An Investigation of the Relationship Between Self-concept, Adult Vocational Maturity, Locus of Control, Work Motivation, and Reading Ability of Second Career Adult Males Attending a Post-secondary Vocational Technical School PDF Download
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Author: John Emory Mobley
Publisher:
ISBN:
Category : Motivation in adult education
Languages : en
Pages : 242
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Book Description
Author: John Emory Mobley
Publisher:
ISBN:
Category : Motivation in adult education
Languages : en
Pages : 242
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Book Description
Author:
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ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 722
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Author:
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ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 96
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
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Author:
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ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 760
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Category : Union catalogs
Languages : en
Pages : 1032
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Includes entries for maps and atlases.
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Category : Industrial relations
Languages : en
Pages : 1002
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Category : Women
Languages : en
Pages : 948
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Author: Malcolm S. Knowles
Publisher: Routledge
ISBN: 1000072894
Category : Business & Economics
Languages : en
Pages : 407
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Book Description
How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.
Author: Donna Louise Webb
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 218
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Book Description
The overall purpose of this study was to investigate certain aspects of the effectiveness of adult career programs. The central focus was to compare the differences in vocational self-concept crystallization among the participants exposed to the classroom group program and the individualized telecourse programs. Further information was desired regarding the differences in vocational selfconcept crystallization among the various levels and categories of age, sex, years of education, years of work experience, personality, and voluntary/involuntary career change. This study focused on four objectives: (I) To measure the achievement in vocational self-concept crystallization by adults enrolled in the post-secondary career classes. (2) To compare the growth in vocational selfconcept crystallization among adults exposed to the two instructional approaches. (3) To analyze differences in measurements with relation to age, sex, years of education, work experience, voluntary/involuntary career change, and Holland's Model. (4) To develop implications for the future direction of career programs for the adult. The population of this study consisted of 66 adults who successfully completed a post-secondary career program during the 1981-1982 school year. Thirty-three participants were enrolled in classroom group programs; 33 were enrolled in VOYAGE, a telecourse program. The schools included were four community colleges in the Portland, Oregon, area. Descriptive data were acquired via personal interview with each participant. The Vocational Rating Scale was administered at the beginning and ending of the school terms. An analysis of covariance was used to determine if there were significant differences between adjusted Vocational Rating Scale scores. Conclusions Participants of both programs showed equal achievement in vocational self-concept crystallization in both the descriptive and statistical data. However, the descriptive data show a significant difference in the telecourse participant's satisfaction in both achievement and the completion of a career process.
