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Adult Education Philosophies, 2005.
This paper discusses five adult education philosophies and their application to the classroom.
1,430 words (approx. 5.7 pages), 5 sources, APA, $ 47.95
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Abstract
This paper explains that adult education, or andragogy as it is called, has been in existence practically since the founding of the country and, today, has become a major educational field used to empower millions of adults across the United States. The author discusses five philosophies, which have been created to explain and to improve the practices related to educating adults in the United States: The liberal, humanist, progressive, behavioral and radical philosophies. The paper stresses that the philosophical approach or combination of approaches must fit the specific needs of the adult learn and may vary for that learner from situation to situation; therefore, the learner needs to understand their own goals.
Table of Contents
The Progressive Philosophy
The Behaviorist Philosophy
The Humanist Philosophy
The Radical Philosophy
Conclusion
From the Paper
"Like the progressive philosophy, behaviorism is also focused on scientific means to achieve its end. Education occurs within a controlled environment, with objectives that can be measured. The educational goal is then to change the learner's behavior only through environmental stimuli, without a concern for any other aspects of humanity such as emotion. The objective here is only to change behavior according to specific goals such as competency and programmed learning. Occupational training and professional development programs have benefited from this philosophy. The focus is heavily on stimulus-response designs in order to stimulate new behavior."
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Philosophies of Adult Education, 2003.
An examination of the major theories regarding adult education for relevance in assembling a modern philosophy.
3,523 words (approx. 14.1 pages), 3 sources, MLA, $ 98.95
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Abstract
This paper discusses how through contrast and comparison it becomes clear that individual and cultural value systems play a predominant role in assessing the importance of various adult education theories. It looks at how traditional western civilizations long history of patriarchal bias has continued to influence liberal arts programs well into this century. It analyzes how some of the newer theories, like Humanism, derived basis from earlier ideologies and how the associated theories are nonetheless relatively modern constructs that have resulted directly from critical inquiry regarding cultural change. Therefore, cultural differences must be recognized, accepted and evaluated for their influence on the basic aspects of each theory. This paper examines each of the theories of adult education for potential use in practical application by modern American educators.
From the Paper
"The theory of Progressivism arose as a response to the criticism of liberal arts. The theories main contribution is that it identifies the need for vocational training and focus on student interests. However, the progressive theory over emphasizes learner-centeredness, especially when applied to adult education. The difficulty of attempting to tailor education to the experiences of the learner increases exponentially with the age of the student. Subsequent theorists made attempts to more precisely define the role and responsibilities of the educator. The increased focus on teacher ability to determine a student?s experiences and teach accordingly causes methodology and outcome to be scrutinized. If the methodology and learning outcome cannot be clearly evaluated then how can we be sure that any teacher is effective in the educational process?"
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Older Adult Education, 2007.
This paper explores the inclusion of older adults in higher education.
3,777 words (approx. 15.1 pages), 10 sources, APA, $ 104.95
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Abstract
The paper provides a summary of the literature recommending the self-directed learning technique for adult students. The paper discusses the history of older adult education and the modern challenges facing older adult students. The paper looks at the self-directed learning theory as well as other approaches to adult learning. The paper examines factors that are instrumental in implementing a successful adult education plan. The paper concludes that despite the undeniable problems facing the inclusion of older adults in higher education, the benefits to the community and individual are irrefutable.
Outline:
Introduction
A History of Older Adult Education
Modern Challenges Facing Older Adult Students
Self-Directed Learning
Other Approaches to Adult Learning
Suggested Teaching Plans
Conclusion: The Future for Older Students
From the Paper
"Historically, the concept of whether or not older adults are an integral part of the education system has caused considerable debate. Contention has raged for decades over the importance of older adults in higher education, the validity of the acceptance of older students and whether approaches to adult learning should differ compared to that of younger students. The general consensus today is that older adults are becoming an increasingly meaningful part of the education sector as more and more adults find themselves with leisure time and a desire to learn the technological advances occurring around them. This trend is exacerbated by modern conditions such as an aging population, the popularity of retirement and early retirement, and the tendency for people to go through several career changes over the course of their life (as opposed to the earlier half of the last century, when an individual typically remained in the same profession for the course of their life). As growing evidence suggests that the needs and learning preferences of older adults differ from that of younger, traditional students, the burgeoning fashion of adult education indicates a theoretical examination of the situation is prudent."
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Adult Education in Community Colleges.
This paper is a literature review of the effects of adult attachment on adult education in community colleges.
9,765 words (approx. 39.1 pages), 45 sources, APA, $ 198.95
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Abstract
This paper explains that there is more involved in the educational process than class and book work, particularly as it applies to adult learners; therefore, educators today are becoming increasingly concerned with concomitant learning, such the student's relationship with their teachers and fellow students and friendships. The author reviews many theories of development and need, such as the work of Maslow, Freud, Piaget, Tisdell, and Erikson. The paper discusses, in detail, adult education and concludes that, since most adult learning is voluntary, adults have the choice to drop out of programs that do not meet their specific requirements, including efficient and affable learning environments.
Table of Contents
Review of the Relevant Literature
Background and Overview
Human Development and Learning
Figure 1 Abraham Maslow's Theory of Hierarchy of Needs
Adult Attachment
Current Trends and Research into Adult Attachment
The Peer/Romantic Partner Tradition
Adult Attachment's Impact on Learning in Community Colleges
Summary
From the Paper
"Perhaps the central accomplishment in personality development is the establishment of specific and enduring emotional bonds, or attachments, with other people." The individual an infant becomes emotionally attached to is known as the target of attachment; such targets of attachment are generally those people who have shown a predilection to respond most consistently, predictably, and appropriately to the infant's signals; this person is generally the mother, but the father and others eventually play an important role in this regard as well. In the last few years, there has been no single area of research in personality and social psychology that has attracted more interest than the application of attachment theory to the study of adult relationships."
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Adult Education Programs, 2004.
This paper discusses the administration and evaluation of adult education programs.
3,340 words (approx. 13.4 pages), 11 sources, MLA, $ 95.95
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Abstract
This paper explains that, similar to other government-financed schemes, adult education has met with mounting requests to exhibit its efficacy. The author points out that the Bush Administration is dedicated to transforming education in the United States, such that every adult is capable of meeting the challenges of the current high-skill economy. The paper relates that, although the majority of adult education programs are obliged to report various forms of information to the government agencies or the organizations that finance them, they don?t automatically examine these data internally to get an insight as to how the information may be utilized to improve programs or instruction.
From the Paper
"In the past years, amendments made to the Adult Education Act, the federal legislation administering the adult education program have reinforced the necessity of answerability. The reauthorization of the Act during 1988 augmented the state necessity for local program review by stipulating six subject areas that the review should deal with and by commissioning the deployment of standardized test results while assessing. The adult literacy policy on the national level is stated in the National Literacy Act and in the Annual Education Act (AEA) which brought about the amendment of AEA in the year 1990. The purpose of the Act is to aid dropout adults attain the literacy required to work effectively in society, obtain advantage from job training and retrain them with a view to obtaining and maintain employment and persist their education to the level of passing out of High School at the minimum. To sustain adult literacy endeavors meant for adult secondary education (ASE), adult basic education (ABE), and English-as-a-Second Language (ESL) inputs, the AEA provides a public funding medium by way of granting federal grants to the state education outfits."
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Adult Education, 2005.
Takes the position that experiential learning in adult education should be granted greater academic validity.
1,575 words (approx. 6.3 pages), 6 sources, APA, $ 55.95
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Abstract
This paper discusses adult education and the validity of experiential learning in adult education. The paper explains why work and life experiences are legitimate forms of learning that should be equated with formal education.
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Feminist Theory in Adult Education, 2004.
Looks at the issues and problems in female adult education.
1,830 words (approx. 7.3 pages), 15 sources, APA, $ 58.95
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Abstract
This paper uses several studies to discuss the problem of marginalization and prejudice against women in education. The paper looks at the lack of attention paid to how women learn and how social and cultural aspects affect female education. The paper describes different theories, including the psychological approach, the structural approach, and the post-structural approach, which have been used to analyze the problems in female adult education. It points out that, often, the explanations for the problems include overlapping theories.
From the Paper
"The problems in female adult education draw on a wide range of Feminist theory and theorists. While the number of women entering adult education is generally increasing, the consensus seems to be that this increase does not mean a concomitant increase in the alleviation of the marginalization and prejudice against women in education. An essential point that is emphasized is that, as Flannery and Heyes state, not enough attention is being given to the understanding of how women learn and to how cultural and social aspects construct the reality of female education."
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Adult Basic Education (ABE) Programs, 2006.
This paper looks at possible barriers to participation in Adult Basic Education (ABE) programs.
2,250 words (approx. 9.0 pages), 6 sources, $ 89.95
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Abstract
This paper defines conditions that may prevent or preclude the adult student's successful participation within an Adult Basic Education (ABE) program. These conditions include self-perceptions as limitations of learning and the influences that are imposed upon the adult student through demands found through family and work influences, as well as demands found in policy making. This essay provides a solid introduction to ABE.
From the Paper
"Adult Basic Education (ABE) is a process through which education is provided to adult students through a curriculum specifically designed to facilitate specialized needs common to adults. While younger students may benefit from the strategies and techniques offered through ABE, the format has been developed in a manner that best utilized the strengths of an adult student and is structured to avoid challenges that may be proposed via external demands placed on the student's classroom experiences or internalized problems that the adult student may have when encountering educational materials. This paper seeks to define conditions that may prevent or preclude the adult student's successful participation within an ABE program."
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Adult Education, 1990.
This paper discusses adult education in the U.S. emphasizing suggestions for improvement: Evolution, trends and patterns, goals, demographics, credit vs. noncredit, technology, types of learning, mandated continuing education and standards.
7,875 words (approx. 31.5 pages), 4 sources, $ 135.95
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From the Paper
"The purpose of this research is to examine the field of adult education in the United States to see what is needed to achieve increased effectiveness within it. At a time when the trend in adult education is toward increased availability and variety of programs in order to serve a growing and diverse population of adult learners, the need for such research is increasingly apparent. Accordingly, the plan of the research will be to set forth the various ways in which adult education has changed in the twentieth century, and then to discuss controversial issues affecting the direction that such education has taken in the past and ought to take in the future. Reference will be made to the questions regarding the type, administration, and availability of adult education programs,, as well as the motivations that adults have for entering these programs. ... "
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Adult Education, 2002.
Compares two adult education formats - direct instruction and cooperative learning methods.
2,400 words (approx. 9.6 pages), 10 sources, $ 89.95
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Abstract
This paper compares and contrasts direct instruction with cooperative learning methods of education in order to determine which type of educational technique is better suited for use with adult students. An example of a lesson plan for both direct instruction and cooperative learning is provided in order for the reader to better assess the teaching methods therein.
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Adult Education: Teacher or Self-Directed?, 2006.
This paper examines the pros and cons of having students in adult and higher education set the tone for the curriculum as opposed to the teaching staff and faculty.
1,134 words (approx. 4.5 pages), 4 sources, APA, $ 39.95
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Abstract
This paper analyzes the self-directed approach to education which began in the 1960s when the students demanded to be actively involved in subject matter and curriculum. The writer of this informative paper contends that while it is necessary that a selection of courses be responsive to the concerns of the times, it is also true that many differing subjects are of great value even though students may be unaware of the future benefits. This paper stresses the need for competency based training which is absolutely necessary in various fields relevant to both industry and the workplace. This paper also discusses the requirements and strategies needed for adults to successfully achieve their educational goals.
From the Paper
"Adults who are seeking to further their educational level in a masters or doctoral program are subject to faculty direction in order to fulfill the requirements of their particular course of study. While doctoral candidates are usually required to display some self-direction, especially with regard to selection of subject matter for advanced theses and dissertations, they are nonetheless subject to rigid requirements imposed by their major and the university they are attending.
Adults who are entering remedial programs need more direction from the teacher in order to select courses that will round out their education and fulfill requirements they lack."
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Adult Education and the Internet, 2004.
A look at the relationship between higher education, the Internet, and the adult learner.
5,316 words (approx. 21.3 pages), 17 sources, MLA, $ 131.95
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Abstract
This paper examines how the concept of using the Internet in the pursuit of higher education is not exactly new, but what has changed, however, is the increasing legitimacy and widespread use of the Internet in the pursuit of higher education, from the research of traditional college students to the complete education of students enrolled in ?online universities? and courses. It looks at how adult students face unique challenges when they utilize the Internet as part of their education in ways that mirror the issues they face within other instructional modalities and how, in seeking to understand just how adults learn, these issues must be viewed collectively, for general adult learner/adult education studies must be considered as a whole along with the added factors arising out of the use of technology. It is in this synthesis that a good understanding of the behavior of adult learners in Internet/distance courses can be understood.
Outline
The Adult Learner and Adult Education
Learning Theories and Processes in Adults
Developmental Issues
Theory and Practice
Technology and the Adult Learner
Ethical Issues
Conclusion
From the Paper
"Clearly the use of the Internet as an educational technology (when this problem is not acknowledged and dealt with) can allow the drawbacks of experiential contextualization to persist, where, perhaps in a traditional learning environment?one that includes students of varying age, experience, cultural and ideological background, and one that forces the adult learner?s participation in discussion and dialogue--the vantage points of other students may have a greater influence and changing effect. Here, awareness of the problem can be an important tool in developing and implementing ?online courses,? for educators can employ discussion groups online that have the ability to closely mimic physical classroom participation."
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Adult Education, 2005.
An in-depth research paper looking at how we can best help adults learn more effectively.
27,254 words (approx. 109.0 pages), 60 sources, APA, $ 249.95
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Abstract
This paper reviews available literature in order to find a practical and consistent way to plan and organize instruction that can enhance adult learners' motivation to master any subject and looks at ways for instructors to enhance adult learners' motivation during the process of instruction when they are face-to-face with adult learners. The paper also considers whether a modified version of the third generation formula for sales can be an effective tool for adult education program delivery. Next, the paper looks at new models that can be introduced that will facilitate collaboration between student/consumers/customer and teacher/learning activities provider. Additionally, the paper examines whether a motivationally based theory of instruction for adults can be constructed by blending components of adult motivational theories with those of adult learning theories. Finally, the paper looks at whether a motivationally based theory of instruction can be applied in practical and concrete ways to aid adult educators in designing, planning, and delivering instruction that enhances the adult learners' intrinsic motivation to learn.
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Scope of Study
Rationale of Study
Overview of Study
Review of Related Literature
Methodology
Description of the Study Approach
Data-gathering Method and Database of Study
Data Analysis
Summary, Conclusions and Recommendations
From the Paper
"A primary goal of educating younger learners is to challenge them without frustrating them; by sharp contrast, a fundamental goal in educating the adult learner is to help him or her achieve personal growth and improvement in pursuit of the larger objectives of career advancement or professional development. The demands on adult learners today require a new model, that of lifelong learning. "It is a model foreseen for the last quarter of a century by various policymakers and educators. But systems for lifelong learning are not new" (Marsick, 1998, p. 119). The systems that are in place across the country are not new, but they are also ill-prepared for the explosive growth in adult learners seeking services today and in the future."
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Adult Higher Education, 2002.
Examines the connection between adults studying for higher education degrees and the effect on the workforce.
1,524 words (approx. 6.1 pages), 12 sources, MLA, $ 50.95
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Abstract
This paper begins by discussing the steps which need to be considered when adult decides to further their studies and obtain a higher education. It looks at how obtaining a degree is beneficial to career advancement and work satisfaction. It then analyzes the position of women with a college education in the workforce and whether there is a difference in salaries between men and women with degrees. It discusses the personal benefits to obtaining a degree as well as benefits to the home environment. The paper concludes with discussing how one would need to cope with the extra stress of studying and possibly working at the same time.
From the Paper
"Many contemporary employers in the United States support on and off-the-job general education for the employees (Ivancevich 394). In general, such benefits are offered as incentives to workers and are viewed as fostering increased loyalty to the firm, enhanced job satisfaction, and personal growth as well as professional development. Some firms use educational benefits and incentive programs to facilitate the advancement of their own employees, creating an increasingly well-educated, skilled and trained workforce."
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Adult Education On-Line, 2002.
An evaluation of the effectiveness of a pre-course program for entry-level on-line adult students.
8,086 words (approx. 32.3 pages), 58 sources, MLA, $ 173.95
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Abstract
This paper discusses how distance education is one of the most dynamic and fastest-growing segments of college and graduate level education and how many educational institutions are expanding their programs to include distance based learning via the Internet. It examines the issues concerning the ability of traditional adult learners to adapt to the on-line learning environment to successfully complete an on-line learning degree program. It looks at how the purpose of a pre-course program for students would be to teach less technologically savvy students how to operate in an Internet based environment as effectively as possible. It also analyzes how failure to adequately support the distance-based learner can lead to a low-quality educational experience as well as attrition in online learning programs.
From the Paper
"Colleges and universities are also expected to develop competent leaders and productive citizens that add to the value of society. According to Inayatullah, this is an egotistical belief that reflects in two ways on higher education?s role in modern day society. The first is negative, where university training is seen as a restricted advantage of the wealthy and a way in which the powerful maintain control through exclusive knowledge acquisition and life-long ?good old boy? networks. The second is a positive reflection; the university is a stepping stone?a supreme test of human quality and intellect where only the best and the brightest can attain a diploma. Today, educational elitism is a serious problem for many distance and non-traditional students."
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