Coaching Components That Create Success

2022 ◽  
pp. 43-66
Author(s):  
Jennifer White
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Real World ◽  
Teacher Educators ◽  
Learning Theories ◽  
Evidence Based ◽  
Knowledge And Skills ◽  
Adult Learning Theories ◽  
Teacher Success ◽  
Building Rapport

This chapter begins with an explanation of coaching and a brief overview of the benefits of coaching. Next, the characteristics of adult learners are described through adult learning theories and principles that provide the foundation for successful coaching. Evidence-based components from research of coaching are presented with practical strategies for implementation. For example, activities such as building rapport, developing and monitoring goals, conducting observations through video, and providing reflective feedback are presented. Additionally, real-world scenarios from the field for both pre-service and practicing teachers are included. The goal is to equip teacher educators with the knowledge and skills necessary to implement aspects of coaching into any class or PD to increase teacher success and student learning.

Transforming Chemistry Curricula and Courses to Support Adult Learners

2020 ◽  
pp. 419-445
Author(s):  
Lisa J. Nogaj
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theories ◽  
Instructional Designers ◽  
Unique Challenge ◽  
Chemical Education Research ◽  
Post Secondary ◽  
Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

Navigators on the Research Path

2015 ◽  
pp. 41-66
Author(s):  
Catherine A. Hansman
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Adult Learners ◽  
Adult Learning ◽  
Graduate Programs ◽  
Learning Theories ◽  
Quantitative Methodology ◽  
Adult Learning Theories ◽  
New Strategies ◽  
Forms Of Knowledge

Qualitative research methods courses have become common or required in most doctoral and some master's degree graduate programs' curricula. However, although many graduate students enter their programs with some knowledge of quantitative methodology, they have little to no understanding of qualitative research methodologies. There are many challenges associated with teaching qualitative research in a context that promotes and embraces numerically based forms of knowledge and marginalizes other types of research. In addition, although most learners in qualitative research classes are adult learners, adult learning theories and teaching strategies may not be a preferred approach by qualitative instructors. The purpose of this chapter is to discuss the challenges faced by faculty members who plan and teach qualitative research courses, using the literature to highlight current qualitative research pedagogy while discussing new strategies and models that may assist developing graduate students as qualitative researchers in their graduate programs and their future careers.

Navigators on the Research Path

2015 ◽  
pp. 155-179 ◽  
Author(s):  
Catherine A. Hansman
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Adult Learners ◽  
Adult Learning ◽  
Graduate Programs ◽  
Learning Theories ◽  
Quantitative Methodology ◽  
Adult Learning Theories ◽  
New Strategies ◽  
Forms Of Knowledge

Qualitative research methods courses have become common or required in most doctoral and some master's degree graduate programs' curricula. However, although many graduate students enter their programs with some knowledge of quantitative methodology, they have little to no understanding of qualitative research methodologies. There are many challenges associated with teaching qualitative research in a context that promotes and embraces numerically based forms of knowledge and marginalizes other types of research. In addition, although most learners in qualitative research classes are adult learners, adult learning theories and teaching strategies may not be a preferred approach by qualitative instructors. The purpose of this chapter is to discuss the challenges faced by faculty members who plan and teach qualitative research courses, using the literature to highlight current qualitative research pedagogy while discussing new strategies and models that may assist developing graduate students as qualitative researchers in their graduate programs and their future careers.

Profiling and Supporting Adult Learners

2014 ◽  
pp. 1575-1598
Author(s):  
Chi Zhang ◽  
Guangzhi Zheng
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Prior Experience ◽  
Learning Technologies ◽  
Learning Theories ◽  
Adult Learning Theories ◽  
Distance Learning Technologies ◽  
Levels Of Support ◽  
Different Levels

Adult learners are a large group for higher education. Adult learning is different from children's learning in that adult learners are more self-directed, having prior experience, and are internally motivated to learn subjects that are more relevant to life and can be applied immediately. Understanding adult learners' characteristics can help institutions and instructors support adult students' learning and success. This chapter reviews the adult learning theories and methodologies and how they can be applied in adult learning. The chapter also discusses adult learners' characteristics and what teaching strategies and practice may facilitate adult learners' needs. Distance learning technologies and integration of the technologies are discussed. Different levels of support and recent initiatives for supporting adult learners are investigated.

Adapting Adult Learning Theories for Online Learning

2010 ◽  
pp. 135-153 ◽  
Author(s):  
Ernest W. Brewer ◽  
Nancy S. Headlee
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Growth And Development ◽  
Educational Leaders ◽  
Communication Technologies ◽  
Learning Theories ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Adult Learning Theories

This chapter explores prominent adult learning theories and their contributions to the understanding and the delivery of adult education. Such theories define and identify characteristics commonly found among adult learners and provide insight regarding factors that can enhance the integration of adult education and information communication technologies. These theories in adult education emanate from educational leaders representing varied perspectives based upon a broad range of activities and interests. However, the commonality among them is to support the unique needs of the adult learner and to contribute to the continual growth and development of the field toward the inevitable incorporation of information communication technologies.

Profiling and Supporting Adult Learners

2014 ◽  
pp. 1-23 ◽  
Author(s):  
Chi Zhang ◽  
Guangzhi Zheng
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Prior Experience ◽  
Learning Technologies ◽  
Learning Theories ◽  
Adult Learning Theories ◽  
Distance Learning Technologies ◽  
Levels Of Support ◽  
Different Levels

Adult learners are a large group for higher education. Adult learning is different from children’s learning in that adult learners are more self-directed, having prior experience, and are internally motivated to learn subjects that are more relevant to life and can be applied immediately. Understanding adult learners’ characteristics can help institutions and instructors support adult students’ learning and success. This chapter reviews the adult learning theories and methodologies and how they can be applied in adult learning. The chapter also discusses adult learners’ characteristics and what teaching strategies and practice may facilitate adult learners’ needs. Distance learning technologies and integration of the technologies are discussed. Different levels of support and recent initiatives for supporting adult learners are investigated.

Profiling and Supporting Adult Learners

2018 ◽  
pp. 1656-1680
Author(s):  
Chi Zhang ◽  
Guangzhi Zheng
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Prior Experience ◽  
Learning Technologies ◽  
Learning Theories ◽  
Adult Learning Theories ◽  
Distance Learning Technologies ◽  
Levels Of Support ◽  
Different Levels

Adult learners are a large group for higher education. Adult learning is different from children's learning in that adult learners are more self-directed, having prior experience, and are internally motivated to learn subjects that are more relevant to life and can be applied immediately. Understanding adult learners' characteristics can help institutions and instructors support adult students' learning and success. This chapter reviews the adult learning theories and methodologies and how they can be applied in adult learning. The chapter also discusses adult learners' characteristics and what teaching strategies and practice may facilitate adult learners' needs. Distance learning technologies and integration of the technologies are discussed. Different levels of support and recent initiatives for supporting adult learners are investigated.

Transforming Chemistry Curricula and Courses to Support Adult Learners

2021 ◽  
pp. 1284-1310
Author(s):  
Lisa J. Nogaj
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theories ◽  
Instructional Designers ◽  
Unique Challenge ◽  
Chemical Education Research ◽  
Post Secondary ◽  
Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

Theorizing African American Women’s Learning and Development

2012 ◽  
pp. 38-55 ◽  
Author(s):  
Marilyn Y. Byrd ◽  
Dominique T. Chlup
Keyword(s):  
African American ◽  
Adult Education ◽  
Adult Learning ◽  
Predominantly White ◽  
African American Women ◽  
Research Strategy ◽  
Learning Theories ◽  
Learning And Development ◽  
Adult Learning Theories ◽  
Women's Narratives

This study is a qualitative, interpretative examination of nine African American women’s encounters with race, gender, and social class (intersectionality) in predominantly white organizations and the learning experiences that emerged from these encounters. Rather than continuing to operate from a Eurocentric view of learning, this study contributes to the scholarly discussion the learning perspectives of African American Women (AAW). Black feminist theory is used as a socio-cultural framework to explain how AAW learn from issues emerging from intersectionality. A narrative approach to inquiry was the research strategy employed. Three major learning orientations emerged from the women’s narratives: learning from influential sources, learning through divine guidance, and learning through affirmation of self. The authors contend that expanding the conversation of adult learning theories to include socio-cultural theories derived from black women’s scholarship may be necessary to move the field of adult education toward more inclusive ways of theorizing adult learning. Implications for the field of adult education and the emerging workforce diversity paradigm are provided.

Challenges, Issues, and Trends in Adult Education

2021 ◽  
pp. 48-75
Author(s):  
Jeng-Yang Wu
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Experiential Learning ◽  
Course Design ◽  
Learning Experiences ◽  
Learning Theories ◽  
Daily Lives ◽  
Adult Learning Theories

This chapter explores how adults think, learn, and apply knowledge in their daily lives to effectively design a curriculum, create activities, and integrate valuable technology into the course design. The chapter summarizes adult learning theories, including self-directed, transformative, and experiential learning, as well as the concept of andragogy. Instructors are provided with practical tools and methodologies which will help them to produce effective adult learning experiences.

Sign in / Sign up

Export Citation Format

Share Document