-Traditional Students to Lifelong Learners in Higher Education: Changing Contexts and Perspectives

    Science.gov (United States)

    Schuetze, Hans G.

    2014-01-01

    This chapter looks into the changing contexts and definitions of clienteles of lifelong learners over the last quarter of a century. The author has been involved in three closely related studies on who lifelong learners are, how they access and participate in higher education (HE), and how and what are they learning in HE and summarises some of…

  17. Dietary Guidelines should reflect new understandings about adult protein needs

    Directory of Open Access Journals (Sweden)

    Layman Donald K

    2009-03-01

    Full Text Available Abstract Dietary Guidelines for Americans provide nutrition advice aimed at promoting healthy dietary choices for life-long health and reducing risk of chronic diseases. With the advancing age of the population, the 2010 Dietary Guidelines confront increasing risks for age-related problems of obesity, osteoporosis, type 2 diabetes, Metabolic Syndrome, heart disease, and sarcopenia. New research demonstrates that the meal distribution and amount of protein are important in maintaining body composition, bone health and glucose homeostasis. This editorial reviews the benefits of dietary protein for adult health, addresses omissions in current nutrition guidelines, and offers concepts for improving the Dietary Guidelines.

  18. Adult Second Language Learners' Pragmatic Development in the Study-Abroad Context: A Review

    Science.gov (United States)

    Xiao, Feng

    2015-01-01

    The ability to use language effectively in communication is regarded as important as knowledge of grammatical rules in the communicative competence models. Pragmatic competence, namely the ability to understand and use linguistic forms appropriately according to context, is thus accepted as a vital component of language ability. Recently,…

  19. Explaining Phonology and Reading in Adult Learners: Introducing Prosodic Awareness and Executive Functions to Reading Ability

    Science.gov (United States)

    Chan, Jessica S.; Wade-Woolley, Lesly

    2018-01-01

    Background: This study was designed to extend our understanding of phonology and reading to include suprasegmental awareness using measures of prosodic awareness, which are complex tasks that tap into the rhythmic aspects of phonology. By requiring participants to access, reflect on and manipulate word stress, the prosodic awareness measures used…

  20. The Alignment of Teaching Methodology and Learning Outcomes: The Effect of Students’ Presentations on the Development of English Language Proficiency of Adult Learners

    Directory of Open Access Journals (Sweden)

    Venera Ulker

    2017-12-01

    Full Text Available The aim of this study was to investigate the effectiveness of using students’ presentations on improving English language skills of adult learners and assess its potency to reach the expected learning outcomes. The research was conducted in the Continuing Education Center, Ishik University, Erbil, KRG, Iraq. The target population consisted of 23 English language learners (university graduates, and currently working in the sphere of Education. This study consisted of three major phases: first, explanation, preparation, presentation of the students’ works on the topic of interest and observation of students’ performance, second, teacher-student and student-student discussion of the video-recorded presentations. The last step was the application of the survey, which was designed to measure the participants’ attitude toward the mini-projects they presented in the class. The data were analyzed by means of frequency and percentage, as well as a summarization of the discussions. The main findings show that students’ attitude toward oral presentations, prepared on the topic of their own interest, have a positive attitude on students’ motivation toward learning English and help the adult learners to improve their language in general, and the productive skills in particular.

  1. Teaching adults-best practices that leverage the emerging understanding of the neurobiology of learning.

    Science.gov (United States)

    Mahan, John D; Stein, David S

    2014-07-01

    It is important in teaching adults to recognize the essential characteristics of adult learners and how these characteristics define their learning priorities and activities. The seven key premises and practices for teaching adults provide a good guide for those interested in helping adults learn. The emerging science of the neurobiology of learning provides powerful new insights into how learning occurs in the complex integrated neural network that characterizes the adult. Differentiation of the two types of thinking: System 1 (fast, intuitive, and, often, emotional) and System 2 (slower, deliberate, and logical). System 1 thinking helps explain the basis for quick decisions and reliance of humans on heuristics (or rules of thumb) that leads to the type of convenient thinking associated with errors of thinking and judgment. We now know that the learning experience has an objective location-in the temporal and parietal lobes-as persistent dynamic networks of neurons and neuronal connections. Learning is initially stored in transient working memory (relatively limited capacity and time frame) and then moved under the right conditions to more long-lasting/stable memory (with larger capacity) that is stored for future access and development. It is clear that memories are not static and are not destined, once developed, to forever remain as stable constructs; rather, memories are dynamic, always available for modulation and alteration, and heavily invested with context, emotion, and other operant factors. The framework for such neural networks involves new neuronal connections, enhanced neuronal synaptic transmission, and neuron generation. Ten key teaching and learning concepts derived from recent neurobiology studies on learning and memory are presented. As the neurobiology of learning is better defined, the basis for how adults best learn, and even the preferences they display, can be employed as the physiological foundation for our best methods to effectively teach

  2. What do learners need to know about cinema? film as a learning tool in adult education

    Directory of Open Access Journals (Sweden)

    Vanda de Sousa

    2016-11-01

    Full Text Available The author reflects upon the dominating culture of images in the today’s fragmented and globalised world. She examines the cinematographic text as a tool that can be used in the process of adult education, facilitating the education of the generations who, unlike younger generations, were not born into the world of images. The author argues that teaching and learning about cinema can represent a tool which enables individuals to acquire cinematographic literacy and discover their psychological, cultural and social selves. The author starts by examining the cinematographic text as a consequence of the technological evolution. She goes on to describe the evolution of the cinematographic text, emphasizing its grammar, syntax and semantics, while focusing on the advantage of the cinematographic text and language over other languages, since such text leads to free interpretation and learning. Finally, she discusses film as a teaching and/or learning tool that puts an end to the hermeneutics, reveals the other (not the self, and leads to the comprehension and construction of our individual, social and cultural identity.

  3. Understanding the Health Literacy of America Results of the National Assessment of Adult Literacy

    OpenAIRE

    Cutilli, Carolyn Crane; Bennett, Ian M.

    2009-01-01

    Health literacy refers to an individual’s ability to understand healthcare information to make appropriate decisions (S. C Ratzen & R. M. Parker, 2000). Healthcare professionals are obligated to make sure that patients understand information to maximize the benefits of healthcare. The National Assessment of Adult Literacy (NAAL) provides information on the literacy/health literacy levels of the U.S. adult population. The NAAL is the only large-scale survey of health literacy. The results of t...

  4. TEXT-BASED LEARNING (TBL TO ACTIVATE ADULT EFL LEARNERS IN LEARNING ENGLISH: A NARRATIVE INQUIRY

    Directory of Open Access Journals (Sweden)

    Erna Iftanti

    2017-06-01

    Full Text Available In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Post Graduate Program of State Islamic Institute of Tulungagung, Indonesia. The result of implementing this teaching model proves to be able to not only stimulate joyful learning atmosphere but to attract the students’ active participation during the EFL instructional process as well. This further brings about their better practical understanding on English language skills as their expectation. Therefore, for English lecturers, this model is pedagogically good to be implemented in their English instructional practices.

  5. Connecting Bourdieu, Winnicott, and Honneth: Understanding the Experiences of Non-Traditional Learners through an Interdisciplinary Lens

    Science.gov (United States)

    West, Linden; Fleming, Ted; Finnegan, Fergal

    2013-01-01

    This paper connects Bourdieu's concepts of habitus, dispositions and capital with a psychosocial analysis of how Winnicott's psychoanalysis and Honneth's recognition theory can be of importance in understanding how and why non-traditional students remain in higher education. Understanding power relations in an interdisciplinary way makes…

  6. Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

    Science.gov (United States)

    Dunn, Karee E.; Lo, Wen-Juo

    2015-01-01

    Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of…

  7. Scope of Cooperative Learning (CL Strategies in Teaching English to Saudi Adult EFL Learners: A Study of Practical Barriers and Possible Implications

    Directory of Open Access Journals (Sweden)

    Muhammad Ishtiaq

    2017-10-01

    Full Text Available This study aims at investigating the teachers’ practices and perceptions in teaching English in Saudi Arabia by viewing their stance on Cooperative Learning (CL — an innovative teaching approach proposed to raise the language proficiency level of adult EFL learners. The study has been conducted in Qassim University, Saudi Arabia—a vibrant and flourishing EFL context. A quantitative tool (a questionnaire has been used to collect data and to serve qualitative purposes. It reports 80 EFL teachers’ (40 males and 40 females perceptions about CL using a 17-items comprehensive survey covering all the possible barriers in the way of implementing CL strategies in EFL classes. The survey items also explore how the EFL teachers in Saudi Arabia foresee the implications of making such an innovative move in their classes. The responses have been analyzed on a 5-point Likert scale which ranges from strongly disagree-disagree-neutral-agree-strongly agree. Major findings are that CL strategies have practical barriers but their implications are far more positive. The barriers are mainly due to the wrong learning habits of the adult EFL learners in Qassim University and lack of will and vision of the educational administration. The study recommends that CL strategies need to be given due consideration and support by the administrators and policy makers to raise the proficiency level of adult EFL learners. The study also allays the misconception that majority of the practitioners in English language teaching field are not ready to practice and implement CL strategies in their classes.

  8. A path less traveled: A self-guided action science inquiry among a small group of adult learners

    Science.gov (United States)

    Folkman, Daniel Vance

    This dissertation provides an analysis of the dialogue that occurred among a small group of adult learners who engaged in a self-guided action science inquiry into their own practice. The following pages describe how this group of five practitioners ventured into a critical, self-reflective inquiry into their own values, feelings, and intentions in search of personal and professional growth. It is a deeply revealing story that shows how, through group dialogue, the members gradually unravel the interconnections between their values, feelings, and intention. They uncover surprising and unanticipated patterns in their reasoning-in-action that reflect lessons from present day experiences as well as childhood axioms about what constitutes appropriate behavior. They push their learning further to recognize emotional triggers that are useful in confronting old habits of mind that must be overcome if new Model II strategies are to be learned and internalized. They conclude that becoming Model II requires a centering on basic values, a personal commitment to change, a willingness to persist in the face of resistance, and the wisdom to act with deliberate caution. The transformative power of this insight lies in the realization of what it takes personally and collectively to make the world a truly respectful, productive, democratic, and socially just place in which to live and work. The action science literature holds the assumption that a trained facilitator is needed to guide such an inquiry and the learning of Model II skills. Unfortunately, there are few educator-trainers available to facilitate the learning of Model II proficiencies over the months and years that may be required. The data presented here show that it is possible for a group of highly motivated individuals to initiate and sustain their own action science inquiry without the aid of a highly skilled facilitator. A model of the group dialogue is presented that highlights the salient characteristics of an

  9. Exemplary, New Teachers' Perspectives on Teaching Second-Language Learners and Developing Academic Language: An Embodied Understanding of Practice Framework

    Science.gov (United States)

    Gomez, Maria-Cecilia

    2013-01-01

    This qualitative, longitudinal study examines the perspectives on professional development of a group of exemplary, new secondary teachers of English Language Arts and Spanish (n = 4). This study explores the teachers' development through the lens of the "embodied understanding of practice" (EUP), a novel theoretical framework of…

  10. Harmonic biases in child learners: in support of language universals.

    Science.gov (United States)

    Culbertson, Jennifer; Newport, Elissa L

    2015-06-01

    A fundamental question for cognitive science concerns the ways in which languages are shaped by the biases of language learners. Recent research using laboratory language learning paradigms, primarily with adults, has shown that structures or rules that are common in the languages of the world are learned or processed more easily than patterns that are rare or unattested. Here we target child learners, investigating a set of biases for word order learning in the noun phrase studied by Culbertson, Smolensky, and Legendre (2012) in college-age adults. We provide the first evidence that child learners exhibit a preference for typologically common harmonic word order patterns-those which preserve the order of the head with respect to its complements-validating the psychological reality of a principle formalized in many different linguistic theories. We also discuss important differences between child and adult learners in terms of both the strength and content of the biases at play during language learning. In particular, the bias favoring harmonic patterns is markedly stronger in children than adults, and children (unlike adults) acquire adjective ordering more readily than numeral ordering. The results point to the importance of investigating learning biases across development in order to understand how these biases may shape the history and structure of natural languages. Copyright © 2015 Elsevier B.V. All rights reserved.

  11. Perceived Learning Difficulty and Actual Performance: Explicit and Implicit Knowledge of L2 English Grammar Points among Instructed Adult Learners

    Science.gov (United States)

    Silva, Luis Humberto Rodríguez; Roehr-Brackin, Karen

    2016-01-01

    This article draws on an approach that conceptualizes L2 learning difficulty in terms of implicit and explicit knowledge. In a study with first language Mexican Spanish university-level learners (n = 30), their teachers (n = 11), and applied linguistics experts (n = 3), we investigated the relationship between (a) these groups' difficulty…

  12. The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. NCEE 2011-4003

    Science.gov (United States)

    Condelli, Larry; Cronen, Stephanie; Bos, Johannes; Tseng, Fannie; Altuna, Jacklyn

    2010-01-01

    To help improve research-based knowledge of effective instruction for low-literate ESL (English as a second language) learners, the National Center for Education Evaluation and Regional Assistance of ED's (U.S. Department of Education's) Institute of Education Sciences contracted with the American Institutes of Research (AIR) to conduct a Study of…

  13. The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. Executive Summary. NCEE 2011-4004

    Science.gov (United States)

    Condelli, Larry; Cronen, Stephanie; Bos, Johannes; Tseng, Fannie; Altuna, Jacklyn

    2010-01-01

    To help improve research-based knowledge of effective instruction for low-literate ESL (English as a second language) learners, the National Center for Education Evaluation and Regional Assistance of ED's (U.S. Department of Education's) Institute of Education Sciences contracted with the American Institutes of Research (AIR) to conduct a Study of…

  14. The Developmental Relationship between Bilingual Morphological Awareness and Reading for Chinese EFL Adult Learners: A Longitudinal Study

    Science.gov (United States)

    Xue, Jin; Jiang, Xiaoming

    2017-01-01

    The present research aimed to explore the developmental relationship between bilingual morphological awareness and reading for Chinese natives learning English as a foreign language (EFL learners). Pre- and post-tests were conducted with in an interval of 9 months. Morphological and reading measures in Chinese and English were administered to 139…

  15. Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

    Science.gov (United States)

    Dunn, Karee E.; Lo, Wen-Juo

    2015-11-01

    Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students' perceived science strategy use, and the influence of students' valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed.

  16. Auditory and Cognitive Factors Underlying Individual Differences in Aided Speech-Understanding among Older Adults

    Directory of Open Access Journals (Sweden)

    Larry E. Humes

    2013-10-01

    Full Text Available This study was designed to address individual differences in aided speech understanding among a relatively large group of older adults. The group of older adults consisted of 98 adults (50 female and 48 male ranging in age from 60 to 86 (mean = 69.2. Hearing loss was typical for this age group and about 90% had not worn hearing aids. All subjects completed a battery of tests, including cognitive (6 measures, psychophysical (17 measures, and speech-understanding (9 measures, as well as the Speech, Spatial and Qualities of Hearing (SSQ self-report scale. Most of the speech-understanding measures made use of competing speech and the non-speech psychophysical measures were designed to tap phenomena thought to be relevant for the perception of speech in competing speech (e.g., stream segregation, modulation-detection interference. All measures of speech understanding were administered with spectral shaping applied to the speech stimuli to fully restore audibility through at least 4000 Hz. The measures used were demonstrated to be reliable in older adults and, when compared to a reference group of 28 young normal-hearing adults, age-group differences were observed on many of the measures. Principal-components factor analysis was applied successfully to reduce the number of independent and dependent (speech understanding measures for a multiple-regression analysis. Doing so yielded one global cognitive-processing factor and five non-speech psychoacoustic factors (hearing loss, dichotic signal detection, multi-burst masking, stream segregation, and modulation detection as potential predictors. To this set of six potential predictor variables were added subject age, Environmental Sound Identification (ESI, and performance on the text-recognition-threshold (TRT task (a visual analog of interrupted speech recognition. These variables were used to successfully predict one global aided speech-understanding factor, accounting for about 60% of the variance.

  17. A Mixed-Methods Approach to Understanding Loneliness and Depression in Older Adults

    Science.gov (United States)

    Barg, Frances K.; Huss-Ashmore, Rebecca; Wittink, Marsha N.; Murray, Genevra F.; Bogner, Hillary R.; Gallo, Joseph J.

    2009-01-01

    Objectives Depression in late life may be difficult to identify, and older adults often do not accept depression treatment offered. This article describes the methods by which we combined an investigator-defined definition of depression with a person-derived definition of depression in order to understand how older adults and their primary care providers overlapped and diverged in their ideas about depression. Methods We recruited a purposive sample of 102 persons aged 65 years and older with and without significant depressive symptoms on a standardized assessment scale (Center for Epidemiologic Studies–Depression scale) from primary care practices and interviewed them in their homes. We applied methods derived from anthropology and epidemiology (consensus analysis, semi-structured interviews, and standardized assessments) in order to understand the experience and expression of late-life depression. Results Loneliness was highly salient to older adults whom we asked to describe a depressed person or themselves when depressed. Older adults viewed loneliness as a precursor to depression, as self-imposed withdrawal, or as an expectation of aging. In structured interviews, loneliness in the week prior to interview was highly associated with depressive symptoms, anxiety, and hopelessness. Discussion An improved understanding of how older adults view loneliness in relation to depression, derived from multiple methods, may inform clinical practice. PMID:17114313

  18. Why Do Learners Choose Online Learning: The Learners' Voices

    Science.gov (United States)

    Ilgaz, Hale; Gulbahar, Yasemin

    2017-01-01

    Offering many advantages to adult learners, e-Learning is now being recognized--and preferred--by more and more people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner preferences for online learning, with most converging around the individual characteristics and differences, if not…

  19. Understanding Transfer as Personal Change: Concerns, Intentions, and Resistance

    Science.gov (United States)

    Young, Jeani C.

    2013-01-01

    Adult education is about change. Change in knowledge and understanding. Change in attitudes and beliefs. Change in skills and behaviors. The transfer that adult educators and learners often want to achieve is that change. In situations where transfer equals change, models of change can be useful to describe, support, and predict transfer. This…

  20. The effect of nutrition training for health care staff on learner and patient outcomes in adults: a systematic review and meta-analysis.

    Science.gov (United States)

    Marples, Owen; Baldwin, Christine; Weekes, C Elizabeth

    2017-07-01

    Background: Nutrition training for health care staff has been prioritized internationally as a key means of tackling malnutrition; however, there is a lack of clear evidence to support its implementation. Systematic reviews in other fields of training for health care staff indicate that training strategies may have a beneficial impact on learner and patient outcomes. Objectives: We assessed whether nutrition training for health care staff caring for nutritionally vulnerable adults resulted in improved learner and patient outcomes and evaluated the effectiveness of different training strategies. Design: A systematic review of trials of nutrition training for health care staff was conducted. Six databases were searched with key terms relating to malnutrition and nutrition training. Studies were categorized according to cognitive (didactic teaching), behavioral (practical implementation of skills), and psychological (individualized or group feedback and reflection) training strategies. Where sufficient data were available, meta-analysis was performed according to study design and training strategy. All study designs were eligible. The risk of bias was evaluated in accordance with Cochrane guidance. Results: Twenty-four studies met the eligibility criteria: 1 randomized controlled trial, 4 nonrandomized controlled trials, 3 quasi-experimental trials, 13 longitudinal pre-post trials, 2 qualitative studies, and 1 cross-sectional survey. Results from a number of low-quality studies suggest that nutrition training for health care staff may have a beneficial effect on staff nutrition knowledge, practice, and attitude as well as patient nutritional intake. There were insufficient data to determine whether any particular training strategy was more effective than the others. Conclusions: In the absence of high-quality evidence, low-quality studies suggest that nutrition training for health care staff has some positive effects. However, further randomized controlled trials are

  1. Ajustando o foco atencional de alunos adultos a itens gramaticais opacos: conectivos concessivos Redirecting adult learners' attentional focus to opaque grammatical items: concessive connectives

    Directory of Open Access Journals (Sweden)

    Ana Lúcia Pitanguy Marques

    2010-01-01

    Full Text Available O presente trabalho mostra o cerne - a metodologia - assim como a análise quantitativa e as conclusões de uma investigação sobre os efeitos promissores do redirecionamento atencional de alunos adultos a aspectos específicos da LE. O trabalho desencadeador da 'percepção consciente' desses alunos à importância e ao uso dos conectivos concessivos em períodos compostos por subordinação ocorreu por meio de uma sequência de intervenções na prática pedagógica, em atividades /tarefas interligadas tematicamente, que propiciaram uma maior recorrência e saliência do foco de tratamento. Os resultados promissores indicam que essas atividades geradoras de percepção consciente e conscientização foram as maiores responsáveis por uma alteração significativa na escalada positiva do nível de desempenho na produção escrita desses alunos.This paper shows the core - the methodology - as well as the quantitative analyses and promising findings of an investigation on the effects of redirecting adult learners' attentional foci to specific areas of a foreign language - English. The work carried out to trigger learners' awareness and 'noticing' of the concessive connectives in subordinate clauses took place during classroom practice and was implemented through a series of thematically-integrated tasks. Those aimed at exposing learners to a treatment focus that was more recurrent and salient. The findings suggest that activities which triggered the 'noticing' of the treatment foci were the main responsible for the significant changes in the use of the target structures in the written texts, and possibly for the rise of the participants' level of linguistic competence in their written production.

  2. Learners, teachers and curriculum

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2008-01-01

    of virtual e-learning, interviews with teachers and 10 learner participants in a virtual classroom setting, and discourse analysis of curriculum developed for the particular e-learning course The research has taken place in the context of a study of e-learning and virtual teaching of Danish as a Second...... language for adults. The research results indicate that teachers seem to compensate by trying to create virtual communities of learning. Learners, however, experience disembedded relations. Conversely, curriculum development, on tends to ‘exploit’ the conditions of disembedding social relations in e-learning......, locationally distant”. The aim of the paper is to analyse and discuss how different positions in e-learning settings result in different answers to modernity. These settings can be applied to either teacher, learner or curriculum positions. The research was based on a qualitative longitudinal case study...

  3. How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

    Science.gov (United States)

    Li, Hongli; Suen, Hoi K.

    2015-01-01

    This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…

  4. Can adults with low literacy understand shared decision making questions? A qualitative investigation.

    Science.gov (United States)

    Muscat, Danielle M; Shepherd, Heather L; Morony, Suzanne; Smith, Sian K; Dhillon, Haryana M; Trevena, Lyndal; Hayen, Andrew; Luxford, Karen; Nutbeam, Don; McCaffery, Kirsten

    2016-11-01

    Participation in shared decision-making (SDM) may be difficult for adults with lower literacy. Tools to support consumers to engage in SDM are rarely designed for or evaluated with adults with lower literacy and/or poor English language. Qualitative interviews were conducted with 26 adults with lower literacy and/or poor English language skills to investigate (a) whether participants where able to read and understand two generic SDM consumer support tools (Smart Health Choices and AskShareKnow question-sets), (b) which question-set was easier for participants and, (c) perceived usefulness of the question-sets and barriers to use. Interviews were analysed using Framework Analysis. Participants had difficulties understanding terms embedded within both the AskShareKnow and Smart Health Choices questions. Our findings suggest that the AskShareKnow question-set was easier for our participants than the Smart Health Choices questions, and clarification using a structured response was reasonably effective. While participants appreciated the usefulness of the questions, they identified important barriers to use. Generic question-sets alone are not sufficient to support SDM for adults with lower literacy and/or poor English-language skills. To ensure that SDM is accessible to all, we must consider how best to support adults with low literacy and/or poor English-language skills to participate in this process. Copyright © 2016. Published by Elsevier Ireland Ltd.

  5. A Pilot Study Comparing Total Physical Response Storytelling[TM] with the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in Vocabulary Acquisition among English as a Second Language Adult Learners

    Science.gov (United States)

    Castro, Ruben

    2010-01-01

    This study evaluated the effectiveness of Total Physical Response Storytelling (TPRS[TM]) compared to the Grammar-Translation approach for acquiring and retaining new vocabulary in an English as a Second Language (ESL) class. The subjects were adult Hispanic learners with limited literacy. An experimental design approach was used to gather…

  6. Understanding adult neurogenesis beyond its role in learning and memory formation

    Directory of Open Access Journals (Sweden)

    Ab Latif Wani

    2017-04-01

    Full Text Available There has been a shift in the understanding of brain, neurons, and their functional role over the last two decades. Earlier it was believed that the brain was a static organ and was not subject to any change throughout life. An understanding was developed later that brain reorganizes its structure by a specific property called neuroplasticity. Recent research shows that the brain generates new neurons even in the adult stage, and this process is called adult neurogenesis. Although researchers still not have all the answers about the newborn neurons, and why and how they are generated, and what is their role, some have highlighted the importance of these in learning and memory formation, and even in memories of fear and spatial navigation. A wide range of environmental experience influences the generation of newborn neurons and their functional variability. There are questions about how different environmental experiences cause the differences in the generation of new neurons. Recently the field of optogenetics attempted to answer the questions on adult neurogenesis. However there are still questions about adult neurogenesis which needs a more naturalistic approach, for their better understanding.

  7. Understanding decisions about sunk costs from older and younger adults' perspectives.

    Science.gov (United States)

    Strough, JoNell; Schlosnagle, Leo; DiDonato, Lisa

    2011-11-01

    Prior research indicates that older adults (60+ years) are less subject to the sunk-cost fallacy compared with younger adult college students. The objective of this research was to determine if age-related differences in decisions about sunk costs reflected differences in what was salient to individuals about the situation when they described their decision-making goals. Using hypothetical decision-making scenarios, we examined older (N = 21) and younger (N = 20) adults' decisions about sunk costs. Participants responded to open-ended interview questions about their decision-making goals. A coding scheme was developed using qualitative methods and was used to reliably categorize the issues and concerns people expressed when describing their decision-making goals. Compared with younger adults, older adults were less likely to commit the sunk-cost fallacy and were more likely to make normatively correct decisions. When describing their goals, older adults were less likely to focus on the presence or absence of the prior investment (the sunk cost). The salience of investment-related information to individuals when describing their goals mediated age-related differences in the sunk-cost fallacy and normatively correct decisions. The results illustrate how consideration of people's own perspectives of decision-making situations may inform understanding of age-related differences in decision-making fallacies.

  8. Whose voice matters? LEARNERS

    African Journals Online (AJOL)

    Erna Kinsey

    he states, “Why do they keep making the same error …” despite the educators' best efforts. Our purpose in this article is to describe and share our findings about a classroom based study which explored five learners' understanding of educa- tor assessment feedback in a Grade 9 mathematics classroom in KwaZulu-.

  9. Analysis of Learner Progress from the Second Reporting Cycle of the CALPEP Field Test. A Report to the California State Librarian.

    Science.gov (United States)

    Solorzano, Ronald

    A study determined the impact the California Literacy Campaign (CLC) was having on adult learners based on changes in the California Adult Learner Progress Evaluation Process (CALPEP) learner progress forms. The two California Adult Learner Progress Evaluation Process (CALPEP) forms analyzed were: Where We Started, completed by learner and tutor…

  10. Understanding unskilled work as a condition for participation in adult education and training

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    2015-01-01

    This article discusses how to comprehend why people working unskilled jobs are less likely than other groups to position themselves as educable subjects and engage in adult education and training. This article outlines how different research traditions examining recruitment to and participation...... in adult education and training reveal and explain distinctive participation patterns. These traditions are critically reviewed in order to identify how they provide certain understandings and entail certain blind spots. The review reveals a striking absence of research into unskilled work and thus...... a tendency to overlook how engagement in specific kinds of work condition people’s perception of adult education and training. It is finally argued that future research must pay closer attention to people’s specific work-life and examine how engagement in specific historical, social and material (changing...

  11. Context for understanding psychosocial outcomes and behavior among adolescents and young adults with cancer.

    Science.gov (United States)

    Zebrack, Brad; Butler, Melissa

    2012-09-01

    Across all age groups, cancer affects relationships with family and friends; challenges one's sense of independence; disrupts goals, aspirations, and achievements; alters one's body image and integrity; and poses existential challenges about the world and one's place in it. When diagnosed with cancer, adolescents and young adults (AYAs) in their 20s and 30s face unique challenges compared with younger children and older adults. Understanding how cancer-related challenges manifest needs and desires for psychological and social support services throughout a continuum of care may help clinicians improve cost-effective quality care and patient outcomes. This article provides a context for understanding the experiences of AYAs with cancer and highlights key domains of psychosocial need in this population.

  12. Critical Criminological Understandings of Adult Pornography and Woman Abuse: New Progressive Directions in Research and Theory

    Directory of Open Access Journals (Sweden)

    Walter DeKeseredy

    2015-12-01

    Full Text Available There is a small, but growing, social scientific literature on the racist and violent nature of contemporary adult pornography. However, considerably more empirical and theoretical work needs to be done to advance a critical criminological understanding of how such hurtful sexual media contribute to various forms of woman abuse in intimate relationships. The main objective of this article is to briefly review the relevant literature and to suggest a few new progressive empirical and theoretical directions.

  13. Elderly Learners and Massive Open Online Courses: A Review.

    Science.gov (United States)

    Liyanagunawardena, Tharindu Rekha; Williams, Shirley Ann

    2016-01-07

    Massive open online courses (MOOCs) have become commonplace in the e-learning landscape. Thousands of elderly learners are participating in courses offered by various institutions on a multitude of platforms in many different languages. However, there is very little research into understanding elderly learners in MOOCs. We aim to show that a considerable proportion of elderly learners are participating in MOOCs and that there is a lack of research in this area. We hope this assertion of the wide gap in research on elderly learners in MOOCs will pave the way for more research in this area. Pre-course survey data for 10 University of Reading courses on the FutureLearn platform were analyzed to show the level of participation of elderly learners in MOOCs. Two MOOC aggregator sites (Class Central and MOOC List) were consulted to gather data on MOOC offerings that include topics relating to aging. In parallel, a selected set of MOOC platform catalogues, along with a recently published review on health and medicine-related MOOCs, were searched to find courses relating to aging. A systematic literature search was then employed to identify research articles on elderly learners in MOOCs. The 10 courses reviewed had a considerable proportion of elderly learners participating in them. For the over-66 age group, this varied from 0.5% (on the course "Managing people") to 16.3% (on the course "Our changing climate"), while for the over-56 age group it ranged from 3.0% (on "A beginners guide to writing in English") to 39.5% (on "Heart health"). Only six MOOCs were found to include topics related to aging: three were on the Coursera platform, two on the FutureLearn platform, and one on the Open2Study platform. Just three scholarly articles relating to MOOCs and elderly learners were retrieved from the literature search. This review presents evidence to suggest that elderly learners are already participating in MOOCs. Despite this, there has been very little research into their

  14. Encouraging upward thinking with planetary imagery: science as motivator and enrichment for the adult basic skills learner

    Science.gov (United States)

    Fisher, C. G.; Fisher, K. E.

    2004-12-01

    Engaging students in the process of understanding the world around them in a college level remedial reading program presents an unmitigated challenge. Students previously unimpressed with the educational system become more active participants in their classrooms when high resolution prints from Landsat obtained from the NASA-GSFC education outreach center are used to initially motivate them to perceive the context of their surroundings. In the course, imagery from Landsat that clearly show the Compton Community College track is introduced, moving on to show students similar perspectives on Egyptian pyramids and other remote regions. The satellite imagery makes understanding maps intuitive. After linking these observations from space to both the student's own experience and far away places on earth, students are introduced to the Star-date publication [http://Stardate.org]. Students are encouraged to individually follow the phases of the moon, find constellations, visit the College's telescope on nights when the astronomy class makes observations, and look for meteor showers. NASA and JPL sites are then used to teach students to access the web. Students receive instruction in using computers to navigate the web, where they then follow missions in real time, and access archived imagery and written materials. These sources of reading material are particularly valuable because they are written simply, but follow the scientific convention of addressing readers as colleagues. Notably, students have returned after completing the three-course sequence to literacy and commented on the importance to them of having learned about space in the initial course. They have reported on the excitement of teaching their children and others in the community about what they can see by looking up, and indicated their appreciation of receiving posters and handouts obtained at this meeting by displaying them prominently in their homes. Although not a traditional venue for scientific

  15. Education and Technology in the 21st Century Experiences of Adult Online Learners Using Web 2.0

    Science.gov (United States)

    Bryant, Wanda L.

    2014-01-01

    The emergence of a knowledge-based and technology-driven economy has prompted adults to seek additional knowledge and skills that will enable them to participate effectively in society. The rapid growth and popularity of the internet tools such as Web 2.0 tools have revolutionized adult learning. Through the rich support of Web 2.0 tools, adult…

  16. Instructor and Adult Learner Perceptions of the Use of Internet-Enabled Devices in Residential Outdoor Education Programs

    Science.gov (United States)

    Bolliger, Doris U.; Shepherd, Craig E.

    2018-01-01

    As more adults frequent wilderness areas, they bring Internet-enabled devices (e.g., smart phones, tablets) with them. This study focuses on adults' perceptions of these devices in relation to desired outdoor learning experiences. Specifically, researchers examined the perspectives of naturalists who taught outdoor education programs and park…

  17. How Adults Learn from Self-Paced, Technology-Based Corporate Training: New Focus for Learners, New Focus for Designers

    Science.gov (United States)

    Dobrovolny, Jackie

    2006-01-01

    "How" do adults learn from self-paced, technology-based corporate training, which they select based on its relevance to their current employment responsibilities? Specifically, "how" do adults use the following learning strategies: prior experience, reflection, metacognition, conversations, generative learning strategies, and authentic…

  18. Facebook 的使用對成人混成式學習之影響 Impact of Facebook on Blended Learning for Adult Learners

    Directory of Open Access Journals (Sweden)

    賴素純 Su-Chun Lai

    2014-12-01

    instructional designs and strategies for online adult learners.

  19. A Study of the Relationship between Persian and English Writing Skills among Adult EFL Learners in Iran

    Directory of Open Access Journals (Sweden)

    Azim Javadi-Safa

    2013-03-01

    Full Text Available This research aims at investigating the relationship between writing skill and sub-skills of first language (Persian and foreign language (English. Therefore, 50 upper-intermediate EFL learners in Iran who were majoring in the English language were asked to write on two different topics in Persian and English. Then, the compositions were evaluated based on ESL Composition Profile. Subsequently, using Pearson product-moment correlation, the correlation between the compositions overall scores in L1 and L2, as well as the correlations between each of five major components of writing, including content, organization, vocabulary, language use, and mechanics in the two languages were examined. The results displayed large correlations between the compositions overall scores as well as between the four writing sub-skills in L1 and L2. The highest correlations were observed between writing sub-skills of vocabulary, mechanics, language use, and content respectively. These findings entail some pedagogical implications for effective language learning in both L1 and L2, utilizing the enhancing effect of cross-linguistic transfer of writing.

  20. Adult Learners and Student Engagement: A Study of the Influence of Student Engagement on Community College Students and Their Intention to Transfer

    Science.gov (United States)

    Anderson, Ryan Michael

    2013-01-01

    Community colleges serve as the postsecondary college of choice for many adult students. Community colleges are aware of their increased role in postsecondary education and understand that they must continue to analyze student populations and adapt to their needs as well as maintain their open access philosophy. This study was conducted at the 15…

  1. The Contributions of Vietnamese Learners of English to ELT Methodology

    Science.gov (United States)

    Tomlinson, Brian; Dat, Bao

    2004-01-01

    This article reports a survey of 300 intermediate-level EFL adult learners' views about the instruction they receive and of 15 of their teachers at the National University of Vietnam in Ho Chi Minh City. Its main focus is on how learners can contribute to ELT methodology. The article reviews the literature on learner cultures and perceptions in…

  2. Why do we eat? Children's and adults' understanding of why we eat different meals.

    Science.gov (United States)

    Raman, Lakshmi

    2011-01-01

    In this study the author examined why children and adults think they need to eat. Preschoolers through adults were provided with physiological, social, psychological, and routine causes for eating breakfast, lunch, snack, and dinner, and were asked to either agree or disagree with the causal responses provided. A 4 Reason x 4 Meal repeated measures analysis of variance revealed significant main effects for meals and reasons, as well as significant Meal x Reason and Meal x Reason x Grade interactions. The effect sizes ranged from 0.1 to 0.7. Across all age groups, participants acknowledged physiological needs and desires (fulfilling hunger and needs to stay healthy) and routine (e.g., it is dinner time) as the primary causes for eating breakfast, lunch, and dinner. However, for snack physiological needs were the primary reason. Second-grade students onward spontaneously produced biological justifications such as the need for energy and nutrition as important reasons for food consumption. These results lend support to the developmental model that children's and adults' understanding of eating changes in middle childhood.

  3. Understanding the lived experience of Latino adolescent and young adult survivors of childhood cancer.

    Science.gov (United States)

    Phillips, Farya; Jones, Barbara L

    2014-03-01

    The purpose of this study was to investigate the experience of surviving cancer for Latino adolescents and young adult (AYA) survivors of pediatric cancer. Using a phenomenological approach, this study focused on the experience of cancer survivorship through in-depth interviews with 14 Latino AYA survivors (16-29 years) diagnosed as young children (0-15 years) and at least 1 year post-treatment Four essential themes about the Latino AYA experience as childhood cancer survivors emerged from analysis: borrowed strength of family and hospital staff; sustained positive attitude; perceived vulnerability; branded a cancer survivor. According to these participants, the lived experience of surviving cancer was predominately positive. These emerging adults were able to focus on the positive lessons learned from their cancer experience such as the importance of personal relationships and an optimistic outlook on life. Yet, it was clear that long after these survivors had been labeled "cured" by the medical team, cancer continued to be a large part of their existence. The results indicate that these emerging adults faced their cancer experience with optimism, leaned on relationships with family and health care professionals, and demonstrated resilience through their cancer treatment and beyond. This unique description of Latino survivors' experiences demonstrates that they simultaneously face uncertainty and identify positive influences of the cancer experience in particular unwavering familial support. These findings provide opportunities for health care providers to better understand this rapidly growing population and to create culturally resonant programs that can promote their long-term health and well being.

  4. A Study of the Physiological Factors Affecting the Nature of the Adult Learner in the Phoenix Air National Guard.

    Science.gov (United States)

    Torbert, James Brison

    An investigation reviewed current literature in the field of physiological factors affecting the adult learning environment. These findings were compared to the academic learning environment at the Phoenix Air National Guard. The end product was a set of recommendations for management to implement in order to improve the learning climate for the…

  5. Adult Learners' Demographic Variable as Predictor of Access and Participation in Literacy Programmes in Oyo and Ondo States, Nigeria

    Science.gov (United States)

    Olojede, Adeshina Abideen; Oladitan, Idowu Oladiran

    2013-01-01

    Literacy is an indispensable foundation that enables young people and adults to engage in learning opportunities at all stages of the learning continuum. Literacy is a prerequisite for the development of personal, social, economic and political empowerment. In Nigeria, attempt to increase access to literacy education for the enhancement of…

  6. "Digital Natives": Honour and Respect in Computerized Encounters between Israeli Jewish and Arab Children and Adult Learners

    Science.gov (United States)

    Gamliel, Tova; Hazan, Haim

    2014-01-01

    In Israel's Multigenerational Connection Program (MCP), children instruct adults in computer and Internet use. Taking children's advantage in digital literacy as a given, the study examines their generational status in computerized encounters that MCP creates in two schools, one Jewish and one Arab. The data were gathered by means of qualitative…

  7. You Can Be in a Group and Still Not Cooperate. Collaborative Approaches and Cooperative Learning Activities for Adult Learners.

    Science.gov (United States)

    Parma City School District, OH.

    This handbook defines and describes the benefits of both collaborative approaches and cooperative techniques. An introduction uses watercolor marbling as a metaphor for collaborative approaches and cooperative activities. Section I provides research results regarding problems of adult literacy programs, skills employers want, and Bloom's taxonomy.…

  8. Use of Online Health Information by Geriatric and Adult Emergency Department Patients: Access, Understanding, and Trust.

    Science.gov (United States)

    Scott, Grant; McCarthy, Danielle M; Aldeen, Amer Z; Czerniak, Alyssa; Courtney, D Mark; Dresden, Scott M

    2017-07-01

    The objective was to characterize geriatric patients' use of online health information (OHI) relative to younger adults and assess their comfort ith OHI compared to health information (HI) from their physician. This was a prospective cross-sectional survey study of adult emergency department (ED) patients. The survey assessed patients' self-reported use of OHI in the past year and immediately prior to ED visit and analyzed differences across four age groups: 18-39, 40-64, 65-74, and 75+. Patients' ability to access, understand, and trust OHI was assessed using a 7-point Likert scale and compared to parallel questions regarding HI obtained from their doctor. Patient use of OHI was compared across age groups. Comfort with OHI and HI obtained from a doctor was compared across age groups using the Kruskal-Wallis test. Comparisons between sources of HI were made within age groups using the Wilcoxon signed-rank test. Of 889 patients who were approached for study inclusion, 723 patients (81.3%) completed the survey. The majority of patients had used OHI in the past year in all age groups, but older patients were less likely to have used OHI: age 18-39, 90.3%; 40-64, 85.3%; 65-74, 76.4%; and 75+, 50.7% (p accessible from their doctor than the Internet, while the youngest patients found HI more accessible on the Internet than from their doctor. Regardless of age, patients noted that information from their physician was both easier to understand and more trustworthy than information found on the Internet. Although many older patients used OHI, they were less likely than younger adults to use the Internet immediately prior to an ED visit. Despite often using OHI, patients of all age groups found healthcare information from their doctor easier to understand and more trustworthy than information from the Internet. As health systems work to efficiently provide information to patients, addressing these perceived deficiencies may be necessary to build effective OHI programs.

  9. Adults learning Finnish as a foreign language : role of support, emotions and reasons connected with learning

    OpenAIRE

    MacKenzie, Ashley

    2015-01-01

    The purpose of this research study was to examine adults learning Finnish as a foreign language while striving to understand the reasons behind their decisions to do so, the support that was individually offered to the participants, how they felt throughout the learning process, and whether or not they found themselves to be self-reliant learners, as per Knowles’ andragogy theory. This study set out to examine adult language learners participating in the language and integration program at Pa...

  10. Medication understanding, non-adherence, and clinical outcomes among adult kidney transplant recipients.

    Science.gov (United States)

    Patzer, Rachel E; Serper, Marina; Reese, Peter P; Przytula, Kamila; Koval, Rachel; Ladner, Daniela P; Levitsky, Josh M; Abecassis, Michael M; Wolf, Michael S

    2016-10-01

    We sought to evaluate the prevalence of medication understanding and non-adherence of entire drug regimens among kidney transplantation (KT) recipients and to examine associations of these exposures with clinical outcomes. Structured, in-person interviews were conducted with 99 adult KT recipients between 2011 and 2012 at two transplant centers in Chicago, IL; and Atlanta, GA. Nearly, one-quarter (24%) of participants had limited literacy as measured by the Rapid Estimate of Adult Literacy in Medicine test; patients took a mean of 10 (SD=4) medications and 32% had a medication change within the last month. On average, patients knew what 91% of their medications were for (self-report) and demonstrated proper dosing (via observed demonstration) for 83% of medications. Overall, 35% were non-adherent based on either self-report or tacrolimus level. In multivariable analyses, fewer months since transplant and limited literacy were associated with non-adherence (all Padherence, and hospitalization could help target appropriate self-care interventions. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  11. Understanding parenting concerns in cancer survivors with minor and young-adult children.

    Science.gov (United States)

    Inhestern, Laura; Bultmann, Johanna Christine; Beierlein, Volker; Möller, Birgit; Romer, Georg; Koch, Uwe; Bergelt, Corinna

    2016-08-01

    Parents with cancer are concerned about the impact of their disease on their children. However, parenting concerns and associated factors in cancer survivors have not previously been analyzed. The purpose of this study is to examine parenting concerns and to test a path model for understanding parenting concerns in cancer survivors. In a cross-sectional study, a total of 1416 parents with cancer (mean age 47.5years, 74% women) having minor or young-adult children were recruited through two cancer registries. Parenting concerns were assessed using the Parenting Concerns Questionnaire. Structural equation modeling (SEM) was used to analyze the associations between social support, parenting confidence, emotional distress, family functioning and parenting concerns. Mothers reported higher total parenting concerns than fathers (peffects of emotional distress and parenting confidence on parenting concerns. Family dysfunctioning was associated with lower concerns. An indirect association between social support and parenting concerns was identified. Parenting concerns in cancer survivors display the need for interventions and after care programs that focus on affected families with minor and young adult children. The results of the structural path model illustrate the associations between psychological and interactional factors. Supporting parents with cancer in their parenting confidence and strengthen social support and family functioning may not only reduce the long-term burden on the parents themselves but also the burden on the entire family. Copyright © 2016 Elsevier Inc. All rights reserved.

  12. Integrating Anatomy Training into Radiation Oncology Residency: Considerations for Developing a Multidisciplinary, Interactive Learning Module for Adult Learners

    Science.gov (United States)

    Labranche, Leah; Johnson, Marjorie; Palma, David; D'Souza, Leah; Jaswal, Jasbir

    2015-01-01

    Radiation oncologists require an in-depth understanding of anatomical relationships for modern clinical practice, although most do not receive formal anatomy training during residency. To fulfill the need for instruction in relevant anatomy, a series of four multidisciplinary, interactive learning modules were developed for a cohort of radiation…

  13. Current Explorations of Adult Learner: Implications for Mentoring and More. Adult Higher Education Alliance Annual Conference Proceedings (36th, Orlando, Florida, March 10-11, 2016)

    Science.gov (United States)

    Elufiede, Kemi, Ed.; Flynn, Bonnie, Ed.

    2016-01-01

    The 36th Annual Adult Higher Education Alliance (AHEA) Conference was held on March 10-11, 2016 in Orlando, Florida, on the campus of the University of Central Florida. There were 48 presentations from scholars and practitioners from 20 states who participated in the conference. The contributions to these proceedings represent the best of the…

  14. Exploring Older Adult ED Fall Patients' Understanding of Their Fall: A Qualitative Study.

    Science.gov (United States)

    Shankar, Kalpana N; Taylor, Devon; Rizzo, Caroline T; Liu, Shan W

    2017-12-01

    We sought to understand older patients' perspectives about their fall, fall risk factors, and attitude toward emergency department (ED) fall-prevention interventions. We conducted semistructured interviews between July 2015 and January 2016 of community-dwelling, nondemented patients in the ED, who presented with a fall to an urban, teaching hospital. Interviews were halted once we achieve thematic saturation with the data coded and categorized into themes. Of the 63 patients interviewed, patients blamed falls on the environment, accidents, a medical condition, or themselves. Three major themes were generated: (1) patients blamed falls on a multitude of things but never acknowledged a possible multifactorial rationale, (2) patients have variable level of concerns regarding their current fall and future fall risk, and (3) patients demonstrated a range of receptiveness to ED interventions aimed at preventing falls but provided little input as to what those interventions should be. Many older patients who fall do not understand their fall risk. However, based on the responses provided, older adults tend to be more receptive to intervention and more concerned about their future fall risk, making the ED an appropriate setting for intervention.

  15. What Is This Thing Called Learner's Lexicography?

    DEFF Research Database (Denmark)

    Nielsen, Sandro

    2010-01-01

    , namely its functions, data and structures, as this strengthens the basis of learner lexicography because it leads to a proper study and understanding of the competences and needs of learners. Finally, the modern theory of dictionary functions encourages theoretical and practical lexicographers to adopt...

  16. "Harry Potter" and the English Language Learner.

    Science.gov (United States)

    Coatney, Kathy

    2001-01-01

    Describes one teacher's success with using "Harry Potter" in a program to teach elementary school English language learners. Provides comprehension strategies incorporated to help learners understand the story. Highlights the importance of creating a classroom environment with a low level of anxiety, the implications of the program, and the value…

  17. A Secure Base for Adult Learning: Attachment Theory and Adult Education

    OpenAIRE

    Fleming, Ted

    2008-01-01

    The attachment theory of John Bowlby has had an enduring impact on our understanding of child development. But these ideas are a neglected and forgotten discourse in adult education. In this paper concepts such as secure and insecure attachments, internal working models, and the strange situation along with the more contemporary concept of mind-mindedness are explored. The paper also explores the implications for how adults deal with new situations and new ideas; how adult learners and teache...

  18. Whose voice matters? LEARNERS | Bansilal | South African Journal ...

    African Journals Online (AJOL)

    International and national mathematics studies have revealed the poor mathematics skills of South African learners. An essential tool that can be used to improve learners' mathematical skills is for educators to use effective feedback. Our purpose in this study was to elicit learners' understanding and expectations of teacher ...

  19. Understanding everyday life of morbidly obese adults-habits and body image

    Directory of Open Access Journals (Sweden)

    Bjørg Christiansen

    2012-07-01

    Full Text Available Background: Morbid obesity is a progressive, chronic condition associated with failed attempts at change and repeated relapses. Aim: There seems to be little previous research into the understanding of the everyday life of morbidly obese adults. We wanted to gain more knowledge about characteristics of eating habits and body image as well as motivational forces for change. Methods: A qualitative approach was chosen in order to gain insight into how morbidly obese adults experience everyday life. Qualitative interviews are well suited to provide insight into themes from the interviewee's life story from the subjects’ own perspectives. To gain insight into such processes, a narrative approach that allowed the informants to give voice to their ways of doing, thinking and feeling in daily life, was adopted. The informants comprised seven women and four men aged of 26–56 years, recruited from a population of obese individuals who had participated in a weight reduction course. A hermeneutic approach was used where the research question was the basis for a reflective interpretation. Results: The following meaning-units were identified: to be perceived as overweight; and to see oneself as overweight. Ingrained habits: the struggle between knowing and doing; acting without knowing; and eating is soothing. Conclusions: Seeing oneself as an obese person is a gradual process that implied experiencing oneself as different from significant others, such as (slim siblings and friends. To experience a gap between knowing and doing concerning food habits in everyday life indicates that informants value they have a choice. This is an important insight to consider when framing interventions to support this vulnerable group.

  20. Integrating anatomy training into radiation oncology residency: considerations for developing a multidisciplinary, interactive learning module for adult learners.

    Science.gov (United States)

    Labranche, Leah; Johnson, Marjorie; Palma, David; D'Souza, Leah; Jaswal, Jasbir

    2015-01-01

    Radiation oncologists require an in-depth understanding of anatomical relationships for modern clinical practice, although most do not receive formal anatomy training during residency. To fulfill the need for instruction in relevant anatomy, a series of four multidisciplinary, interactive learning modules were developed for a cohort of radiation oncology and medical physics residents. Instructional design was based on established learning theories, with the intent of integrating knowledge of specific anatomical regions with radiology and radiation oncology practice. Each session included presentations by a radiologist and a radiation oncologist, as well as hands-on exploration of anatomical specimens with guidance from anatomists. Pre- and post-tests distributed during each session showed significant short-term knowledge retention. According to qualitative surveys and exit interviews, participants felt more comfort' with delineating structures, gross anatomy, and radiograph interpretation at the end of each session. Overall participant experience was positive, and the modules were considered effective for learning radiologic anatomy. Suggestions for future interventions include more time, increased clinical application, additional contouring practice and feedback, and improved coordination between each of the three disciplines. Results and conclusions from this study will be used to inform the design of a future multi-day national workshop for Canadian radiation oncology residents. © 2014 American Association of Anatomists.

  1. Understanding Older Adults' Perceptions of Internet Use: An Exploratory Factor Analysis

    Science.gov (United States)

    Zheng, Robert; Spears, Jeffrey; Luptak, Marilyn; Wilby, Frances

    2015-01-01

    The current study examined factors related to older adults' perceptions of Internet use. Three hundred ninety five older adults participated in the study. The factor analysis revealed four factors perceived by older adults as critical to their Internet use: social connection, self-efficacy, the need to seek financial information, and the need to…

  2. Alcohol Use Severity Among Hispanic Emerging Adults in Higher Education: Understanding the Effect of Cultural Congruity.

    Science.gov (United States)

    Cano, Miguel Ángel; Vaughan, Ellen L; de Dios, Marcel A; Castro, Yessenia; Roncancio, Angelica M; Ojeda, Lizette

    2015-01-01

    Identifying and understanding determinants of alcohol use behavior among Hispanic college students is an increasingly important public health issue, particularly during emerging adulthood. Studies examining ethnocultural determinants of alcohol use behavior among Hispanic college students have focused on direct associations with cultural orientation (e.g., acculturation and enculturation); yet there is a need for research that accounts for the complex interplay of other culturally relevant sociocultural factors. This study examined associations of behavioral acculturation, behavioral enculturation, and cultural congruity (perception of cultural fit between the values of the academic environment and the student's personal values) with alcohol use severity (AUS); and tested if gender moderated those associations. A hierarchical linear regression and moderation analysis were conducted on a sample of 167 Hispanic emerging adults (ages 18-25) enrolled in college. All predictor variables entered in the regression model accounted for 20.9% of the variance in AUS. After controlling for demographic variables and depressive symptoms, behavioral acculturation and enculturation did not have a statistically significant association with AUS. Further, gender did not moderate either of these associations. Conversely, greater cultural congruity was associated with lower reports of AUS. A moderation analysis suggested that cultural congruity predicted lower reports of AUS among men, but not among women. This was the first known study to examine the association of cultural congruity with alcohol use. Findings highlight the value of examining contextual factors of culture and moving beyond reductive measures of cultural orientation.

  3. Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective

    Directory of Open Access Journals (Sweden)

    Anna D. Rowe

    2018-02-01

    Full Text Available The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions (anger, sadness, fear, boredom were considered by teachers and students to be especially salient in learning, with self-conscious emotions (guilt, embarrassment, shame mentioned by more students than staff. While negative emotions were frequently viewed as detrimental to motivation, performance and learning, they were also construed under some circumstances as beneficial. The findings are discussed in relation to the value of social functional approaches for a better understanding of the diverse roles of negative emotions in learning and achievement.

  4. Understanding noise stress-induced cognitive impairment in healthy adults and its implications for schizophrenia.

    Science.gov (United States)

    Wright, Bernice; Peters, Emmanuelle; Ettinger, Ulrich; Kuipers, Elizabeth; Kumari, Veena

    2014-01-01

    Noise stress (NS) is detrimental to many aspects of human health and behavior. Understanding the effect of noise stressors on human cognitive function is a growing area of research and is crucial to helping clinical populations, such as those with schizophrenia, which are particularly sensitive to stressors. A review of electronic databases for studies assessing the effect of acute NS on cognitive functions in healthy adults revealed 31 relevant studies. The review revealed (1) NS exerts a clear negative effect on attention, working memory and episodic recall, and (2) personality characteristics, in particular neuroticism, and sleep influence the impact of noise stressors on performance in interaction with task complexity. Previous findings of consistent impairment in NS-relevant cognitive domains, heightened sensitivity to stressors, elevated neuroticism and sleep disturbances in schizophrenia, taken together with the findings of this review, highlight the need for empirical studies to elucidate whether NS, a common aspect of urban environments, exacerbates cognitive deficits and other symptoms in schizophrenia and related clinical populations.

  5. Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective.

    Science.gov (United States)

    Rowe, Anna D; Fitness, Julie

    2018-02-20

    The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions (anger, sadness, fear, boredom) were considered by teachers and students to be especially salient in learning, with self-conscious emotions (guilt, embarrassment, shame) mentioned by more students than staff. While negative emotions were frequently viewed as detrimental to motivation, performance and learning, they were also construed under some circumstances as beneficial. The findings are discussed in relation to the value of social functional approaches for a better understanding of the diverse roles of negative emotions in learning and achievement.

  6. Unskilled Work and Learner Identity

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    2014-01-01

    . The main argument is that participation research must abandon the notion of motivation as an individual attribute and apply a dialectic concept of learner identity acknowledging work-life as a pivotal space for learning and formation of identity. I outline how a work-life-historical approach combining...... a critical theoretical approach inspired by Salling-Olesen’s and Archer’s concepts of identity and concerns can contribute to an understanding of the relationship between work and learner identity. Through narrative work-life interviews I examine how engagement in unskilled work in small and medium sized...

  7. Developing Understandings of Race: Preservice Teachers' Counter-Narrative (Re)Constructions of People of Color in Young Adult Literature

    Science.gov (United States)

    Glenn, Wendy J.

    2012-01-01

    This qualitative study reveals the ways in which reading and reflecting on two counter-narrative young adult novels fostered opportunities for preservice English teachers to think more acutely about their understandings of race within and beyond the text. Participants expressed feelings of empathy with and connection to characters whose cultural…

  8. Young Adults' Knowledge and Understanding of Personal Finance in Germany: Interviews with Experts and Test-Takers

    Science.gov (United States)

    Happ, Roland; Förster, Manuel; Rüspeler, Ann-Katrin; Rothweiler, Jasmin

    2018-01-01

    In recent years, the financial education of young adults has gained importance in Germany; however, very few valid test instruments to assess the knowledge and understanding of personal finance are suitable for use in Germany. In this article, we describe results of a survey in which experts in Germany in areas related to personal finance judged…

  9. Understanding deficient emotional self-regulation in adults with attention deficit hyperactivity disorder: a controlled study

    OpenAIRE

    Surman, Craig B. H.; Biederman, Joseph; Spencer, Thomas; Miller, Carolyn A.; McDermott, Katie M.; Faraone, Stephen V.

    2013-01-01

    While symptoms of deficient emotional self-regulation (DESR) such as low frustration tolerance, temper outbursts, emotional impulsivity, and mood lability are commonly associated with attention deficit hyperactivity disorder (ADHD), little is known about their nature. The main aim of this post hoc study was to examine the correlates of DESR in a large sample of adults with and without ADHD. Subjects were 206 adults with ADHD and 123 adults without ADHD from a family study of ADHD. Emotional i...

  10. Towards an Understanding of the Policy Framework Shaping Adult Literacy in Australia.

    Science.gov (United States)

    Lo Bianco, Joseph

    1997-01-01

    Outlines problems in Australian adult literacy policy; considers whether policy perverts or perfects democracy. Concludes that workable policy offers a conjunction of information, ideology, and interests. (SK)

  11. Contextualized Workforce Skills and ESL Learner Identity

    Science.gov (United States)

    Vafai, Maliheh Mansuripur

    2016-01-01

    This article reports on an empirical case study centering on adult ESL learners' motivational patterns for learning English and its relevance to their career goals. It looks at past patterns of immigrant insertion within the socioeconomic context of the US and explores current trends in adult ESL curriculum development focused on the task of…

  12. Understanding Tobacco-Related Attitudes among College and Noncollege Young Adult Hookah and Cigarette Users

    Science.gov (United States)

    Lee, Youn Ok; Bahreinifar, Sareh; Ling, Pamela M.

    2014-01-01

    Objective: To examine differences in tobacco-related attitudes and hookah and cigarette use among college and noncollege young adults. Participants: Time-location samples of young adult bar patrons in San Diego, California ("N" = 2,243), Tulsa ("N" = 2,095) and Oklahoma City ("N" = 2,200), Oklahoma, Albuquerque…

  13. Adults' Complicity in Limiting Students' Understanding of Sex, Gender and Sexuality at School

    Science.gov (United States)

    Mayo, J. B., Jr.

    2016-01-01

    This article is a commentary on the seven papers in this special issue of "Sex Education." A compelling theme interwoven throughout all the articles in subtle and explicit ways is the role that adults play in the lives of students, particularly in the ways in which adults impact how students enact and respond to the multiple…

  14. Understanding the role of health literacy in self-management and health behaviors among older adults

    NARCIS (Netherlands)

    Geboers, Bas

    2017-01-01

    Older adults with low health literacy can improve their health if they learn to self-manage their well-being and improve their physical activity and their dietary pattern. One of the major challenges in health care is the problem of low health literacy. Especially older adults often have low health

  15. The Ideological Production of Learner Identities in the World outside/inside the Classroom: Language Learning, Consumption, and National Belonging

    Science.gov (United States)

    Ullman, Char

    2010-01-01

    Adult education ESOL teachers usually know a lot about learners' lives inside the classroom, but they are less aware of learners' lives outside that space. This article focuses on learner talk about "Ingles Sin Barreras," a heavily advertised English-language program for Spanish-speakers who want to learn English. I analyzed learner talk…

  16. Buen Viaje: Mutually Beneficial Tourism. A Four-Lesson Unit about Traveling with Care in Mexico for Grades 8-12 and Adult Learners in English and Spanish.

    Science.gov (United States)

    Mattson, Alexandra; Ruiz, Octavio; Sommers, Meredith

    Intended for secondary students, this curriculum unit (in both English and Spanish) provides a look into Mexico's second largest industry, tourism. The curriculum unit of four lessons includes general information about tourism, maps, stories, and a code of behavior for travelers. The unit enumerates learner objectives, defines vocabulary and…

  17. Adult and juvenile dermatomyositis: are the distinct clinical features explained by our current understanding of serological subgroups and pathogenic mechanisms?

    Science.gov (United States)

    2013-01-01

    Adult and juvenile dermatomyositis share the hallmark features of pathognomic skin rash and muscle inflammation, but are heterogeneous disorders with a range of additional disease features and complications. The frequency of important clinical features such as calcinosis, interstitial lung disease and malignancy varies markedly between adult and juvenile disease. These differences may reflect different disease triggers between children and adults, but whilst various viral and other environmental triggers have been implicated, results are so far conflicting. Myositis-specific autoantibodies can be detected in both adults and children with idiopathic inflammatory myopathies. They are associated with specific disease phenotypes and complications, and divide patients into clinically homogenous subgroups. Interestingly, whilst the same autoantibodies are found in both adults and children, the disease features remain different within autoantibody subgroups, particularly with regard to life-threatening disease associations, such as malignancy and rapidly progressive interstitial lung disease. Our understanding of the mechanisms that underlie these differences is limited by a lack of studies directly comparing adults and children. Dermatomyositis is an autoimmune disease, which is believed to develop as a result of an environmental trigger in a genetically predisposed individual. Age-specific host immune responses and muscle physiology may be additional complicating factors that have significant impact on disease presentation. Further study into this area may produce new insights into disease pathogenesis. PMID:23566358

  18. Understanding deficient emotional self-regulation in adults with attention deficit hyperactivity disorder: a controlled study

    Science.gov (United States)

    Biederman, Joseph; Spencer, Thomas; Miller, Carolyn A.; McDermott, Katie M.; Faraone, Stephen V.

    2014-01-01

    While symptoms of deficient emotional self-regulation (DESR) such as low frustration tolerance, temper outbursts, emotional impulsivity, and mood lability are commonly associated with attention deficit hyperactivity disorder (ADHD), little is known about their nature. The main aim of this post hoc study was to examine the correlates of DESR in a large sample of adults with and without ADHD. Subjects were 206 adults with ADHD and 123 adults without ADHD from a family study of ADHD. Emotional impulsivity was operationalized using items from the Barkley Current Behavior Scale. Subjects were comprehensively assessed for psychiatric comorbidity using structured diagnostic interview methodology. We used the Quality of Life, Enjoyment, and Satisfaction Questionnaire-Short Form (QLES-Q-SF) and Social Adjustment Scale-Self-report (SAS-SR) to assess quality of life and psychosocial functioning. DESR was more common among ADHD compared with non-ADHD adults, and 55 % of adults with ADHD reported extreme DESR of greater severity than 95 % of control subjects. The association of ADHD and DESR was not entirely accounted for by either current or lifetime comorbid disorders. DESR was also associated with significant functional impairment as evaluated by the QLES-Q-SF and SAS-SR, and with reduced marital status, as well as higher risk for traffic accidents and arrests. DESR adversely impacts quality of life in adults with ADHD. More work is needed to further evaluate DESR in clinical and investigational studies of subjects with ADHD. PMID:23413201

  19. Understanding views on everyday use of personal health information: Insights from community dwelling older adults.

    Science.gov (United States)

    Hartzler, A L; Osterhage, K; Demiris, G; Phelan, E A; Thielke, S M; Turner, A M

    2017-04-11

    Older adults apply various strategies to pursue healthy aging, but we know little about their views and use of personal health information to accomplish those ends. As a first step in formulating the role of personal health information management (PHIM) in healthy aging, we explored the perspectives of older adults on health and health information used in their everyday lives through four focus groups with 25 community-dwelling adults aged 60 and over. We found that the concept of wellness-the holistic and multidimensional nature of health and wellbeing-plays prominently in how older adults think about health and health information. Participants expressed wellness from a position of personal strength, rather than health-related deficits, by focusing on wellness activities for staying healthy through: (1) personal health practices, (2) social network support, and (3) residential community engagement. Although these themes involve personal health information, existing PHIM systems that focus on disease management are generally not designed to support wellness activities. Substantial opportunity exists to fill this wellness support gap with innovative health information technology designed for older adults. Findings carry implications for the design of PHIM tools that support healthy aging and methods for engaging older adults as co-producers of this critical support.

  20. The Effectiveness of Storytelling on Adult Learning

    Science.gov (United States)

    Caminotti, Enzo; Gray, Jeremy

    2012-01-01

    Purpose: As two doctoral students and adult learners, the authors strongly believe that story telling can be a great tool for educators working with adult learners. The purpose of this paper is to increase awareness of how effective storytelling can be for adult learners. Design/methodology/approach: The approach of this paper is one of gathering…

  1. Learner councillors' perspectives on learner participation

    African Journals Online (AJOL)

    Erna Kinsey

    Learner participation in South Africa was legislated in 1996 through the South. African Schools Act, No. 84. Since then it has been a legal requirement to establish representative councils of learners (RCL) at secondary schools (with. Grade 8 and higher) countrywide. I investigate the perspectives and experiences.

  2. Applying cognitive learning theories to understanding of learning in vulnerable groups of adults

    Directory of Open Access Journals (Sweden)

    Manuel Kuran

    2011-06-01

    Full Text Available In the mid-twentieth century cognitive learning theories appeared as a criticism of behaviourism, and were later replaced by constructivist and connectivist learning theories. In the last two decades psychological research into cognition experienced a revival thanks to new methodological possibilities. This article brings a selection of research studies related to adult edu- cation in various ways: post-formal cognitive development stage, cognitive ageing, the meaning of crystallized intelligence in adulthood, and research into learning styles. The article proceeds with an account of research of literacy in vulnerable social groups and ends with a final chapter, which brings useful findings for researchers and adult education practitioners. In this article, the author has drawn from two separate sources. The first source are the professional premises underlying conceptualization of multi-media contents, prepared by the Slovenian Institute for Adult Education within the framework of the project titled Literacy development, and Assessment and Acknowledgement of Non-formal Learning between 2009 – 2011. The theoretical part of the underlying professional premises dealt, among other, with cognitive aspects of adult learning, which represent the basis of this article. The second source is the authorØs personal involvement in the field of cognitive psychology, or rather, in the field of cognitive sciences, in which even today learning and education of vulnerable groups of adults is given only marginal consideration in research.

  3. Consequences of restudy choices in younger and older learners.

    Science.gov (United States)

    Tullis, Jonathan G; Benjamin, Aaron S

    2012-08-01

    Allowing young learners to exert metacognitive control over learning often improves memory performance; however, little research has examined the consequences of giving older adults control over learning. In this study, younger and older adults studied word pairs before choosing half of the word pairs for restudy. Learners either restudied the items they chose (in the honor condition) or the items they did not choose (the dishonor condition; Kornell & Metcalfe, Journal of Experimental Psychology: Learning, Memory, and Cognition 32:609-622, 2006). Older and younger learners chose the same types of items for restudy, but the effectiveness of these choices differed greatly by age. For young learners, memory was superior in the honor condition, but older learners actually revealed numerically higher performance in the dishonor condition. This reveals a dramatic failure of metacognitive control, in the absence of any obvious monitoring deficit, in older adults. Implications for models of self-regulated learning are discussed.

  4. Understanding fall meaning and context in marketing balance classes to older adults.

    Science.gov (United States)

    Clark, Lauren; Thoreson, Sallie; Goss, Cynthia W; Zimmer, Lorena Marquez; Marosits, Mark; DiGuiseppi, Carolyn

    2013-02-01

    This study explored older, community-dwelling adults' attitudes and values about proposed church-delivered balance classes for fall prevention. Community observation, group interviews with stakeholders, key informant interviews, and focus groups with church members ≥ 60 years of age were analyzed in two ways: first for inductive themes expressing community sentiment about fall prevention for older adults, then for content useful in creating locally tailored social marketing messages. Four themes expressed perceptions of fall-prevention programming: de-emphasizing fall risk and emphasizing strength and independence, moving older adults out of their "comfort zones" to join classes, identifying relationships to support fall-prevention activities, and considering gender-based differences in approaches to fall prevention. A content analysis of the same dataset yielded information about preferred places in the community, promotion through churches, a tolerable price, and the balance class product itself. The qualitative results will inform the social marketing program to increase intervention delivery success.

  5. Citizenship in a time of HIV: Understanding medical adult male circumcision in South Africa.

    Science.gov (United States)

    Howard-Payne, Lynlee; Bowman, Brett

    2018-05-01

    Medical adult male circumcision has been shown to offer men significant protection against HIV infection during peno-vaginal sex. This has resulted in calls for a national roll-out of medical adult male circumcision in South Africa, a rights-based constitutional democracy. This article explores the ways that the potential tensions between this call to circumcise as a practice of good health citizenship and the guaranteed right to bodily integrity are negotiated in interviews with 30 urban-based men in Johannesburg. The results suggest that despite its demonstrable biological efficacy, these tensions may paralyse decision- and policy-makers in grappling with the potential scaling up of medical adult male circumcision for HIV prevention in South Africa.

  6. Resilience as a concept for understanding family caregiving of adults with Chronic Obstructive Pulmonary Disease (COPD): an integrative review.

    Science.gov (United States)

    Rosa, Francesca; Bagnasco, Annamaria; Aleo, Giuseppe; Kendall, Sally; Sasso, Loredana

    2017-04-01

    This paper was a report of the synthesis of evidence on examining the origins and definitions of the concept of resilience, investigating its application in chronic illness management and exploring its utility as a means of understanding family caregiving of adults with Chronic Obstructive Pulmonary Disease. Resilience is a concept that is becoming relevant to understanding how individuals and families live with illness, especially long-term conditions. Caregivers of adults with Chronic Obstructive Pulmonary Disease must be able to respond to exacerbations of the condition and may themselves experience cognitive imbalances. Yet, resilience as a way of understanding family caregiving of adults with COPD is little explored. Literature review - integrative review. CINAHL, PubMed, Google Scholar and EBSCO were searched between 1989-2015. The principles of rapid evidence assessment were followed. We identified 376 relevant papers: 20 papers reported the presence of the concept of resilience in family caregivers of chronic diseases patients but only 12 papers reported the presence of the concept of resilience in caregivers of Chronic Obstructive Pulmonary Disease patients and have been included in the synthesis. The term resilience in Chronic Obstructive Pulmonary Disease caregiving is most often understood using a deficit model of health.

  7. Second Language Learners' Divergence from Target Language Pragmatic Norms

    Science.gov (United States)

    Gomez-Laich, Maria Pia

    2016-01-01

    Pragmatic competence is an indispensable aspect of language ability in order for second and foreign language (L2/FL) learners to understand and be understood in their interactions with both native and nonnative speakers of the target language. Without a proper understanding of the pragmatic rules in the target language, learners may run the risk…

  8. Learners' Motivation for Literacy in the Mother Tongue 1: Ibadan ...

    African Journals Online (AJOL)

    The study examines the desirability of and motivational needs for basic literacy in the mother tongue and library use in lbadan metropolis. Data were collected through indepth interviews with 25 adult basic learners. The study reveals a strong desire for literacy in the mother tongue by the respondents. The learners' ...

  9. Understanding Adult Learning in the Midst of Complex Social "Liquid Modernity"

    Science.gov (United States)

    Nicolaides, Aliki; Marsick, Victoria J.

    2016-01-01

    This chapter describes the changing nature of adult education theory and practice in the face of complex, disruptive change and explores theories that are suited to tectonic shifts in a period of what we describe as "liquid modernity" in the midst of complex sociocultural-economic-political change in a global environment.

  10. Understanding and Counseling Self-Mutilation in Female Adolescents and Young Adults.

    Science.gov (United States)

    Zila, Laurie MacAniff; Kiselica, Mark S.

    2001-01-01

    Examines the syndrome of self-mutilation in female adolescents and young adults. Discusses causes, symptoms, types, definitions, and treatments. Includes an explanation of the lexical and conceptual confusion that accompanies self-mutilation. Addresses implications and recommendations for counselors. (Contains 31 references.) (Author/GCP)

  11. Understanding and Changing Older Adults' Perceptions and Learning of Social Media

    Science.gov (United States)

    Xie, Bo; Watkins, Ivan; Golbeck, Jen; Huang, Man

    2012-01-01

    An exploratory study was conducted to answer the following questions: What are older adults' perceptions of social media? What educational strategies can facilitate their learning of social media? A thematic map was developed to illustrate changing perceptions from the initial unanimous, strong negative to the more positive but cautious, and to…

  12. "THE BACON" Not "the Bacon": How Children and Adults Understand Accented and Unaccented Noun Phrases

    Science.gov (United States)

    Arnold, Jennifer E.

    2008-01-01

    Two eye-tracking experiments examine whether adults and 4- and 5-year-old children use the presence or absence of accenting to guide their interpretation of noun phrases (e.g., "the bacon") with respect to the discourse context. Unaccented nouns tend to refer to contextually accessible referents, while accented variants tend to be used for less…

  13. Adults' Explanations and Children's Understanding of Contagious Illnesses, Non-Contagious Illnesses, and Injuries

    Science.gov (United States)

    Toyama, Noriko

    2016-01-01

    The present study examined (1) whether children notice different causes for contagious illnesses, non-contagious illnesses, and injuries and (2) what information adults provide to children and to what extent this information is related to children's causal awareness. Studies 1 and 2 explored preschool teachers' and mothers' explanations of…

  14. Re-Conceptualizing Adult Education's Monolithic Behaviourist Interpretation: Toward a New Understanding of Radical Behaviourism

    Science.gov (United States)

    Roessger, Kevin M.

    2012-01-01

    The philosophy of radical behaviourism remains misunderstood within the field of adult education. Contributing to this trend is the field's homogeneous behaviourist interpretation, which attributes methodological behaviourism's principles to radical behaviourism. The guiding principles and assumptions of radical behaviourism are examined to…

  15. Understanding age-based transition needs: Perspectives from adolescents and adults with congenital heart disease

    Science.gov (United States)

    The purpose of this study was to explore the transition process in congenital heart disease (CHD) care through the perceived needs and concerns of adolescents (pretransition) and the experiential insight from adults (post-transition), in order to inform future transition initiatives and information ...

  16. Knowing Their Place: Feminist Understandings and Perceptions of Women Adult Educators in Museums

    Science.gov (United States)

    Clover, Darlene E.; Sanford, K.

    2016-01-01

    Arguing gender inequity remains one of the biggest challenges of our time, and framed within the concept of "pedagogic contact zones", our article shares findings from a five-year feminist, cross-national study of women adult educators and community practitioners in public museums and art galleries in Canada and the United Kingdom.…

  17. Adolescent and Young Adult Male Sex Offenders: Understanding the Role of Recidivism

    Science.gov (United States)

    Riser, Diana K.; Pegram, Sheri E.; Farley, Julee P.

    2013-01-01

    The current review explores the complex paths that can lead to adolescent and young adult males becoming sexually abusive. Because sexual abuse is an ongoing issue in our society that is often oversimplified, this article distinguishes between the various risk factors that predict sexually abusive behavior and types of sex offenders, particularly…

  18. Reading Expressively and Understanding Thoroughly: An Examination of Prosody in Adults with Low Literacy Skills

    Science.gov (United States)

    Binder, Katherine S.; Tighe, Elizabeth; Jiang, Yue; Kaftanski, Katharine; Qi, Cynthia; Ardoin, Scott P.

    2013-01-01

    The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes…

  19. Understanding Understanding.

    Science.gov (United States)

    1981-01-01

    at least a teenager and pos- sibly even an adult woman. Moreover, the quantity of money is somewhat greater. Almost surely the money is not needed to...speaker after only reading the first sentence. Apparently a number of the readers Interpret the pattern of speech here to be typically feminine . This

  20. Connecting with Texts: Teacher Candidates Reading Young Adult Literature

    Science.gov (United States)

    Bull, Kelly Byrne

    2011-01-01

    Preparing teachers to understand their students' reading processes so that they can guide their students toward connecting with texts in meaningful and personal ways are goals that can be met through the study of young adult literature. Twenty-first century learners live in an increasingly interconnected world and have access to countless texts…

  1. Unskilled Work and Learner Identity

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    The paper examines how unskilled work forms conditions for meeting the obligation to position oneself as an educable subject and engage in formal learning activities. Sensitivity to peoples’ work-life-experiences is necessary to understand their orientation toward different learning activities....... The main argument is that participation research must abandon the notion of motivation as an individual attribute and apply a dialectic concept of learner identity acknowledging work-life as a pivotal space for learning and formation of identity. I outline how a work-life-historical approach combining...... a critical theoretical approach inspired by Salling- Olesen’s and Archer’s concepts of identity and concerns can contribute to an understanding of the relationship between work and learner identity. Through narrative work-life interviews I examine how engagement in unskilled work in small and medium sized...

  2. Unskilled work and learner identity

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    The main argument in this paper is: In order to comprehend the ‘invisible’ conditions for forming motivation to participate in different kinds of learning activities (formal, non-formal and informal) in relation to work-life it is crucial to develop a dialectic concept of learner identity....... A concept enabling researcher in the field of work and learning to examine how the orientation toward learning activities are situated in and conditioned by specific work-life experiences. Based on a qualitative research-project (Kondrup 2012) the paper outlines how unskilled work forms a specific condition...... to be least likely to participate in VET, and the long arm of education has significant influence on how people perceive adult education.. The aim of the project was to examine how an unskilled work-life present certain conditions for the formation, maintenance and transformation of a learner identity...

  3. An Investigation into the Impact of Reflective Teaching on EFL Learners' Autonomy and Intrinsic Motivation

    Science.gov (United States)

    Abdolrezapour, Parisa; Fallah, Elahe

    2015-01-01

    This study has sought to explore the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to…

  4. Making Vocabulary Corporeal: Arabic Learners, Vocabulary Development, & arabiCorpus

    Directory of Open Access Journals (Sweden)

    Amy Johnson

    2013-01-01

    Full Text Available Recent years have seen increasing integration of language corpora into second language instruction. Arabic’s rich polysemy and multiglossic spectrum can complicate vocabulary development for learners. Corpora thus offer great potential as complementary tools for Arabic learners. This study examines two variants of a corpusbased exercise used with fourth-semester adult Arabic learners. Learners analyzed data for select Arabic vocabulary items in the online arabiCorpus. Students in both variant groups proved themselves adept at using the corpus, interpreting data, and articulating metalinguistic hypotheses about nuances of meaning.

  5. Understanding the determinants of hemoglobin and iron status: adolescent-adult women comparisons in SANHANES-1.

    Science.gov (United States)

    Mchiza, Zandile J; Parker, Whadi-Ah; Sewpaul, Ronel; Job, Nophiwe; Chola, Lumbwe; Mutyambizi, Chipo; Sithole, Moses; Stokes, Andrew; Labadarios, Demetre

    2018-01-23

    The study compared hemoglobin (Hb) and serum ferritin levels between adolescent and adult women with different body mass indices, dietary intake, and sociodemography. A secondary analysis of data for 3177 South African women ⩾15 years of age who participated in the SANHANES-1 study was undertaken. Abnormal Hb (≤12 g/dL) and serum ferritin (Data were analyzed using STATA version 11. Overall, anemia was detected in 740 (23.3%) participants. Of the individuals in the subsample (n = 1123, 15-35 years) who had serum ferritin measured, 6.0% presented with iron depletion (ID) and 10.8% presented with iron-deficiency anemia (IDA). The highest prevalences of anemia, ID, and IDA were in 15- to 18-year-olds (11.2%, 8.8%, and 20.2%, respectively). Black young adults (19-24 years) were up to 40 times more likely to present with ID compared with their non-black counterparts. While overweight adolescents were three times more likely to be anemic, overweight and obese young adults, as well as obese older adults (25-35 years), were less likely to be anemic compared with normal-weight women of all age groups. Overconsumption of dietary fat increased ID by up to 54- and 11-fold (adolescents and 25- to 35-year-olds, respectively). In South Africa, anemia is most prevalent in adolescents and black women. Anemia is also an indicator of overconsumption of dietary fat and a marker of socioeconomic disadvantage. © 2018 New York Academy of Sciences.

  6. Understanding Older Adults' Resilience During the Brisbane Floods: Social Capital, Life Experience, and Optimism.

    Science.gov (United States)

    Brockie, Lauren; Miller, Evonne

    2017-02-01

    The purpose of this study was to explore how social capital or the impact of life and previous disaster experience facilitated resilience in older adults who experienced the 2011 and 2013 floods in Brisbane, Australia. Data were drawn from in-depth interviews of 10 older adults from Brisbane who were evacuated in both the 2011 and 2013 floods. A combined qualitative approach drawing from the methods of constructivist grounded theory and narrative inquiry was applied and the data were analyzed by using (inductive) line-by-line and axial coding. The narratives of the older adults revealed a strong theme of resilience linked to social capital (bonding, bridging, and linking) and previous disaster experience. The results reflected the changing face of disaster management strategies and sources of social capital. Changes in disaster management polices (toward self-reliance) and more formalized sources of social capital highlight the need to build strong and healthy resilient communities that are capable of positively recovering from natural disasters. The results from this research emphasize the importance of initiatives that enhance social cohesion, trust, and social capital within local communities. (Disaster Med Public Health Preparedness. 2017;11:72-79).

  7. The limits of levels: Understanding the International Adult Literacy Surveys (IALS)

    Science.gov (United States)

    St. Clair, Ralf

    2012-12-01

    The International Adult Literacy Survey (IALS), an initiative of the Organization for Economic Cooperation and Development (OECD), was carried out in the early to mid-1990s across more than 20 countries. It was followed in the early years of the 21st century by the Adult Literacy and Life Skills (ALL) survey and the Programme for the International Assessment of Adult Competencies (PIAAC, currently in data analysis). This article reviews the philosophical basis, theoretical underpinnings and data analysis of the original and subsequent IALS-based surveys. The purpose is to inform users of the survey data of what the surveys can, and cannot, provide. The author argues that the key use of these surveys is providing insights into population-level distribution of one form of literacy, namely a particular kind of text consumption in a developed society. He also points out the challenges regarding the use of the survey series for making international comparisons, for documenting change over time and for representing broad models of literacy. The tendency to use the survey findings for these uses is considered by the author as a misuse of the data, which leaves the potential of the IALS surveys to provide insights into the effectiveness and equity of different educational systems largely untapped.

  8. Education techniques for lifelong learning: principles of adult learning.

    Science.gov (United States)

    Collins, Jannette

    2004-01-01

    The adult education literature supports the idea that teaching adults should be approached in a different way than teaching children and adolescents (preadults). Many aspects of effective teaching apply to all age groups. However, adults have had more life experiences and in many ways are differently motivated than children. Adults are more self-directed in their learning and have a greater need to know why they should learn something. Self-initiated learning is the most lasting and pervasive. Learning should be applicable to the learner's work or to other responsibilities valued by the learner. Thus, it is important that the instructor know the learner's needs and design learning activities that are relevant to those needs. The learner should be actively involved in learning, with the instructor acting as a facilitator. The instructor should recognize that adults have different learning styles and should tailor instruction to the characteristic ways adults prefer to learn. Understanding the principles of adult learning can help teachers become better facilitators of learning. Copyright RSNA, 2004

  9. Understanding how adolescents and young adults with cancer talk about needs in online and face-to-face support groups.

    Science.gov (United States)

    Thompson, Charee M; Crook, Brittani; Love, Brad; Macpherson, Catherine Fiona; Johnson, Rebecca

    2015-04-27

    We compared adolescent and young adult cancer patient and survivor language between mediated and face-to-face support communities in order to understand how the use of certain words frame conversations about family, friends, health, work, achievement, and leisure. We analyzed transcripts from an online discussion board (N = 360) and face-to-face support group (N = 569) for adolescent and young adults using Linguistic Inquiry and Word Count, a word-based computerized text analysis software that counts the frequency of words and word stems. There were significant differences between the online and face-to-face support groups in terms of content (e.g. friends, health) and style words (e.g. verb tense, negative emotion, and cognitive process). © The Author(s) 2015.

  10. Understanding the relationship between walking aids and falls in older adults: a prospective cohort study.

    Science.gov (United States)

    Roman de Mettelinge, Tine; Cambier, Dirk

    2015-01-01

    A substantial proportion of older adults living in residential aged care facilities are use wheelchairs or walk with aids. The relationship between using walking aids and falling is somewhat inconsistent and poorly understood. To investigate the use of walking aids as a risk factor for future falls among older adults living in residential aged care facilities and to identify spatiotemporal gait parameters that mediate the potential relationship between walking aids and falling. Forty-three older adults (22 using walking aids and 21 not using walking aids) living in residential aged care facilities were enrolled in this study. Fall history, fear of falling, and the use of psychotropic agents were registered. Spatiotemporal gait (GAITRite®), grip strength (Jamar®), and cognitive status (Mini-Mental State Examination and Clock Drawing Test) were assessed. Falls were prospectively recorded during a 12-month follow-up period using monthly calendars. Individuals using walking aids were older (P = .012), had a greater fear of falling (P = .017), and demonstrated a more conservative gait pattern compared with those not using walking aids. They walked slower (P fall ("fallers"). Univariate logistic regression identified using walking aids as a risk factor for future falls (odds ratio, 3.98; 95% confidence interval, 1.10-14.37; P = .035). A lower cadence, increased stance percentage, decreased swing percentage, increased age, and greater psychotropic drug intake were mediators that reduced the odds ratio of the relationship between using walking aids and faller status the most. Using walking aids is a risk factor for future falls among the older population living in residential settings. A substantial proportion of the relationship between walking aids and future falls could be explained by an altered spatiotemporal gait pattern, increased age, and psychotropic drug intake. This finding supports the aim of extensive training periods and appropriate instructions on the

  11. Relatively effortless listening promotes understanding and recall of medical instructions in older adults

    Science.gov (United States)

    DiDonato, Roberta M.; Surprenant, Aimée M.

    2015-01-01

    Communication success under adverse conditions requires efficient and effective recruitment of both bottom-up (sensori-perceptual) and top-down (cognitive-linguistic) resources to decode the intended auditory-verbal message. Employing these limited capacity resources has been shown to vary across the lifespan, with evidence indicating that younger adults out-perform older adults for both comprehension and memory of the message. This study examined how sources of interference arising from the speaker (message spoken with conversational vs. clear speech technique), the listener (hearing-listening and cognitive-linguistic factors), and the environment (in competing speech babble noise vs. quiet) interact and influence learning and memory performance using more ecologically valid methods than has been done previously. The results suggest that when older adults listened to complex medical prescription instructions with “clear speech,” (presented at audible levels through insertion earphones) their learning efficiency, immediate, and delayed memory performance improved relative to their performance when they listened with a normal conversational speech rate (presented at audible levels in sound field). This better learning and memory performance for clear speech listening was maintained even in the presence of speech babble noise. The finding that there was the largest learning-practice effect on 2nd trial performance in the conversational speech when the clear speech listening condition was first is suggestive of greater experience-dependent perceptual learning or adaptation to the speaker's speech and voice pattern in clear speech. This suggests that experience-dependent perceptual learning plays a role in facilitating the language processing and comprehension of a message and subsequent memory encoding. PMID:26106353

  12. Relatively effortless listening promotes understanding and recall of medical instructions in older adults

    Directory of Open Access Journals (Sweden)

    Roberta Maria DiDonato

    2015-06-01

    Full Text Available Communication success under adverse conditions requires efficient and effective recruitment of both bottom-up (sensori-perceptual and top-down (cognitive-linguistic resources to decode the intended auditory-verbal message. Employing these limited capacity resources has been shown to vary across the lifespan, with evidence indicating that younger adults out-perform older adults for both comprehension and memory of the message. This study examined how sources of interference arising from the speaker (message spoken with conversational versus clear speech technique, the listener (hearing-listening and cognitive-linguistic factors, and the environment (in competing speech babble noise versus quiet interact and influence learning and memory performance using more ecologically valid methods than has been done previously. The results suggest that when older adults listened to complex medical prescription instructions with ‘clear speech,’ (presented at audible levels through insertion earphones their learning efficiency, immediate and delayed memory performance improved relative to their performance when they listened with a normal conversational speech rate (presented at audible levels in sound field. This better learning and memory performance for clear speech listening was maintained even in the presence of speech babble noise. The finding that there was the largest learning-practice effect on 2nd trial performance in the conversational speech when the clear speech listening condition was first is suggestive of greater experience-dependent perceptual learning or adaptation to the speaker’s speech and voice pattern in clear speech. This suggests that experience-dependent perceptual learning plays a role in facilitating the language processing and comprehension of a message and subsequent memory encoding.

  13. Understanding adolescents' intentions to commute by car or bicycle as adults

    DEFF Research Database (Denmark)

    Sigurdardottir, Sigrun Birna; Kaplan, Sigal; Møller, Mette

    2013-01-01

    This study focuses on the intentions of adolescents to commute by car or bicycle as adults. The behavioral model is based on intrapersonal and interpersonal constructs from the theory of planned behavior extended to include constructs from the institutional, community and policy domains. Data from...... a survey among Danish adolescents is analyzed. It is found that car use intentions are related to positive car passenger experience, general interest in cars, and car ownership norms, and are negatively related to willingness to accept car restrictions and perceived lack of behavioral control. Cycling...

  14. Understanding of Parents and Adults on the Down Syndrome Female Sexual Reproductive Health

    Science.gov (United States)

    Zhagan, Madhya

    2013-01-01

    The purpose of this study is to determine the understanding of reproductive health among parents and female adolescents with Down syndrome. This cross-sectional study involved 22 parents and 22 female adolescents with Down syndrome in Kuala Lumpur, Malaysia. The parents were required to fill up the socio-demographic information in questionnaire…

  15. Using ecological momentary assessment to understand where and with whom adults' physical and sedentary activity occur.

    Science.gov (United States)

    Liao, Yue; Intille, Stephen S; Dunton, Genevieve F

    2015-02-01

    This study used Ecological Momentary Assessment (EMA), a real-time self-report strategy, to describe the physical and social contexts of adults' physical activity and sedentary activity during their everyday lives and to determine whether these patterns and relationships differ for men and women. Data from 114 adults were collected through mobile phones across 4 days. Eight electronic EMA surveys were randomly prompted each day asking about current activities (e.g., physical or sedentary activity), physical and social contexts, and perceived outdoor environmental features (e.g., greenness/vegetation, safety, and traffic). All participants also wore accelerometers during this period to objectively measure moderate-to-vigorous physical activity (MVPA) and sedentary activity. Home was the most common physical context for EMA-reported physical and sedentary activity. Most of these activities occurred when participants were alone. When alone, the most commonly EMA-reported physical activity and sedentary activity was walking and reading/using computer, respectively. When in outdoor home locations (e.g., yard and driveway) women demonstrated higher levels of MVPA, whereas men demonstrated higher levels of MVPA when in outdoor park settings (ps activity. Future studies could consider utilizing this method in more representative samples to gather context-specific information to inform the development of physical activity interventions.

  16. Young adult Ecstasy users and multiple sexual partners: understanding the factors underlying this HIV risk practice.

    Science.gov (United States)

    Sterk, Claire E; Klein, Hugh; Elifson, Kirk W

    2008-09-01

    The purposes of this study are to (1) examine the extent to which young adult Ecstasy users recently reported having had multiple sex partners and (2) identify the factors predictive of engaging in this behavior. Potential predictors included demographic characteristics, background and experiences measures, childhood maltreatment experiences, substance use variables, and measures assessing psychological/psychosocial functioning. This research is based on a sample of 283 young adult recurrent users of the drug, Ecstasy. Study participants were recruited in Atlanta, Georgia between August 2002 and August 2004 using a targeted sampling and ethnographic mapping approach. Interviews took approximately two hours to complete. Nearly one-third of the study participants had more than one sex partner during the preceding month, and sexual protection rates tended to be low. Multivariate logistic regression analysis revealed seven predictors associated with an increased likelihood of having multiple sex partners: (1) being nonwhite, (2) knowing someone who was HIV-positive, (3) younger age of first sexual experience, (4) using Ecstasy for its touch-enhancing qualities, (5) higher self-esteem, (6) handling disagreements more dysfunctionally, and (7) not being involved in a romantic relationship. The HIV prevention- and intervention-related implications of these findings are discussed.

  17. Transitioning English Language Learners: Annotated Bibliography

    Science.gov (United States)

    Hector-Mason, Anestine; Shaewitz, Dahlia; Sherman, Renee; Brown, Delphinia; Salomon, Erika; Bauman, Emily; Mendieta, Yorkmit; Corley, Mary Ann

    2009-01-01

    On July 17, 2008 the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) awarded a contract to the American Institutes for Research (AIR) to assist OVAE in conducting a descriptive study of instructional and programmatic practices that support the transition of English language learners (TELL) from English as a second…

  18. Learners for life : student approaches to learning

    NARCIS (Netherlands)

    Artelt, Cordula; Baumert, Jürgen; Julius-McElvany, Nele; Peschar, Jules

    2003-01-01

    What are students like as learners as they approach the end of compulsory education? The answer matters greatly, not only because those with stronger approaches to learning get better results at school but also because young adults able to set learning goals and manage their own learning are much

  19. Understanding the main route of drug entry in adult Fasciola hepatica: Further insights into closantel pharmacological activity.

    Science.gov (United States)

    Ceballos, L; Canton, C; Cadenazzi, G; Larsen, K; Virkel, G; Moreno, L; Fairweather, I; Lanusse, C; Alvarez, L

    2017-10-01

    Closantel (CLS) is highly effective against adult liver flukes after its oral or subcutaneous (sc) administration in ruminants. Trans-tegumental diffusion and oral ingestion are the two potential routes available for the entry of drugs into Fasciola hepatica. The work reported here contributes to improve the understanding of CLS pharmacology. The main goals of were: I) to determine the pattern of in vivo CLS accumulation into adult F. hepatica and relevant tissues in CLS-treated sheep; II) to investigate the influence of the physicochemical composition of the incubation medium on the CLS diffusion process into adult F. hepatica; III) to assess the ovicidal activity of CLS against F. hepatica eggs; and IV) to investigate the in vivo effect of CLS treatment on glutathione S-transferases activity in adult liver flukes exposed to CLS. Fourteen healthy sheep were each orally infected with 75 F. hepatica metacercariae. Sixteen (16) weeks after infection, animals were treated with CLS by oral (n = 6, 10 mg/kg) or sub-cutaneous (sc) (n = 6, 5 mg/kg) route. At 12, 24 and 36 h post-treatment, animals were sacrificed (n = 2) and samples of blood, bile and adult F. hepatica were collected. In addition, flukes recovered from non-treated sheep (n = 2) were ex vivo incubated (60 min) in the presence of CLS in either RPMI or bile as incubation medium. CLS concentration was measured by HPLC. The ovicidal activity of CLS was investigated using eggs obtained from the bile of untreated sheep. Finally, glutathione S-transferase activity in F. hepatica recovered from untreated and CLS-treated sheep was assessed. In the in vivo studies, the highest CLS concentrations were measured in plasma and adult liver flukes. A positive correlation was observed between CLS concentration in plasma and in F. hepatica. Results obtained in the current work indicate that the in vivo accumulation of CLS into adult liver flukes occurs mainly by the oral route. After ex

  20. Understanding Empathy, Self-Esteem, and Adult Attachment in Sexual Offenders and Partner-Violent Men.

    Science.gov (United States)

    Loinaz, Ismael; Sánchez, Luis Miguel; Vilella, Andrea

    2018-02-01

    The assessment and treatment of emotional variables is a priority in the rehabilitation of offenders. Although theoretical proposals suggest a clear relationship between violence and self-esteem, attachment, and empathy, the research carried out to date has reached contradictory results due mainly to differences in the measurements used, the reliability of self-reports, or even to problems with the definition of the constructs. The present study analyzed these three variables in a prison sample of sexual offenders ( n = 48) and partner-violent men ( n = 68), using the Interpersonal Reactivity Index, the Rape Empathy Measure, the Rosenberg Self-Esteem Scale, and the Adult Attachment Questionnaire. Results confirmed the low utility of nonspecific empathy, the predominance of high self-esteem, and the difficulty of identifying an insecure attachment. The implications of the use of these variables in the treatment of offenders, and the need to improve the assessment tools, are discussed.

  1. Promoting nursing students' understanding and reflection on cultural awareness with older adults in home care.

    Science.gov (United States)

    Mager, Diana R; Grossman, Sheila

    2013-01-01

    It is important for nursing programs to use culturally focused activities to increase student preparation in caring for diverse older adults in their homes. The purpose of this study was to examine strategies that promote students' reflection on cultural awareness using home care-focused case studies, simulations, and self-reflective writing activities. Cases and simulations were designed to depict diverse patients living at home with a variety of demographic characteristics, such as health history, age, culture, religion, dietary preferences, marital status, family involvement, and socioeconomic status. Qualitative data regarding student perceptions of cultural awareness was gathered via written surveys, and findings suggest that junior- and senior-year nursing students enhanced the depth and breadth of how they defined "cultural competence" after participating in culturally focused classroom and clinical laboratory activities. Levels of reflective writing using framework also improved by the semester's end for both groups of students.

  2. Understanding Early Technology Adoption by the Emergent Older Adults in Dharavi

    OpenAIRE

    Sengupta, Shaon; Sarcar, Sayan; Joshi, Anirudha

    2017-01-01

    Part 9: Field Trips; International audience; This field trip proposes a two-day program to understand and evaluate technology adoption of digital wallets among the elderly population in one of the urban slums of Mumbai, through training, probes and shadowing. The aim of the study is to analyse perceived challenges, influences & motivations, barriers to adoption and issues faced during wallet transactions. The findings from this study will be interpreted to formulate design recommendations and...

  3. Stories That Heal: Understanding the Effects of Creating Digital Stories With Pediatric and Adolescent/Young Adult Oncology Patients.

    Science.gov (United States)

    Laing, Catherine M; Moules, Nancy J; Estefan, Andrew; Lang, Mike

    The purpose of this philosophical hermeneutic study was to determine if, and understand how, digital stories might be effective therapeutic tools to use with children and adolescents/young adults (AYA) with cancer, thus helping mitigate suffering. Sixteen participants made digital stories with the help of a research assistant trained in digital storytelling and were interviewed following the completion of their stories. Findings from this research revealed that digital stories were a way to have others understand their experiences of cancer, allowed for further healing from their sometimes traumatic experiences, had unexpected therapeutic effects, and were a way to reconcile past experiences with current life. Digital stories, we conclude, show great promise with the pediatric and AYA oncology community and we believe are a way in which the psychosocial effects of cancer treatment may be addressed. Recommendations for incorporating digital stories into clinical practice and follow-up programs are offered.

  4. Supporting Students' Right to Read in the Secondary Classroom: Authors of Young Adult Literature Share Advice for Pre-Service Teachers

    Science.gov (United States)

    Greathouse, Paula; Eisenbach, Brooke; Kaywell, Joan

    2017-01-01

    Young adult literature spotlights the complexity of the adolescent human condition, which helps adolescent learners better understand themselves and those around them (Wolk, 2009). Yet, teachers who are able to find a place for young adult literature in their classrooms or schools often find themselves defending their choices rather than…

  5. Quality Group Home Care for Adults with Developmental Disabilities and/or Mental Health Disorders: Yearning for Understanding, Security and Freedom

    Science.gov (United States)

    Shipton, Leah; Lashewicz, Bonnie M.

    2017-01-01

    Background: The purpose of this study was to uncover and understand factors influencing quality of care received by adults with developmental disabilities and/or mental health disorders living in group homes. Methods: The present authors conducted a secondary analysis of data from nine focus group discussions with adults with developmental…

  6. Typology of engineering mathematics learners in a Singapore polytechnic: a socio-psychological perspective

    Science.gov (United States)

    Khiat, Henry

    2012-03-01

    This study aims to understand how engineering mathematics students form intentions in mathematics learning from a socio-psychological perspective. A grounded theory approach was adopted and 21 engineering students and six tutors participated in the study. The main findings in this study show that a student's intention in engineering mathematics learning is made up of a number of sequential components - their critical trigger, internalized significance, aim and perceived intention-related consequences in engineering mathematics learning. Accordingly, the participants may be broadly classified into five types of learners: idealistic learners, competitive learners, pragmatic learners, fatalistic learners and dissonant learners according to their intentions in engineering mathematics learning.

  7. TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SONGS

    Directory of Open Access Journals (Sweden)

    Yuliana Yuliana

    2003-01-01

    Full Text Available Teaching English to Young Learners has become a trend nowadays. In every school, English is taught as one of the main subjects. In teaching young learners is not like teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the children themselves. One of the forms of fun activities for children is through music, and songs are the common form of music that children know. Through this paper, the writer wants to show that through songs, children could enhance their language skills, such as speaking, listening and writing.

  8. Teaching English to Young Learners Through Songs

    OpenAIRE

    Yuliana, Yuliana

    2003-01-01

    Teaching English to Young Learners has become a trend nowadays. In every school, English is taught as one of the main subjects. In teaching young learners is not like teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the children themselves. One of the forms of fun activities for children is through music, and songs are the common form of music that children know. Through th...

  9. Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment.

    Science.gov (United States)

    Schumacher, Daniel J; Englander, Robert; Carraccio, Carol

    2013-11-01

    As a result of the paradigm shift to a competency-based framework, both self-directed lifelong learning and learner-centeredness have become essential tenets of medical education. In the competency-based framework, learners drive their own educational process, and both learners and teachers share the responsibility for the path and content of learning. This learner-centered emphasis requires each physician to develop and maintain lifelong learning skills, which the authors propose culminate in becoming a "master leaner." To better understand the development of these skills and the attainment of that goal, the authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.The authors begin by exploring self-determination theory, which lays the groundwork for understanding the motivation to learn. They next consider the theories of cognitive load and situated cognition, which inform the optimal context and environment for learning. Building from this foundation, the authors consider key educational theories that affect learners' abilities to serve as primary drivers of their learning, including self-directed learning (SDL); the self-assessment skills necessary for SDL; factors affecting self-assessment (self-concept, self-efficacy, illusory superiority, gap filling); and ways to mitigate the inaccuracies of self-assessment (reflection, self-monitoring, external information seeking, and self-directed assessment seeking).For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners.

  10. Learners' Perceptions of a Reading Section without Instruction

    Science.gov (United States)

    Mulling, Alessandra Belletti Figueira

    2017-01-01

    This study highlights learners' perceptions about their experience with self-access materials with a qualitative orientation as the best way to understand nuances of how students learn and what they need from learning materials. This paper presents English as a foreign language learners' attitudes when interacting with the computer-reading section…

  11. Sensitizing Young English Language Learners Towards Environmental Care

    Science.gov (United States)

    Castillo, Rigoberto; Rojas, María del Pilar

    2014-01-01

    This paper reports an action research study aimed at understanding how to sensitize young English language learners towards caring for the environment. The pedagogical intervention in a 5th grade class consisted in the use of creative writing strategies to express learners' ideas. Three stages were followed: "recognizing facts,"…

  12. Language Learning Strategies of Language e-Learners in Turkey

    Science.gov (United States)

    Solak, Ekrem; Cakir, Recep

    2015-01-01

    The purpose of this study was to determine the use of language learning strategies of e-learners and to understand whether there were any correlations between language learning strategies and academic achievement. Participants of the study were 274?e-learners, 132 males and 142 females, enrolled in an e-learning program from various majors and…

  13. The Audacious Learner

    Directory of Open Access Journals (Sweden)

    Beatrice EKOKO

    2010-12-01

    Full Text Available The Audacious Learner is a risk taker. She approaches learning boldly, overcoming fear because she is driven by the will to know. In this paper, I utilize ideas from Blogging with Audacity (Skellie, 2008 whose work analyzes what makes a successful blogger and blog. I draw parallels between the successful, unconventional blogger and the unconventional, self directed learner.

  14. Illustrating the (invisible: Understanding the impact of loss in adults living with secondary lymphedema after cancer

    Directory of Open Access Journals (Sweden)

    Roanne Thomas

    2014-08-01

    Full Text Available Life with a disability is often riddled with paradoxes, one of which is being visibly marked, while personal experiences, losses, and challenges remain hidden. Our article draws attention to this paradox among people who live with secondary lymphedema after cancer (SLC. SLC is a relatively unfamiliar chronic condition within medical and lay discourses of cancer, which proves challenging for the many cancer survivors who are in search of information and understanding. Thirteen men and women with SLC were recruited from two research sites (Fredericton, NB, and Ottawa, ON, Canada to participate in semi-structured interviews about the physical and psychosocial aspects of SLC. Using a methodology of interpretive description, our analysis of participant interviews reveals the complex ways in which men and women felt both visible and invisible within various contexts. We discuss three majors themes: (invisibility and appearance related to material losses; (invisibility and action connected to visible losses in function, as well as invisible struggles to care for oneself; and the loss of present and future well-being, as SLC renders some limitations visible while potentially obscuring a hopeful future indefinitely. Our research indicates that timely diagnosis of SLC would be an immediate first step in recognizing the physical and emotional dimensions of the condition. To accomplish this, increased awareness is needed. To enhance quality of life for those living with SLC, the development of new resources and psychosocial supports is also required.

  15. Do It Yourself? A Learners' Perspective on Learner Autonomy and Self-Access Language Learning in an English Proficiency Programme.

    Science.gov (United States)

    Reinders, Hayo

    This research paper presents a learners' perspective on (the promotion of) learner autonomy and Self-Access Language Learning in an English Proficiency Program. It provides an evaluation of the success of these course elements as well as an interpretation of students' understanding of the related concepts. Finally, it identifies factors that…

  16. Person-Oriented Approaches to Profiling Learners in Technology-Rich Learning Environments for Ecological Learner Modeling

    Science.gov (United States)

    Jang, Eunice Eunhee; Lajoie, Susanne P.; Wagner, Maryam; Xu, Zhenhua; Poitras, Eric; Naismith, Laura

    2017-01-01

    Technology-rich learning environments (TREs) provide opportunities for learners to engage in complex interactions involving a multitude of cognitive, metacognitive, and affective states. Understanding learners' distinct learning progressions in TREs demand inquiry approaches that employ well-conceived theoretical accounts of these multiple facets.…

  17. Linguistic Challenges in the Mathematical Register for EFL Learners: Linguistic and Multimodal Strategies to Help Learners Tackle Mathematics Word Problems

    Science.gov (United States)

    Chan, Simon

    2015-01-01

    In learning mathematics through English, one of the major challenges facing English as a Foreign Language (EFL) learners is understanding the language used to present word problems in mathematics texts. Without comprehending such language, learners are not able to carry out the targeted calculations no matter how familiar they are with the…

  18. Modeling Learner Situation Awareness in Collaborative Mobile Web 2.0 Learning

    Science.gov (United States)

    Norman, Helmi; Nordin, Norazah; Din, Rosseni; Ally, Mohamed

    2016-01-01

    The concept of situation awareness is essential in enhancing collaborative learning. Learners require information from different awareness aspects to deduce a learning situation for decision-making. Designing learning environments that assist learners to understand situation awareness via monitoring actions and reaction of other learners has been…

  19. EFL Learners in the Digital Age: An Investigation into Personal and Educational Digital Engagement

    Science.gov (United States)

    Sahin Kizil, Aysel

    2017-01-01

    To gauge the success of integrating technology into classrooms which is among the popular topics in the field of language learning, there is a need to understand how end users, language learners, use technology and bear the characteristics of digital learner as claimed for the current generation of learners. To this end, this study collected data…

  20. Patterns of adult cross-racial friendships: A context for understanding contemporary race relations.

    Science.gov (United States)

    Plummer, Deborah L; Stone, Rosalie Torres; Powell, Lauren; Allison, Jeroan

    2016-10-01

    This study examined patterns, characteristics, and predictors of cross-racial friendships as the context for understanding contemporary race relations. A national survey included 1,055 respondents, of whom 55% were white, 32% were black, and 74% were female; ages ranged from 18 to ≥65 years. Focus groups were conducted to assess societal and personal benefits. Participants (n = 31) were racially diverse and aged 20 to 66 years. After accounting for multiple covariates, regression analysis revealed that Asians, Hispanics, and multiracial individuals are more likely than their white and black counterparts to have cross-racial friends. Females were less likely than males to have 8 or more cross-racial friends. Regression analysis revealed that the depth of cross-racial friendships was greater for women than men and for those who shared more life experiences. Increasing age was associated with lower cross-racial friendship depth. Qualitative analysis of open-ended questions and focus group data established the social context as directly relevant to the number and depth of friendships. Despite the level of depth in cross-racial friendships, respondents described a general reluctance to discuss any racially charged societal events, such as police shootings of unarmed black men. This study identified salient characteristics of individuals associated with cross-racial friendships and highlighted the influence of the social, historical, and political context in shaping such friendships. Our findings suggest that contemporary race relations reflect progress as well as polarization. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  1. Working with language learner histories from three perspectives: Teachers, learners and researchers

    Directory of Open Access Journals (Sweden)

    Sarah Mercer

    2013-10-01

    Full Text Available Recent developments in SLA, such as learner-centredness, social constructivism, the postmethod era, and complexity perspectives, have highlighted the need for more localized, situated understandings of teaching and learning and greater recognition of learner individuality and diversity. In this article, I suggest an effective way of meeting these needs is to employ learner histories. This powerful form of writing allows learners to use their L2 to engage in authentic, personally meaningful communication with others about their identities, experiences, perceptions and emotions related to their language learning histories. As a text type, they are able to facilitate a more holistic perspective of the learner’s life and reveal the unique interconnections that an individual makes across various domains. They also enable the situated, contextualised and dynamic nature of their learning experiences to become apparent and provide learners with a genuine, motivating purpose for writing. Exploring data generated in Austria with tertiary-level EFL learners, I seek to illustrate some of the rich potential of these text types from three perspectives, namely, those of the teacher, learner and researcher.

  2. Word Reading Efficiency, Text Reading Fluency, and Reading Comprehension among Chinese Learners of English

    Science.gov (United States)

    Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

    2012-01-01

    This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…

  3. Assessing and understanding sedentary behaviour in office-based working adults: a mixed-method approach

    Directory of Open Access Journals (Sweden)

    Clarice N. Waters

    2016-04-01

    Full Text Available Abstract Background Sedentary behaviours (SB can be characterized by low energy expenditure in a reclining position (e.g., sitting often associated with work and transport. Prolonged SB is associated with increased risk for chronic conditions, and due to technological advances, the working population is in office settings with high occupational exposure to SB. This study aims to assess SB among office workers, as well as barriers and strategies towards reducing SB in the work setting. Methods Using a mixed-methods approach guided by the socio-ecological framework, non-academic office workers from a professional school in a large public university were recruited. Of 180 eligible office workers, 40 enrolled and completed all assessments. Self-reported and objectively measured SB and activity levels were captured. Focus group discussion (FGD were conducted to further understand perceptions, barriers, and strategies to reducing workplace SB. Environmental factors were systematically evaluated by trained research staff using an adapted version of the Checklist for Health Promotion Environments at Worksites (CHEW. Thematic analysis of FGD was conducted and descriptive analysis of quantitative data was performed. Results The sample was mostly Chinese (n = 33, 80 % with a total of 24 (60 % female participants. Most participants worked five days a week for about 9.5(0.5 hrs/day. Accelerometer data show that participants spend the majority of their days in sedentary activities both on workdays (76.9 % and non-workdays (69.5 %. Self-report data confirm these findings with median sitting time of 420(180 minutes at work. From qualitative analyses, major barriers to reducing SB emerged, including the following themes: workplace social and cultural norms, personal factors, job scope, and physical building/office infrastructure. CHEW results confirm a lack of support from the physical infrastructure and information environment to reducing SB

  4. Assessing and understanding sedentary behaviour in office-based working adults: a mixed-method approach.

    Science.gov (United States)

    Waters, Clarice N; Ling, Er Pei; Chu, Anne H Y; Ng, Sheryl H X; Chia, Audrey; Lim, Yee Wei; Müller-Riemenschneider, Falk

    2016-04-27

    Sedentary behaviours (SB) can be characterized by low energy expenditure in a reclining position (e.g., sitting) often associated with work and transport. Prolonged SB is associated with increased risk for chronic conditions, and due to technological advances, the working population is in office settings with high occupational exposure to SB. This study aims to assess SB among office workers, as well as barriers and strategies towards reducing SB in the work setting. Using a mixed-methods approach guided by the socio-ecological framework, non-academic office workers from a professional school in a large public university were recruited. Of 180 eligible office workers, 40 enrolled and completed all assessments. Self-reported and objectively measured SB and activity levels were captured. Focus group discussion (FGD) were conducted to further understand perceptions, barriers, and strategies to reducing workplace SB. Environmental factors were systematically evaluated by trained research staff using an adapted version of the Checklist for Health Promotion Environments at Worksites (CHEW). Thematic analysis of FGD was conducted and descriptive analysis of quantitative data was performed. The sample was mostly Chinese (n = 33, 80 %) with a total of 24 (60 %) female participants. Most participants worked five days a week for about 9.5(0.5) hrs/day. Accelerometer data show that participants spend the majority of their days in sedentary activities both on workdays (76.9 %) and non-workdays (69.5 %). Self-report data confirm these findings with median sitting time of 420(180) minutes at work. From qualitative analyses, major barriers to reducing SB emerged, including the following themes: workplace social and cultural norms, personal factors, job scope, and physical building/office infrastructure. CHEW results confirm a lack of support from the physical infrastructure and information environment to reducing SB. There is high SB among office workers in this sample. We

  5. Analysis of Learner Progress from the First Reporting Cycle of the CALPEP Field Test. A Report to the California State Librarian.

    Science.gov (United States)

    Solorzano, Ronald

    A project determined the impact of the California Literacy Campaign (CLC) on its learners. Researchers used information from two California Adult Learner Progress Evaluation Process (CALPEP) forms: Where We Started (WWS) and a Semiannual Report (SR). The study focused on new adult learners served by the CLC for the first time between July and…

  6. Adult Reading in a Foreign Language: A Necessary Competence for Knowledge Society

    Science.gov (United States)

    Guerra-Treviño, Marta Elena

    2013-01-01

    This paper presents several "tips" for Spanish speaking adults who start a reading comprehension course in English. The document is the product of my twenty-five years of experience as a language teacher. By using these practical pieces of advice, learners understand the differences between English and their own language, are able read,…

  7. The Contributions of Phonological and Morphological Awareness to Literacy Skills in the Adult Basic Education Population

    Science.gov (United States)

    Fracasso, Lucille E.; Bangs, Kathryn; Binder, Katherine S.

    2016-01-01

    The Adult Basic Education (ABE) population consists of a wide range of abilities with needs that may be unique to this set of learners. The purpose of this study was to better understand the relative contributions of phonological decoding and morphological awareness to spelling, vocabulary, and comprehension across a sample of ABE students. In…

  8. Development, validation, and implementation of a questionnaire assessing disease knowledge and understanding in adult cystic fibrosis patients.

    LENUS (Irish Health Repository)

    Siklosi, Karen R

    2012-02-01

    BACKGROUND: The number of adults living with cystic fibrosis (CF) is increasing, necessitating an assessment of knowledge in this growing population. METHODS: A questionnaire assessing CF knowledge was completed by 100 CF patients (median age: 26.0 years, range 17-49 years; median FEV: 57.0% predicted, range 20-127% predicted). Level of knowledge was correlated with clinical and sociodemographic characteristics. RESULTS: Questionnaire validation showed acceptable internal consistency (alpha=0.75) and test-retest reliability (0.94). Patients had fair overall understanding of CF (mean=72.4%, SD=13.1), with greater knowledge of lung and gastrointestinal topics (mean=81.6%, SD=11.6) than reproduction and genetics topics (mean=57.9%, SD=24.1). Females and those with post-secondary education scored significantly higher (p<0.05). CONCLUSIONS: This study validated a questionnaire that can be utilized to assess CF knowledge. Although CF patients understand most aspects of their disease, knowledge deficits are common - particularly regarding genetics and reproduction - and should be considered when developing CF education programs.

  9. Understanding spatio-temporal mobility patterns for seniors, child/student and adult using smart card data

    Science.gov (United States)

    Huang, X.; Tan, J.

    2014-11-01

    Commutes in urban areas create interesting travel patterns that are often stored in regional transportation databases. These patterns can vary based on the day of the week, the time of the day, and commuter type. This study proposes methods to detect underlying spatio-temporal variability among three groups of commuters (senior citizens, child/students, and adults) using data mining and spatial analytics. Data from over 36 million individual trip records collected over one week (March 2012) on the Singapore bus and Mass Rapid Transit (MRT) system by the fare collection system were used. Analyses of such data are important for transportation and landuse designers and contribute to a better understanding of urban dynamics. Specifically, descriptive statistics, network analysis, and spatial analysis methods are presented. Descriptive variables were proposed such as density and duration to detect temporal features of people. A directed weighted graph G ≡ (N , L, W) was defined to analyze the global network properties of every pair of the transportation link in the city during an average workday for all three categories. Besides, spatial interpolation and spatial statistic tools were used to transform the discrete network nodes into structured human movement landscape to understand the role of transportation systems in urban areas. The travel behaviour of the three categories follows a certain degree of temporal and spatial universality but also displays unique patterns within their own specialties. Each category is characterized by their different peak hours, commute distances, and specific locations for travel on weekdays.

  10. Understanding the prebiotic potential of different dietary fibers using an in vitro continuous adult fermentation model (PolyFermS).

    Science.gov (United States)

    Poeker, Sophie A; Geirnaert, Annelies; Berchtold, Laura; Greppi, Anna; Krych, Lukasz; Steinert, Robert E; de Wouters, Tomas; Lacroix, Christophe

    2018-03-12

    Consumption of fermentable dietary fibers (DFs), which can induce growth and/or activity of specific beneficial populations, is suggested a promising strategy to modulate the gut microbiota and restore health in microbiota-linked diseases. Until today, inulin and fructo-oligosaccharides (FOS) are the best studied DFs, while little is known about the gut microbiota-modulating effects of β-glucan, α-galactooligosaccharide (α-GOS) and xylo-oligosaccharide (XOS). Here, we used three continuous in vitro fermentation PolyFermS model to study the modulating effect of these DFs on two distinct human adult proximal colon microbiota, independently from the host. Supplementation of DFs, equivalent to a 9 g daily intake, induced a consistent metabolic response depending on the donor microbiota. Irrespective to the DF supplemented, the Bacteroidaceae-Ruminococcaceae dominated microbiota produced more butyrate (up to 96%), while the Prevotellaceae-Ruminococcaceae dominated microbiota produced more propionate (up to 40%). Changes in abundance of specific bacterial taxa upon DF supplementation explained the observed changes in short-chain fatty acid profiles. Our data suggest that the metabolic profile of SCFA profile may be the most suitable and robust read-out to characterize microbiota-modulating effects of a DF and highlights importance to understand the inter-individual response to a prebiotic treatment for mechanistic understanding and human application.

  11. Little Cigars and Cigarillos Use Among Young Adult Cigarette Smokers in the United States: Understanding Risk of Concomitant Use Subtypes

    Science.gov (United States)

    Fryer, Craig S.; Pagano, Ian; Fagan, Pebbles

    2016-01-01

    Introduction: In 2016, the Food and Drug Administration announced that it would regulate little cigars and cigarillos (LCCs) and expressed concern about the concomitant use of combustible tobacco products. To understand LCC use among socially-disadvantaged cigarette smokers, we assessed (1) the prevalence of concomitant use of subtypes of LCCs: LCC-tobacco, LCC-blunt, and LCC- poly use, which includes use of both LCC-tobacco and LCC-blunt and (2) and its association with sociodemographic factors and substance use behaviors using race/ethnicity and gender stratified models. Methods: In 2015, a web-based survey was administered to a national probability sample of black/African American, Hispanic/Latino, and white cigarette smokers aged 18–44 (n = 1018). Weighted estimates were used to assess current LCC-tobacco, LCC-blunt, and LCC-poly use. Multinomial regression models assessed sociodemographic, other tobacco and substance use correlates associated with LCC user subtypes. Results: Of cigarette smokers, 63% did not smoke LCCs; 15.1% were LCC-tobacco users; 11.1% were LCC-blunt users; and 10.5% were LCC-poly users. Black/African American and Hispanic/Latino cigarette smokers had higher odds of LCC-tobacco, LCC-blunt, and LCC-poly use compared to white cigarette smokers. Blacks/African Americans who initiated cigarette smoking before age 18 and smoked other tobacco products had greater odds of LCC-tobacco use than whites. Male cigarette smokers who smoked other tobacco products and females who had early onset of cigarette use also had greater odds of LCC-tobacco use. Conclusions: Over 30% of cigarette smokers concomitantly used LCCs, which may prolong smoking. Accurate estimates of diverse LCC use behaviors may increase our understanding of the potential harms of concomitant use. Implications: Aggregate measures of LCC smoking do not distinguish subtypes of use among socially-disadvantaged cigarette smokers (ie, young adults, blacks/African Americans, Hispanics

  12. Reading Interventions to Support English Language Learners

    Science.gov (United States)

    Corella, Jolene

    2012-01-01

    High stakes assessments conducted in the southwestern United States demonstrate that fewer than 50% of English language learners (ELLs) are achieving proficiency levels in reading fluency. The purpose of this study was to understand if reading interventions using the framework of Samuels's repeated reading (RR) strategy increased student…

  13. Exploring Linguistic Identity in Young Multilingual Learners

    Science.gov (United States)

    Dressler, Roswita

    2014-01-01

    This article explores the linguistic identity of young multilingual learners through the use of a Language Portrait Silhouette. Examples from a research study of children aged 6-8 years in a German bilingual program in Canada provide teachers with an understanding that linguistic identity comprises expertise, affiliation, and inheritance. This…

  14. Teaching Mathematics and Language to English Learners

    Science.gov (United States)

    Leith, Chad; Rose, Elena; King, Tony

    2016-01-01

    To create a classroom learning community in which all students are engaged and inspired, a mathematics teacher's mastery of the content must be matched by an awareness of the needs of individual students and an understanding of the instructional strategies that will enable all learners to develop their mathematical knowledge and skills. Yet when…

  15. Understanding Perceptions and Practices for Zambian Adults in Western Province at Risk for Hypertension: An Exploratory Descriptive Study.

    Science.gov (United States)

    Oelke, Nelly D; Rush, Kathy L; Goma, Fastone M; Barker, Jessica; Marck, Patricia; Pedersen, Chloe

    2015-07-08

    Hypertension is an important public health issue in Zambia. Despite the need for early detection, treatment, and ongoing monitoring, there is little documented research on hypertension in Zambia. The study aims were to: 1) better understand risk factors for hypertension in urban and rural communities in Mongu and Limulunga Districts, Western Province; 2) identify current health practices for hypertension and prevention in these communities; and 3) explore intersections between culture and hypertension perceptions and practices for study participants. A mixed methods approach was used; 203 adults completed surveys including demographics, anthropometric measures, blood pressure (BP), physicial activity, diet, and salt intake at five health check stations. Two focus groups were conducted with rural and urban community members to better understand their perspectives on hypertension. The prevalence of hypertension was 32.8% for survey participants. A further 24.6% had pre-hypertension. The mean total weight of salt added to food was nearly double the WHO recommendation with women adding significantly more salt to food than men. Significant differences in waist circumference were observed between men and women with men at low risk and women at substantialy high risk. In focus groups, participants cited westernized diets, lack of physical activity, stress, psychological factors, and urbanization as causative factors for hypertension. Participants lacked understanding of BP medications, healthy lifestyles, adherence to treatment, and ongoing monitoring. Focus group participants mentioned challenges in obtaining treatment for hypertension and desired to be active contributors in creating solutions. They recommended that government priorize hypertension initiatives that increase access to health education to reduce risk, enhance early detection, and support lifestyle changes and medication adherence. Our findings suggest that policy-makers need to engage communities more

  16. Training in Influencing Skills from Neuro-Linguistic Programming (Modelled from Hypnosis and Family Therapy), in Combination with Innovative Maths Pedagogy, Raises Maths Attainment in Adult Numeracy Learners

    Science.gov (United States)

    Allan, F.; Bourne, J.; Bouch, D.; Churches, R.; Dennison, J.; Evans, J.; Fowler, J.; Jeffers, A.; Prior, E.; Rhodes, L.

    2012-01-01

    Case study research suggests that NLP [neuro-linguistic programming] influencing strategies benefit teacher effectiveness. Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the…

  17. More Than Just Chinese Food...A Collection of Writings by Adult ESL Learners and Three Approaches to Teaching and Writing in the ESL Classroom.

    Science.gov (United States)

    Tao, Pauline; And Others

    This book consists of a collection of stories written by adults who attend a bilingual ESL (English as a Second Language) program co-sponsored by the Toronto Board of Education and Chinese Information and Community Services. All the writings deal with Chinese culture but the book may be used by people of diverse backgrounds and of varying levels…

  18. Gender Issues in Older Adults' Participation in Learning: Viewpoints and Experiences of Learners in the University of the Third Age (U3A).

    Science.gov (United States)

    Williamson, Alan

    2000-01-01

    Comparison of 41 female and 15 male older adults participating in Universities of the Third Age found the genders approach retirement differently. Women want to experience freedom and make up for lost opportunities; men prefer to "sit." However, men with active interests before retirement continued activity in the Third Age. (SK)

  19. Learner motivation and interest

    OpenAIRE

    Daskalovska, Nina; Koleva Gudeva, Liljana; Ivanovska, Biljana

    2012-01-01

    There are a lot of factors which influence success in learning. However, one of the most important factors is the learner’s motivation to reach the desired goals. Research and experience show that learners with strong motivation can achieve a lot regardless of circumstances. Studies of motivation in second language learning have led to several distinctions, one of which is the distinction between integrative and instrumental motivation. According to this distinction, some learners are motivat...

  20. Meta-ethnography to understand healthcare professionals’ experience of treating adults with chronic non-malignant pain

    Science.gov (United States)

    Seers, Kate; Barker, Karen L

    2017-01-01

    Objectives We aimed to explore healthcare professionals’ experience of treating chronic non-malignant pain by conducting a qualitative evidence synthesis. Understanding this experience from the perspective of healthcare professionals will contribute to improvements in the provision of care. Design Qualitative evidence synthesis using meta-ethnography. We searched five electronic bibliographic databases from inception to November 2016. We included studies that explore healthcare professionals’ experience of treating adults with chronic non-malignant pain. We used the GRADE-CERQual framework to rate confidence in review findings. Results We screened the 954 abstracts and 184 full texts and included 77 published studies reporting the experiences of over 1551 international healthcare professionals including doctors, nurses and other health professionals. We abstracted six themes: (1) a sceptical cultural lens, (2) navigating juxtaposed models of medicine, (3) navigating the geography between patient and clinician, (4) challenge of dual advocacy, (5) personal costs and (6) the craft of pain management. We rated confidence in review findings as moderate to high. Conclusions This is the first qualitative evidence synthesis of healthcare professionals’ experiences of treating people with chronic non-malignant pain. We have presented a model that we developed to help healthcare professionals to understand, think about and modify their experiences of treating patients with chronic pain. Our findings highlight scepticism about chronic pain that might explain why patients feel they are not believed. Findings also indicate a dualism in the biopsychosocial model and the complexity of navigating therapeutic relationships. Our model may be transferable to other patient groups or situations. PMID:29273663

  1. Current understanding of treatment and management protocol for adult diabetic in-patients at a tertiary care hospital

    International Nuclear Information System (INIS)

    Waki, N.; Memon, A.; Khan, M.O.; Masood, S.; Rouf, M.; Mirza, R.

    2012-01-01

    Objective: To assess the current understanding of treatment and management protocols for adult diabetic in-patients at a tertiary care hospital. Methods: This cross-sectional study, conducted at the Civil Hospital Karachi from July to September 2009, involved 450 participants, who were interviewed through a well-structured questionnaire regarding the patient's demography, clinical features, past medical history, type of diabetes mellitus, duration, associated complications, and also involved patient notes for laboratory tests and management. SPSSv15.0 was used for descriptive analysis. Results: The study population of 450 diabetics had 144 (32%) males and 306 (68%) females. Of the total, 435 (96.7%) patients had type 2 diabetes. There were 231 (51%) patients using insulin, 168 (37.3%) oral hypoglycaemic drugs, and 51 (11.3%) using both. Among patients using insulin, regular insulin usage stood at 30% followed by a combination of regular insulin and NPH (26.7%) and NPH alone at 6%. The most popular drug used was metformin (27.3%) and the least used drug was glitazones (4%). In the study population, 73.3% patients controlled their diabetes with diet, and 24.7% with regular exercise. Conclusion: Majority of the study population had type 2 diabetes with a female preponderance. Insulin was prescribed for half the patients. Metformin was the most frequently used oral hypoglycaemic drug. (author)

  2. Understanding Older Adult's Technology Adoption and Withdrawal for Elderly Care and Education: Mixed Method Analysis from National Survey.

    Science.gov (United States)

    Chiu, Ching-Ju; Liu, Chia-Wen

    2017-11-03

    affected by health barriers (26.0%, 39/150 vs 15.9%, 22/138; P=.004) and anthropic factors or accidental barriers (7.3%, 11/150 vs 2.9%, 4/138; P=.02). Our findings that the need to keep up with the world associated with Internet adoption, and gender differences in reasons behind Internet withdrawal, such that women reported more health and anthropic factors or accidental barriers than man, may provide a new perspective that help health educators understand strategies that encourage older adults to keep learning, an important component of active aging. ©Ching-Ju Chiu, Chia-Wen Liu. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 03.11.2017.

  3. Staging a performance: learners' perceptions about direct observation during residency.

    Science.gov (United States)

    LaDonna, Kori A; Hatala, Rose; Lingard, Lorelei; Voyer, Stephane; Watling, Christopher

    2017-05-01

    Evidence strongly supports that direct observation is a valid and reliable assessment tool; support for its impact on learning is less compelling, and we know that some learners are ambivalent about being observed. However, learners' perceptions about the impact of direct observation on their learning and professional development remain underexplored. To promote learning, we need to understand what makes direct observation valuable for learners. Informed by constructivist grounded theory, we interviewed 22 learners about their observation experiences. Data collection and analysis occurred iteratively; themes were identified using constant comparative analysis. Direct observation was widely endorsed as an important educational strategy, albeit one that created significant anxiety. Opaque expectations exacerbated participants' discomfort, and participants described that being observed felt like being assessed. Consequently, participants exchanged their 'usual' practice for a 'textbook' approach; alterations to performance generated uncertainty about their role, and raised questions about whether observers saw an authentic portrayal of their knowledge and skill. An 'observer effect' may partly explain learners' ambivalence about direct observation; being observed seemed to magnify learners' role ambiguity, intensify their tensions around professional development and raise questions about the credibility of feedback. In turn, an observer effect may impact learners' receptivity to feedback and may explain, in part, learners' perceptions that useful feedback is scant. For direct observation to be valuable, educators must be explicit about expectations, and they must be aware that how learners perform in the presence of an observer may not reflect what they do as independent practitioners. To nurture learners' professional development, educators must create a culture of observation-based coaching that is divorced from assessment and is tailored to developing learners

  4. Understanding the Canadian adult CT head rule trial: use of the theoretical domains framework for process evaluation

    Directory of Open Access Journals (Sweden)

    Curran Janet A

    2013-02-01

    Full Text Available Abstract Background The Canadian CT Head Rule was prospectively derived and validated to assist clinicians with diagnostic decision-making regarding the use of computed tomography (CT in adult patients with minor head injury. A recent intervention trial failed to demonstrate a decrease in the rate of head CTs following implementation of the rule in Canadian emergency departments. Yet, the same intervention, which included a one-hour educational session and reminders at the point of requisition, was successful in reducing cervical spine imaging rates in the same emergency departments. The reason for the varied effect of the intervention across these two behaviours is unclear. There is an increasing appreciation for the use of theory to conduct process evaluations to better understand how strategies are linked with outcomes in implementation trials. The Theoretical Domains Framework (TDF has been used to explore health professional behaviour and to design behaviour change interventions but, to date, has not been used to guide a theory-based process evaluation. In this proof of concept study, we explored whether the TDF could be used to guide a retrospective process evaluation to better understand emergency physicians’ responses to the interventions employed in the Canadian CT Head Rule trial. Methods A semi-structured interview guide, based on the 12 domains from the TDF, was used to conduct telephone interviews with project leads and physician participants from the intervention sites in the Canadian CT Head Rule trial. Two reviewers independently coded the anonymised interview transcripts using the TDF as a coding framework. Relevant domains were identified by: the presence of conflicting beliefs within a domain; the frequency of beliefs; and the likely strength of the impact of a belief on the behaviour. Results Eight physicians from four of the intervention sites in the Canadian CT Head Rule trial participated in the interviews. Barriers

  5. Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.

    Directory of Open Access Journals (Sweden)

    Janet McHardy

    2016-12-01

    Full Text Available Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.

  6. Exploring Therapists’ Understandings of Childhood Sexual Abuse and the Impact of this on their Practice with Adult ‘Survivors’: A Discursively Informed Thematic Analysis.

    OpenAIRE

    Suter, Lynn

    2014-01-01

    Childhood sexual abuse is often seen to have long-lasting effects. Consequences of the experience identified in the clinical literature include depression, interpersonal difficulties, anxiety and self-harming among others. How professionals understand the concept of childhood sexual abuse will potentially affect how they work with adults who have had this experience. \\ud \\ud This study aims to explore the issue of how therapists construct childhood sexual abuse and how their understandings im...

  7. Teaching English to Young Learners and Factors to Consider in DesigningThe Materials

    OpenAIRE

    Sukarno, -

    2008-01-01

    Teaching English to young learners at elementary school is different from that to adults. The English teachers to young learners in elementary school, therefore, need to comprehend and to apply the theories of language teaching-learning to young learners and language classroom management. Besides, the English teachers are not only required to be able to teach well but also to be able to design materials so that they can apply approaches, methods, and techniques of teaching-learning English ap...

  8. Adult Appeal.

    Science.gov (United States)

    Stinehart, Kathleen; Kornegay, Jane G.

    1997-01-01

    To reach older, nontraditional students and alumni, alumni associations must offer a different type of programming Suggestions include ignoring class years of alumni, bringing current and former adult students together, emphasizing career connections, supporting networking, featuring a college speaker to satisfy lifelong learners' hunger for…

  9. A Study of Learners PerceptIon and AttItude towards BA/BSS Program of SSHL of Bangladesh Open UnIversity

    Directory of Open Access Journals (Sweden)

    Sabiha SULTANA

    2011-07-01

    Full Text Available In the present day open and distance education has become a significant way of the development of higher education. Bangladesh Open University (BOU, the only public institution in Bangladesh offers several formal and non-formal programs from secondary to post graduate level through distance mode. The main objectives of BOU’s program is to provide flexible and need based education particularly to the rural and disadvantaged groups like woman, agricultural workers, unemployed youths, uneducated adults, on-the-job people etc. The School of Social Science, Humanities and Language (SSHL at the BOU offers Bachelor of Arts/Bachelor of Social Science (BA/BSS to create efficient and skilled manpower in the country. The focuses of this paper is to find out learners’ views and attitude towards BA/BSS program at BOU. In this study, 187 respondents were randomly selected from 15 tutorial centers of 2 Regional Resource centers (RRCs of BOU. The study showed that 62% learners were male and the mean age of the learners was 34.05 years (minimum 22; maximum 54. More than 50% learners were married and nearly half (47.6% of them were private employees and 86.6% were Muslims. Amongst them, 72.2% were come from urban areas and residing around 23.08 km from the tutorial centers. Most (72% of the learners of BA/BSS program stated that the program was as usual but 24.1% expressed that it was difficult to understand but 97.7% learners responded that text materials were up to the mark. Regarding the media programs, 61% of the learners gave their opinion that TV programs were at the level best but they wanted to watch these at the evening or night schedule. It was surprising that 26.2% of the learners had bitter experience with the services of RRCs. Finally, some measures have been proposed to offer effective and more popular educational program through BOU.

  10. Tweetalige aanleerderswoordeboek . bilingual learner's dictionary ...

    African Journals Online (AJOL)

    In this review article the discussion concentrates on the purpose of learner's dictionaries, viz. to improve the communicative competence of a foreign language learner, and on usage guidance in learner's dictionaries. It is pointed out that target users should be clearly identified and their needs assessed before the dictionary ...

  11. Task Effects on Linguistic Complexity and Accuracy: A Large-Scale Learner Corpus Analysis Employing Natural Language Processing Techniques

    Science.gov (United States)

    Alexopoulou, Theodora; Michel, Marije; Murakami, Akira; Meurers, Detmar

    2017-01-01

    Large-scale learner corpora collected from online language learning platforms, such as the EF-Cambridge Open Language Database (EFCAMDAT), provide opportunities to analyze learner data at an unprecedented scale. However, interpreting the learner language in such corpora requires a precise understanding of tasks: How does the prompt and input of a…

  12. Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners

    Science.gov (United States)

    Seifert, Susanne; Kulmhofer, Andrea; Paleczek, Lisa; Schwab, Susanne; Gasteiger-Klicpera, Barbara

    2017-01-01

    The increasing number of second language learners in classrooms all around the world has required teachers to adapt their teaching methods and materials to the various learners' needs. Second language learners in particular need specific learning strategies, which not only aim at helping them understand the linguistic structure of the language of…

  13. Learners' Preferences of Oral Corrective Feedback: An Example of Turkish as a Foreign Language Learners

    Science.gov (United States)

    Fidan, Dilek

    2015-01-01

    The aim of this study is to investigate the oral corrective feedback (OCF) preferences of learners of Turkish as a foreign language (TFL) in order to understand whether they would like their errors to be corrected and, if so, when, which of them, how and by whom they would like to be corrected in the classroom environment. A questionnaire with…

  14. From Corpora to Experiments: Methodological Triangulation in the Study of Word Order at the Interfaces in Adult Late Bilinguals (L2 learners).

    Science.gov (United States)

    Mendikoetxea, Amaya; Lozano, Cristóbal

    2018-02-05

    This paper shows the need to triangulate different approaches in Bilingualism and Second Language Acquisition (SLA) research to fully understand late bilinguals' interlanguage grammars. Methodologically, we show how experimental and corpus data can be (and should be) triangulated by reporting on a corpus study (Lozano and Mendikoetxea in Biling Lang Cognit 13(4):475-497, 2010) and a new follow-up offline experiment investigating Subject-Verb inversion (Subject-Verb/Verb-Subject order) in L1 Spanish-L2 English (n = 417). Theoretically, we follow a recent line in psycholinguistic approaches to Bilingualism and SLA research (Interface Hypothesis, Sorace in Linguist Approaches Biling 1(1):1-33, 2011). It focuses on the interface between syntax and language-external modules of the mind/brain (syntax-discourse [end-focus principle] and syntax-phonology [end-weight principle]) as well as a language-internal interface (lexicon-syntax [unaccusative hypothesis]). We argue that it is precisely this multi-faceted interface approach (corpus and experimental data, core syntax and the interfaces, representational and processing models) that provides a deeper understanding of (i) the factors that favour inversion in L2 acquisition in particular and (ii) interlanguage grammars in general.

  15. The Role of Private Speech in Cognitive Regulation of Learners: The Case of English as a Foreign Language Education

    Science.gov (United States)

    Sarab, Mohamad Reza Anani; Gordani, Yahya

    2015-01-01

    Investigations into the use of private speech by adult English foreign language (EFL) learners in regulating their mental activities have been an interesting area of research with a sociocultural framework. Following this line of research, 30 advanced adult EFL learners were selected via the administration of Oxford quick placement test and took a…

  16. Universal Design for Learning (UDL) and Learners with Severe Support Needs

    Science.gov (United States)

    Hartmann, Elizabeth

    2015-01-01

    This article presents the Universal Design for Learning (UDL) framework as one way to understand how to support learners with severe disabilities and how to support their access to authentic and appropriate curricula that improves their quality of life. Two key ideas from the UDL framework, (a) understanding learner variability and (b) supporting…

  17. Fragile Identities: Exploring Learner Identity, Learner Autonomy and Motivation through Young Learners' Voices

    Science.gov (United States)

    Lamb, Terry Eric

    2011-01-01

    Recent research in the fields of motivation and learner autonomy in language learning has begun to explore their relationships to the construct of identity. This article builds on this through the voices of a group of six learners of French or German in a secondary school in England, over a two-year period. These young learners initially reveal a…

  18. Multicultural Education: Learners with Diverse Linguistic and Cultural Background : A Case Study of one Primary School in Norway

    OpenAIRE

    Tosic, Milan

    2012-01-01

    Abstract This study aims to investigate how a primary school in Norway addresses learners with diverse linguistic and cultural background, in this study referred as culturally and linguistically diverse learners (CLD learners). The study is founded on the premises of multicultural education (MCE) which is considered essential to address the education of CLD learners. Therefore, the scope of the study is based on a five- category theoretical framework comprising: understanding the concept ...

  19. The Effects of Multimedia Task-Based Language Teaching on EFL Learners' Oral L2 Production

    Science.gov (United States)

    BavaHarji, Madhubala; Gheitanchian, Mehrnaz; Letchumanan, Krishnaveni

    2014-01-01

    This study examined the effects of tasks, with varying levels of complexity, i.e. simple, + complex and ++ complex tasks on EFL learners' oral production in a multimedia task-based language teaching environment. 57 EFL adult learners carried out a total of 12 tasks, in sets of four tasks within three different themes and different levels of…

  20. Homeschooling Associated with Beneficial Learner and Societal Outcomes but Educators Do Not Promote It

    Science.gov (United States)

    Ray, Brian D.

    2013-01-01

    This article reviews research on homeschool learner outcomes and evaluates opposition to homeschooling. It synthesizes research on learner outcomes related to homeschooling in areas of students' academic achievement and children's social, emotional, and psychological development and the success of adults who were home educated and finds generally…

  1. Affective Factors Influencing Fluent Performance: French Learners' Appraisals of Second Language Speech Tasks

    Science.gov (United States)

    Kormos, Judit; Préfontaine, Yvonne

    2017-01-01

    The present mixed-methods study examined the role of learner appraisals of speech tasks in second language (L2) French fluency. Forty adult learners in a Canadian immersion program participated in the study that compared four sources of data: (1) objectively measured utterance fluency in participants' performances of three narrative tasks…

  2. Non-Native Japanese Learners' Perception of Consonant Length in Japanese and Italian

    Science.gov (United States)

    Tsukada, Kimiko; Cox, Felicity; Hajek, John; Hirata, Yukari

    2018-01-01

    Learners of a foreign language (FL) typically have to learn to process sounds that do not exist in their first language (L1). As this is known to be difficult for adults, in particular, it is important for FL pedagogy to be informed by phonetic research. This study examined the role of FL learners' previous linguistic experience in the processing…

  3. Feedback on Feedback: Eliciting Learners' Responses to Written Feedback through Student-Generated Screencasts

    Science.gov (United States)

    Fernández-Toro, María; Furnborough, Concha

    2014-01-01

    Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means…

  4. Learner Autonomy Revisited

    Science.gov (United States)

    Illes, Eva

    2012-01-01

    This article explores whether the perception of learner autonomy that is promoted in language pedagogy is suitable for preparing students to perform successfully in the changed circumstances of the use of English. Recent developments, which include the growing role of English as a lingua franca and computer-mediated communication (CMC), give rise…

  5. WORK AND LEARNER IDENTITY

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    2015-01-01

    The aim of this article is to suggest a theoretical framework than can assess to how people’s engagement in specific historical and social work practices are significant to their development, maintenance or transformation of a learner identity. Such a framework is crucial in order to grasp how...

  6. Developing Responsible Learners

    Science.gov (United States)

    Gautum, Satyen; Jangam, Sachin; Loh, Kai Chee

    2018-01-01

    Developing responsible learners is one of the key education challenges of our time. Education literature suggests that for students to see themselves as active and necessary participants in their own learning, it is important that they view themselves as stakeholders in education. This research aims at exploring the effectiveness of instructional…

  7. THE ELUSIVENESS OF LEARNER-CENTRED TEACHING

    Directory of Open Access Journals (Sweden)

    Ervin Kovačević

    2016-03-01

    Full Text Available This research will explore teaching styles of university professors. Teaching style is an umbrella term for teaching decisions made during the entire teaching process – planning, delivery, and evaluation. Contemporary university teachers are advised to adopt the learner-centred teaching style which is assumed to produce remarkable possibilities. In the Fall Semester 2015 fifty-two respondents in different faculties of International University of Sarajevo were surveyed using The Principles of Adult Learning Scale inventory designed by Gary J. Conti. Inventory scores were calculated according to guidelines suggested by the author of the inventory. The scores revealed that majority of respondents strongly supported teacher-centred rather than learner-centred styles of instruction. Scores were analysed on gender lines and across three different faculties, namely: Arts and Social Sciences; Business and Administration; Engineering and Natural Sciences. In all five groups none of the seven teaching style indicators was found to conform with the learner-centred teaching criteria. There was no statistically significant difference between the two genders’ preference for a teaching style. And there was no statistically significant difference between teaching style preference across the three different faculties.The results of this research imply that the learner-centred style of instruction is not frequently implemented. Secondly, the results indicate that the requirements necessary for proper application of the learner-centred teaching style are not easy to meet in current written and unwritten norms. Finally, the results show that traditional teaching styles, which have been preserved in different scientific fields, still predominate in universities.

  8. Maximing Learning Strategies to Promote Learner Autonomy

    Directory of Open Access Journals (Sweden)

    Junaidi Mistar

    2001-01-01

    Full Text Available Learning a new language is ultimately to be able to communicate with it. Encouraging a sense of responsibility on the part of the learners is crucial for training them to be proficient communicators. As such, understanding the strategies that they employ in acquiring the language skill is important to come to ideas of how to promote learner autonomy. Research recently conducted with three different groups of learners of English at the tertiary education level in Malang indicated that they used metacognitive and social startegies at a high frequency, while memory, cognitive, conpensation, and affective strategies were exercised at a medium frewuency. This finding implies that the learners have acquired some degrees of autonomy because metacognive strategies requires them to independently make plans for their learning activities as well as evaluate the progress, and social strategies requires them to independently enhance communicative interactions with other people. Further actions are then to be taken increase their learning autonomy, that is by intensifying the practice of use of the other four strategy categories, which are not yet applied intensively.

  9. Understanding Older Adult's Technology Adoption and Withdrawal for Elderly Care and Education: Mixed Method Analysis from National Survey

    OpenAIRE

    Chiu, Ching-Ju; Liu, Chia-Wen

    2017-01-01

    Background Elderly adults have comprised the fastest growing population adopting the Internet and computer technology over the past decade. However, how their experiences can shed light on elderly learning theory has not been examined much in the literature. Objective This study investigated the factors and reasons associated with Internet adoption and withdrawal among older adults in Taiwan, and if any gender differences exist in this context. Methods Data on participants aged 50 years and o...

  10. Making Hospitals Safer for Older Adults: Updating Quality Metrics by Understanding Hospital-Acquired Delirium and Its Link to Falls

    OpenAIRE

    Lee, Eric A; Gibbs, Nancy E; Fahey, Linda; Whiffen, Teri L

    2013-01-01

    The medical care of hospitalized geriatric patients must differ from the care of younger adults. Because of reduced “reserve capacity,” hospitalized older adults are at high risk of development of geriatric syndromes such as delirium and falls. Geriatric syndromes often lead to functional decline and dependence. Patients who experience geriatric syndromes in the hospital are more likely to have a longer length of stay, higher risk of readmissions, and worse medical outcomes. Incident delirium...

  11. Listening in Older Second Language Learners: The Teachers’ Perspective

    Directory of Open Access Journals (Sweden)

    Agata Słowik

    2017-07-01

    Full Text Available There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research.

  12. Learner corpus profiles the case of Romanian learner English

    CERN Document Server

    Chitez, Madalina

    2014-01-01

    The first three chapters of the book offer relevant information on the new methodological approach, learner corpus profiling, and the exemplifying case, Romanian Learner English. The description of the Romanian Corpus of Learner English is also given special attention. The following three chapters include corpus-based frequency analyses of selected grammatical categories (articles, prepositions, genitives), combined with error analyses. In the concluding discussion, the book summarizes the features compiled as lexico-grammatical profiles.

  13. Reading and the Non-Academic Learner: A Mystery Solved.

    Science.gov (United States)

    Yang, Anson

    2001-01-01

    Investigates the effects of reading mystery novels on Hong Kong adult learners studying English for the purposes of pleasure or career development. Results show that novel readers made substantial proficiency gains, and that there were important motivational benefits as well. (Author/VWL)

  14. Learner's Satisfaction: A Case Study on IGNOU's Engineering Diploma Program

    Science.gov (United States)

    Venkateshwarlu, Neelam; Agarwal, Ashish

    2016-01-01

    Open and Distance Learning (ODL) system is different from conventional education system. ODL system imparts education through multiple media and techniques to equalize the class room education. Unlike the conventional system, the distant learners (students, adults, employed persons, etc.) may face some problems during their course of study. In…

  15. Making hospitals safer for older adults: updating quality metrics by understanding hospital-acquired delirium and its link to falls.

    Science.gov (United States)

    Lee, Eric A; Gibbs, Nancy E; Fahey, Linda; Whiffen, Teri L

    2013-01-01

    The medical care of hospitalized geriatric patients must differ from the care of younger adults. Because of reduced "reserve capacity," hospitalized older adults are at high risk of development of geriatric syndromes such as delirium and falls. Geriatric syndromes often lead to functional decline and dependence. Patients who experience geriatric syndromes in the hospital are more likely to have a longer length of stay, higher risk of readmissions, and worse medical outcomes. Incident delirium in hospitalized geriatric patients has been shown to be preventable by intervening in established risk factors. Prevention of hospital-related falls has not been consistently demonstrated. Analysis from Kaiser Permanente data demonstrated a correlation with delirium and hospital-related falls. We propose that age-specific quality metrics should be made to reduce the risk of the development of geriatric syndromes in hospitalized older adults. By preventing delirium, we believe that health care practitioners can reduce hospital-related falls in geriatric patients and improve the quality of care delivered to hospitalized older adults. An illustrative fictional case study is presented.

  16. Older Adults' Perspectives on Home Exercise after Falls Rehabilitation: Understanding the Importance of Promoting Healthy, Active Ageing

    Science.gov (United States)

    Hawley, Helen

    2009-01-01

    Objective To explore what might encourage older people to exercise at home after falls rehabilitation. Design: Qualitative research methods were used based on a grounded theory approach, to provide insights into older adults' experiences following a fall, of both rehabilitation and home exercise. Setting: Community dwellings. Method: Nine…

  17. A Quantile Regression Approach to Understanding the Relations among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students

    Science.gov (United States)

    Tighe, Elizabeth L.; Schatschneider, Christopher

    2016-01-01

    The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in adult basic education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological…

  18. Understanding determinants of nutrition, physical activity and quality of life among older adults: the Wellbeing, Eating and Exercise for a Long Life (WELL study

    Directory of Open Access Journals (Sweden)

    McNaughton Sarah A

    2012-09-01

    Full Text Available Abstract Background Nutrition and physical activity are major determinants of health and quality of life; however, there exists little research focusing on determinants of these behaviours in older adults. This is important, since just as these behaviours vary according to subpopulation, it is likely that the determinants also vary. An understanding of the modifiable determinants of nutrition and physical activity behaviours among older adults to take into account the specific life-stage context is required in order to develop effective interventions to promote health and well-being and prevent chronic disease and improve quality of life. Methods The aim of this work is to identify how intrapersonal, social and environmental factors influence nutrition and physical activity behaviours among older adults living in urban and rural areas. This study is a cohort study of adults aged 55-65 years across urban and rural Victoria, Australia. Participants completed questionnaires at baseline in 2010 and will complete follow-up questionnaires in 2012 and 2014. Self-report questionnaires will be used to assess outcomes such as food intake, physical activity and sedentary behaviours, anthropometry and quality of life. Explanatory variables include socioeconomic position, and measures of the three levels of influence on older adults’ nutrition and physical activity behaviours (intrapersonal, social and perceived environmental influences. Discussion Obesity and its determinant behaviours, physical inactivity and poor diet are major public health concerns and are significant determinants of the quality of life among the ageing population. There is a critical need for a better understanding of the determinants of nutrition and physical activity in this important target group. This research will provide evidence for the development of effective policies and programs to promote and support increased physical activity and healthy eating behaviours among older

  19. Theme: The 21st Century Adult Learner

    Science.gov (United States)

    Lopez Brown, P.

    2017-01-01

    Problem-based learning is an innovative educational approach that is gaining prominence in higher education using "real world" problems or situations as a context for learning. The present study explored the use of problem-based learning with teacher trainees of the University of Belize. Using a concurrent mixed method design with 74…

  20. Vocabulary Knowledge of Adult ESL Learners

    Science.gov (United States)

    Mokhtar, Ahmad Azman; Rawian, Rafizah Mohd; Yahaya, Mohamad Fadhili; Abdullah, Azaharee; Mansor, Mahani; Osman, Mohd Izwan; Zakaria, Zahrullaili Ahmad; Murat, Aminarashid; Nayan, Surina; Mohamed, Abdul Rashid

    2010-01-01

    This study assessed Malaysian tertiary students' levels of passive and controlled active vocabulary knowledge. Two tests from the Vocabulary Levels Test were used to collect the data namely the Passive Vocabulary Test and Controlled Active Vocabulary Test. When using the test, the researchers were not particularly interested in the students' total…

  1. Preschool literacy and second language learners

    DEFF Research Database (Denmark)

    Holm, Lars

    Preschool literacy and second language learners Lars Holm In order to understand literacy and language in education it is no longer enough to direct research attention to schools and universities. In the Nordic countries, preschools have become important arenas for numerous political initiatives...... (programs and concepts) intended to improve pre-school children’s literacy and language skills. Seen in a knowledge-society perspective the development might be characterized as an expansion of a life-long-learning evidence-based strategy into early childhood. The importance of development of early...... in the literacy events they meet in their day-care centers and kindergartens? Examining these social practices in pre-schools might illuminate the interplay between language and literacy and the learning processes of second language learners and contribute to the discussion about the need for re...

  2. LEARNERS SATISFACTION FACTORS IN NEUROLOGY RELATED MOOCs

    Directory of Open Access Journals (Sweden)

    Ionela MANIU

    2017-12-01

    Full Text Available The aim of this article is to investigate the factors that are influencing student satisfaction in case of neurology related massive open online courses (MOOCs. We analyzed data collected from learners enrolled in 40 neurology related MOOCs, by manually looking for information in these courses reviews. The main identified satisfaction factors can be grouped into the following categories: content related factors: course content, additional materials, assignments, external research and teaching - learning related factors (teacher presentation techniques / style: engaging, clear, coherent, knowledgeable, sharing / explanation, interactive, excitement, considering student’s needs, inspiring, sense of humor. Competences, skills and objectives pursued by neurology related MOOCs are also discussed. Analyzing these factors can be useful in new courses management (design and implementation and also in understanding the needs (motivation, behaviors, perception of 21st century learners interested in neurology related fields.

  3. Understanding heterogeneity in grey matter research of adults with childhood maltreatment-A meta-analysis and review.

    Science.gov (United States)

    Paquola, Casey; Bennett, Maxwell R; Lagopoulos, Jim

    2016-10-01

    Childhood trauma has been associated with long term effects on prefrontal-limbic grey matter. A literature search was conducted to identify structural magnetic resonance imaging studies of adults with a history of childhood trauma. We performed three meta-analyses. Hedges' g effect sizes were calculated for each study providing hippocampal or amygdala volumes of trauma and non-trauma groups. Seed based differential mapping was utilised to synthesise whole brain voxel based morphometry (VBM) studies. A total of 38 articles (17 hippocampus, 13 amygdala, 19 whole brain VBM) were included in the meta-analyses. Trauma cohorts exhibited smaller hippocampus and amygdala volumes bilaterally. The most robust findings of the whole brain VBM meta-analysis were reduced grey matter in the right dorsolateral prefrontal cortex and right hippocampus amongst adults with a history of childhood trauma. Subgroup analyses and meta-regressions showed results were moderated by age, gender, the cohort's psychiatric health and the study's definition of childhood trauma. We provide evidence of abnormal grey matter in prefrontal-limbic brain regions of adults with a history of childhood maltreatment. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. Measuring Adult Learners' Foreign Language Anxiety, Motivational Factors, and Achievement Expectations: A Comparative Study between Chinese as a Second-Language Students and English as a Second-Language Students

    Science.gov (United States)

    Lin, Li-Ching

    2013-01-01

    This dissertation focuses on interpreting the impacts of foreign language anxiety and individual characteristics on the achievement expectations of Chinese second-language learners and English second-language students at the university level. Four research questions are examined through quantitative design. In relation to methodology, this study…

  5. School-based sexual violence among female learners with mild intellectual disability in South Africa.

    Science.gov (United States)

    Phasha, Tlakale Nareadi; Nyokangi, Doris

    2012-03-01

    Following qualitative research methodology, this article presents school-based sexual violence experiences of female learners with mild intellectual disability. A total of 16 learners aged 16 to 24 years participated in the study. The findings revealed that learners with intellectual disability are not immune to school-based sexual violence. Modes of behavior that occurred frequently included touching, threats, and intimidation. School practices that reinforced school-based sexual violence are identified. The findings contradict common misconceptions that people with intellectual disability do not understand what is happening to them. The study recommends that school policies for sexual violence be intensified and learners receive developmentally appropriate sex education.

  6. Get it together: Issues that facilitate collaboration in teams of learners in intensive care.

    Science.gov (United States)

    Conte, Helen; Jirwe, Maria; Scheja, Max; Hjelmqvist, Hans

    2016-05-01

    The study describes issues that facilitate collaboration in teams of learners in an interprofessional education unit in intensive care. A descriptive qualitative study design was applied using semi-structured interviews based on the critical incident technique and qualitative content analysis. Nineteen participants, eight learners in their specialist training, nine supervisors and two head supervisors in Sweden identified 47 incidents. Teams of learners having control was the core issue. Motivation, time, experiences and reflection were central issues for facilitating collaboration. Efficiently training teams how to collaborate requires learners having control while acting on their common understanding and supervisors taking a facilitating role supporting teams to take control of their critical analysis.

  7. Artistic Understanding and Motivational Characteristics

    Science.gov (United States)

    Lekue, Pablo

    2015-01-01

    This study aims to analyse artistic understanding in primary and secondary education and the relationship between this understanding and motivational characteristics such as goal orientation, engagement in art activities and attitude to art education at school, which determine (according to prior research) learners' academic achievement, in…

  8. Understanding and Teaching Generation Y

    Science.gov (United States)

    Reilly, Peter

    2012-01-01

    English teaching professionals working with children in primary school, adolescents in secondary school, or adults at university know that learners nowadays think and behave differently than those from previous generations. These students were born into a world of information technology; they prefer to multitask rather than focus on one thing at a…

  9. Instructional Design Strategies Used to Provide Equal Learning Opportunity for Deaf and Hard of Hearing Learners

    Science.gov (United States)

    Mercado Cruz, Daniel

    2013-01-01

    Traditional classrooms are not being designed with deaf and hard of hearing learners in mind. Providing equal learning opportunities with the use of appropriate instructional design strategies to deaf and hard of hearing learners requires that instructional designers, faculty, and educational institutions understand what accommodations and…

  10. Perceptions of Task-Based Language Teaching: A Study of Iranian EFL Learners

    Science.gov (United States)

    Hadi, Atefeh

    2013-01-01

    This paper explored perceptions of Task-Based Language Teaching (TBLT) among a group of Iranian female learners. A sample of 88 English as a Foreign Language (EFL) learners participated in the study. A task-based questionnaire was developed to examine the perceptions of the participants. The results suggested a high level of understanding of TBLT…

  11. Why and How Do Distance Learners Use Mobile Devices for Language Learning?

    Science.gov (United States)

    Demouy, Valérie; Jones, Ann; Kan, Qian; Kukulska-Hulme, Agnes; Eardley, Annie

    2016-01-01

    Most of the literature on mobile language learning is located in classroom contexts, and often concerns the use of resources developed by teachers or researchers. However, we also need to understand learner initiated practices, in informal as well as formal settings, where mobile language learners are increasingly using digital resources. In this…

  12. Language Learner Autonomy and the European Language Portfolio: Two L2 English Examples

    Science.gov (United States)

    Little, David

    2009-01-01

    This article argues that the Council of Europe's European Language Portfolio is capable of supporting the implementation of language learner autonomy on a large scale. It begins by explaining what the author understands by "language learner autonomy", then introduces the European Language Portfolio and explains how it can stimulate…

  13. A Case Study of Online Degree Course Design and Performance of Online Learners

    Science.gov (United States)

    Saul, Robert

    2013-01-01

    The increasing demand of learners in online higher education courses currently presents a challenge to online course designs in increasing the performance of learners. The online course design process involves many challenges, including a new delivery system, understanding online drivers for success, and an emerging profession of online…

  14. Tracking Learners' Progress: Adopting a Dual "Corpus cum Experimental Data" Approach

    Science.gov (United States)

    Meunier, Fanny; Littre, Damien

    2013-01-01

    The article discusses the potential of combining learner corpus research with experimental studies in order to fine-tune the understanding of learner language development. It illustrates the complementarity of the two methodological approaches with data from an ongoing study of the acquisition of the English tense and aspect system by French…

  15. The Interplay between Language, Gestures, Dragging and Diagrams in Bilingual Learners' Mathematical Communications

    Science.gov (United States)

    Ng, Oi-Lam

    2016-01-01

    This paper discusses the importance of considering bilingual learners' non-linguistic forms of communication for understanding their mathematical thinking. In particular, I provide a detailed analysis of communication involving a pair of high school bilingual learners during an exploratory activity where a touchscreen-based dynamic geometry…

  16. Designing Innovative Learning Environments to Foster Communities of Learners for Students in Initial Vocational Education

    Science.gov (United States)

    Boersma, Annoesjka; ten Dam, Geert; Wardekker, Willem; Volman, Monique

    2016-01-01

    In this study, the concept of "community of learners" was used to improve initial vocational education. The framework of a 'community of learners for vocational orientation' that we present offers both a theoretical understanding of teaching-learning processes in initial vocational education and heuristics for the design of innovative…

  17. Improving thinking skills in science of learners with (dis)abilities

    African Journals Online (AJOL)

    Erna Kinsey

    ated focusing on individual learners and the teacher-researcher. The focus was on learners' progress in terms of use of thinking skills and processes, use of vocabulary and understanding of science concepts and content knowledge, and on the abilities of the teacher-researcher to mediate, use of bridging and mediation of ...

  18. Investigating Learner Attitudes toward E-Books as Learning Tools: Based on the Activity Theory Approach

    Science.gov (United States)

    Liaw, Shu-Sheng; Huang, Hsiu-Mei

    2016-01-01

    This paper investigates the use of e-books as learning tools in terms of learner satisfaction, usefulness, behavioral intention, and learning effectiveness. Based on the activity theory approach, this research develops a research model to understand learner attitudes toward e-books in two physical sizes: 10? and 7?. Results suggest that screen…

  19. Application of Learner Corpora to Second Language Learning and Teaching: An Overview

    Science.gov (United States)

    Xu, Qi

    2016-01-01

    The paper gives an overview of learner corpora and their application to second language learning and teaching. It is proposed that there are four core components in learner corpus research, namely, corpus linguistics expertise, a good background in linguistic theory, knowledge of SLA theory, and a good understanding of foreign language teaching…

  20. The reading preferences of Grade 11 ESL learners in the Eastern ...

    African Journals Online (AJOL)

    This survey investigates learners' reading preferences in selected Eastern Cape secondary schools where English is taught as a second language. It seeks to understand the reading patterns and interests of Grade 11 learners. Focus group interviews and questionnaires were used to gather data over a period of six weeks.

  1. The longitudinal development of fine phonetic detail in late learners of Spanish

    Science.gov (United States)

    Casillas, Joseph Vincent

    The present investigation analyzed early second language (L2) learning in adults. A common finding regarding L2 acquisition is that early learning appears to be necessary in order to perform on the same level as a native speaker. Surprisingly, many current theoretical models posit that the human ability to learn novel speech sounds remains active throughout the lifespan. In light of this fact, this project examines L2 acquisition in late learners with a special focus on L1/L2 use, input, and context of learning. Research regarding L1/L2 use has tended to be observational, and throughout the previous six decades of L2 research the role of input has been minimized and left largely unexplained. This study includes two production experiments and two perception experiments and focuses on the role of L1/L2 use and input in L2 acquisition in late learners in order to add to current research regarding their role in accurately and efficiently acquiring a novel speech sound. Moreover, this research is concerned with shedding light on when, if at all, during the acquisition process late learners begin to acquire a new, language-specific phonetic system, and the amount of exposure necessary in order to acquire L2 fine-phonetic detail. The experimental design presented in the present study also aims to shed light on the temporal relationship between production and perception with regard to category formation. To begin to fully understand these issues, the present study proposes a battery of tasks which were administered throughout the course of a domestic immersion program. Domestic immersion provides an understudied linguistic context in which L1 use is minimized, target language use is maximized, and L2 input is abundant. The results suggest that L2 phonetic category formation occurs at an early stage of development, and is perceptually driven. Moreover, early L2 representations are fragile, and especially susceptible to cross-language interference. Together, the studies

  2. Understanding the relationship between type 2 diabetes mellitus and falls in older adults: a prospective cohort study.

    Science.gov (United States)

    Roman de Mettelinge, Tine; Cambier, Dirk; Calders, Patrick; Van Den Noortgate, Nele; Delbaere, Kim

    2013-01-01

    Older adults with type 2 Diabetes Mellitus are at increased risk of falling. The current study aims to identify risk factors that mediate the relationship between diabetes and falls. 199 older adults (104 with diabetes and 95 healthy controls) underwent a medical screening. Gait (GAITRite®), balance (AccuGait® force plate), grip strength (Jamar®), and cognitive status (Mini-Mental State Examination and Clock Drawing Test) were assessed. Falls were prospectively recorded during a 12-month follow-up period using monthly calendars. Compared to controls, diabetes participants scored worse on all physical and cognitive measures. Sixty-four participants (42 diabetes vs. 22 controls) reported at least one injurious fall or two non-injurious falls ("fallers"). Univariate logistic regression identified diabetes as a risk factor for future falls (Odds Ratio 2.25, 95%CI 1.21-4.15, p = 0.010). Stepwise multiple regressions defined diabetes and poor balance as independent risk factors for falling. Taking more medications, slower walking speed, shorter stride length and poor cognitive performance were mediators that reduced the Odds Ratio of the relationship between diabetes and faller status relationship the most followed by reduced grip strength and increased stride length variability. Diabetes is a major risk factor for falling, even after controlling for poor balance. Taking more medications, poorer walking performance and reduced cognitive functioning were mediators of the relationship between diabetes and falls. Tailored preventive programs including systematic medication reviews, specific balance exercises and cognitive training might be beneficial in reducing fall risk in older adults suffering from diabetes.

  3. Understanding the relationship between type 2 diabetes mellitus and falls in older adults: a prospective cohort study.

    Directory of Open Access Journals (Sweden)

    Tine Roman de Mettelinge

    Full Text Available BACKGROUND: Older adults with type 2 Diabetes Mellitus are at increased risk of falling. The current study aims to identify risk factors that mediate the relationship between diabetes and falls. METHODS: 199 older adults (104 with diabetes and 95 healthy controls underwent a medical screening. Gait (GAITRite®, balance (AccuGait® force plate, grip strength (Jamar®, and cognitive status (Mini-Mental State Examination and Clock Drawing Test were assessed. Falls were prospectively recorded during a 12-month follow-up period using monthly calendars. RESULTS: Compared to controls, diabetes participants scored worse on all physical and cognitive measures. Sixty-four participants (42 diabetes vs. 22 controls reported at least one injurious fall or two non-injurious falls ("fallers". Univariate logistic regression identified diabetes as a risk factor for future falls (Odds Ratio 2.25, 95%CI 1.21-4.15, p = 0.010. Stepwise multiple regressions defined diabetes and poor balance as independent risk factors for falling. Taking more medications, slower walking speed, shorter stride length and poor cognitive performance were mediators that reduced the Odds Ratio of the relationship between diabetes and faller status relationship the most followed by reduced grip strength and increased stride length variability. CONCLUSIONS: Diabetes is a major risk factor for falling, even after controlling for poor balance. Taking more medications, poorer walking performance and reduced cognitive functioning were mediators of the relationship between diabetes and falls. Tailored preventive programs including systematic medication reviews, specific balance exercises and cognitive training might be beneficial in reducing fall risk in older adults suffering from diabetes.

  4. Chinese English Learners' Strategic Competence

    Science.gov (United States)

    Wang, Dianjian; Lai, Hongling; Leslie, Michael

    2015-01-01

    The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are…

  5. Autonomous Learner Model Resource Book

    Science.gov (United States)

    Betts, George T.; Carey, Robin J.; Kapushion, Blanche M.

    2016-01-01

    "Autonomous Learner Model Resource Book" includes activities and strategies to support the development of autonomous learners. More than 40 activities are included, all geared to the emotional, social, cognitive, and physical development of students. Teachers may use these activities and strategies with the entire class, small groups, or…

  6. High Ability and Learner Characteristics

    Science.gov (United States)

    Hindal, Huda; Reid, Norman; Whitehead, Rex

    2013-01-01

    The outstandingly able learner has been conceptualised, in terms of test and examination performance, as the learner showing superior academic performance which is markedly better than that of peers and in ways regarded as of value by wider society. In Kuwait, such superior examination performance leads to a classification regarded as being…

  7. Stakes in the eye of the beholder: an international study of learners' perceptions within programmatic assessment.

    Science.gov (United States)

    Schut, Suzanne; Driessen, Erik; van Tartwijk, Jan; van der Vleuten, Cees; Heeneman, Sylvia

    2018-03-24

    Within programmatic assessment, the ambition is to simultaneously optimise the feedback and the decision-making function of assessment. In this approach, individual assessments are intended to be low stakes. In practice, however, learners often perceive assessments designed to be low stakes as high stakes. In this study, we explored how learners perceive assessment stakes within programmatic assessment and which factors influence these perceptions. Twenty-six learners were interviewed from three different countries and five different programmes, ranging from undergraduate to postgraduate medical education. The interviews explored learners' experience with and perception of assessment stakes. An open and qualitative approach to data gathering and analyses inspired by the constructivist grounded theory approach was used to analyse the data and reveal underlying mechanisms influencing learners' perceptions. Learners' sense of control emerged from the analysis as key for understanding learners' perception of assessment stakes. Several design factors of the assessment programme provided or hindered learners' opportunities to exercise control over the assessment experience, mainly the opportunities to influence assessment outcomes, to collect evidence and to improve. Teacher-learner relationships that were characterised by learners' autonomy and in which learners feel safe were important for learners' believed ability to exercise control and to use assessment to support their learning. Knowledge of the factors that influence the perception of assessment stakes can help design effective assessment programmes in which assessment supports learning. Learners' opportunities for agency, a supportive programme structure and the role of the teacher are particularly powerful mechanisms to stimulate the learning value of programmatic assessment. © 2018 The Authors. Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

  8. British Adolescents' and Young Adults' Understanding and Reasoning about the Religious and Nonreligious Rights of Asylum-Seeker Youth

    Science.gov (United States)

    Tenenbaum, Harriet R.; Ruck, Martin D.

    2012-01-01

    This study examined British young people's understanding of the rights of asylum-seeking young people. Two hundred sixty participants (11-24 years) were read vignettes involving asylum-seeking young people's religious and nonreligious self-determination and nurturance rights. Religious rights were more likely to be endorsed than nonreligious…

  9. Understanding young adult physical activity, alcohol and tobacco use in community colleges and 4-year post-secondary institutions: A cross-sectional analysis of epidemiological surveillance data

    Directory of Open Access Journals (Sweden)

    Lust Katherine

    2010-04-01

    Full Text Available Abstract Background Young adults experience many adverse health behavior changes as they transition from adolescence into adulthood. A better understanding of the relationships between health promoting and risky health behaviors may aid in the development of health promotion interventions for various types of young adult post-secondary students. Therefore, the purpose of this study was to examine associations between alcohol and tobacco use and physical activity among 2-year and 4-year college students. Methods Cross-sectional analyses were conducted using 2007 survey data, collected as part of an on-going post-secondary health surveillance system in Minnesota. Students were randomly selected to participant from 14 Minnesota colleges and universities (six 2-year community and/or technical colleges, eight 4-year post-secondary institutions. The 2007 surveillance data included 9,931 respondents. Results The prevalence of demographic characteristics and health behaviors (e.g., physical activity, tobacco use differed between young adults attending 2-year and 4-year post-secondary institutions; in general, those attending 2-year institutions are representative of more at-risk populations. Overall, higher levels of moderate, vigorous and strengthening physical activity were associated with higher levels of alcohol consumption and lower levels of smoking. In general, despite the disparities in the prevalence of these risk behaviors, the associations between the behaviors did not differ substantially between 2-year and 4-year post-secondary populations. Conclusions These findings illustrate links between leading risk behaviors. Interventions targeting multiple risk behaviors among young adults may warrant further consideration. Overall, future research is needed to support and inform young adult health promotion efforts that may be implemented in a wide array of post-secondary institutions.

  10. Understanding about diagnosis of acute small bowel retrograde intussusception in adults by means of 64-slice-spinal CT

    International Nuclear Information System (INIS)

    Jiang Ruizhou; Chen Jincheng

    2009-01-01

    Objective: To have a further study of the value of MSCT in diagnosing acute small bowel retrograde intussusception in adults by means of 64-slice-spinal CT. Methods: A 46-year-old female patient with the history of abdominal operation was found having acute mechanical small bowel obstruction through plain X-ray radiograph. 64-slice MSCT was performed afterwards (plain scan + 3 stage contrast scans). Hence, evidence is provided for operation. Results: Using the technique of MSCT for the patient can promptly approach the diagnosis of jejuno-jejunal intussusception with severe bowel obstruction; no small bowel tumor or other organic lesion found in this case. With the patient who has the history of abdominal operations, MSCT can predict the reason of adhesion causing bowel intussusception, and provide the evidence for operation; whereas MSCT with contrast media offers a further investigation of the blood supply to the bowels through SMA, and observation of blood circulation through the intussuscepting site, which represents venous congestion of intussusception. This case is a retrograde small bowel intussusception and confirmed with operation evidence. A greater amount of gas and fluid is accumulated between the dilated space of middle-distal portion of intussusceptum and intussuscipiens. Nevertheless, less gas at the proximal portion and that can be an important sign for retrograde intussusception. Conclusion: MSCT is a good choice of examination for diagnosis of adult's intussusception. As the literature mentioned the advantages of MSCT for observing the circulation of intussusceptum and whether the diagnosis is antegrade or retrograde intussusception is also essential. (authors)

  11. "Stories Take Your Role Away From You": Understanding the Impact on Health Care Professionals of Viewing Digital Stories of Pediatric and Adolescent/Young Adult Oncology Patients.

    Science.gov (United States)

    Laing, Catherine M; Moules, Nancy J; Estefan, Andrew; Lang, Mike

    The purpose of this philosophical hermeneutic study was to understand the effects on health care providers (HCPs) of watching digital stories made by (past and present) pediatric and adolescent/young adult (AYA) oncology patients. Twelve HCPs participated in a focus group where they watched digital stories made by pediatric/AYA oncology patients and participated in a discussion related to the impact the stories had on them personally and professionally. Findings from this research revealed that HCPs found digital stories to be powerful, therapeutic, and educational tools. Health care providers described uses for digital stories ranging from education of newly diagnosed families to training of new staff. Digital stories, we conclude, can be an efficient and effective way through which to understand the patient experience, implications from which can range from more efficient patient care delivery to decision making. Recommendations for incorporating digital storytelling into healthcare delivery are offered.

  12. The Contribution of Cognitive Factors to Individual Differences in Understanding Noise-Vocoded Speech in Young and Older Adults

    Directory of Open Access Journals (Sweden)

    Stephanie Rosemann

    2017-06-01

    Full Text Available Noise-vocoded speech is commonly used to simulate the sensation after cochlear implantation as it consists of spectrally degraded speech. High individual variability exists in learning to understand both noise-vocoded speech and speech perceived through a cochlear implant (CI. This variability is partly ascribed to differing cognitive abilities like working memory, verbal skills or attention. Although clinically highly relevant, up to now, no consensus has been achieved about which cognitive factors exactly predict the intelligibility of speech in noise-vocoded situations in healthy subjects or in patients after cochlear implantation. We aimed to establish a test battery that can be used to predict speech understanding in patients prior to receiving a CI. Young and old healthy listeners completed a noise-vocoded speech test in addition to cognitive tests tapping on verbal memory, working memory, lexicon and retrieval skills as well as cognitive flexibility and attention. Partial-least-squares analysis revealed that six variables were important to significantly predict vocoded-speech performance. These were the ability to perceive visually degraded speech tested by the Text Reception Threshold, vocabulary size assessed with the Multiple Choice Word Test, working memory gauged with the Operation Span Test, verbal learning and recall of the Verbal Learning and Retention Test and task switching abilities tested by the Comprehensive Trail-Making Test. Thus, these cognitive abilities explain individual differences in noise-vocoded speech understanding and should be considered when aiming to predict hearing-aid outcome.

  13. The Study of the Phenomenon of Hesitation as a Cognitive Process in Iranian French Learners' Oral Production

    Science.gov (United States)

    Rahmatian, Rouhollah; Mehrabi, Marzieh; Safa, Parivash; Golfam, Arsalan

    2014-01-01

    Hesitation, when speaking a foreign language, is studied through its components: beginnings, pauses, and repetitions. This paper aims to identify, through the study of this phenomenon, vulnerable zones among Iranian learners when they speak French. A case study of 30 adult learners shows that hesitation is not random and at different levels (A1 to…

  14. EFL Proficiency in Language Learning and Learner Autonomy Perceptions of Turkish Learners

    Science.gov (United States)

    Ünal, Süleyman; Çeliköz, Nadir; Sari, Irfan

    2017-01-01

    The aim of this study is to determine the relationships of Turkish-English Language Teaching (ELT) learners' perceptions of learner autonomy with ELT learner's proficiency level in language learning. Particularly, the study aimed at investigating to what extent ELT learners' autonomy perceptions are affected by proficiency level of learners.…

  15. Learners misperceive the benefits of redundant text in multimedia learning.

    Science.gov (United States)

    Fenesi, Barbara; Kim, Joseph A

    2014-01-01

    Research on metacognition has consistently demonstrated that learners fail to endorse instructional designs that produce benefits to memory, and often prefer designs that actually impair comprehension. Unlike previous studies in which learners were only exposed to a single multimedia design, the current study used a within-subjects approach to examine whether exposure to both redundant text and non-redundant text multimedia presentations improved learners' metacognitive judgments about presentation styles that promote better understanding. A redundant text multimedia presentation containing narration paired with verbatim on-screen text (Redundant) was contrasted with two non-redundant text multimedia presentations: (1) narration paired with images and minimal text (Complementary) or (2) narration paired with minimal text (Sparse). Learners watched presentation pairs of either Redundant + Complementary, or Redundant + Sparse. Results demonstrate that Complementary and Sparse presentations produced highest overall performance on the final comprehension assessment, but the Redundant presentation produced highest perceived understanding and engagement ratings. These findings suggest that learners misperceive the benefits of redundant text, even after direct exposure to a non-redundant, effective presentation.

  16. Learner Autonomy Based On Constructivism Learning Theory

    OpenAIRE

    Haiyan Wang

    2014-01-01

    Constuctivism learning theory lays emphasis on the learners' active learning, such as learning initiative, sociality and context. By analyzing the relationship between constructivism learning theory and learner autonomy, this paper explores how to cultivate learners' learner autonomy under the guidance of constructivism learning theory.

  17. Gradient of learnability in teaching English pronunciation to Korean learners.

    Science.gov (United States)

    Lee, Ho-Young; Hwang, Hyosung

    2016-04-01

    This paper aims to propose a gradient of learnability as a criterion for setting priorities in pronunciation teaching. A total of 40 Korean subjects (mostly aged 12 year) were tested on their discrimination ability of English sounds before and after participating in a high variability phonetic training (HVPT) program for 4 weeks. This study shows highly promising results for pronunciation teaching with the HVPT method. First, lower level learners show greater improvements in phoneme discrimination ability compared to upper level learners. Second, consonants are better discriminated than vowels and greater improvements are seen with consonant contrasts than with vowels that have a lower functional load. Third, many of the sounds with high functional load have a high learnability. Fourth, greater improvements are seen with sounds that are poorly identified before the training than sounds that are well-identified. Fifth, young learners also benefit from the HVPT, much like highly motivated adult learners. A learnability gradient was established on the basis of the phoneme learnability index and the pairwise learnability index. On the basis of the constructed gradient of learnability and the concept of functional load, a set of priorities was provided for teaching English pronunciation to young Korean learners.

  18. The Nature of Child-Adult Interaction. From Turn-Taking to Understanding Pointing and Use of Pointing Gestures

    Directory of Open Access Journals (Sweden)

    Białek Arkadiusz

    2014-08-01

    Full Text Available Analyses of interactions between an adult and a one-year-old child are often connected with studying early communicative competences, e.g. the child’s participation in turn-taking sequences, in joint attention, and use of pointing gestures. Infants’ communicative behaviors were studied using a structured observational measure - the Early Social Communication Scales (Mundy et al., 2003 in a study of 358 12-month-old children. An exploratory factor analysis revealed: (i a distinction between the categories of initiation and response among the behaviors displayed, (ii simple and complex behavior categories occurring; (iii the presence within one factor of behaviors fulfilling various functions (e.g. requesting and sharing interest. An analysis of the results showed that communicative competences can be classified according to their level and ignoring their function, and made it possible to suggest modifications to the way in which behaviors are coded on the ESCS and to complement the procedure of studying early communicative competences.

  19. Anxiety Sensitivity and Age: Roles in Understanding Subjective Social Status among Low Income Adult Latinos in Primary Care.

    Science.gov (United States)

    Zvolensky, Michael J; Paulus, Daniel J; Bakhshaie, Jafar; Garza, Monica; Manning, Kara; Lemaire, Chad; Reitzel, Lorraine R; Smith, Lia J; Ochoa-Perez, Melissa

    2017-07-05

    One social determinant of health construct that is reliably related to health disparities among the Latino population is subjective social status, reflecting subjective ratings of social standing. Yet, little research has explored factors that may undergird variability in subjective social status among this population or in general. Accordingly, the present investigation examined one possible etiological model wherein age moderates the relation between individual differences in anxiety sensitivity (fear of the negative consequences of stress sensations) and subjective social status among a Latino primary care sample. Participants included Spanish-speaking Latino adults (n = 394; 86.5% female; average age = 39.0 years). Results demonstrated an interaction between the anxiety sensitivity and age for subjective social status among the Latino sample. Inspection of the form of the significant interaction indicated that the association between anxiety sensitivity and subjective social status was evident among older, but not younger, persons. The current findings suggest that decreasing anxiety sensitivity, especially among older Latinos, may be one possible viable therapeutic approach to change subjective social status in order to help offset health disparities among this group.

  20. A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.

    Science.gov (United States)

    Tighe, Elizabeth L; Schatschneider, Christopher

    2016-07-01

    The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in adult basic education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82%-95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed. © Hammill Institute on Disabilities 2014.

  1. Men, multiple sexual partners, and young adults' sexual relationships: understanding the role of gender in the study of risk.

    Science.gov (United States)

    O'Sullivan, Lucia F; Hoffman, Susie; Harrison, Abigail; Dolezal, Curtis

    2006-07-01

    Heterosexual transmission of HIV and other sexually transmitted infections has become a primary health concern worldwide. Gender roles for heterosexual interactions appear to sanction men's sexual risk-taking, especially the pursuit of multiple sexual partners. Using measures developed in this study, the current study assessed the associations between men's and women's relationship attitudes and experiences and their sexual risk encounters. Participants were 104 men and 103 women (18-24 years) from a large, urban college located in a high HIV risk neighborhood of New York City. All completed a survey assessing HIV risk and the battery of relationship measures assessing traditional sexual roles, sexual conflicts, significance of sex, relationship investment, need for relationship, and unwanted sex. For men, greater sexual conflict in their primary relationships was associated with more sexual partners and fewer unprotected vaginal intercourse encounters with a primary partner and across sex partners overall. In addition, men's endorsement of more traditional sexual roles and lower relationship investment were associated with higher numbers of sexual partners. Among women, compliance with men to engage in unwanted sex was associated with higher levels of participation in unprotected sex. For both men and women, greater significance given to sex in a relationship was associated with fewer extradyadic partners. This study demonstrates the utility of measures of relationship attitudes and experiences to characterize sexual risk, especially among men. Findings are discussed in terms of implications for prevention program targeting young urban adults.

  2. How adults with cardiac conditions in Singapore understand the Patient Activation Measure (PAM-13) items: a cognitive interviewing study.

    Science.gov (United States)

    Ngooi, Bi Xia; Packer, Tanya L; Warner, Grace; Kephart, George; Koh, Karen Wei Ling; Wong, Raymond Ching Chiew; Lim, Serene Peiying

    2018-03-01

    Validation studies of the PAM-13 have found differences in scale performance, suggesting that health beliefs embedded in different cultures and/or self-management needs of different client groups influence how people respond to the items. The purpose of this study was to examine how adults with cardiac conditions in Singapore interpreted and responded to the PAM-13, to investigate possible reasons for differences in responses and to propose solutions to overcome them. We conducted retrospective cognitive interviews with 13 participants in an out-patient heart center. Interviews were transcribed and analyzed based on the framework approach to qualitative analysis. The four stages from Tourangeau's cognitive model were used as a framework to index the data from each item. There was variation in comprehension of questions leading to variation in responses. Comprehension issues were due to terms perceived by participants to be vague and the use of English terms uncommon in Singapore. Cultural influences impacted decision processes and problems with response processes of the self-rating Likert scale surfaced. This study reinforces the need to culturally adapt the tool, even when language translation is not necessary. Providing Likert scales with a larger number of may widen the relevance of PAM-13 in Singapore. Implications for rehabilitation Need to culturally adapt assessment tool, even when language translation is not necessary. Consider using Likert scales with a larger number of categories when using in Asian countries such as Singapore. Caution must be taken when using PAM-13 levels to decide interventions for each individual.

  3. A Quantile Regression Approach to Understanding the Relations Between Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students

    Science.gov (United States)

    Tighe, Elizabeth L.; Schatschneider, Christopher

    2015-01-01

    The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in Adult Basic Education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82-95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed. PMID:25351773

  4. Teaching language arts to English language learners

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    Vásquez, Anete; Smith, Philip C

    2013-01-01

    This thoroughly revised and updated edition of Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills. A complete section is also devoted to ways teachers can integrate all five strands of the language arts curriculum into a comprehensive unit of study w

  5. Getting it right by getting it wrong: when learners change languages.

    Science.gov (United States)

    Kam, Carla L Hudson; Newport, Elissa L

    2009-08-01

    When natural language input contains grammatical forms that are used probabilistically and inconsistently, learners will sometimes reproduce the inconsistencies; but sometimes they will instead regularize the use of these forms, introducing consistency in the language that was not present in the input. In this paper we ask what produces such regularization. We conducted three artificial language experiments, varying the use of determiners in the types of inconsistency with which they are used, and also comparing adult and child learners. In Experiment 1 we presented adult learners with scattered inconsistency - the use of multiple determiners varying in frequency in the same context - and found that adults will reproduce these inconsistencies at low levels of scatter, but at very high levels of scatter will regularize the determiner system, producing the most frequent determiner form almost all the time. In Experiment 2 we showed that this is not merely the result of frequency: when determiners are used with low frequencies but in consistent contexts, adults will learn all of the determiners veridically. In Experiment 3 we compared adult and child learners, finding that children will almost always regularize inconsistent forms, whereas adult learners will only regularize the most complex inconsistencies. Taken together, these results suggest that regularization processes in natural language learning, such as those seen in the acquisition of language from non-native speakers or in the formation of young languages, may depend crucially on the nature of language learning by young children.

  6. Serving as a physician role model for a diverse population of medical learners.

    Science.gov (United States)

    Wright, Scott M; Carrese, Joseph A

    2003-06-01

    Medical learners look to role models to better understand the values, attitudes, behaviors, and ethics of the medical profession. This study examined issues related to physicians serving as role models for diverse medical learners. Between September and November 2000, in-depth semi-structured 30-minute interviews were conducted with 29 highly regarded role models, as judged by medical house officers at two large teaching hospitals in Baltimore, Maryland. Interview transcripts were independently coded and compared for agreement. Content analysis identified several major categories of themes that were examined and conceptually organized. The informants identified issues that relate to role modeling for diverse medical learners. Subcategories under the domain of similarity facilitates role modeling included learners prefer role models similar to them, role modeling is easier when the learner resembles the teacher, and minority physicians may be better role models for minority learners. Under the domain role modeling when physician-teachers and learners are different were the subcategories extra effort may be necessary, success promotes and inspires confidence, and role modeling across diversity is an achievable objective that should be pursued. The final domain, approaches to differences between physician-teachers and learners, encompassed embrace diversity, act as a consultant and refer when necessary, and minimize and disregard all differences. The results of this study should draw attention to these issues and may serve as a stimulus for teaching physicians to consider a broader range of options for successful interactions with medical learners who are different from them.

  7. FoxP2 expression in avian vocal learners and non-learners.

    Science.gov (United States)

    Haesler, Sebastian; Wada, Kazuhiro; Nshdejan, A; Morrisey, Edward E; Lints, Thierry; Jarvis, Eric D; Scharff, Constance

    2004-03-31

    Most vertebrates communicate acoustically, but few, among them humans, dolphins and whales, bats, and three orders of birds, learn this trait. FOXP2 is the first gene linked to human speech and has been the target of positive selection during recent primate evolution. To test whether the expression pattern of FOXP2 is consistent with a role in learned vocal communication, we cloned zebra finch FoxP2 and its close relative FoxP1 and compared mRNA and protein distribution in developing and adult brains of a variety of avian vocal learners and non-learners, and a crocodile. We found that the protein sequence of zebra finch FoxP2 is 98% identical with mouse and human FOXP2. In the avian and crocodilian forebrain, FoxP2 was expressed predominantly in the striatum, a basal ganglia brain region affected in patients with FOXP2 mutations. Strikingly, in zebra finches, the striatal nucleus Area X, necessary for vocal learning, expressed more FoxP2 than the surrounding tissue at post-hatch days 35 and 50, when vocal learning occurs. In adult canaries, FoxP2 expression in Area X differed seasonally; more FoxP2 expression was associated with times when song becomes unstable. In adult chickadees, strawberry finches, song sparrows, and Bengalese finches, Area X expressed FoxP2 to different degrees. Non-telencephalic regions in both vocal learning and non-learning birds, and in crocodiles, were less variable in expression and comparable with regions that express FOXP2 in human and rodent brains. We conclude that differential expression of FoxP2 in avian vocal learners might be associated with vocal plasticity.

  8. What Is Online Learner Participation? A Literature Review

    Science.gov (United States)

    Hrastinski, Stefan

    2008-01-01

    It is commonly argued that a key challenge for e-learning is to encourage learner participation. Even though this challenge has received increased attention by researchers, little effort has been put into developing a sound theoretical understanding of what online participation actually is and how it may be studied empirically. This paper examines…

  9. A REDCo Study: Learners' Perspectives on Religious Education and ...

    African Journals Online (AJOL)

    REDCo, an international comparative research project set out to investigate whether developing ideas on multiculturalism and religious diversity influenced school pupils' views on these issues. A South Africa project was conducted to understand how learners experienced religious diversity within a new approach to ...

  10. Using Tiered Assignments to Engage Learners in Advanced Placement Physics

    Science.gov (United States)

    Geddes, Kimberly A.

    2010-01-01

    This article presents lesson plans that incorporate tiered objectives and brainstorming techniques as means for differentiating instruction and ensuring that learners are challenged at levels commensurate with their abilities even though they are developing an understanding of the same physics concepts. A listing of materials and resources…

  11. Addressing the Difficulties of Learners in the Reading Class ...

    African Journals Online (AJOL)

    This study evaluates reading comprehension instruction at senior high schools in Accra. Classroom observation was used to identify the techniques used by teachers in the reading class and questionnaire was used to collect information from learners about the difficulties they have in understanding text. It reports that the ...

  12. Conciencia Con Compromiso: Aspirantes as Bridges for Latin@ Bilingual Learners

    Science.gov (United States)

    Prieto, Linda

    2014-01-01

    The study examined the influence of culture on the desire of a group of six aspirantes (Spanish/English bilingual education teacher candidates) from Texas to become bilingual education teachers of Latin@ bilingual learners. Chicana/Latina feminist thought is utilized as a lens to understand the role teacher education programs can play in helping…

  13. Young Second Language Learners' Visual Attention to Illustrations in Storybooks

    Science.gov (United States)

    Verhallen, Marian J. A. J.; Bus, Adriana G.

    2011-01-01

    The major purpose of this study was to test how preliterate learners use illustrations in storybooks to understand a story. Subjects were 23 five-year-old low-SES children, learning Dutch as a second language. Each child was exposed four times to a digital picture storybook. Five books were used and counterbalanced over children and repetitions.…

  14. Meta-synthesis on learners' experience of aggression in secondary ...

    African Journals Online (AJOL)

    This meta-synthesis is on research conducted by different researchers in a team research project on learners' experience of aggression in secondary schools in South Africa. The objective was to obtain a broader understanding of their experience of aggression in different contexts in South Africa, as well as possible ways to ...

  15. Dominance and Peer Tutoring Sessions with English Language Learners

    Science.gov (United States)

    Bell, Diana Calhoun; Elledge, Sara Redington

    2008-01-01

    In order to better understand the complex dynamic that often occurs during writing center sessions between native English speaking (L1) tutors and English language learners (ELL), this study investigates linguistic dominance through time-at-talk, turn-taking, agenda-setting, and content analysis. We conclude that, in keeping with theory and…

  16. Exemplary Teachers of English Language Learners: A Knowledge Base

    Science.gov (United States)

    Clayton, Courtney

    2013-01-01

    The number of English language learners (ELL) in schools continues to rise. However, statistics reveal that the majority of classroom teachers have no training in working with ELLs (NCES, 2011). Because of this, it is critical to understand how teachers can be successfully prepared to teach ELLs. Through in-depth inquiry, this study explored what…

  17. Vowel Epenthesis and Segment Identity in Korean Learners of English

    Science.gov (United States)

    de Jong, Kenneth; Park, Hanyong

    2012-01-01

    Recent literature has sought to understand the presence of epenthetic vowels after the productions of postvocalic word-final consonants by second language (L2) learners whose first languages (L1s) restrict the presence of obstruents in coda position. Previous models include those in which epenthesis is seen as a strategy to mitigate the effects of…

  18. Learner Perceptions and Experiences of Pride in Second Language Education

    Science.gov (United States)

    Ross, Andrew S.; Stracke, Elke

    2016-01-01

    Within applied linguistics, understanding of motivation and cognition has benefitted from substantial attention for decades, but the attention received by language learner emotions has not been comparable until recently when interest in emotions and the role they can play in language learning has increased. Emotions are at the core of human…

  19. Toward a Neuroscientific Understanding of Play: A Dimensional Coding Framework for Analyzing Infant–Adult Play Patterns

    Directory of Open Access Journals (Sweden)

    Dave Neale

    2018-03-01

    Full Text Available Play during early life is a ubiquitous activity, and an individual’s propensity for play is positively related to cognitive development and emotional well-being. Play behavior (which may be solitary or shared with a social partner is diverse and multi-faceted. A challenge for current research is to converge on a common definition and measurement system for play – whether examined at a behavioral, cognitive or neurological level. Combining these different approaches in a multimodal analysis could yield significant advances in understanding the neurocognitive mechanisms of play, and provide the basis for developing biologically grounded play models. However, there is currently no integrated framework for conducting a multimodal analysis of play that spans brain, cognition and behavior. The proposed coding framework uses grounded and observable behaviors along three dimensions (sensorimotor, cognitive and socio-emotional, to compute inferences about playful behavior in a social context, and related social interactional states. Here, we illustrate the sensitivity and utility of the proposed coding framework using two contrasting dyadic corpora (N = 5 of mother-infant object-oriented interactions during experimental conditions that were either non-conducive (Condition 1 or conducive (Condition 2 to the emergence of playful behavior. We find that the framework accurately identifies the modal form of social interaction as being either non-playful (Condition 1 or playful (Condition 2, and further provides useful insights about differences in the quality of social interaction and temporal synchronicity within the dyad. It is intended that this fine-grained coding of play behavior will be easily assimilated with, and inform, future analysis of neural data that is also collected during adult–infant play. In conclusion, here, we present a novel framework for analyzing the continuous time-evolution of adult–infant play patterns, underpinned by

  20. Toward a Neuroscientific Understanding of Play: A Dimensional Coding Framework for Analyzing Infant–Adult Play Patterns

    Science.gov (United States)

    Neale, Dave; Clackson, Kaili; Georgieva, Stanimira; Dedetas, Hatice; Scarpate, Melissa; Wass, Sam; Leong, Victoria

    2018-01-01

    Play during early life is a ubiquitous activity, and an individual’s propensity for play is positively related to cognitive development and emotional well-being. Play behavior (which may be solitary or shared with a social partner) is diverse and multi-faceted. A challenge for current research is to converge on a common definition and measurement system for play – whether examined at a behavioral, cognitive or neurological level. Combining these different approaches in a multimodal analysis could yield significant advances in understanding the neurocognitive mechanisms of play, and provide the basis for developing biologically grounded play models. However, there is currently no integrated framework for conducting a multimodal analysis of play that spans brain, cognition and behavior. The proposed coding framework uses grounded and observable behaviors along three dimensions (sensorimotor, cognitive and socio-emotional), to compute inferences about playful behavior in a social context, and related social interactional states. Here, we illustrate the sensitivity and utility of the proposed coding framework using two contrasting dyadic corpora (N = 5) of mother-infant object-oriented interactions during experimental conditions that were either non-conducive (Condition 1) or conducive (Condition 2) to the emergence of playful behavior. We find that the framework accurately identifies the modal form of social interaction as being either non-playful (Condition 1) or playful (Condition 2), and further provides useful insights about differences in the quality of social interaction and temporal synchronicity within the dyad. It is intended that this fine-grained coding of play behavior will be easily assimilated with, and inform, future analysis of neural data that is also collected during adult–infant play. In conclusion, here, we present a novel framework for analyzing the continuous time-evolution of adult–infant play patterns, underpinned by biologically

  1. Granting learners an authentic voice in the mathematics classroom for the benefit of both the teacher and the learner

    Directory of Open Access Journals (Sweden)

    Herbert B. Khuzwayo

    2012-08-01

    Full Text Available An important aspect of democratic education is the value it places on providing spaces for disagreement and argument as opportunities for learning. This is unlike an ‘occupation of the minds’ philosophy, which denies people the right to see alternatives. In this article we explore one aspect of this area of democratic education: the issue of providing opportunities for learners’ voices. We acknowledge the importance of this, even if the voices are dissenting; such dissent is important for teachers to learn more about the learners. We subsequently look at the kind of listening that a teacher can do in order to learn, and consider some cases from literature about teachers who struggle to listen and what happens when they learn to listen to their learners. Finally, we argue that a perspective aligned with preparing learners to contribute to a democratic society advises a rethink of the construct of mathematical knowledge for teaching. By learning how to listen in a respectful manner and as part of a negotiation and co-evolution of shared understanding, teachers can deepen and shift their understanding of mathematics, their understanding of learners and their understanding of their own learning.

  2. Chinese English Learners' Strategic Competence.

    Science.gov (United States)

    Wang, Dianjian; Lai, Hongling; Leslie, Michael

    2015-12-01

    The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are characterized by the frequent use of substitution, approximation, circumlocution, literal translation, exemplification, word-coinage, repetition, and the infrequent use of cultural-knowledge and paralinguistic CSs. The rare use of paralinguistic strategies is found to be typical of Chinese English learners. The high frequency of literal translation, one first language (L1)-based strategy in our study sample, suggests that FL learners' use of L1-based CSs may depend more upon the developmental stage of their target language than the typology distance between L1 and the target language. The frequency of repetition reveals one fact that the Chinese English learners lack variety and flexibility in their use of CSs. Based on these findings, it was indicated that learners' use of CSs is influenced by a variety of factors, among which the development stage of their interlanguage and their cultural background are identified as two important factors. Some implications are finally suggested for the English foreign language teaching practice in China.

  3. Making the Case for Irish through English: Eco-critical Politics of Language by Learners

    Directory of Open Access Journals (Sweden)

    John L. Murphy

    2010-03-01

    Full Text Available This paper examines recent accounts by Americans who have learned Irish. Their narratives from the West of Ireland express what translation theorist Michael Cronin calls ‘individualist politics of language’. He claims that the English-speaking majority will determine the survival of 21st century Irish.  Cronin shifts Irish into a globalized, ‘late modern’ network. Foreign-born learners enter this network when they choose to study Irish. They counter the stereotype of Irish schoolchildren forced into rote recitation of a moribund language.  Patricia Monaghan combines goddess-worship with academic research into indigenous spirituality, place-name lore, literature, and the Irish environmental inheritance. Her travelogue and reports by five other American visitors to Gaeltachtaí are compared with John Montague and Éilís Ní Dhuibhne’s literary depictions of 20th-century Irish-born school-level learners.Feminist, post-colonial, and literary criticisms enrich understanding of how American students apply ecological and cultural strategies that seek to recover this indigenous language. Choosing to make the case for Irish, adult students share Cronin’s ‘individualist politics’. In English-language books, American advocates preserve and expand a linguistic ecology in which Irish may survive.

  4. Gender in Italian-German Bilinguals: A Comparison with German L2 Learners of Italian

    Science.gov (United States)

    Bianchi, Giulia

    2013-01-01

    This study compares mastery of gender assignment and agreement in Italian by adult Italian-German bilinguals who have acquired two languages simultaneously (2L1), and by adult German highly proficient second language learners (L2ers) of Italian. Our data show that incompleteness in bilingual acquisition and in second language (L2) acquisition…

  5. Teachers' use of questioning in supporting learners doing science investigations

    Directory of Open Access Journals (Sweden)

    Umesh Ramnarain

    2011-01-01

    Full Text Available I examine how teachers employ a questioning strategy in supporting Grade 9 learners doing science investigations in South African schools. A particular focus of this study was how teachers use questioning in contributing towards the autonomy of these learners. The research adopted a qualitative approach which involved the collection of data by means of classroom observations and interviews with five teachers at schools resourced for practical work. The analysis of transcript data revealed that teachers support learners by asking probing questions at all stages of the investigation. The teachers used a questioning strategy in enabling the learners to understand more clearly the question or hypothesis they intended investigating, to review and reconsider their planning, to rethink some of their actions when collecting data, to make sense of their data, and to revisit and amend their plan after generating incorrect findings. The significance of this study, in making explicit teacher questioning at the stages of the investigation, is that it provides a guideline for teachers on how to support learners attain greater autonomy in doing science investigations.

  6. Attachment Orientations, Respiratory Sinus Arrhythmia, and Stress Are Important for Understanding the Link Between Childhood Socioeconomic Status and Adult Self-Reported Health.

    Science.gov (United States)

    Murdock, Kyle W; Fagundes, Christopher P

    2017-04-01

    Low childhood socioeconomic status (SES) is reliably associated with poor adult health. Social environments early in life and physiological stress responses are theorized to underlie this link; however, the role of attachment orientations is relatively unknown. In this study, we examined whether attachment orientations (i.e., attachment anxiety and attachment avoidance) and self-reported stress were mediators of the association between childhood SES and self-reported health in adulthood. Furthermore, we examined whether parasympathetic nervous system functioning was a moderator of associations between attachment orientations and self-reported stress. Participants (N = 213) provided self-reports of childhood SES, attachment orientations, general stress, and self-rated health. Respiratory sinus arrhythmia (RSA) was measured at rest, as well as during an acute social stressor. Low childhood SES was associated with poor self-reported health via the serial pathway from attachment anxiety to general stress. Moreover, attachment avoidance was associated with self-reported health via general stress, but only among those with high stress-induced RSA. Findings were independent of participant age, sex, race, body mass index, baseline RSA, and adult SES. Attachment theory is useful for understanding why those from low SES backgrounds are at greater risk of negative health outcomes in adulthood. Findings extend our knowledge of how interpersonal relationships in childhood can shape emotional and physical health outcomes in adulthood.

  7. Including a learner with physical disabilities: stressful for teachers?

    Directory of Open Access Journals (Sweden)

    I. Eloff

    2002-08-01

    Full Text Available Learners with physical disabilities have been entering mainstream schools for some years now. Whereas early research on inclusive education necessitated a strong focus on the needs of the learners, there has also been a recent interest in the role of the teachers in inclusive education. By adopting constructivism as the paradigm for inquiry a study was undertaken to establish the stress factors for teachers who have to include a learner with a physical disability in their mainstream classes. The rationale for the study is threefold: i Learners with physical disabilities are entering mainstream schools increasingly, ii it is often assumed that inclusive education is too stressful for teachers to cope with, and iii related research has shown that increased contact with individuals with disabilities has a positive effect on attitudes towards individuals with disabilities. In accordance with the dialectical methodology of constructivism, the Teacher Stress and Coping Questionnaire and in-depth interviews were utilised to establish the stress factors and the extent of the stress factors that may be present. The aim of the constructivist inquiry process is to promote understanding and reconstruction. In this article the quantitative results indicate overall low or non-existent levels of stress in teachers who have to include a learner with a physical disability, and the results therefore contribute to our understanding of this situation. The qualitative results reconstruct the meanings that these teachers attach to the inclusion of a learner with a physical disability and reveal some albeit limited concerns about the communication processes between parents and teachers and a perceived lack of pre-service training.

  8. Factors Contributing Decreased Performance Of Slow Learners

    Directory of Open Access Journals (Sweden)

    Dr. L. Kannan

    2015-03-01

    compared to less than 50 percentage of marks majority 3666 have less than 80 percentage of attendance this difference of observation among both genders has got statistical significance p0.007were male students with low performance has got low percentage of attendance. In this study the family type has gotno association with the level of performance. To analyze simultaneously on all the variables gender understanding the language unable to study on their own unhappy with the subjects and problem with their class mates. These answers differ significantly among low performers compared to high performers. Finally the study has been concluded that low achievers slow learners needs to concentrate on their regularity of attending their classes so that to have a better performance in their subsequent internal examinations. Many students felt they were not able to study on their own and perform in their internal assessment examination so students can be encouraged group discussions and effective mentorship programme can be generated in order to have better performance in their internal examinations.

  9. Effective Learner-Centered Strategies for Teaching Adults: Using Visual Media to Engage the Adult Learner

    Science.gov (United States)

    Myers, Dennis R.; Sykes, Catherine; Myers, Scott

    2008-01-01

    This article offers practical guidance for educators as they prepare specialists to enhance the lives and communities of older persons through the strategic use of visual media in age-related courses. Advantages and disadvantages of this learning innovation are provided as well as seven approaches for enriching instruction. Resources are included…

  10. How Positive Is Their Future? Assessing the Role of Optimism and Social Support in Understanding Mental Health Symptomatology among Homeless Adults.

    Science.gov (United States)

    Fitzpatrick, Kevin M

    2017-04-01

    Optimism has been noted as a primary protective factor in understanding mental health symptomatology in clinical and non-clinical settings. Any exploration of optimism has been absent in understanding mental health outcomes among homeless people. This study, using intensive interviews with 168 homeless adults in Northwest Arkansas, examines the role that social support and optimism play in lessening the negative impact of homeless circumstances/experiences on mental health symptomatology. Using OLS, findings support a mediating/protective role that social support and optimism play in lowering the negative effects of childhood life experiences on depressive symptoms among homeless persons. Despite the overwhelming conditions of homelessness, persons with higher levels of optimism and social support report lower depression and anxiety symptoms. The findings are discussed paying particular attention to the importance of developing and maintaining the perception of support and resiliency in preserving a positive outlook for the future among homeless persons facing often-debilitating circumstances. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  11. Effective instruction for English learners.

    Science.gov (United States)

    Calderón, Margarita; Slavin, Robert; Sánchez, Marta

    2011-01-01

    The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes

  12. Strategies to address learner aggression in rural South African secondary schools

    Directory of Open Access Journals (Sweden)

    Gunam D. Singh

    2013-11-01

    Full Text Available Managing learner aggression in the school system is central to learners’ academic performance and holistic development. In order to manage learner aggression, it is important to understand the contributory factors and the forms of learner aggression. This article reports on an investigation of factors contributing to learner aggression in rural secondary schools in the Empangeni district of KwaZulu-Natal in order to identify the forms of learner aggression and to establish strategies to manage such aggression in these secondary schools. A qualitative research design was adopted to investigate the phenomenon through an interview process with participants from five rural secondary schools. The findings showed that the factors contributing to learner aggression include family factors, environmental factors and school-related factors whilst the most common forms of learner aggression in schools are verbal aggression, physical aggression and bullying. The article concludes with the role that the school, parents and the Department of Education can play in addressing learner aggression in schools.

  13. Teaching Teaching & Understanding Understanding

    DEFF Research Database (Denmark)

    2006-01-01

    "Teaching Teaching & Understanding Understanding" is a 19-minute award-winning short-film about teaching at university and higher-level educational institutions. It is based on the "Constructive Alignment" theory developed by Prof. John Biggs. The film delivers a foundation for understanding what...

  14. Hearing Learner Voice in health promoting schools through ...

    African Journals Online (AJOL)

    The participation of learners in school life and learner voice is important for learner development and the implementation of school interventions. In this paper we argue that learner participation and learner voice in school-community interventions contribute to learners' development of a critical consciousness and to their ...

  15. 41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.

    Science.gov (United States)

    2010-07-01

    ... 41 Public Contracts and Property Management 1 2010-07-01 2010-07-01 true Learners, student learners, apprentices, and handicapped workers. 50-202.3 Section 50-202.3 Public Contracts and Property... handicapped workers. Learners, student learners, apprentices, and handicapped workers may be employed at less...

  16. Assessing Learner Satisfaction by Simultaneously Measuring Learner Attitude, Motivation, Loyalty and Service Quality in English Academies

    Science.gov (United States)

    Huong, Vu Thi; Casadesus, Marti; Marimon, Frederic

    2017-01-01

    The aims of this study are threefold in their approach to English academy teaching: (i) to assess learner satisfaction, (ii) to assess the impact of satisfaction on loyalty and (iii) to assess the three constructs that we considered to be the antecedents of learner satisfaction: learner motivation, learner attitude and service quality. To collect…

  17. Teacher Perceptions of Learner-Learner Engagement at a Cyber High School

    Science.gov (United States)

    Borup, Jered

    2016-01-01

    Distance education has historically contained little or no learner-learner interactions. Currently the Internet allows for unprecedented levels of learner-learner interaction and has the potential to transform how students learn online. However, many courses offered online focus more on flexibility and independence than on interaction and…

  18. A Learner Corpus-Based Study on Verb Errors of Turkish EFL Learners

    Science.gov (United States)

    Can, Cem

    2017-01-01

    As learner corpora have presently become readily accessible, it is practicable to examine interlanguage errors and carry out error analysis (EA) on learner-generated texts. The data available in a learner corpus enable researchers to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as…

  19. Work and Learner Identity -Developing an analytical framework

    DEFF Research Database (Denmark)

    Kondrup, Sissel

    to comprehend work situations as crucial spaces for learning and for the continuing development, maintenance or transformation of identity. Therefore it is necessary to bring work to the forefront of analysis and focus on peoples’ work-life-experiences when trying to understand how they perceive themselves...... condition people have to comply with the demand for engagement in lifelong learning. Secondly I argue, that peoples’ engagement in work must be considered essential when wanting to understand and examine how learner identities are formed, maintained or even transformed throughout peoples’ life course...... between work and Identity. Based on Archer’s and Salling-Olesen’s concepts I finally outline a theoretical framework enabling researchers to understand and examine the dialectical nature of learner identities, formed through peoples on-going engagement in specific historical, social and material work...

  20. Turning university professors into competent learners

    NARCIS (Netherlands)

    Stefanova, Eliza; Ilieva, Miroslava; Nikolova, Nikolina; Stefanov, Krassen

    2008-01-01

    Stefanova, E., Ilieva, M., Nikolova, N, & Stefanov, K. (2008). Turning university professors into competent learners. In H. W. Sligte & R. Koper (Eds.), Proceedings of the 4th TENCompetence Open Workshop. Empowering Learners for Lifelong Competence Development: pedagogical, organisational and