Masters Theses
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Browsing Masters Theses by Department "Adult and Continuing Education"
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- Continuing Professional Education for the Dietitian: A Critical Analysis of the Professional Development 2001 Model from an Adult Education LensMoore, Susan S. Jr. (Virginia Tech, 1998-04-22)Professional Development 2001 has been proposed by the Commission on Dietetic Registration as a new system for recredentialing dietetic practitioners to better ensure professional development. Changes include self-directed learning and reflective inquiry, new, unfamiliar concepts to this profession. To date, neither the Commission on Dietetic Registration nor the American Dietetic Association have offered a systematic review of these concepts and their implications for practice. As practitioners begin to consider this proposal in relation to their practice, the broader perspective of adult education research and theory can provide insight, depth and context to enlighten its use. A critical analysis was undertaken to demonstrate how Professional Development 2001 embodies the concepts of self-directed learning, reflective inquiry, and lifelong-learning and why these concepts are important as a means of assuring professional competence. Implications for practice are discussed.
- Earth-self interconnections: an exploration into the significance for continued global and individual growthPerantoni, Esther Schwartz (Virginia Tech, 1987-06-15)The significance of the Earth-Self interconnections for , personal and planetary growth was explored in this inquiry. Because Native Americans are a people who traditionally have been tangibly and consciously aware of Earth-Self interconnectedness, their philosophy that all life is connected was used as an example in examining the Earth-Self interrelationship. This foundation was followed by an elucidation of possible methods of integrating, through experiential and academic means, these interconnections with individual lifestyles and attitudes; and the potential results investigated. Education is perceived as both a formal and informal process. Learning is a process of opening - to other ideas, philosophies, awarenesses - formally in the classroom and informally through multitudes of experiences. Conceptually, Native people believe opening is a process of balancing; what is reflected out, is mirrored back. A balanced individual is the reflection of a balanced earth. It is argued that pollutions and meteorological changes are indicative of the Earth's present imbalance. We mirror that imbalance. As a challenge posed in this thesis, by opening and becoming aware of the Earth-Self interrelationship, can we not rebalance wholistically? This inquiry explores the potential of rebalancing.
- Marketing continuing education programs: study of preferences of Washington metropolitan area nursesKelly-Thomas, Karen J. (Virginia Polytechnic Institute and State University, 1983)This study was undertaken to identify continuing education program design and promotion preferences of nurses in the Washington metropolitan area and to determine relationships between these preferences and selected demographic characteristics of study participants. Data were collected using a 73-item survey instrument. The instrument developed by the investigator, collected information from 279 respondents in fourteen categories. Analysis of collected data indicated nurses preferred continuing education programs that are four to six hours in length, held in the middle of the week, held anywhere space is adequate and available but within one hour's driving distance. Program titles featuring lengthy descriptions and new information were preferred as were programs listing several speakers on one topic. Academic degrees of faculty do not seem to influence nurses decisions to participate, but experience related to topic does. Subjects generally wanted detailed information about programs to make decisions and tended to learn about programs through brochures mailed to their home. Program approval by recognized bodies would positively influence nurses choices but the awarding of contact hours for participation would not influence decisions. Cost and distance were sited as attendance deterrents and the majority of respondents would not personally pay more than $25 for a CE program. Employed nurses are receiving registration fee support and paid leave time for CE. The data also indicated that nurses are making their own CE program decisions. Study findings suggest that, for these nurses, some modifications in program design and use of promotional materials may be warranted by continuing education providers.
- Participant evaluation of adult residential conferences at the Donaldson Brown Continuing Education CenterPedigo, Elizabeth Anderson (Virginia Tech, 1975)The staff of the Donaldson Brown Continuing Education Center can benefit from the study in four ways: (1) The staff can gain information about the people who attend adult education programs. (2) The staff can obtain feedback on the quality and supportiveness of the Center facilities. (3) The program planning staff can determine the factors which are important for a successful conference. (4) The staff can gain information about the evaluation process which will provide the most useful information about the conferences. Knowledge about the characteristics of the average attender can be useful during program planning sessions. The average participant of the Center's programs was about 40 years of age, had a technical degree, had attended about three prior conferences in the last two years, and attended this conference to obtain technical information and to update work skills. The facilities of the Center were considered by the participants to be very conducive to adult learning and interaction. The Center staff is reinforced in their belief in the importance of comfortable lodging, ease, and coordination of registration, and helpfulness of the Center staff. Continued attention should be given to the selection of the conference speakers and the program content. These factors are vital to conference success and participant satisfaction. The Center's administrators became more aware of the need for several types of evaluative instruments which can be administered to different types of conferences. It is important that these instruments be carefully scrutinized and revised to ensure that they are providing the program planners with reliable information about the conferences. For the purposes of this study, only the closed-ended items were analyzed. The responses to the open-ended items, however, did provide valuable information for the planning of future conferences.
- Participation patterns and barriers to participation in adult education activities among international women in Blacksburg, Va., U.S.A.Jeong, Young-Ok Kwak (Virginia Polytechnic Institute and State University, 1986)The purpose of this study was to identify the participation patterns, preferences, and barriers which prevent international students' wives from participating in adult education programs. To obtain the data necessary to answer the research questions posed in this study, a sample of sixty seven respondents was selected. The results of analysis revealed that women with jobs and women with longer duration of stay in the United States are less likely to participate. The programs in which women participate frequently are unpaid English classes, YMCA programs, International club program, and paid English classes. The programs which international women prefer are unpaid English lessons by private tutors, cooking, swimming, aerobics, and unpaid English classes. Participation in English from an unpaid tutor overall is much less than the indicated preferences. It is concluded that the major barriers are cost, no child care, lack of information, fear of deficiency of communication in English, and not enough time.
- The professionalization of continuing education: an application of Larson's modelGravely, Archer R. (Virginia Polytechnic Institute and State University, 1983)As an alternative to the attribute approach to the study of professions, this research attempted to explain the level of professionalization in continuing education using Larson's model. From this perspective, the hallmark of professionalization is defined by the ability of an aspiring profession to create a labor market monopoly for certified practitioners. The methodology of the study provided a framework for conducting analyses of: 1) the organizational nature and development of continuing education; 2) practitioner attitudes and perceptions; 3) employer demand and production of adult/continuing education university graduates; 4) development of a unique knowledge base; and 5) consumer demand for continuing education programs. The findings of this research revealed that a high level of institutional fragmentation has inhibited the unified development and professionalization of the field. Practitioners do not show a propensity to undertake the difficult struggle required to transform continuing education into a true specialty. A weak, but a positive trend over time was found in the demand for university trained graduates. Similar trends were noted in the development of a unique knowledge base and production of university graduates. The consumer demand for continuing education programs has shown a pattern of tremendous growth over the last eleven years. In conclusion, the relatively low level of professionalization in continuing education can be explained by the application of Larson's model. Substantial linear relations were found between market control (dependent) and three independent variables. These findings provide a considerable body of evidence for supporting the validity of Larson's model of professionalization.
- A study of the backgrounds and funtions of selected directors of university operated residential centers for continuing educationHolt, Robert N. (Virginia Polytechnic Institute and State University, 1978)This study sought to identify backgrounds and functions of the directors of residential centers for continuing education located throughout the United States. Data were solicited from sixty-five directors. Of those center directors responding to the written questionnaire, twenty-one qualified as residential centers having lodging, food, and conference facilities. All centers studied were located on a college or university campus. Information was collected concerning the demographic characteristics of directors, their professional preparation, the functions they perform, and the role conception they have about their position as director. Demographically, the directors were predominantly male, caucasian, approximately fifty years of age, earned relatively high salaries, and held nonfaculty appointments. While no definite career patterns have been established, it appears that residential center directors are appointed from within their university, have several years of experience as a director, possess a management degree and have no formal credit courses in adult and continuing education. The study identified five functions of importance to residential center directors: (1) the development and training of center staff, (2) the interpretation of center policy, (3) the planning of conferences with clients, (4) the formulation of center goals and objectives, and (5) the supervision of professional program planners. In terms of their own concepts of their role as residential center director, the respondents reported their role as being an educator responsible for effective adult programs as well as a businessman utilizing sound principles and practices. The results of this study are significant because they provide current information on residential center directors not previously reported.