Adult literacy, learning identities and pedagogic practice

Crowther, Jim; Maclachlan, Kathy; Tett, Lyn

doi:10.1080/02601370.2010.524010

Cited by 28 publications

(28 citation statements)

References 15 publications

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“…The issue about an induction programme is critical because as Crowther, Maclachlan and Tett (2010), point out, positive learner-tutor relationship is paramount for the adult learner. The findings indicated a difference on an ANOVA of .018 degree of significance.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Factors of identity and social networks (Crowther, Maclachlan, & Tett, 2010) also feature in literature on adult learning. These have been found to instrumentally encourage resilience towards academic engagement.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Furthermore, Crowther, Maclachlan and Tett (2010) maitained that pedagogical practices impact on the progression of adult learners, pointing out that positive learner-tutor relationship was paramount for the adult learner. They also found that adult learners were likely to persist with their learning where there was support from staff so that they (learners) established clear goals which would enable them to identify increased self-efficacy.…”

Section: Literature Reviewmentioning

confidence: 99%

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In-service Learning in a Pre-service Teacher Training: The Dilemma of an Adult Learner in Botswana

Mhozya

Pansiri

Bulawa

et al. 2012

JSE

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Many universities across the world offer full time programmes not only to younger students directly from formal basic education programmes such as secondary schooling but also to in-service or adult learners. In-service learners are serving or non-serving but experienced and mature students who are afforded an opportunity to enrol in full-time or part-time programmes. As such, higher education institutions are inevitably challenged to service both younger and adult learners under one roof. Exploring challenges faced by adult learners in higher education institutions full-time programmes can therefore no longer be ignored in many developing countries. Some institutions may have taken a more transformative move to create an adult learners' responsive academic environment, while others may have not. Based

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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In-service Learning in a Pre-service Teacher Training: The Dilemma of an Adult Learner in Botswana

Mhozya

Pansiri

Bulawa

et al. 2012

JSE

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“…It is also argued that unlike young learners, adults make conscious choices about what to learn and what not to (Illeris, 2003). Factors of identity and social networks (Crowther et al, 2010) also feature in the literature on adult learning. These have been found to instrumentally encourage resilience towards academic engagement.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

“…5, No. 4;2012Tett, 2010. In other words the adult learners' desire to acquire new skills is driven by the need to enhance their career opportunities, financial security and material well-being (McAllister, 2010).…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Socio-emotional Selectivity: A preliminary analysis of Perspectives of Adult Learners in the University of Botswana

Pansiri¹,

Mhozya²,

Bulawa³

et al. 2012

IES

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Grounded in the theoretical framework of socio-emotional selectivity theory (SST), this study investigated how the socio-emotional, academic and economic experiences of adult learners in the Primary Education in the University of Botswana affected their academic engagement. This was motivated by the trend of gradual enrolment decline observed by the researchers given the fact that the staff members are not trained as adult educators. The populations of the study were students of the DPE programmes of study The sample involved ten participants in year 3, ten in year 4 -five participants per each of the two bachelors of education (B Ed) degree programmes and five participants in the masters of education (M Ed) degree programme. These participants were selected through opportunistic and convenience method. The result of the study reveals varied challenges that affect learners' pedagogical expectations and social experiences in the university programmes at both undergraduate and graduate. While they expect to acquire new skills and knowledge for improved work environment when they complete their studies, the academic environment leaves much to be desired.

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Studying while doing time: understanding inmates’ conceptions of learning

Rosário

Núñez

Pereira

et al. 2015

British Educational Res J

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Low levels of education and dropping out of school are associated with criminal involvement. The Portuguese prison system, similar to other prison systems (e.g. England), offers prison-based educational programmes so inmates can complete compulsory education. However, the completion rate of these educational programmes is low, and the dropout rate is high. Deepening our understanding of how inmates conceptualise learning and how they engage in learning will improve the quality of the prison-based educational services and promote school enrolment. Data from a phenomenographic study of 30 Portuguese inmate students, ranging from 20 to 58 years of age, revealed an understanding of learning focused on the instrumental role of knowledge and its application in the short-term (e.g. learning how to read) and on integration in the prison system (e.g. learning how to play draughts to fit in the yard). Moreover, a broader understanding of learning that reflected particular forms of learning favoured within the prison context also emerged in the discourse. For example, learning was described as an opportunity to reflect upon their previous offence and behaviours and on the need to avoid violence. Participants also stressed the importance of setting an academic example for their children by engaging actively in learning and the significance of occupying one's time in prison in a positive and beneficial manner. Findings allow a first approach to prison students' involvement in school learning by listening to the inmates' opinions and thoughts, and they offer promising suggestions to improve the organisation of prison-based educational programmes.

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Adult literacy, learning identities and pedagogic practice

Cited by 28 publications

References 15 publications

In-service Learning in a Pre-service Teacher Training: The Dilemma of an Adult Learner in Botswana

In-service Learning in a Pre-service Teacher Training: The Dilemma of an Adult Learner in Botswana

Socio-emotional Selectivity: A preliminary analysis of Perspectives of Adult Learners in the University of Botswana

Studying while doing time: understanding inmates’ conceptions of learning

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