M.A. Theses
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Browsing M.A. Theses by Subject "Adult learning."
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Item An analysis of lifelong learning policies and practices of Regional Development Agencies(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2013., 2013.) Yıldırım, Selcan Çınar.; Gök, Fatma.This study aims to reveal how adult education activities are formulated in regional policies of the Regional Development Agencies (RDAs). To gather information, document analysis and semi-structured interviews are used. The semi-structured interview form is developed by the researcher and it is prepared for four different RDAs on April, 2013. The sample of the study is formed through nine persons who are experts of RDAs. Additionally, content analysis was used as a research method to make a document analysis of the RDAs’ lifelong learning policies. The study mainly focuses on nine documents. Primary documents are mainly used as data sources, and the selection of these documents is designed to fit the specific research questions underpinning this study. Agencies are new structures that bring the harmonization process with the EU to life and embody private sector dynamism in their structures when Turkey’s history of development is considered. Agencies have played important roles in relation to “responding to market demands” which has been very popular in liberal discourse within the last ten years, as practitioners of supranational and national policies in the regions. Agencies produce practical solutions to market requirements through funds. Agencies provide funds to projects that aim to give occupational training to a variety of groups especially for these purposes. The results of the study demonstrate that adult education policies are generally instrumentalized to produce the output that can create the labor force which has the competence and equipment suitable for the labor markets and structured for small-scale and short-term economic objectives. Lifelong learning is not discussed in the social context. This causes human to be defined as an input – human capital – to be transformed into labor force.Item Critical thinking in adult literacy education :|the perceptions and practices of adult educators(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2020., 2020.) Ayan Karabatman, Hilal.; Caner, Ayşe.The aim of this study is to examine the perceptions and practices of adult literacy educators in terms of critical thinking in adult literacy education. 11 participants from 2 public education centers in Istanbul were interviewed based on a phenomenological research design. Content analysis was conducted to analyze the data. The findings revealed that the educators regarded socialization as the main purpose of the courses. The educators reported that the literacy courses help the learners develop self-sufficiency, independence and confidence by teaching them new knowledge and skills, contributing to their socialization by engaging in adopting to society more extensively. The educators also reported that they find it important to develop critical thinking in the adult learners. Even though the educators commented on the relationship between critical thinking and adult literacy education, none of them provided a clear and comprehensive definition of critical thinking. Even the educators who reported more radical views on the role and impact of the courses were unable to support these arguments with clearly articulated statements and examples. The educators were unable to mention teaching methods and activities other than discussion and using specific materials such as reading books and writing letters for developing critical thinking in adult learners. This study has a practical value in that it may provide insights to adult educators to reflect on the purposes of adult education from a more transformative perspective based on critical thinking. This study may also provide a contribution to both national and international literature since there is a lack of research focusing on the role and significance of critical thinking in adult education.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 The motivational orientations of adults in pursuit of graduate education(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2018., 2018.) Karaduman, Emine.; Kızıltepe, Zeynep.This qualitative study, based on semi-structured interviews, describes the motivational orientations of adults in pursuit of graduate education. The participants consisted of students enrolled either in a master's or in a doctoral program of both private and public universities in Istanbul. Three classifications, namely goal-oriented, activity-oriented and learning-oriented suggested by Houle (1961) are explored. Initially, this thesis defines motivation for adults who are the participants and the targets of graduate education programs. Secondly, graduate education is discussed. Then, the motivational orientations of target adults are discussed. Regarding the data collection, in the first phase, demographic information forms were filled out. Then semi-structured interviews were conducted with the participants. The data were analyzed based on content and thematic analysis methods. The findings indicated that Houle's typology ( 1961) is still applicable for this Turkish case, but there are also some new extensions. An additional classification named as mix-oriented emerged for this Turkish case. In addition, goal oriented Turkish learners showed that they can also have a goal to avoid something like military duty. Therefore, a sub-category named as avoidance-oriented emerged for the category goal-oriented. Additional findings about daily lives, educational backgrounds, future plans of students and their evaluations on graduate education also emerged from the data. The study brought about a general perspective on the motivational orientations of adults in pursuit of graduate education. In addition, it opened new matters of discussion to increase the functions and the qualities of future graduate education programs. IV