M.A. Theses
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Browsing M.A. Theses by Subject "Adult education."
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Item Adaptation of the education participation scale (EPS) for participants in level II literacy courses(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2006., 2006.) Güngör, Ramazan.; Ünlühısarcıklı, Özlem.This thesis concerns the adaptation of the Education Participation Scale (EPS), which was developed by Boshier, and last revised by Boshier (1991), for implementation in Turkish adult literacy programs. The aim of the study was to conduct research on the reliability of the adapted version of the EPS. The study was carried out in two phases. First, the translational equivalence was established and then the reliability of the Turkish form of the EPS was studied. The translational equivalence study included forward-translation of the instrument from English to Turkish followed by back-translation from Turkish to English and reconciliation sessions with experts. A test/re-test with the original English form and the translated form in Turkish was conducted by administering the alternate forms of the instrument to a group of 96 bilingual participants of adult education courses, mostly advanced courses of English as a foreign language. Highfactor-by-factor Pearson product-moment correlations (ranging from .724 to .942)between the scores of the two administrations demonstrated translational equivalence of the Turkish translation of the EPS. In the second part of the study, the final Turkish translation of the instrumentwas administered to 172 participants in level II literacy courses at eight different People̕s Education Centers (PECs) in the province of Istanbul to ascertain factor structure and internal consistency. Factor analysis yielded seven factors that were comparable to Boshier̕s factor structure. The names given to the factors by Boshier(1991) were retained for this reason. The factors were Communication Improvement, Social Contact, Educational Preparation, Professional Advancement, Family Togetherness, Social Stimulation and Cognitive Interest. The internal reliability of the adapted version of the EPS (Cronbach̕s alpha) was calculated and it was satisfactorily high, .897 for the instrument. A test/re-test of the Turkish version of the instrument was conducted at a level II literacy course, during field-testing with a two week interval, to establish that thenew form is reliable across time. High correlations at the factor level, ranging between .887 and .991 (Pearson product-moment), were obtained between the scores of the two administrations of the Turkish form of the EPS to 27 level- II-literacycourseparticipant at the Kucukcekmece PEC. Overall, the study indicated that the Turkish form of the EPS was reliable with regard to internal consistency and stability over time and it had a factor structure that was very similar to the English version of the instrument.Item Adult educators' views on their occupation and professionalization of adult education(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2010., 2010.) Kahriman, Nevin.; Ünlühisarcıklı, Özlem.The aim of the study is to explore the views of adult educators on their occupation and professionalization of adult education through questioning the ways, difficulties, good sides, and the importance of becoming an adult educator; the kinds of knowledge, education, skills and experience needed for being an adult educator; the roles, responsibilities, concerns and status of adult educators. For this study, a qualitative research was carried out and semi-structured interviews were conducted with eighteen adult educators who work at eight different Public Education Centers in stanbul, Turkey. Four of these Public Education Centers were selected among Public Education Centers located in relatively lower socio-economic areas of stanbul and four of them were selected among Public Education Centers located in relatively higher socio-economic areas of stanbul. The content analysis method was used for data analysis. Three themes emerged during data analysis, which were becoming an adult educator, the scope of being an adult educator and the scope of professionalization of adult education. The analysis of the data indicated that adult educators mostly did not start their career in adult education intentionally and willingly, that in spite of some difficulties they had, they were happy in their jobs and that their jobs were generally very important to them. Adult educators mostly did not get an education or a certificate related to adult education before starting to work as adult educators and did not receive in-service training while working. However, they indicated that a certificate or different kinds of education such as in-service training, seminars and internships were needed for adult educators. Adult educators claimed to have secondary roles in addition to their teaching roles such as providing psychological support and guidance and teaching good behaviors and manners. As for their responsibilities, they expressed that they were mainly contributing to individuals and society. They mostly stated that their roles and responsibilities were different from educators in formal education. The findings revealed that adult educators had concerns related to finance, social security and working conditions. Adult educators generally stated that adult education was not regarded as a profession and Public Education Centers and adult educators working there were not widely known by society. Most of them also indicated that professional organizations and unions did not exist in adult education. Based on the findings of the study, it could be said that there are a number of important changes that need to be made related to the working conditions, status and education of adult educators.Item Factors that contribute to adult learners' persistence in basic literacy programs(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Yılmaz, Işık.; Caner, Ayşe.The aim of this study was to reveal factors that contribute to persistence of adult learners in basic literacy programs. A qualitative research methodology was chosen as the design of this study; 18 participants from 4 different public education centers were interviewed about individual, institutional, and external factors influencing their learning and helping them persist in the course. Female participants over 18-year-old and who completed Level-I Literacy courses and currently enrolled in Level-II Literacy courses were selected to understand factors affecting their persistence. Content analysis was conducted to analyze the interview data. As a result of this study, personal drives to participate and perception of having student role were found as individual factors contributing to persistence. Under institutional factors, sense of belonging and characteristics of adult education trainer were found as factors helping persistence of adult learners in basic literacy programs. Verbal support, people as student’s guardian, and facilitation found to have a positive impact on persistence of adult learners as external factors. This study has a practical value that it may give insight to adult educators to understand who illiterate adult people are and how they can be supported through participating and persisting in the basic literacy programs. In addition to its practical value, this study may provide significant contribution to both national and international literature for with its conceptual framework, because there is a lack of research specific to persistence in basic literacy education.Item Multiculturalism in adult education :|the perception and practices of adult educators(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2022., 2022.) Elçiçek, İsmail.; Caner, Ayşe.This study aims to investigate how adult educators perceive and practice multicultural education. A phenomenological research design as a qualitative research method was employed in this study. Ten adult educators from three types of non-formal education institutions were interviewed. The data were analyzed by using content analysis. The findings indicated that the adult educators found multicultural education important and mostly advantageous. The educators associated multicultural education with the coexistence of culturally diverse people in a learning environment and educational materials that consider diversity. Even though the educators touched upon several aspects of multicultural education, most did not define multicultural education comprehensively and extensively. Their practices related to multicultural education were limited to content integration and equity pedagogy. The incorporation of multicultural content by the educators was at the levels of contribution and additive. Transformative and social reconstructionist aspects of multicultural education were lacking in the educators’ definition and practices of multicultural education. This study may contribute to adult educators' understanding, helping them to comprehend multicultural education from transformative and social action approaches. Further, since multicultural education within the adult education context was not paid attention to enough, this study is expected to contribute to national and international literature.Item Reasons for not participating in adult education activities(Thesis (M.A.) - Bogazici University. Institute of Social Sciences, 1996., 1996.) Kirazoğlu, Cem.; Okçabol, Rıfat,The purpose of the study was to develop a valid and reliable instrument for identifying the adults' reasons and the magnitude of each reason for not participating in adult education activities. It was realized through five steps and the instrument was named "Reasons for Non-participation Scale (RENOPAS) " . In the first three steps items were generated through the review of related literature; interviews made with 20 non-participants and with 25 people who work in the field of adult education. In the fourth step. for the content validation of the instrument the third form of RENOPAS and the factors of situational. institutional. informational. and psychosocial barriers with their conceptual definitions. were given to a group of 25 judges. In the fifth step. for the reliability and construct validation of the instrument the fourth form of RENOPAS were administered to 325 nonparticipants. It consisted of two parts. The questions in the first part were related with some demographic characteristics. The second part of RENOPAS included 74 4-point Likert type items indicating the reasons for non-participation. For the reliability of the entire instrument. Cronbach alpha and item-total statistics were calculated. Cronbach alpha was found as .9323. For the construct validity of the instrument. factor analysis was carried out and 15 factors were extracted. These factors were found to be consistent with the classification of the judges. Then. the number of these factors were decreased to 8 and named as financial constraints, negative attitude towards educational activities, time constraints, fear and hesitation regarding the environment, low selfconfidence, communicational barriers. family responsibility and institutional barriers. Scale level reliability analysis was also carried out and its results were found satisfactory. Each of the 8 scales except one had high and very high reliability coefficients. When factors were analyzed in relation to demographic characteristics. which various relationships were found. RENOPAS was found being very reliable and valid. It can be used for identifying the reasons for non-participation and their magnitudes. There were similarities between studies done in TUrkiye and foreign countries. and also culture specific characteristics.