Andragogy in non formal education workbook

A sample of five self-identified Afrocentric faculty members - three females and two males - and five Black women students who studied with those professors was identified. The purpose was advanced through an in-depth analysis of Afrocentric teaching and learning in the higher education. Second, the study explored the ways in which Black women students experienced that learning in the higher education classroom. First, the study explored how self-identified Afrocentrist professors in higher education utilized Afrocentric pedagogy and andragogy to address the learning needs of students, specifically Black women students. Despite differences, we acknowledge andragogyРІР‚в„ўs usefulness with both cohorts, and suggest that coaches recognize nuances between age groups that may influence how they orient their approaches. Comparatively, she held a directed control and structure for the youthРІР‚в„ўs training influenced by highly competitive expectations. She allowed the MAs to self-direct and make decisions, and encouraged them to ask questions collaboratively. Results of qualitative analyses suggested, through the coach and athletesРІР‚в„ў perspectives, that the coach oriented her approaches differently between MAs (aged 27-70) and youth (aged 14-15). Data in this instrumental case study were gathered from three semi-structured coach interviews, four focus group interviews (two with each cohort), and moderate participant observation (Spradley, 1980) to inform interview content. This thesis aimed to uncover age-related differences in a coachРІР‚в„ўs approaches to facilitate learning for Masters athletes (MAs) and youth athletes, using the Andragogy in Practice Model (Knowles et al., 2012) as a guide.

Andragogy in non formal education workbook