| 1 |
Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
“Give me a path to follow”: A Deweyan inquiry into training volunteer EAL tutors of adult refugees
|
|
|
|
In: Theses: Doctorates and Masters (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
“Our Brokenness Kind of Connects Us”: Exploring Social Justice Topics Through Read-Alouds in a Ninth-Grade Classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Reinscribing and reimagining linguistic and social hierarchies in a prison-based language and literacy program
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm
|
|
|
|
In: Münster ; New York : Waxmann 2021, 265 S. - (Alphabetisierung und Grundbildung; 14) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
“Eu sei screvé bonito com caneta…divagarinho, divagarinho…”: estudo de caso sobre um projeto coletivo em alfabetização e literacia em português língua não materna, junto de migrantes adultos
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
El discurso argumentativo en los primeros cursos de la enseñanza superior
|
|
|
|
In: TDX (Tesis Doctorals en Xarxa) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Factors influencing adult learners’ satisfaction and retention
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Factors influencing adult learners’ satisfaction and retention
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Factors influencing adult learners’ satisfaction and retention
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
The Relationship Between New Graduate Registered Nurse Knowledge, Experiences, Attitudes, and Age Bias Toward the Older Adult
|
|
Fox, Michelle. - : Digital Commons @ University of South Florida, 2021
|
|
In: Graduate Theses and Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Humans, higher education and technology - a corpus-assisted discourse and genealogical analysis of the idea of a university
|
|
|
|
Abstract:
The idea and purpose of the university is contested both historically and in contemporary discourse. Moreover, imaginaries of the future of higher education are dominated by technological disruption. The aim of this thesis is to undertake an original analysis of this development from a social and technological perspective. This provides an original contribution to knowledge in analysing both the social and technological implications of the ongoing development of the university as a social institution. I conceptualise the genealogical development of the modern university as Mode 1 Elite Ivory Tower, Mode 2 Mass Factory and Mode 3 Universal Network. I trace the genealogy of the modern university through these modes and conduct an empirical study of the contemporary idea and purpose of the university through corpus-assisted discourse analysis (CADA) of UK university texts totaling over 18 million words. This analysis is structured around the relations between humans, higher education and technology. Key findings from each of these relations are drawn together to see the social and technological disruption of the idea of a university as not separate entities but relational in the Mode 3 Sociotechnical University. These findings indicate that current Human-Higher Education relations discourse is dominated by student employment outcomes and research activity of the university as a marker of quality. Moreover, education and research are at risk of being severed and unbundled from each other. Higher Education-Technology relations discourse shows that universities describe technological disruption of the undergraduate degree with technology as an end in itself or modest instrumental ‘fixes’ to pedagogical issues. Moreover, the three-year campus-based undergraduate degree at the age of 18 dominates despite the affordances of digital technologies and policy advocating widening of access. Human-Technology relations are often characterised as humans and education being determined by technology. This technologically deterministic position opposes society determining technology (social constructivism). I reject both of these extremes to fuse together the social and technological aspects of the university drawing upon the postdigital, postphenomenology and actor-network theory. This provides the conceptual framework for the development of the Mode 3 Universal Networked Sociotechnical University. The Mode 3 University opens the university socially and technologically to many more actors including private organisations, specialist roles, diverse students, technology, culture and the wider public. These all have an influence on constructing the idea of the present and future university. The challenge for universities is to articulate the idea and purpose of a university in these new and emerging social contexts. Based on empirical analysis of UK university texts I conclude that the idea and purpose of the current university is broadly still, the Mode 2 Mass Factory and Mode 3 is now beginning to emerge.
|
|
Keyword:
HM Sociology; LB Theory and practice of education; LB2300 Higher Education; LC5201 Education extension. Adult education. Continuing education
|
|
URL: http://etheses.bham.ac.uk//id/eprint/11764/
http://etheses.bham.ac.uk//id/eprint/11764/1/Matthews2021PhD.pdf
|
|
BASE
|
|
Hide details
|
|
|
| 16 |
Characteristics and experiences of third age foreign language learners
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Linguistic and Cultural Diversity: Examining Support for English Language Learners in Canada through Multiliteracies and Sociocultural Theories for Teaching and Learning
|
|
|
|
In: Electronic Theses and Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Political Economy of Road Building in Nepal: Limits of Social Transformative Change
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Using Technology-Enhanced Language Learning Environments to Influence the Communicative Potential of Adult Learners of English as a Foreign Language in Vietnam
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
