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Adult and Continuing Education Dissertations

Critical engagement projects.

In the Adult and Continuing Education doctoral program, the dissertation has been recast as rigorous, sustained intellectual inquiry across the curriculum. To emphasize its refocusing of doctoral research on practice, this activity has been named the "Critical Engagement Project." All research is a reflection on practice, but often practice is viewed abstractly, commodified, objectified without reference to social, cultural, or political context. The Critical Engagement Project will ground research in critical reflection on biography--day-to-day experience--and foster significant engagement with the world.

The Critical Engagement Project will be undertaken throughout the curriculum and will be grounded in the life experiences of each student. Its modes of expression can be varied both in terms of format (not limited to text, but using a variety of media) and in terms of organization (ranging from a number of smaller, interrelated works to a larger, integral text).

Theses/Dissertations from 2013 2013

Integrating Aesthetics: Transforming Continuing and Professional Education Through Africentric Practice , Auburn E. Ellis

Theses/Dissertations from 2011 2011

LISTENING TO THE COMMUNITY: AN APPRECIATIVE CASE STUDY OF SERVICE-LEARNING INITIATIVES WITHIN A HIGHER EDUCATION INSTITUTION , Matthew Price McCrickard

Theses/Dissertations from 2009 2009

White Lies: A Critical Race Study of Power and Privilege , Patricia Jones Brainard

Blood, Sweat and Tears: Insights into the Lived Experiences of Graduates of an Accelerated Undergraduate Degree-Completion Program, A Phenomenological Study , Bonnie B. Flynn

“The Negro Speaks of Rivers” An African Centered Historical Study of the Selfethnic Liberatory Education Nature and Goals of the Poetry of Langston Hughes: the Impact on Adult Education , Sarah E. Howard

Righteous Commitment: Renewing, Repairing, and Restoring the World—Wangari Maathai and the Green Belt Movement , Jennifer Lara Simka Kushner

A Study of Exceptional Mentoring Insights for Adult Education and emerging mentors , Laura Lee Larson

Transformative Learning in the Multiple Sclerosis (MS) Community An Ethnographic Study examining how and in what ways transformative learning is realized and lived out among members of an MS community. , Mary N. Lewis

Culturally-Relevant Information Literacy: A Case Study , Rob Morrison

Theses/Dissertations from 2007 2007

All Children Are Our Children , Tania Giordani

Navigating Barriers of African American Male Administrators: Manifesting Mechanisms for Career Advancement in Mainstream Institutions of Higher Education , Orlando Lewis

Autobiography as Counter-Narrative: An Empirical Study of How Race Enters and Structures the Stories of Our Lives , Wendy B. Yanow

Theses/Dissertations from 2005 2005

Hope—Heartbeat of Adult Education: A Phenomenological Inquiry , Phillip L. Moulden

Theses/Dissertations from 2003 2003

Organizational Power and Politics: More Than Meets the Eye in Program Planning , Susan Shaver

Theses/Dissertations from 2001 2001

Adult Learning in the Context of Interreligious Dialogue: A Collaborative Research Study Involving Christians, Jews, and Muslims , Nadira K. Charaniya and Jane West Walsh

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Dissertations

A mixed-method study analyzing the impact of continuing education on k-12 educators.

Jennifer Sue Edler , Lindenwood University

Date of Award

Summer 7-2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Dr. Roger "Mitch" Nasser Jr.

Second Advisor

Dr. Robyne Elder

Third Advisor

Dr. Sherrie Wisdom

Teachers are consistently developing learners that independently seek to gain knowledge and skills throughout life (Blaschke, 2012). Educators must desire to learn new and improved skills to gain knowledge. The new regulations and qualifications, and standards surrounding a career in education require teachers to become continual learners. Professional development is the practice of teachers continuing to grow in their fields and varies depending on personal preference, personal interests, and professional history, as well as addresses issues present in their district or school (Day, 1999). Educational policies and laws outline the need for high-quality professional development for teachers. However, little evidence is available to determine what aspects make teachers effective. Each school district should examine how they determine a successful implementation (Borko, 2004; Garet, Porter, Desimone, Birman, & Yoon, 2001). Professional development, also referred to as continuing education, is important to the organization and to society; and therefore, each should attempt to foster continued learning. Professional development provides satisfying, relevant, and actionable guidance to K-12 educators, so they can keep up with the evolving K-12 world. Professional development has become crucial in the wake of growing teacher shortages, increased student diversity, and school safety and climate concerns. However, offering professional and continuing education opportunities is exactly what educators need most. How can district leaders know if their training programs are meeting educators’ needs without this information? iv The researcher surveyed K-12 educators and counselors to understand where districts can improve their development offerings. In this study, the researcher examined the efficiency and implementation of the continuing education courses, by comparing financial support and degree attainment, with improvement in the classroom. This study aimed to identify the strengths and weaknesses of the district’s professional and continuing education program. The researcher provided feedback regarding the effectiveness of participating in the professional and continuing education courses and determined if instructional changes or implementations were to create a better learning environment for the students; and if degree attainment had an impact on participation, and if financial assistance encourages educators to continue their education. Professional development assists with helping teachers stay informed of mandated expectations and requirements for students, increase knowledge of the technology available for teaching, developing new teaching strategies, and learning to teach an increasingly diverse population (Lawless & Pellegrino, 2007). If teachers are expected to improve teaching strategies, they must be given the required knowledge and skills (Reeves, 2011). Summary of Results The researcher examined four research questions and four hypotheses statements. This study examined the efficiency and implementation of the continuing education program through financial support, degree attainment, and improvement in the classroom. Additional statistical analyses, both descriptive and inferential, determined if there was significant support for each hypothesis. The purpose of the professional development session was to provide new ways for teachers to engage their students and assist with v being successful in the classroom. The participants believed that implementation of innovative, creative, and hands-on teaching methods was required to reach the students today. Qualitative data were developed by interviewing eight participants. All of the participants included a response to each of the 12 questions indicating that professional development should be active, engaging, collaborative, practical, reflective, and reinforced. This point demonstrated that adult learning in a professional environment occurs through the same process as developmental learning theories (Baumgartner & Merriam, 2000; Clark & Cafferella, 1999).

Recommended Citation

Edler, Jennifer Sue, "A Mixed-Method Study Analyzing the Impact of Continuing Education on K-12 Educators" (2020). Dissertations . 29. https://digitalcommons.lindenwood.edu/dissertations/29

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Trentham, Joan. "Continuing Professional Education: Priority Resources for Leadership Development." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2811.

Mace, Heather A. "Hybrid learning: Understanding experiences in adult secondary education." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27776.

Shepherd, Samuel J. "Comparative Characteristic Lifestyle Approaches of Persisters and Dropouts in Adult High Schools in Tennessee." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2793.

Vaught, Grace C. "The Development of Community Education in North Carolina as Reflected by Public Awareness and Response to the Program." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2815.

Mitchell-White, Kathleen. "Reflective thinking and emotional intelligence as predictive performance factors in problem-based learning situations." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/788.

Conaway, Wendy. "Andragogy: Does one size fit all? A study to determine the applicability of andragogical principles to adult learners of all ages." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/692.

Baroway, Cynthia A. "Adult learning, continuing professional education, and constructivism applied to an insurance education program." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CBaroway2007.pdf.

Ioannou, Nicoletta. "Professional development and professionalization of adult education in Cyprus : views and perceptions of adult educators." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51517/.

Crouse, Tara Elizabeth Ann. "Higher education in prisons, a historical analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ57101.pdf.

Hund, Barbara Maurer. "Distance learning and higher education : a study in state-wide policy and coordination for continuing education in the 1980's." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618525.

Taylor, Suzanne. "Pediatric Nurses' Perceptions of Continuing Professional Development Opportunities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/558.

Wright, Lester. "Identifying Successful Online Adult Learners." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1430.

Clancy, Sharon L. "Adult education, spirit and the 'New Age' : Sir George Trevelyan and the Shropshire Adult Education College (SAEC) at Attingham, 1948-76." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43676/.

Fluellen, Jackiethsha Lynette. "Single Mothers of Young Children and Continuing Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2815.

Mount, Christopher B. J. "Inuit values in adult education : a Nunavik case study." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32930.

Tsang, Pui-wa Rebecca, and 曾佩華. "Adult education in Hong Kong: a study of the School of Professional and Continuing Education, University of HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31964631.

Idoko, Evelyn. "Perceived Factors that Influence Adult Learners' Persistence and Retention in Adult Basic Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5348.

Smith, Christopher. "An analysis of structural changes in the provision of continuing education services indications of a shift in higher education access /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008smithc.pdf.

Tarr, Sara E. "Description and evaluation of current fire service training materials development." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1379563841&sid=4&Fmt=2&clientId=3739&RQT=309&VName=PQD.

Al-Ansari, Eissa. "Facilitating adult learning through continuing education : a case study of the Centre for Community Service and Continuing Education at Kuwait University." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320420.

Curatolo, Courtney. "The public official leadership experience| A case study of leadership collier and its impact on motivating and empowering select citizens." Thesis, Florida Atlantic University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3585013.

This dissertation explored a type of qualitative case study based on the experiences of 11 graduates from Leadership Collier, a Naples, Florida-based leadership program, who had run for public office after completing the program. The researcher assessed the program goals, participant experiences and motivation with regard to community involvement and running for elected office. It was the belief of the researcher that there was a need for more qualified and effective leaders to run for public office at the local, state, and national levels of government. Therefore, the purpose of this dissertation study was to understand what leadership experiences gained through participating in a leadership training program could empower and motivate a person to run for public office.

Information provided in this dissertation includes an introduction, the study’s purpose and research questions, methodology, critical terms, an examination of the literature review, study findings, researcher reflections, and recommendations for future studies. Data analysis codes in this study include sense of community, social capital, program design, confidentiality, diversity, bonding, empowerment, and motivation. Research findings showed that Leadership Collier has motivated and empowered select citizens to run for public office by providing experiences that have enabled individuals to develop leadership skills, become aware of community issues, develop confidence and a sense of community, expand social capital, and increase engagement in the community.

Keywords: leadership, public office, empowerment, motivation.

McLean, Lesley. "Adult learning : towards a framework of participation." Thesis, Edinburgh Napier University, 2013. http://researchrepository.napier.ac.uk/Output/6895.

Lucas, Brian J. "Continuing Professional Education for Licensed Accountants in Tennessee." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3318.

Spivey, Tiffany Minyon. "Examining Barriers to Retention of Adult Learners in Rural Education Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2196.

Karpel, Nichole. "Examining Not-for-Profit Higher Education Faculty Attitudes and Knowledge Toward For-Profit Higher Education Institutions." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557567.

Over the last decade, for-profit higher education has been the fastest growing segment within higher education. Despite the growth, little research exists about for-profit higher education institutions. The purpose of this exploratory, descriptive, quantitative study was to examine the attitudes and knowledge of higher education faculty toward for-profit higher education institutions.

A conceptual framework was used to understand various topics about for-profit higher education institutions. An instrument was developed to measure attitudes and knowledge and distributed through a web survey to 214 higher education faculty from public and private not-for-profit higher education institutions. Survey respondents totaled 111 and 107 useable surveys resulted in a 50% response rate. Descriptive analysis was used to understand attitudes and knowledge.

Results suggested that overall attitudes and knowledge varied based on individual topic. No differences in attitudes were found relative to gender, age, institution type, faculty rank, and years as higher education faculty. The study revealed the need for higher education institutions to share more data and for higher education faculty to engage in more research and policy discussions about the fastest growing segment within higher education, for-profit higher education institutions.

Taylor-Talley, Mary Joyce. "Academic Challenges and Success Strategies of Students with Dyslexia Seeking a Two-Year College Degree." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5134.

Garrett, Birda. "Stakeholder Perceptions of Gun Violence Perpetrated by Young Men." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5864.

Jonas, Phyllis J. "Competition in the education marketplace : a study of the role of business, government and educational organizations as providers of adult/continuing education." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/466394.

Tsang, Pui-wa Rebecca. "Adult education in Hong Kong : a study of the School of Professional and Continuing Education, University of Hong Kong /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13762138.

Rice, Kimberly MaShaun. "Improving the General Education Development (GED): Retention and Completion Rates of Low Income Adults." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6655.

Foushee, Kenneth M. "The relationship between adult basic and adult secondary educational instructional styles and learner outcomes when measured as educational gain on the national reporting system." Thesis, University of Missouri - Saint Louis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705174.

The research activity was designed to explore the idea of a predominance of one of two teaching styles, defined as teacher-centered or learner-centered, among adult basic education and adult secondary education teachers in Missouri. The Principles of Adult Learning Scale (Conti, 1985), consisting of 44 questions, was employed to identify the teaching style of respondents. The scores on the survey were compared to the educational outcome measure provided by the Department of Education and State of Missouri with the intention that conclusions as to the efficacy of one of the two styles would be revealed.

The survey was distributed to the 36 adult education programs in Missouri Three total attempts to obtain responses were made during the survey period. Of the 756 full- and part-time teachers in the Missouri system, 89 surveys were returned but due to improperly identified or unidentified numbers, only 34 of the survey responses were deemed usable.

Requiring a minimum sample of approximately 250 upon which to draw inferential conclusions, no generalizations could be drawn about the larger population of Missouri adult basic education and adult secondary education teachers. Descriptive statistics relative to the 34 participants revealed that most of the teachers were female and the highest education level was the doctorate, but most teachers held masters. The sample group average age was above 40 with 42 % older than 60. As to tenure in adult education 62 % of responding teachers had taught adult education for more than five years and 42% greater than 10 years. The 34 teachers favored teacher-centered instructional methods versus student-centered instructional methods.

Barragan, Roberto Jr. "Examining the needs for student services of adult learners in continuing higher education." FIU Digital Commons, 1989. http://digitalcommons.fiu.edu/etd/1403.

Fields, James B. "A Study of the Effectiveness of the School Leadership Response Team Professional Development Process in Helping Tennessee Schools Move Toward Shared Leadership." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2909.

Smith, Curtis G. "Relationships Among Adult Student Performance and Satisfaction Variables for One Campus of a Career University's MBA Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/423.

Davies, Lindsay. "Adult teaching and learning theory : a psychoanalytic investigation." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11791/.

Engelbrecht, Jacobus Johannes. "Transformative and emancipatory challenges for facilitators of adult learning : a learning journey." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52040.

Schmittel, Megan. "The Children First Foundation Parenting Education Program| A Study on the Effectiveness of a Divorce Parenting Education Program." Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1551669.

Since the 1990s the rate of divorce has consistently stayed at a high level within the United States. Almost 50% of all marriages will end in divorce (Coontz, 2006; Strow & Strow, 2006). This continued high rate of divorce has led to an increase in caseloads within the family court system. As a result, more of the court’s time and resources are being used. Courts are unable to handle the influx of cases, meaning families typically have to wait long periods of time before decisions are made about custody or visitation agreements. Therefore, families find themselves stuck in transition of divorce or separation. As a result, families find it difficult to cope with and adjust to the divorce or separation (Deutsch, 2008).

In order to alleviate some of the pressure from the court system, divorce parenting education programs have been created to inform parents about different circumstances experienced during a divorce or separation (Coates, Deutsch, Starnes, Sullivan, & Sydlik, 2004). Many of these programs aim to ease the transition for both children and adults, as well as decrease the amount of relitigation occurring within the court system. Parenting education programs are quickly becoming mandated by certain states and counties in order for final judgment to pass on a divorce or separation (Deutsch, 2008; Geasler & Blaisure, 1998).

Because courts are now mandating parenting education programs and using resources to provide such programs, it is important to ensure effectiveness of parenting education programs. Fortunately, recent program developers have started to research the effectiveness of specific programs. Additionally, new literature assesses different aspects of parenting programs to determine what pieces are necessary for an effective divorce parenting education program. Important aspects of parenting education programs to consider include content, method of delivery, and theoretical foundation. Specific content presented in parenting education programs have been found to be more effective on parenting and rate of relitigation. Additionally, certain methods for presenting the content have been found to be more effective in changing parental behaviors following divorce (Geasler & Blaisure, 1998; Kamniski, Valle, Filene, & Boyle, 2008). With the growing body of literature, courts, hopefully, will be able to determine what divorce parenting education programs are most effective to ensure resources are being spent wisely.

The current study will explore whether a newly revised parenting education program (Children First Parenting Education Program, January 2011 edition) effectively improves parental attitudes, knowledge, and likelihood. Further, the current study will explore whether the Children First Parenting Education Program January 2011 edition has a larger effect on attitudes, knowledge, and likelihood compared to the Children First Parenting Education Program, May 2006 edition. Additionally, the current study will explore whether the newly revised Children First Parenting Education Program, January 2011 edition has a larger effect on the rates of relitigation among parents who attended the program compared to participants who attended the Children First Parenting Education Program, May 2006 edition.

Bannister, John. "Instructors' Perceptions of Connectivist Characteristics in Adult Undergraduate Courses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3240.

Legault, Louise M. R. "The impact of an environmental education program on children's and parents' knowledge, attitudes, motivation and behaviors." Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8615.

DeVille, Randall C. "The Application of Adult Learning Principles in Effective Preaching." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1035.

Hayes, Margaret. "Not so common-sense: using critical theory to improve strategies to do public education for social change." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=92393.

MacKenzie, Lindsay. "An investigation into adult learners and learning : powerful learners and learning in three sites of adult education." Thesis, University of Birmingham, 2006. http://etheses.bham.ac.uk//id/eprint/6201/.

Yang, Kyung-Hwa. "Participatory video and reflexivity: the experience of eight adult learners." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117114.

Makramalla, Mona. "The effect of literacy acquisition on adult women in Egypt." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119764.

Barnes, Johanna S. "Teachers' continuation of action research elements after conducting studies during a Master's program." Thesis, University of South Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589862.

Teachers are critical to student learning in the classroom, and just like students, teachers perform better when they are able to make choices based on what is relevant to them. Action research is a way for teachers to systematically inquire and reflect to make necessary improvements in practice for student learning. This study involved teachers who had conducted action research as a component of their Master's in Curriculum and Instruction program at one Midwest college. It examined teachers' perceived lasting benefits of conducting action research, the elements they continue to implement, and the supports of and limitations to continuation of the practice.

As part of a mixed-method study, a researcher-developed survey was first used. Seventy-seven teachers provided responses to the online survey. Fifteen survey participants volunteered to offer narrative elaboration of their responses in a follow-up telephone interview.

The compiled data included totals and percentages from the survey and themes and quotations from the teachers' narrative responses. Together, the findings revealed that 98% of the teachers felt they benefited from conducting action research. They perceived the greatest professional benefits of conducting action research to be thinking more reflectively, positively impacting student learning, and inquiring more about their practice.

Teachers were continuing to conduct action research based on the impact they perceived the practice had on their students' success in the classroom. The elements they continued most often were identifying a focus, collecting and analyzing data, and reflecting on the process. This practice allowed them to learn from evaluating the effectiveness of their implementations and realize there was rigor and relevance to what they were doing.

With 92% of participants desiring to continue action research, two major factors were given as greatest support for continuation. Teachers desired a combination of collaboration with peers on issues that mattered to them and time in the school day to collaborate and conduct action research.

Luconi, Francesca. "Exploring rural family physicians' learning from a web-based continuing medical education program on Alzheimer's disease: a pilot study." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22046.

Ethington, Denise Lynn Hunter. "Mandated Continuing Education and the Competency of Illinois Physical Therapists." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4139.

Dombro, Marcia Winters. "A qualitative analysis of the lived experience of nursing staff developers in the process of changing to a new educational model." FIU Digital Commons, 1997. http://digitalcommons.fiu.edu/etd/3074.

Gallagher, Suzanne J. "Theological reflection at work : a phenomenological study of learning processes." FIU Digital Commons, 2006. http://digitalcommons.fiu.edu/etd/3437.

Scheuermann, Michael Ellis Vaidya Sheila R. "Perceptions of nontraditional students and their instructors regarding the collaborative teaching and learning mode and the socialized expectations students bring from the workplace into the undergraduate classroom /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/493.