Subject: DAI andragogy
Date: Sat, 26 Feb 2000 12:51:29 -0600
From: ovid@tioga.lso.missouri.edu
To: rpvstl@logan.edu
***************************
Database: Dissertation Abstracts <1861 - present>
Search Strategy (Your Citations from Set 2):
-----------------------------------------------------------------------------
1 andragogy.mp. [mp=title, abstract, heading word]
170
2 from 1 keep 1-170
170
***************************
<1>
Accession Number
ADG9943986
Author
Rosensitto, Ann Michelle.
Title
FACULTY PERCEPTIONS OF THE NEED FOR GRADUATE PROGRAMS TO INCLUDE FORMAL
CURRICULA DESIGNED TO PREPARE CANDIDATES TO TEACH IN COLLEGE AND
UNIVERSITY
SETTINGS (TEACHER TRAINING).
Institution
Thesis (ED.D.)--PEPPERDINE UNIVERSITY. 1999. 417p.
Source
Dissertation Abstracts International. Volume: 60-08, Section: A, page:
2786.
Subject Headings
Education, Curriculum and Instruction
Education, Higher
Education, Teacher Training
Abstract
This study investigated college and university professors' perceptions of
the
need for graduate programs to include formal curricula designed to prepare
candidates to teach in higher education settings. In his 1984 doctoral
dissertation, Barnes surveyed American professors to determine whether
they
perceived a need for graduate students to prepare for college teaching.
More
than a decade has passed since Barnes conducted his study. As of 1999,
many
graduate programs are still designed to graduate individuals who can
produce
“high levels” of scholarship and research; a master's or
doctoral
degree in one's field of study is still an unofficial
“credential” for teaching at the college level; and the
majority
of advanced degree candidates are still not required to study in the
subject
of pedagogy or andragogy, or in other ways prepare for
college teaching. More precisely, the majority of graduate students, who
are
preparing for a life in academe, currently are not required to study
instructional theory and methodology appropriate for use in higher
education
settings.
The central purpose of this study was to replicate and extend Barnes'
(1984)
study, determining whether college and university professors' perceptions
of
need to prepare graduate students to teach in higher education settings
had
changed since Barnes' dissertation was completed over a decade ago. The
rate
of return for Barnes' survey instrument was 79%; his findings indicated
that
more than 70% of professors in all academic disciplines were in favor of
preparing doctoral candidates to teach. The rate of return for the survey
instrument used to collect data for this study was 52.4%. The findings of
this study indicate that most (81.6%) of the professors perceive a need
for
graduate programs to include formal curricula designed to prepare
candidates
to teach in higher education settings. The comparison between Barnes'
study
and this study reveals an increase of more than 10% over the last 15 years
in
professors' perceptions of need for some kind of teacher training in
graduate
programs. This increase in an already high percentage of perceived need
may
justify adding formal training courses or other informal training programs
in
instructional theory and methodology to graduate programs in all academic
disciplines.
Advisor
Stimac, Michele.
Entry Month
9912. Revised: 991229.
<2>
Accession Number
ADG1394333
Author
Larson, Sienna.
Title
IT CAN BE DONE; IT'S THIS SIMPLE: IMPLEMENTING A BASIC, STREAMLINED
METHODOLOGY FOR TEACHING A FOREIGN LANGUAGE TO ADULTS ON THE INTERNET
(DISTANCE EDUCATION).
Institution
Masters Thesis (M.S.T.)--NORTHERN KENTUCKY UNIVERSITY. 1999. 148p.
Source
Masters Abstracts International. Volume: 37-05, page: 1302.
Subject Headings
Education, Technology
Education, Adult and Continuing
Education, Language and Literature
Abstract
The number of Internet-based academic programs grows exponentially each
year.
Adult foreign language instruction, however, is one subject that lags
behind
other more quantifiable subjects. This may be due to the perception that
people can only learn a foreign language in the physical presence of an
instructor. This study was performed to show educators that even a
foreign
language can be effectively taught using only very basic Internet
technology.
What is missing in the field of instructional technology is literature on
an
effective methodology to use when implementing a class on-line. This
study
provides a basic, streamlined methodology that combines practice, from a
survey of currently established on-line adult foreign language classes,
and
theory, looking specifically at adult learning, andragogy.
The researcher's hypothesis, that a basic, streamlined methodology is
successful for this type of instruction, is supported by this study,
offering
a starting point for educators interested in implementing on-line
instruction.
Advisor
Stiegler, C B.
Entry Month
9909. Revised: 990930.
<3>
Accession Number
ADG9914105
Author
Roberts, Karin Kay.
Title
A NATURALISTIC STUDY OF STUDENTS' EXPERIENCES IN A COMPUTER-BASED NURSING
COURSE (COMPUTER-BASED INSTRUCTION).
Institution
Thesis (PH.D.)--UNIVERSITY OF KANSAS. 1998. 268p.
Source
Dissertation Abstracts International. Volume: 59-12, Section: A, page:
4352.
Subject Headings
Education, Curriculum and Instruction
Education, Technology
Education, Higher
Health Sciences, Education
Abstract
A naturalistic study of the experiences of fourteen students in a college
of
nursing in the Midwest that participated in a computer-based nursing
course.
Traditional and non-traditional students in the accelerated and basic
options
and RN completion option made up the convenience sample.
Ten students completed the course in their or their parent's home and four
in
the college computer lab. The primary data collection methods used were
interviews, participant observation and document analysis. Results of the
inquiry are presented in a case study format, including an inquirer's
constructions section that summarized salient issues and their
implications.
The five major categories that emerged from the inquiry are Computer as
Surrogate Teacher, Learning Environment, Technical Issues, Communication,
and
Student Autonomy. Institutional and student responsibilities in relation
to
developing or taking computer-based courses are subsequently identified.
Educational institutions that participate in electronic education need to
evaluate their role in the educational process, particularly with regard
to
releasing control over student learning and placing students in an active
learning role. Principles of andragogy can be used in
computer-based education to promote active learning and critical thinking.
Development of courseware must be done with an appreciation of the
student's
experience, level of computer literacy, course requirements, learning
style
and technical restraints of software and hardware. Communication between
students must be encouraged and the electronic means provided by either
electronic bulletin boards or chat rooms. Disciplines that require
socialization of its constituents need to provide for this experience in
some
other manner. Students planning to engage in computer-based education
must
first ensure they have the requisite skills, access to the necessary
hardware
and the self-discipline to complete such a program of study.
Advisor
Mcknight, Phil.
Entry Month
9904. Revised: 990429.
<4>
Accession Number
ADG9911782
Author
Scenters, Delinda Dee.
Title
ANDRAGOGIC PRINCIPLES ALONG A CHRONOLOGICAL EDUCATIONAL DEVELOPMENT
CONTINUUM
(MALCOLM KNOWLES).
Institution
Thesis (ED.D.)--THE UNIVERSITY OF NEW MEXICO. 1998. 237p.
Source
Dissertation Abstracts International. Volume: 59-11, Section: A, page:
4032.
Subject Headings
Education, Adult and Continuing
Abstract
<italic>Purpose</italic>. This research addressed whether Knowles's
andragogic principles were being used across an educational development
continuum; whether the amount of andragogic principles varied along an
educational development continuum; and whether the application of
Knowles's
andragogic principles increased/decreased with advancement along the
educational development continuum. Finally, this study also addressed how
the usage of Knowles's andragogic principles in the Albuquerque area
compared
to Knowles's chart of ideal/maximum learning.
<italic>Methodology</italic>. This research utilized an exploratory
design
to collect and measure the usage of Andragogy based on
Malcolm Knowles's andragogic principles and design elements. An ANOVA was
used to compare 153 responses first by Groups: Elementary School, Middle
School, High School, College, and Workforce and then by Grades 1–14
(Grades 1–12 representing standard educational grades with Grade 13
representing College and Grade 14 representing the Workforce).
<italic>Findings</italic>. This study found that Knowles's andragogic
principles and design elements were being utilized in the Albuquerque
area;
many were being used as Knowles would have expected, and many
inappropriately. This study also indicated that the usage of
Andragogy in the Albuquerque area was substantially
different than what Knowles believed to be the usage of
Andragogy in America.
<italic>Recommendations</italic>. Study results suggest that there would
need to be many changes in the usage of Andragogy in the
Albuquerque area in order to chronologically advance as suggested by
Knowles,
including increasing and/or decreasing andragogic and/or pedagogic usage,
as
well as educating instructors on andragogic and pedagogic usage.
Entry Month
9903. Revised: 990409.
<5>
Accession Number
ADG9909431
Author
Wallace, James Edison.
Title
CONCEPTS OF ANDRAGOGY IN AN EXECUTIVE MBA PROGRAM (COLLEGE
OF WILLIAM AND MARY, VIRGINIA).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1998. 357p.
Source
Dissertation Abstracts International. Volume: 59-10, Section: A, page:
3715.
Subject Headings
Education, Adult and Continuing
Education, Higher
Business Administration, Management
Education, Business
Abstract
This study is one of nine case studies examining the extent to which
selected
principles derived from the work of leading authors in adult education are
applied in continuing education programs in higher education. The study
was
conducted using a group-coordinated dissertation planning process, in
which a
common research design was used to conduct case studies examining practice
in
nine different settings. Principles of andragogy derived
from a review of selected literature included mutual respect,
collaboration,
use of experience as a resource for learning, an orientation toward
action,
and problem posing. The setting for this study was the Executive MBA
Program
at the College of William and Mary. A qualitative research design and
case
study approach were utilized, and data were collected via document
analysis,
interviews with key personnel, observation of classes and meetings, and
written critical incidents submitted by students. Data were collected
from
students, faculty, and administrators regarding their knowledge of,
experience with, attitudes toward, and orientation toward the principles.
Evidence of application of the principles in the program was collected, as
were data on issues and problems and facilitating and impeding factors
associated with the implementation of each of the principles.
Conclusions and recommendations were presented for the program studied,
the
field of adult education, and future researchers. Triangulated data from
multiple sources confirmed the application in the program of all of the
principles, and issues and problems, facilitating and impeding factors,
and
opportunities for improving on the effectiveness of implementation were
presented. While implementation of all of the principles studied was
extensively documented, a program model and facilitation methods grounded
the
discipline of business administration were the driving factors, rather
than
conscious knowledge of principles of adult education. The effectiveness
of
the case method as a vehicle for implementing principles of
andragogy was noted. The study suggests that collaboration
between the field of adult education and graduate professional education
in
business administration and other fields could strengthen the conceptual
base
for professional learning and provide context-specific implementation
strategies for adult education.
Advisor
Fey, Philip E.
Entry Month
9902. Revised: 990225.
<6>
Accession Number
ADG9906243
Author
Van Wyngarden, Diane K.
Title
THE UNION INSTITUTE AND ITS LEARNERS' PERSPECTIVE OF AN ANDRAGOGICAL MODEL
OF
HIGHER EDUCATION (OHIO).
Institution
Thesis (PH.D.)--THE UNION INSTITUTE. 1998. 180p.
Source
Dissertation Abstracts International. Volume: 59-09, Section: A, page:
3315.
Subject Headings
Education, Administration
Education, Higher
Education, Adult and Continuing
Abstract
In a time when college enrollment of traditional students is declining, a
new
hope for the higher education institution is emerging. The postsecondary
student who is over age 24, often called the nontraditional student, is
becoming the new majority and mainstream of college enrollment, thus
creating
a new tradition for postsecondary education. With this resurgence of
hope,
this "new traditional" student also brings to America' s colleges new
student
consumer demands upon the design and implementation of higher education.
Responding to these new demands, some postsecondary institutions are
incorporating into their programs the andragogical model. Based upon the
precepts of Malcolm Knowles and others, andragogy, or the
teaching of adults, is distinguished from pedagogy, or the teaching of
children, through several characteristics. It is learner centered and
self
directed; it is collaborative, where student and teacher share such
responsibilities as program design and evaluation of learning outcomes;
and
it is experiential. The balance of theory and practical application is
encouraged through a hands-on approach. Higher education is in the midst
of
a traditional-pedagogy versus andragogy debate, concerning
the merits and effectiveness of this new model.
A quantitative and qualitative study of doctoral students with pedagogical
backgrounds, enrolled at an andragogical institution, was conducted on two
groups of students, spaced one year apart, as they progressed through
their
programs. Data was collected through two print surveys, focus groups and
personal interviews.
Learning outcomes for the 38 participants favored andragogy
in comparison to the traditional model of higher education, ranging from
25
percent reporting no significant difference to 75 percent reporting
greater
and more satisfying outcomes with the andragogical model. Program
components
which received the harshest criticism most closely matched traditional
pedagogy.
Overall, the learners were highly satisfied with their andragogical
experience, supported by group retention rates of 95 and 70 percent,
compared
to the national average of 50 percent for doctoral programs.
Advisor
Mckelvie, William.
Entry Month
9901. Revised: 990129.
<7>
Accession Number
ADG1391315
Author
Borst, Laura Jeanne.
Title
EVALUATION OF ADVANCED CARDIAC LIFE SUPPORT WRITTEN EXAMINATIONS.
Institution
Masters Thesis (M.S.N.)--GRAND VALLEY STATE UNIVERSITY. 1998. 83p.
Source
Masters Abstracts International. Volume: 37-01, page: 0233.
Subject Headings
Health Sciences, Nursing
Health Sciences, Education
Education, Tests and Measurements
Abstract
This study was conducted using a descriptive research design to determine
the
quality of two Advanced Cardiac Life Support (ACLS) written examinations.
In
addition, the relationship between demographic variables and subjects'
performance on the written examinations was examined. Malcolm Knowles
theory
of Andragogy provided the framework for this study. A
convenience sample of 367 subjects was recruited and randomly selected to
take either Test A or Test B. The reliability estimates for Test A and
Test
B were found to be.45 and.54 respectively. Content validity and Item
Analysis of test questions were performed. Relationships were found
between
Test A score and the number of codes an individual participates in per
month,
Test B score and the number of previous ACLS courses, and Test B score and
profession. Recommendations for future research were made regarding ACLS
education.
Entry Month
9901. Revised: 990129.
<8>
Accession Number
ADG9841425
Author
Hall, Elaine Karen Friedrich.
Title
PEDAGOGICAL AND ANDRAGOGICAL PRINCIPLES OF JOHN WESLEY'S ANTHOLOGY
(METHODISM).
Institution
Thesis (PH.D.)--UNIVERSITY OF NORTH TEXAS. 1998. 182p.
Source
Dissertation Abstracts International. Volume: 59-07, Section: A, page:
2428.
Subject Headings
Education, Religious
Religion, General
Theology
History, Church
Education, History of
Abstract
This study is a historical and philosophical analysis of significant
educational concepts John Wesley espoused during his lifetime from
1703-1791.
Specifically this document examines Wesley's use of pedagogical and
andragogical principles through the educational undertakings of the early
Methodist movement.
Throughout John Wesley's lifetime, significant people, institutions and
books
shaped his philosophy of education. This study identifies and examines
these
influences on Wesley's approach to education.
Utilizing Malcolm Knowles' work on pedagogy versus
andragogy, comparisons in John Wesley's approaches are made.
An investigation of Wesley's programs for children and adults provides
examples of Wesley's application of these educational principles.
Through the avenues of mentoring, leadership development and age-level
programs, Wesley established patterns for educating the people involved in
the early Methodist movement. Especially through the bands and societies,
ordinary individuals, primarily from modest means, became agents for
social
reform during England's eighteenth century history.
Advisor
Lumsden, Barry.
Entry Month
9811. Revised: 981203.
<9>
Accession Number
ADG9840820
Author
Byxbe, Ferris Roger.
Title
NONTRADITIONAL AND TRADITIONAL COMMUNITY COLLEGE STUDENTS: A COMPARISON OF
TWO PREDICTOR EQUATIONS FOR ACADEMIC ACHIEVEMENT.
Institution
Thesis (PH.D.)--THE UNIVERSITY OF SOUTHERN MISSISSIPPI. 1998. 162p.
Source
Dissertation Abstracts International. Volume: 59-07, Section: A, page:
2317.
Subject Headings
Education, Community College
Education, Adult and Continuing
Education, Higher
Education, Tests and Measurements
Abstract
The purpose of this study was to investigate the relationship between
student
academic achievement--measured by cumulative grade point average--and
multiple variables that may have an impact upon student performance in the
academic arena. Additionally, the study examined the data for any
significant differences that may exist between two predictor equations
that
would indicate that nontraditional students are indeed engaged in a
self-directed style of learning. In order to examine these issues, 690
individual records were selected from a student population which consisted
of
individuals enrolled at Pearl River Community College from 1993 through
1996.
The population for this study included 533 traditional students and 157
nontraditional students. Multiple linear regression was selected as the
most
appropriate statistical analysis for this study because the primary
objective
was to examine the predictive value of variables selected from post-hoc
student data that may be utilized to assess student academic performance.
The researcher concluded that the overall GPAs for nontraditional students
were significantly higher than the GPAs for traditional students at the.01
level. In addition, the analysis of data revealed that of the variables
selected for this study, only the variables ACT composite score and
program
of study could serve as predictors of academic performance for
nontraditional
students. Furthermore, the analysis of data revealed that of the
variables
selected for this study, only the variables ACT composite score, program
of
study, race, and marital status could serve as predictors of academic
performance for traditional students. However, regression analysis failed
to
reveal the variables responsible for the superior grades of nontraditional
students. Thus, the value of both predictor equations is modest at best.
The significantly higher grades tend to support the claim of adult
educators
that nontraditional students comport with the theory of
andragogy as purported by Knowles. Thus, it can be
concluded that the superior grades of nontraditional students over that of
traditional students is likely to be attributed to the self-directed
characteristics exhibited by adult learners in the course of their
studies.
Advisor
Pierce, W Lee.
Entry Month
9811. Revised: 981203.
<10>
Accession Number
ADG9839050
Author
Brewer, Patricia Rose.
Title
PROGRAM THEORY OF ACTION AND ADULT LEARNING: A CASE STUDY FROM ADULT
HIGHER
EDUCATION (ANDRAGOGY, SELF DIRECTED LEARNING, TRANSFORMATIVE
LEARNING).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1998. 294p.
Source
Dissertation Abstracts International. Volume: 59-07, Section: A, page:
2297.
Subject Headings
Education, Adult and Continuing
Education, Higher
Abstract
The purpose of this study was to discover whether or not practitioners in
adult higher education implement formal theories of adult learning
(andragogy, self-directed learning, and transformative
learning) in their practice, and if so, how they conceptualize and how
they
implement them.
To ground the study, the researcher completed a review of the literature
on
andragogy, self-directed learning, and transformative
learning theory. During a two-year period, the researcher conducted an
interpretive case study of one adult degree program by collecting
qualitative
data which included document analysis, observations, and interviews from
administrators, faculty, and learners. The researcher identified a
program
theory of action and then reviewed that in light of the three learning
theories.
The program theory of action was found to be comprised of three anchors:
elements which contribute to program philosophy and rationale, elements
which
contribute to the facilitation of learning, and elements which provide
learner support. Practitioner theory of action was typically found to
support program theory of action, although a priori knowledge of adult
learning theory by individual practitioners was not found to be a
significant
contributor to the implementation of theory in practice. The roles of
acculturation and personal experience in the program were found to be a
greater influence on practitioner behavior. Conceptualization and
implementation of adult learning theory were found to be dependent in
large
part upon the higher education culture of the supporting university and
its
emphasis on liberal learning.
Recommendations for the program included development of understanding of
adult learning theory by practitioners, identification the contribution
that
formal theory has made to the program theory of action, and individual
faculty development based upon practitioner theory of action.
Recommendations for the field included continued research into the
practice-theory link and the identification of program theory of action as
a
tool for understanding and evaluating programs in adult higher education.
Advisor
Fey, Philip.
Entry Month
9811. Revised: 981203.
<11>
Accession Number
ADG9838524
Author
Overstreet, Karen Marshall.
Title
PHARMACY CONTINUING EDUCATION PROVIDERS' KNOWLEDGE OF ADULT AND CONTINUING
EDUCATION (CONTINUING EDUCATION PROVIDERS).
Institution
Thesis (ED.D.)--TEMPLE UNIVERSITY. 1998. 107p.
Source
Dissertation Abstracts International. Volume: 59-06, Section: A, page:
1870.
Subject Headings
Education, Adult and Continuing
Health Sciences, Pharmacy
Abstract
This dissertation identified the knowledge of adult and continuing
education
theory and practice held by educational providers for pharmacists and made
recommendations for additional education for these providers. This
dissertation also served as an assessment model that continuing education
providers for other disciplines may be able to utilize.
This research involved a survey of continuing education providers for
pharmacists. In addition, follow-up telephone interviews were conducted
with
a random sample of 10 respondents and 10 nonrespondents.
The response rate was 43.75% (147 respondents). More than 80% of
respondents
reported having no formal education in adult or continuing education. In
addition, only about half reported participation in professional
development
related to adult and continuing education.
Survey respondents tended to rate themselves on average as having no to
minimal knowledge about half of the theories and practices of adult and
continuing education and being minimally to moderately knowledgeable
regarding the others. Similarly, when asked to rate their practical
skills,
Survey respondents reported that they were, on average, at best moderately
knowledgeable about half of the skills, and at least moderately
experienced
with the other half. On average, those with a degree in adult or
continuing
education and those who participated in professional development
activities
rated themselves as slightly more knowledgeable about both theories and
practices than did those without a degree and those who do not participate
in
professional development.
Most interviewees reported participation in professional development.
Seventy percent of interviewees asked for more information regarding the
theory and practice of adult and continuing education and stressed that
the
information be made available to them affordably and conveniently.
Based on the results, it is recommended that education be offered to all
providers on the theory and practical application of
andragogy, reflective practice, situated cognition, and
transformational learning. After this education has been provided,
additional information should be offered on adult development theory,
adult
learning theory, facilitating distance learning, fostering self-directed
learning, and using interactive media, as well as suggestions and
resources
for professional development.
Advisor
Silberman, Mel.
Entry Month
9810. Revised: 981030.
<12>
Accession Number
ADG9823250
Author
Armstrong, Rebecca D.
Title
FACULTY STRATEGIES FOR LEARNING TO TEACH AT A DISTANCE (DISTANCE
EDUCATION,
INSTRUCTIONAL TECHNOLOGY).
Institution
Thesis (PH.D.)--THE UNIVERSITY OF WISCONSIN - MADISON. 1998. 358p.
Source
Dissertation Abstracts International. Volume: 59-05, Section: A, page:
1426.
Subject Headings
Education, Adult and Continuing
Education, Higher
Education, Technology
Abstract
The recent and rapid expansion of distance education using instructional
technology in higher education has required institutions to reevaluate how
they support and facilitate faculty members' continuing professional
development as distance instructors. The purpose of this study was to
understand how faculty members learn to use and improve their use of (a)
instructional design, (b) technology, and (c) andragogy
(pedagogy) for teaching at a distance with instructional technology when
not
required to attend "training". The research questions centered around the
context in which the faculty members were learning; how they proceeded in
their learning (strategies and resources); how they evaluated their
learning;
how they anticipated learning in the future; and, if their goals and
objectives had changed over time. Conducted as an exploratory,
qualitative
study, data was collected through telephone interviews with twenty-four
faculty members--with varying levels of experience in using instructional
technology for teaching at a distance--at four different institutions. A
constant-comparative analysis of the data was done to generate substantive
grounded theory (Glaser & Strauss, 1967). Six main themes emerged as
findings of faculty members learning: (a) institutional and personal
influences stimulate faculty members to initiate their learning projects;
(b)
people are used as the primary channel by which to find resources and as
the
primary resource; (c) the availability, accessibility, variety and
visibility
of resources in the local institutional environment affects the quantity
of
learning strategies used; (d) learning strategies used varies with
experience, gender, and institution, however, learning by doing was the
most
important strategy used; (e) learning success is assessed primarily on
student outcomes supplemented by student evaluations; and (f) faculty
members
who continue to teach at a distance and switch to a different mode of
instructional technology appear to use multiple learning strategies when
multiple local resources are available. These findings, which describe
how
faculty members go about learning to teach at a distance with
instructional
technology--in their natural, albeit, formal institutional
environment--can
assist adult educators and others interested in faculty members'
continuing
professional development to facilitate and support their learning.
Advisor
Knox, Alan B.
Entry Month
9809. Revised: 981002.
<13>
Accession Number
ADG9827652
Author
Lin, Tsung-Yuan.
Title
INVESTIGATING THE PERCEIVED RELATIONSHIP BETWEEN CHINESE ADULT STUDENTS'
EARLY SCHOOL LANGUAGE LEARNING EXPERIENCES AND CURRENT AMERICAN ESL
TEACHING
METHODS (ENGLISH AS A SECOND LANGUAGE).
Institution
Thesis (PH.D.)--THE FLORIDA STATE UNIVERSITY. 1998. 254p.
Source
Dissertation Abstracts International. Volume: 59-03, Section: A, page:
0700.
Subject Headings
Education, Bilingual and Multicultural
Education, Curriculum and Instruction
Language, Linguistics
Education, Adult and Continuing
Abstract
The purpose of this research has been to investigate the perceived
relationship between Chinese adult students' prior school learning
experience
and currently-recommended second language (SL) and foreign language (FL)
teaching methods. As the literature review illustrates, past experience
establishes a foundation for adult future learning. Culturally-produced
literacy practice profoundly affects adult learners' perception toward
later
second and foreign language learning.
This study used a comparative method to investigate the link of prior
experience and current learning beliefs and behaviors, and furthermore
test
some claims from the andragogy perspective by concentrating
on two examples of the entire schooling experience: students' Ll literacy
practice and EFL learning. The subjects were twenty-five Chinese adult
students from Taiwan and Mainland China, attending ESL classes during the
time of data collection, and twenty-five American ESL teachers in Adult
Educational Programs in Florida. Data in this study were collected
through
telephone interview surveys with students and teachers. According to the
data analysis, there exists a discrepancy between students' and teachers'
responses regarding prior Chinese literacy and EFL experience. On the one
hand, the result shows a consistency on teaching material and teaching
tools
between students' prior experiences and current expectations. As to
teaching
practices, classroom formats and expected goals, prior experiences still
affect their current expectations, but the students also attempt to be
receptive to the new teaching methods. The data of classroom observations
provides more specific details of how prior language learning experiences
have made an impact on the current learning of Chinese students.
The findings in this study show important implications for ESL or EFL
teaching methods. ESL teachers and adult students both have their own
perceptions about language teaching. Therefore, an understanding of the
differences between teachers and students can enable teachers to
capitalize
on the strengths that ESL/EFL adult students bring from their previous
learning experiences to their current learning.
Advisor
Platt, Elizabeth.
Entry Month
9807. Revised: 980730.
<14>
Accession Number
ADG9824639
Author
Fullerton, Faye Ellen.
Title
RELATIONSHIPS AMONG ADULT SOCIAL ROLES, FORMAL EDUCATION, PERRY
EPISTEMOLOGICAL LEVEL, AND READINESS FOR SELF-DIRECTED LEARNING (WILLIAM
G.
PERRY, COMMUNITY COLLEGES, ADULT STUDENTS).
Institution
Thesis (ED.D.)--UNIVERSITY OF MISSOURI - SAINT LOUIS. 1998. 160p.
Source
Dissertation Abstracts International. Volume: 59-02, Section: A, page:
0393.
Subject Headings
Education, Adult and Continuing
Education, Community College
Abstract
Traditionally a primary purpose of formal higher education has been the
intellectual, ethical, and social development of students (Chickering,
1969;
Perry, 1970). While much of the student affairs literature of student
development up to the present has focused on students in the "traditional"
college age range, greater numbers of adult students are matriculating
into
formal higher education. These adult students are largely neglected in
the
literature of student development.
In contrast, the relatively young field of adult education offers an
abundance of literature regarding how adults differ from children in their
learning. However, the Literature of adult education offers little
theoretical explanation of the cognitive developmental process that takes
adults from the need for pedagogy (with its focus on teacher-directed
learning) to the need for andragogy (with its beliefs in
students' capacity for self-directed learning).
The current research draws connections between the fields of student
development and adult education by investigating the relationship between
students' readiness for self-direction in learning and their placement in
William G. Perry, Jr.'s (1970) scheme of intellectual development.
Using Moore's (1987) Learning Environment Preferences (LEP) to determine
Perry level and Guglielmino's (1977) Self-Directed Learning Readiness
Scale
(SDLRS), the study investigates the level of correlation between the two
constructs.
The study further examines the effects of formal educational experience
and
the maintenance of adulthood societal roles upon each measure.
Results indicated a statistically significant correlation at the.05 level
of
significance between Perry level as measured by the LEP and readiness for
self-directed learning as measured by the SDLRS. Formal educational
experience was found to have a significant main effect upon SDLRS score at
the.05 level of significance. In addition, formal educational experience
and
adulthood status were found to have a significant two-way interaction at
the.05 level upon Perry level, as measured by the LEP.
Three of the five research hypotheses of this study did not produce
statistically significant results. Adulthood status was not found to have
a
significant main effect upon SDLRS score at the.05 level of significance.
In
addition, neither formal educational experience nor adulthood status,
taken
individually, were found to have a significant effect upon Perry level at
the.05 level.
Advisor
Henschke, John A.
Entry Month
9806. Revised: 980625.
<15>
Accession Number
ADG9822494
Author
Nkungula, Alice Nkosi.
Title
PERCEPTIONS OF LEARNING AND THE LEARNER WITH REFERENCE TO THE CONCEPT OF
ANDRAGOGY AND PEDAGOGY: A STUDY OF ADOLESCENT MOTHERS (ADULT
DEVELOPMENT).
Institution
Thesis (PH.D.)--MICHIGAN STATE UNIVERSITY. 1996. 160p.
Source
Dissertation Abstracts International. Volume: 59-01, Section: A, page:
0054.
Subject Headings
Education, Adult and Continuing
Education, Home Economics
Psychology, Developmental
Abstract
The purpose of this study was to investigate the learner perceptions of
adolescent mothers with reference to Knowles' concept of
andragogy and pedagogy. This qualitative research focused
on adolescent mothers, 17 years and under, drawn from different service
organizations operating in Ingham County, Michigan, that offer educational
programs for adolescent mothers.
Responding to questions from an interview guide, a grounded theory
methodology, the participants expressed their perceptions, aspirations,
feelings and concerns as learners. These thoughts and ideas emerged as
themes and were categorized according to those themes that referred to
learning and those referring to themselves as learners.
Among the themes that referred to learning, participants expressed the
idea
that learning is a never ending process, learning is associated with
schooling, and learning is undertaken to satisfy an existing need. On
themes
about the learner, the participants indicated that the learner has the
ability to learn if interested, and the learner could receive help from a
variety of sources. Half of the participants had a limited learning
agenda
while the other half had a broad learning agenda.
In expressing their feelings, observations and learning preferences, it
was
apparent that adolescent mothers were pedagogical in their approach to
learning and preferred learning from concrete examples. The research
found
that although adolescents have limited experience when compared to adults,
they drew from past experience just like adults. The participants also
indicated that in their learning they used reflection and they learned a
lot
from interacting with other adolescent mothers. However, they felt
left-out
if they were not involved in school activities such as homecoming, the
prom
or going out at night as they did before. In addition, they felt that as
part of learning, they needed to be involved in real job situations to
develop experience. Experience, they observed, was demanded by every
prospective employer.
This study verifies that as adolescent mothers are in a transitional stage
of
development intellectually, socially and physically, they need to be
exposed
to as many ways of learning as possible in their quest for identity
discovery. This necessitates a consideration of their pre-adolescent
period
as a vital transitional period for gaining exposure to as many career
experiences as possible in preparation for the vital career choices they
will
make during adolescence. Such an exposure may be accomplished through
involvement in community services as volunteers where they may also learn
to
focus on others.
As pedagogical learners, adolescent mothers need to be taught practical
subjects in order to develop experience. With experience they tend to
veer
toward andragogical learning, the type of learning which fosters
independent
participation in society. However, andragogical learning in skill
acquisition will need to be applied in the classroom for it is the
adolescent
mother's preferred learning environment.
Entry Month
9805. Revised: 980529.
<16>
Accession Number
ADG9817952
Author
Coil, Robert Alan.
Title
MULTIPLE INTELLIGENCES AND COMPUTER ASSISTED LEARNING WITH ADULT LEARNERS:
AN
EXAMINATION OF LEARNER OUTCOMES (DEVELOPMENTAL EDUCATION, COMPUTER
LITERACY).
Institution
Thesis (PH.D.)--THE UNION INSTITUTE. 1998. 227p.
Source
Dissertation Abstracts International. Volume: 58-12, Section: A, page:
4523.
Subject Headings
Education, Adult and Continuing
Education, Curriculum and Instruction
Education, Educational Psychology
Education, Technology
Abstract
The dissertation contains a review of adult learning theory
(andragogy), multiple intelligences (MI), and computer
assisted learning (CAL) theories. By integrating the ideas of Knowles,
Brookfield, Cross, Gardner, Armstrong, and others with advances in
computer
hardware and software, an alternative approach to teaching adults was
developed. In addition, CAL programs were evaluated using a form that
included andragogy and MI principles along with
technological features. The approach was then tested with a day and
evening
section of an introductory computer science class at a community college
in
the spring of 1997.
The research project involved first clarifying curriculum for the course,
selecting application software for practice labs, and then developing
class
activities and assignments that integrated MI theory with CAL materials in
a
formal education setting. Next, demographic and background data were
collected and analyzed along with pre-test and post-test scores. Student
comments gathered throughout the course provided additional insights into
the
effectiveness of the integrated approach and are reported along with the
statistical analysis of the data. Problems associated with the use of
computer technology were also described.
Students expressed positive sentiments about the use of computer tutorials
and hypermedia instructional materials as well as the variety of
activities
emerging from the use of MI theory. All students that completed the
course
showed positive gains in knowledge. Very few demographic differences were
found between the evening and the day section other than full time working
status. A high number of dropouts (50%) corresponded with an abnormally
high
number of students in the course who were taking remedial classes.
The results underscore the importance of basic skills for self-directed
use
of interactive multimedia. The study concludes by speculating about the
social consequences of further incursions of computer technology in jobs
and
everyday activities and the growing schism between those with
technological
literacy and those without.
Advisor
Colburn, Ellen.
Entry Month
9804. Revised: 980430.
<17>
Accession Number
ADG9816313
Author
Garcia, Gregory Norton.
Title
WHY WE CHOOSE TO BE STUPID: THE RESPONSIBILITY OF ANDRAGOGY
AND A SEARCH FOR ANSWERS IN PARADOX, CANON, MULTICULTURALISM AND THE
PHILOSOPHY OF POSTMODERN CRITICAL EDUCATION THEORY.
Institution
Thesis (ED.D.)--MONTANA STATE UNIVERSITY. 1997. 218p.
Source
Dissertation Abstracts International. Volume: 58-11, Section: A, page:
4155.
Subject Headings
Education, Adult and Continuing
Philosophy
Psychology, Cognitive
Education, Philosophy of
Abstract
In this study ideas and concepts that can be used to describe the
phenomenon
of stupidity and explore the possibility that we choose to be stupid, were
developed from the social and political philosophy of Western
Civilization.
The research methods applied were based on the phenomenological school of
qualitative inquiry using a narrative style. Finding suggest we choose to
be
stupid and stupidity can be generally described in the following ways:.
Conceptually, it is a paradox or antilogy that can be behaviorally
chronicled
in a number of ways.
Culturally, stupidity is a philosophically implied concept that has
consistently been instrumental in shaping our ideas of intelligence.
Andragogically, stupidity is voluntary behavior that may be conscious
and/or
unconscious, but is manifestly anti-moral if not immoral and so it is
counterproductive.
Individually and personally, stupidity is a seemingly anatomic behavioral
response to serendipitous personal and cultural predicaments.
Stupidity can result from confused thinking. It can result from a
misinterpretation of reality and it can also be generated by the human
incapacity to live a moral existence. While stupidity may not be curable,
by
developing more precise awareness, we can compensate for stupidity by more
fully realizing consequences.
It is suggested the ideas generated in this study are rich in possibility
as
subjects for more research and theory development of stupidity.
Recommendations were made in support of developing more precise
definitions
of stupidity. The development of schemata and categories of stupidity can
be
also generated by further research.
Educationally, the idea of this study supports and encourages changes in
learning and teaching process, procedure and theory that represent the
universe non-holistically. As an application in andragogy,
it is recommended this study be applied as the basis for the generation of
methodology that encourages awareness development as an educational
process.
Advisor
Fellenz, Robert.
Entry Month
9803. Revised: 980326.
<18>
Accession Number
ADG9814563
Author
Gold, Bruce Lawrence.
Title
A FORMATIVE EVALUATION OF A DISTANCE LEARNING PROGRAM AT CSUDH
(CALIFORNIA
STATE UNIVERSITY, DOMINGUEZ HILLS, GRADUATE EDUCATION).
Institution
Thesis (ED.D.)--PEPPERDINE UNIVERSITY. 1997. 129p.
Source
Dissertation Abstracts International. Volume: 58-11, Section: A, page:
4203.
Subject Headings
Education, Higher
Education, Technology
Abstract
Problem. California State University, Dominguez Hills does not currently
have a formative evaluation program to determine if their Master of Arts
distance learning program in Behavioral Science is effective in terms of
achieving the needs of the learners.
Purpose. This study was designed to gather information through the use of
a
three-part survey instrument in order to conduct a program evaluation to
determine to what extent the responses provided by the students from the
survey questions will match what is known in the literature concerning the
needs of adults as described in andragogy and the writings
of distance learning professionals.
A database was created and percentages and frequencies were charted and
graphed to help visualize to what degree the students agreed (or not) with
the questions that were used to answer the first three survey questions.
The
last two survey questions were word-processed in order to discover common
themes.
Research question #1: To what degree is the educational experience aligned
with adult education learning principles? When combined, the respondents
reported a 73% alignment. Research question #2: To what degree does this
program provide solutions for the special needs of the distance learner?
When
combined, the respondents reported a 71% alignment.
Research question #3: To what degree is the distance learning environment
conducive to providing a positive educational experience? When combined,
the
respondents reported a 75% alignment.
Research question #4: What are the students' perceptions about what is
working in the program? The respondents reported convenience, interaction
with on-site students, matching learning styles, well-trained instructors,
access, communication, and a responsive administrator.
Research question #5: What are the students' perceptions about what is not
working in the program? The respondents reported they need regular, prompt
feedback, more interaction with the instructor, a desire to help
formulate/participate in setting objectives, improved communication, and
special advisory services.
The results showed that most of the adult learning principles and special
distance learning needs are being favorably addressed by the CSUDH program
as
perceived by the sample group.
Advisor
Bowick, J David.
Entry Month
9803. Revised: 980326.
<19>
Accession Number
ADG9809593
Author
Schofield, George Harold.
Title
THE EFFECTS OF PERCEIVED STRUCTURES OF SOCIAL RELATIONS UPON INDIVIDUAL
LEARNING: A STUDY OF THE IMPACT OF SENIOR BUSINESS LEADERS' PERCEIVED
SOCIAL
NETWORKS ON THEIR LEARNING (ANDRAGOGY).
Institution
Thesis (PH.D.)--THE FIELDING INSTITUTE. 1997. 251p.
Source
Dissertation Abstracts International. Volume: 58-09, Section: A, page:
3613.
Subject Headings
Business Administration, Management
Psychology, Industrial
Psychology, Developmental
Education, Adult and Continuing
Psychology, Social
Sociology, Individual and Family Studies
Abstract
This study links two segments of the literature for the first time: social
networks and adult learning. The purpose of this original study was to
explore the impact of relationships and networks of relationships upon
adult
learning. Social network theory and analysis (Krackhardt, 1986), a
quantitative approach, was used to discover and interpret relationships
and
structures of relationships which male and female senior business leaders
saw
as having significant impact on their success in their jobs. Adult
learning
theory (Mezirow, 1991; Schofield, 1996) was used to identify, through
interviews, learning experiences that occurred through participants'
interaction with and observation of individuals in the identified
relationships and structures of relationships. A quantitative method was
used to correlate types of learning experiences to network memberships.
Senior business leaders were found to create and maintain relationships,
distinguished as five types of networks, out of a dominantly
task/outcome-oriented relational paradigm not adequately accounted for in
the
human development and adult learning literatures.
Senior business leaders were found to predominantly use one type of
learning,
alone or in combination with the two other types used in the study.
Eighty-one percent of cited learning experiences involved a type of
learning
characterized by predicting cause and effect to control and achieve
desired
outcomes. Those outcome-oriented learning experiences were most closely
correlated with individuals having simultaneous membership in all types of
networks. Outcome-oriented learning dominated other types of learning,
regardless of network membership involved.
Learning that involved identifying and testing assumptions and beliefs was
found to be negatively correlated with learning that involved predicting
cause and effect to control and achieve desired outcomes. The study
findings
demonstrate a use of purpose-specific relationships to create and support
outcome-driven learning. The findings demonstrate some clear correlations
as
well as an apparent, ongoing dialectic between networks of relationships
and
learning experiences.
Advisor
Craig, Argentine.
Entry Month
9801. Revised: 980129.
<20>
Accession Number
ADGMQ20853
Author
Shysh, Alexander John.
Title
THE NATURE OF ANAESTHESIA RESIDENCY EDUCATION IN THE OPERATING ROOM AT THE
UNIVERSITY OF CALGARY (ALBERTA).
Institution
Masters Thesis (M.SC.)--UNIVERSITY OF CALGARY (CANADA). 1997. 175p.
Source
Masters Abstracts International. Volume: 36-01, page: 0145.
Subject Headings
Health Sciences, Education
Education, Higher
Abstract
A paucity of information exists regarding anaesthesia residency education
in
the operating room. Therefore, this primary learning context for the
anaesthesia resident was explored using survey research methods. Faculty
and
resident anaesthetists gave their opinions on the importance of factors
relating to four thematic areas including student classroom learning
principles, adult learning principles, cognitive apprenticeship
methodology,
and the mechanics of the learning encounter. No single factor was deemed
solely responsible for promoting student learning outcomes. Numerous
factors
of importance were determined, especially those proximal to the
student-teacher interaction such as motivation and willingness to teach
and
learn. Students and teachers each placed responsibility for student
learning
on their counterpart, an interesting finding in terms of
andragogy. The factors of importance, as established in
this study, will allow for specific improvement efforts directed to those
areas that will most greatly enhance student learning outcomes in this
unique
learning context.
Advisor
Eagle, C J.
ISBN
0-612-20853-2
Entry Month
9801. Revised: 980129.
<21>
Accession Number
ADG9806685
Author
Palmer, Robert Lewis.
Title
TEACHERS' AND STAFF DEVELOPMENT DIRECTORS' VIEWS OF THE DESIGN AND
IMPLEMENTATION OF STAFF DEVELOPMENT PROGRAMS IN SOUTH CAROLINA SCHOOLS IN
RELATION TO SELECTED COMPONENTS OF ANDRAGOGY.
Institution
Thesis (ED.D.)--SOUTH CAROLINA STATE UNIVERSITY. 1995. 103p.
Source
Dissertation Abstracts International. Volume: 58-08, Section: A, page:
2943.
Subject Headings
Education, Administration
Education, Teacher Training
Abstract
The purpose of this study was two-fold. One was to examine staff
development
programs in South Carolina to determine whether identified components of
andragogy were incorporated into their design and
implementation. Further, this study sought to determine (a) if a
significant
difference existed between teachers' and staff development directors'
views
of the relevance of selected components of andragogy and (b)
if a significant difference existed between their perceptions of the use
of
selected components of andragogy in current staff
development programs in the state.
The sample chosen for this study consisted of the entire populations of
staff
development directors in South Carolina and elementary, middle, and high
school teachers from twenty school districts randomly selected from
various
regions of South Carolina. The findings indicated that teachers and staff
development directors viewed the relevance of andragogy
significantly higher than they viewed the implementation of
andragogy into current staff development programs. There
were significant differences between teachers' views of implementation and
staff development directors' views of implementation of
andragogy, but no significant differences in their views of
the relevance of andragogy in the design and implementation
of staff development programs.
The current research suggests that the framework of this study be further
developed by designing and implementing staff development programs which
follow basic components of andragogy. The effectiveness of
such programs should be examined for actual changes in attitudes and
perceptions.
Advisor
Nielsen, Dennis.
Entry Month
9712. Revised: 980101.
<22>
Accession Number
ADG9805403
Author
Claytor, Kaye Linda.
Title
THE DEVELOPMENT AND VALIDATION OF AN ADULT MEDICAL NURSING CRITICAL
THINKING
INSTRUMENT (ANDRAGOGY).
Institution
Thesis (PH.D.)--INDIANA UNIVERSITY. 1997. 341p.
Source
Dissertation Abstracts International. Volume: 58-08, Section: A, page:
3100.
Subject Headings
Education, Tests and Measurements
Education, Educational Psychology
Health Sciences, Nursing
Health Sciences, Education
Psychology, Cognitive
Abstract
The purpose of this study was to develop and validate an instrument to
specifically assess critical thinking skills in nurses. The Adult Medical
Nursing Critical Thinking Instrument (AMNCTI) and its scoring guide were
developed based on an in-depth concept analysis of the construct,
supported
by Anderson's (1982, 1983) ACT Learning Theory and Mezirow's (1981, 1990)
Critical Theory of Adult Learning, tested and revised in a pilot study,
and
used in the current study to determine its reliability and to address its
initial construct validity. Fifty-two subjects (26 generic BSN seniors
and
26 adult medical nursing registered nurses) participated. Cronbach's
alpha
set the AMNCTI's internal consistency at 0.81 using the investigator's
scorings. Interrater reliability based on exact scoring ranged from
38.4-54.8% using the percentage of agreement method and the fourth version
of
the AMNCTI Scoring Guide. The generalizability theory technique revealed
no
significant differences between raters for four of the five criteria, the
exception being "explanation" $(p<.0001).$ Of the five rater by scenario
interactions, four showed consistency. Findings that lend credence to the
AMNCTI being valid are: (a) exploratory factor analysis showed critical
thinking exists of two factors (Factor 1 includes content knowledge, the
ability to analyze and interpret nursing data, and dialogical thinking;
Factor 2, representative of metacognitive skills, incorporates the ability
to
support answers with relevant research/experience/evidence and
explain/justify answers with clarity and specificity); (b) experienced
subjects obtained significantly higher Factor 1 scores $(p=.000)$ and
overall
critical thinking scores $(p=.001)$ than inexperienced subjects; (c)
significant positive relationships $(p<.05)$ were found between critical
thinking ability, GPA, the amount of nursing education, and the
disposition
to think critically, as measured by the California Critical Thinking
Dispositions Inventory; and (d) age was not significantly related to
overall
critical thinking, but significantly related to Factor 1. No significant
relationships were found between AMNCTI criteria, gender, and ethnicity.
Implications and suggestions for nursing education, research, and service
are
discussed. Critiques of the study, the AMNCTI and its scoring guide are
provided.
Advisor
Brown, Laurence D.
Entry Month
9712. Revised: 980101.
<23>
Accession Number
ADG9800269
Author
Klee-Mueller, Linda.
Title
THE LEARNING ORIENTATIONS AND PSYCHO-EPISTEMOLOGY OF CLIENTS AND THEIR
THERAPISTS AND THE EFFECT OF INCONGRUITY ON UNILATERAL TERMINATION.
Institution
Thesis (PH.D.)--RUTGERS THE STATE UNIVERSITY OF NEW JERSEY - NEW
BRUNSWICK.
1997. 184p.
Source
Dissertation Abstracts International. Volume: 58-07, Section: A, page:
2851.
Subject Headings
Social Work
Psychology, Clinical
Abstract
Since counseling is considered a learning experience, this exploratory
study
examined the learning orientations, specifically, andragogy
and pedagogy, and psycho-epistemology of clients, entering therapy, and
their
therapists. Incongruity of learning orientations and psycho-epistemology
of
client-therapist dyads was examined to determine if it affected unilateral
termination of clients.
The sample included 117 first-session adult clients and 41 therapists in
private counseling agencies. Clients and their therapists completed
similar
surveys inquiring about certain preferences for counseling. Clients also
completed a Satisfaction Scale, of their therapists and of the agency,
after
the first session.
Hypotheses predicted that more clients, from client-therapist dyads which
were incongruous in preferences for learning orientation or
psycho-epistemology, would unilaterally terminate than would clients from
client-therapist dyads which were congruous. Results revealed that
clients
and therapists have different preferences for learning orientations.
While
clients did not unilaterally terminate from counseling significantly more
due
to incongruous learning orientation preferences or psycho-epistemology,
there
was some indication that the proportion was greater when clients and
therapists differed in learning orientation preferences.
Other findings were that therapists may have been more directive
(pedagogical) than they stated they preferred; agencies, with a two-step
intake process, had more unilateral termination; and, clients wanted some
direction from therapists.
Also explored were the effects of role expectations and prior/no prior
counseling of clients on unilateral termination, and the effect of group
norms on therapists' choices of counseling theory. Also analyzed were the
nature of the subjects learning orientations, their psycho-epistemology,
clients' satisfaction with their first session and the agency, clients'
expectations, and therapists' theoretical orientation.
Future research needs to involve larger sample sizes and examine
unilateral
termination longitudinally to allow clients time to be affected by
incongruity and to determine if clients and therapists adjust
orientations.
Since the rates of unilateral termination in this study were much smaller
than those of prior studies, research needs to examine what causes clients
to
remain in therapy.
Advisor
Dinerman, Miriam.
Entry Month
9711. Revised: 971120.
<24>
Accession Number
ADG9728782
Author
Caspi, Jonathan.
Title
THE TASK-CENTERED MODEL FOR FIELD INSTRUCTION (PRACTICUM).
Institution
Thesis (PH.D.)--STATE UNIVERSITY OF NEW YORK AT ALBANY. 1997. 265p.
Source
Dissertation Abstracts International. Volume: 58-04, Section: A, page:
1448.
Subject Headings
Social Work
Education, Higher
Abstract
Field instruction is a central component of social work education.
However,
practicum teaching methods are rarely clearly structured. Furthermore,
there
are few approaches that operationalize principles of quality field
education.
Although field instructors are responsible for assisting student learning,
there is a paucity of models with detailed guidelines that structure the
field instruction process and offer methods for achieving practicum
objectives. As such, many practicum instructors educate using a personal,
often unstructured, approach to supervision raising concerns about
accountability and quality field instruction.
This study presents the task-centered model for field instruction (TCMFI),
a
well-explicated approach that guides students and supervisors through the
teaching-learning process. In particular, it offers strategies for the
systematic attainment of learning and practice goals. TCMFI was
constructed,
field tested and refined through developmental research. The
task-centered
practice model, an established and empirically validated approach for
clinical social work, provided the framework for constructing this field
instruction approach. Additionally, the development of the model
incorporated an array of related literature some of which included the
supervisor-supervisee relationship, student autonomy and dependence,
student
and field instructor anxiety, structure, feminist pedagogy,
andragogy, classroom-field integration, contracts, feedback
processes, evaluation, agency context, and an exploration of existing
field
education approaches.
Data was collected during and after the field trial for the purposes of
gaining insight into TCMFI's performance. The duration of the field trial
was a full school year. A sample of ten students supervised by two field
instructors (each field instructor supervised five students) was utilized.
Data collection strategies included interviews, critical incident reports,
contracts, a self-evaluation instrument, audiotaped supervision meetings,
and
interpersonal process recall. Findings were used to modify and improve
the
model. The result is a refined model, with step-by-step guidelines, ready
for application and further testing.
Although a small sample was used, thus limiting generalizability, students
highly endorsed TCMFI supporting its structure, collaborative process,
provision of ongoing feedback, and its focus on achieving learning goals.
Implications for the model's application and examination of how TCMFI
addresses long-standing concerns in field education are discussed.
Recommendations for future development and research of the model are also
presented.
Advisor
Reid, William J.
Entry Month
9708. Revised: 970827.
<25>
Accession Number
ADG9728417
Author
Klingel-Dowd, Susan.
Title
TRAINEES' PERCEPTIONS OF PERSONAL LEARNING EXPERIENCES AND TRAINING
PROGRAM
CHARACTERISTICS THAT HELPED THEM TO LEARN: AN EXPLORATORY STUDY (STAFF
DEVELOPMENT, CORPORATE TRAINING).
Institution
Thesis (ED.D.)--BALL STATE UNIVERSITY. 1997. 141p.
Source
Dissertation Abstracts International. Volume: 58-03, Section: A, page:
0696.
Subject Headings
Education, Adult and Continuing
Education, Industrial
Abstract
Many U.S. corporations have begun investing in the education and training
of
their personnel in order to implement and maintain the changes necessary
to
remain competitive in a global market place. Employees have been required
to
learn and utilize new and/or different competencies.
The purpose of this study was to identify formal training and informal
learning experiences that were judged as valuable as the learners began
the
on-the-job utilization of their formal training and/or informal learning
activities. Three adult education learning theories
(andragogy, proficiency theory, and situated cognition) were
examined to determine what formal and informal learning experiences of the
respondents, were reflected or contradicted, by these theories.
It was determined that interviews with employees to ascertain their
perceptions might yield insights as to how they think they have learned
new
skills. Therefore, 15 employees with various job descriptions and who
were
employed by three separate and diverse organizations were interviewed.
This
diversity was necessary in order to achieve maximum variation sampling.
All
of the interviews for this study were audio tape recorded to ensure
accurate
data collection. The interviews were transcribed verbatim and reviewed
item-by-item and line-by-line for emerging trends and important concepts.
The findings suggested that the majority of workplace skills or
competencies
were learned and utilized through informal learning. Formal training was
used to initiate, maintain, or validate the informal learning. Content
learned during the formal training was more likely to be used if
participants
were given an opportunity to practice the skills or competencies during
the
training. Handouts or booklets were used after the training to replicate
the
skill or competency.
The findings suggested that the theoretical description of needs
assessment
and of the evaluation process were not valid in the current workplace
training setting. Respondents suggested improvements for both areas.
This study has implications for trainers, training directors, and human
resource personnel. Further study is recommended on needs assessment,
evaluation, and informal learning within the workplace.
Advisor
Murk, Peter J.
Entry Month
9707. Revised: 970731.
<26>
Accession Number
ADG9719182
Author
Thompson, John Thomas.
Title
A STUDY OF THE EDUCATIONAL ORIENTATION OF WRITERS OF COMPUTER SOFTWARE
DOCUMENTATION IN RELATION TO THE PRINCIPLES AND PRACTICES OF
ANDRAGOGY (TECHNICAL COMMUNICATION).
Institution
Thesis (PH.D.)--STATE UNIVERSITY OF NEW YORK AT BUFFALO. 1997. 232p.
Source
Dissertation Abstracts International. Volume: 58-01, Section: A, page:
0140.
Subject Headings
Education, Technology
Information Science
Education, Adult and Continuing
Abstract
The purpose of this study was to investigate the educational orientation
(pedagogical-andragogical) of computer documentation writers. There were
two
research questions. What is the relationship of the
pedagogical-andragogical
orientation of computer software documentation writers to such demographic
variables as age, gender, and highest educational degree? What is the
relationship of the pedagogical-andragogical orientation of computer
software
documentation writers to andragogical principles and practices when they
are
writing computer documentation compared to their preferences when they are
personally using computer documentation?.
A mailed questionnaire, the Adult Learning Orientation Questionnaire
(ALOQ),
was developed to gather the necessary data for the study. The ALOQ
included
three parts: (a) demographic questions, (b) statements designed to elicit
the
educational orientation of computer documentation writers when they are
personally using computer documentation, and (c) statements designed to
determine the educational orientation of computer documentation writers
when
they are writing computer documentation. The ALOQ was mailed to a
nationally
drawn random sample of 1,075 members of the Society for Technical
Communication. The statistical analyses included bivariate correlations
to
answer the first research question. Individual t-tests or analyses of
variance were run to compare the categorical demographic variables to the
interval level scales. To answer research question two, dependent, or
paired, t-tests were run between the paired andragogical assumptions in
sections two and three of the ALOQ.
The level of significance was set at $alpha$ =.05. There were no
significant
correlations for either using or writing documentation and selected
interval
level variables in research question one. There were differences between
males and females on two andragogical assumptions (self-directed learning
and
problem-centered) with respect to using documentation and on two
assumptions
(self-directed learning and intrinsic reward) with respect to writing
documentation. Females were more andragogical than males in each case.
For
research question two, differences were found in four (self-directed
learning, life experiences, problem-centered, intrinsic reward) of the
five
andragogical assumptions between using and writing computer documentation.
Scores for self-directed learning and intrinsic reward were higher for
writing documentation, while scores for life experiences and
problem-centered
were higher for using documentation.
Advisor
Pautler, Albert J.
Entry Month
9705. Revised: 970530.
<27>
Accession Number
ADG9706968
Author
Hoffman, Ralph William.
Title
FACILITATING THE EDUCATION OF NONTRADITIONAL-AGE STUDENTS IN HIGHER
EDUCATION: A CASE STUDY OF ADMINISTRATOR, FACULTY, AND STUDENT PERCEPTIONS
AND PRACTICES.
Institution
Thesis (ED.D.)--TEMPLE UNIVERSITY. 1996. 343p.
Source
Dissertation Abstracts International. Volume: 57-09, Section: A, page:
3780.
Subject Headings
Education, Adult and Continuing
Education, Higher
Abstract
A case study using qualitative research methodology was conducted at an
institution which had formally committed itself to meeting the needs of
non-traditional age learners. The researcher sought to determine the
magnitude to which current perceptions and practices of key
administrators,
faculty, and students concurred with andragogical principles.
Five andragogical principles were drawn from the literature on adult
learning. These principles assert: individuals' self-concept, as they
mature, move from a dependent personality toward one of self-direction;
adults amass experiences which serve as a rich resource for learning;
adults'
readiness to learn is closely related to their social role and their need
to
know why they need to learn something before learning it; adults are more
problem-centered in learning; and adults are motivated to learn more by
internal factors than external ones.
The goals of this study were to provide an explanation of andragogical
principles through the perceptions and practices of key administrators,
faculty, and students. This study generated recommendations for the
institution where the study was conducted and provided a model of
investigation for other institutions attempting to understand and address
the
needs of non-traditional age students. Given the scope of the goals of
this
research study, the case study was chosen as the primary data collection
methodology. Data collection was accomplished using interview,
observation,
and document analysis processes.
Study findings revealed that although there was support for most
andragogical
principles, there was a general lack of practice. Not all of the
andragogical principles were supported by faculty, administrators, and
students. Study findings, in fact, revealed contradictory views on
several
principles. Study findings, however, did reveal that administrators and
faculty shared similar perceptions with respect to the education of
non-traditional age students.
The researcher concluded that future study needed to be conducted which
would
examine if the contradictory findings between perception and practices of
andragogical principles were typical of other institutions of higher
education. It was also recommended that future research be conducted to
determine if the type of institution, or programs they offered, held any
significance with respect to the perceptions and practices of
andragogy.
Advisor
Englert, Richard.
Entry Month
9701. Revised: 970131.
<28>
Accession Number
ADG9705164
Author
Puchy, James John.
Title
A DESCRIPTIVE STUDY OF THE EDUCATIONAL PRACTICES IN ADULT SUNDAY SCHOOL
CLASSES IN THE SYRACUSE AREA (NEW YORK).
Institution
Thesis (ED.D.)--UNIVERSITY OF SOUTHERN CALIFORNIA. 1996. 126p.
Source
Dissertation Abstracts International. Volume: 57-09, Section: A, page:
3781.
Subject Headings
Education, Adult and Continuing
Education, Religious
Abstract
Purpose. The purpose of this study was to survey adult students and
teachers
of adult students in order to discover what models of education were being
used in adult Sunday School classes in Protestant churches in the
Syracuse,
New York area. An attempt was made to assess whether or not students and
teachers were aware of and were using andragogical models. Additionally,
this study sought to verify that adult students preferred an andragogical
orientation more than a pedagogical orientation.
Surveys. Two surveys were created using the major constructs of Knowles'
(1984) model of andragogy. One survey of 30 questions
focused on teachers. The other survey of 39 questions focused on adult
students. A four-point Likert-type scale was used to capture the
responses
of the participants.
Sample. 165 Protestant churches were contacted although only 65 churches
participated in the survey. The churches returned 302 usable student
questionnaires and 48 teacher surveys.
Selected Findings. The adult student survey found that a mixture of
andragogical and pedagogical methods were used. Specifically, 21
questions
(53.9%) tended toward andragogy, 11 questions (28.2%) tended
toward pedagogy, and 7 questions (17.9%) had no clear tendency. The
teacher
survey also revealed a mixture of pedagogical and andragogical methods
were
used. Precisely 18 questions (60%) tended toward andragogy,
11 questions (36.7%) tended toward pedagogy, and one question (3.3%) had
no
clear tendency.
Conclusion. The results of both questionnaires indicated that a mixture
of
andragogical methods and pedagogical methods were used and students were
highly satisfied with the mixture of practices.
Knowles' (1984) theory does not help to explain the mixture of practices
found from the questionnaires. However, Trott's (1991) theory of
anthrogogy
provides an explanation for the mixture. Trott's (1991) theory is a
bridge
between andragogy and pedagogy. The composition of the
mixture or place on the anthrogogical bridge will depend upon the
situation.
Entry Month
9701. Revised: 970131.
<29>
Accession Number
ADG1381496
Author
Goetz, Lois Ann.
Title
THE RETURNING ADULT STUDENT: STANDARD AND ANDRAGOGICAL METHODS USED IN THE
PREPARATION AND PEDAGOGY OF J. S. BACH'S PRELUDE AND FUGUE I, BWV 846
("THE
WELL-TEMPERED CLAVIER", BK. I).
Institution
Masters Thesis (M.MUS.)--DUQUESNE UNIVERSITY. 1996. 66p.
Source
Masters Abstracts International. Volume: 35-01, page: 0014.
Subject Headings
Music
Education, Music
Education, Adult and Continuing
Abstract
Every year some 40 million Americans participate in the educational
process
in some form or another. The study of music is one of the few
instructional
categories that can offer a means for self-expression. Re-entry into the
study of piano by a mature adult can provide exciting challenge and rich
opportunity for both student and teacher alike. By incorporating a
technique
called Andragogy into the standard teaching curriculum, a
piano pedagogue can facilitate the returning adult in bridging the
transition
from teacher dependency to self-directed learning.
This paper focuses on two distinct pedagogical plateaus: helping the
returning adult regain past musical skills; and, enabling the adult
student
to achieve the level of ability required for completion of a successful
audition at a university-level music conservatory.
Advisor
Riley, Carole.
Entry Month
9701. Revised: 970131.
<30>
Accession Number
ADGMM11225
Author
Gwin, Thomas Harvey.
Title
PERCEPTIONS OF FIRST-YEAR COLLEGE PREPARATORY STUDENTS AT RED DEER COLLEGE
(ALBERTA).
Institution
Masters Thesis (M.ED.)--UNIVERSITY OF ALBERTA (CANADA). 1994. 171p.
Source
Masters Abstracts International. Volume: 35-01, page: 0038.
Subject Headings
Education, Higher
Education, Guidance and Counseling
Abstract
The view of adults as autonomous individuals who prefer self-directedness
in
their learning has long been advocated by Malcolm Knowles and other
supporters of andragogy. However, others, including Stephen
Brookfield, feel that many adults enter formal learning dependent on the
instructor, either unable or unwilling to design their own learning
activities. This study attempted to test the andragogical assumptions
about
adult learners at the college preparatory level.
The study describes the initial stressors, preferred instructional
techniques, and beneficial services and information from the students'
perspective. As the term progressed, students reported that stress was
replaced to some extent by increased self-confidence, self-reliance, and
objectivity. Students consistently reported a preference for active
learning
techniques, and described other helpful instructional techniques and
instructor characteristics.
The study found that Canadian college preparatory students are not
self-directed, according to Knowles' criteria, citing lack of knowledge
and
time. These findings concur with the situational dependency view
described
by Pratt (1988), and Merriam and Caffarella (1991). However, participants
exhibited some traits which indicate the potential for self-directedness
in a
different, instructional milieu. (Abstract shortened by UMI.).
Advisor
Small, J M.
ISBN
0-612-11225-X
Entry Month
9701. Revised: 970131.
<31>
Accession Number
ADG9701475
Author
Berry, Andrew Jonathan.
Title
THE EFFECTS OF PEER TUTORING ON ADULT STUDENTS IN REMEDIAL ALGEBRA AT AN
URBAN COMMUNITY COLLEGE.
Institution
Thesis (PH.D.)--NEW YORK UNIVERSITY. 1996. 237p.
Source
Dissertation Abstracts International. Volume: 57-08, Section: A, page:
3433.
Subject Headings
Education, Mathematics
Education, Adult and Continuing
Education, Community College
Abstract
This study examines the effects of peer tutoring on adult students of
remedial algebra at a large urban community college. The researcher
sought
primarily to determine whether adult students in peer tutoring sections of
Basic Mathematics II (high school algebra) achieved at a different level
than
adult students in traditional lecture sections. The researcher also
sought
to determine how mathematics anxiety and attitude towards mathematics were
affected by the peer tutoring intervention. Additionally, the data
gathered
on anxiety and attitude were analyzed by gender and by ethnicity.
Two complete studies were undertaken, one in the college's six-week
semester,
and the other in the twelve-week semester so that the researcher could
obtain
some idea of how the duration of treatment affects the dependent variables
achievement, anxiety, and attitude. In each semester, six Basic
Mathematics
II classes were studied, three peer tutoring sections and three
traditional
lecture sections. The students registered for the sections through normal
registration procedures unaware that some sections were to be conducted
using
the Peer Tutoring method. Hence, the two groups were representative of
adult
students studying remedial algebra at a large, urban community college.
Pre-
and posttests were given to all students at the beginning and end of each
class. These tests gathered data on achievement, mathematics anxiety,
attitude towards mathematics, and ethnographic data. The theoretical
framework of this study was derived primarily from Knowles' theory of
andragogy.
Advisor
Wright, Christina.
Entry Month
9612. Revised: 961227.
<32>
Accession Number
ADG9700367
Author
Saucier, Claudia Anne.
Title
A MULTIPLE CASE STUDY OF THE DEVELOPMENT OF A TRAINING PROGRAM FOR
MICROENTERPRISE PROGRAM PARTICIPANTS IN SOUTHEAST LOUISIANA (SELF
EMPLOYMENT).
Institution
Thesis (ED.D.)--UNIVERSITY OF ARKANSAS. 1996. 105p.
Source
Dissertation Abstracts International. Volume: 57-08, Section: A, page:
3362.
Subject Headings
Education, Adult and Continuing
Education, Business
Education, Vocational
Abstract
The purpose of this study was to conduct multiple case studies in order to
develop a relevant training program for participants of a microenterprise
program in southeast Louisiana. There is conflicting literature on
whether
or not to offer a training component. Also, when training is offered,
there
is no research-based training model. This study attempted to determine a
relevant training program through the use of the case study method.
The research question was: What is a relevant training program for MEP
group
participants? Subquestions included: (1) What training methods and topics
are
included in other United States MEP programs? and (2) What are differences
between a MEP participant's perceived and actual training needs?.
Malcolm Knowles' Theory of Andragogy was used to guide this
research study. Multiple case studies of training methods for MEP program
participants produced data that were coded and analyzed to reveal a
relevant
MEP training program. Gathering data from national MEP program
questionnaires, advisory board input, orientation session evaluation, and
a
focus group interview provided information for the development of the
structured training program curriculum. The second method was an
on-demand
training program whereby individuals provided input after each training
session as to their training needs for the next session. A written
evaluation was completed by each participant after each training session,
providing additional documentation of training needs and feedback of the
training program. A final interview was conducted with four group members
to
reveal their overall evaluation of the program.
Analysis of the data through coding produced a paradigm model. The
grounded
theory resulting from this study suggests that the facilitator needs to
teach
the program participants what they need to know, rather than what they
perceive they need to know. Program participants retain more information
as
they experience the hands-on group participation and development of their
individualized business plan. Therefore, a relevant training program for
microentrepreneurs is a structured program where the facilitator assists
the
learner in becoming aware of the need to know, offers peer support, and
focuses on the development of one's business plan.
Advisor
Lyle, Buel R.
Entry Month
9612. Revised: 961227.
<33>
Accession Number
ADG9631856
Author
Mulholland, David Andrew Charles.
Title
CHARACTERISTICS OF ADULT LEARNING AND THE ENVIRONMENT IN TEACHING: A
COMPARATIVE STUDY OF FACULTY AND STUDENTS IN RESIDENTIAL AND EXTENSION
THEOLOGICAL STUDY.
Institution
Thesis (ED.D.)--TRINITY EVANGELICAL DIVINITY SCHOOL. 1996. 291p.
Source
Dissertation Abstracts International. Volume: 57-05, Section: A, page:
1938.
Subject Headings
Education, Adult and Continuing
Education, Religious
Abstract
Since Knowles popularised the concept of andragogy increased
attention has been focussed on adult education, including the educational
requirements of young adults who return to the classroom.
Recent developments in New Zealand education, initiated by the government,
have allowed tertiary institutions, including The Bible College of New
Zealand, to offer nationally recognised degrees, traditionally the
exclusive
prerogative of the universities.
Bible College caters for returning students, offering a variety of courses
centred around theology. The traditional residential courses, in recent
years, have been supplemented by courses for part-time students undertaken
at
a number of regional training centres.
In this context a descriptive study was undertaken to ascertain the
congruity
of student and faculty perceptions of learning styles and learning
environments. The instruments used were a researcher created Perceptions
Regarding Student Questionnaire to assess understandings about the
characteristics of young adults, the Principles of Adult Learning Scale to
investigate faculty teaching styles, and the Adult Classroom Environment
Scale to examine the social environment of the classroom.
All full-time faculty at the residential and branch colleges were
surveyed,
as well as full-time residential students and part-time students at two
branch colleges. This gave a total sample of 24 faculty, 146 full-time
students, and 24 part-time students. Respondents completed similar
surveys
so comparisons could be made with the two tailed t-test used to ascertain
the
degree of difference.
Although some significant differences between students groups were noted
essentially they agreed regarding their own characteristics, style of
teaching received, and the nature of the classroom environment. Faculty
also
demonstrated a homogenous body of opinion.
A comparison of faculty and student views indicated that similar views
were
held regarding young adult characteristics and style of teaching, but
different views of the classroom environment. Overall both students and
faculty indicated a preference for teacher dominated, rather than student
centred programmes.
The largely North American literature base suggests that greater
differences
between faculty and student views would have been expected. Conclusive
reasons for the similarity were not established but could include
cultural,
expectation, and experiential differences held by New Zealand theological
students.
Advisor
Ward, Ted.
Entry Month
9609. Revised: 960927.
<34>
Accession Number
ADG9631348
Author
Tate, Michael Jerome.
Title
THE RELATIONSHIP BETWEEN EDUCATIONAL ORIENTATION AND ADULT DEVELOPMENT: A
STUDY OF COOPERATIVE EXTENSION SERVICE EDUCATORS.
Institution
Thesis (PH.D.)--MICHIGAN STATE UNIVERSITY. 1996. 232p.
Source
Dissertation Abstracts International. Volume: 57-05, Section: A, page:
1940.
Subject Headings
Education, Adult and Continuing
Education, Agricultural
Education, Educational Psychology
Abstract
This study investigated the educational orientation held by field-based
extension educators, and the relationship between the educational
orientation
held by field-based extension educators and their development as adults.
Personal characteristics of field-based extension educators were examined
in
relationship to educational orientation and adult development. The focus
of
this research was to find out if there is a relationship between the
educational orientation and adult development of field-based extension
educators.
Three hundred nine field-based extension educators were asked to respond
to a
three part mailed questionnaire. The responses from 235 questionnaires
were
used to generate the data for this study. Means were calculated for
educational orientation and adult development. T-tests and Pearson's
product
moments correlation coefficient were used in the data analyses.
The respondents were 47.23 percent women and 52.77 percent men. The mean
age
for all the respondents was 43.45 and the standard deviation was 9.12.
The findings showed that field-based extension educators were moderately
oriented toward pedagogy and andragogy. Their orientation
was more towards andragogy and strongest among women.
Respondents who viewed themselves in a stage of life transition were more
andragogically oriented than respondents in a stable life stage. No other
significant relationships were found between educational orientation and
personal characteristics.
The adult development mean scores were high for all respondents. These
scores indicate a predominance of positive psychosocial development
attributes. Women scored highest among the eight psychosocial development
stages and the aggregate stage. There were four significant relationships
between adult development and personal characteristics. Respondents who
possessed the highest adult development mean scores: (1) were older; (2)
were
female; (3) were in a stable life stage; and (4) had teaching experience.
There is a relationship between educational orientation and adult
development. Field-based extension educators who have the highest
orientation toward andragogy have strong adult development
attributes.
This research proved that field-based extension educators do possess
assumptions about learners which can differentiate them as pedagogues and
andragogues. Also, there is a relationship between the educational
orientation held by field-based extension educators and their development
as
adults.
Entry Month
9609. Revised: 960927.
<35>
Accession Number
ADG9625662
Author
Naito, Marilyn.
Title
A STUDY OF THE ANDRAGOGICAL/PEDAGOGICAL EDUCATIONAL ORIENTATION OF
ACADEMIC
BIBLIOGRAPHIC INSTRUCTION LIBRARIANS (ANDRAGOGY, PEDAGOGY,
ACADEMIC LIBRARIANS).
Institution
Thesis (PH.D.)--THE FLORIDA STATE UNIVERSITY. 1996. 217p.
Source
Dissertation Abstracts International. Volume: 57-04, Section: A, page:
1368.
Subject Headings
Library Science
Education, Adult and Continuing
Abstract
This study examined the educational orientation of academic bibliographic
instruction librarians to identify whether they relate to andragogical or
pedagogical statements. The Hadley Educational Orientation Questionnaire
(EOQ) and a demographic questionnaire were used to collect data from a
random
sample of members of the Association of College and Research Libraries'
Bibliographic Instruction Section. The data was analyzed using the chi
square goodness of fit test. The data was also analyzed to reveal
orientations within the six dimensions of the EOQ: Purpose of Education,
Nature of Learners, Characteristics of Learning Experience, Management of
Learning Experience, Evaluation, and Relationships: Educator/Learner and
Among Learners.
As a result of the analysis it was possible to conclude respondents were
more
andragogic than pedagogic; female respondents were more andragogic than
males; years of teaching may have some bearing on orientation; those with
Ph.D.s in Library Studies may be more pedagogic in some dimensions than
are
others but are overall andragogic; those teaching short format courses are
more andragogically oriented; those using videos to teach may be more
pedagogical; those with any type of education coursework are more
andragogic
than others; those not currently teaching are more pedagogic; those
teaching
in institutions with enrollments of 1,001 to 11,000 are more pedagogic;
those
teaching classes with 16-30 students are more andragogic; and those
teaching
at institutions with less than 1,000 students or more than 11,000 students
are more andragogic.
Based on the findings it was recommended that bibliographic instructors
teaching credit courses may need to incorporate andragogical techniques;
male
bibliographic instructors may need to incorporate more andragogical
methods;
those planning to be bibliographic instructors to should take some courses
in
the Education department and, where possible, keeping BI classes in the
16-30
range may promote a more andragogical experience.
Recommendations for further study are also given.
Advisor
Blazek, Ronald D.
Entry Month
9608. Revised: 960830.
<36>
Accession Number
ADGNN07877
Author
Brown-Tremblay, Paulette C.
Title
EDUCATIONAL CLIMATE IN A NATIVE EMPLOYMENT PREPARATION PROGRAM: THE
PERCEPTIONS OF NATIVE LEARNERS (NATIVE CANADIANS).
Institution
Thesis (PH.D.)--UNIVERSITY OF OTTAWA (CANADA). 1995. 253p.
Source
Dissertation Abstracts International. Volume: 57-04, Section: A, page:
1437.
Subject Headings
Education, Adult and Continuing
Education, Vocational
Education, Reading
Abstract
In Canada, many undereducated Native adults have not experienced positive
educational climates in formal education systems. In fact, a high
percentage
of Native people have dropped out of the educational process prior to the
completion of grade twelve to join the ranks of the undereducated and
unemployed. This has created a pressing need to focus on Native literacy
and
the creation of positive learning environments which encourage Native
adults
to excel in educational settings.
The purpose of this exploratory, qualitative research was to describe and
analyze the salient factors in a Native literacy program which created an
optimal educational climate for Native adult learners. As a research
construct, educational climate relates to the total environmental quality
in
a learning facility as perceived by the participants. To focus and guide
the
data collection and analysis processes, a conceptual framework of
educational
climate was developed. Operationally defined, educational climate
includes
five major dimensions: learner milieu, instructional environment, social
environment, cultural environment, and learner outcomes.
The Employment Preparation Program, which was delivered by staff of the
Grand
River Polytechnical Institute and located on the Six Nations Reserve in
Canada, was the research site selected for the study. The program was
community based and administered by Native staff for Native adult
learners.
Data were collected at the site over a continuous nine week period which
started in September 1994 and ended in November 1994. Eight program
learners
participated in level one and eleven learners participated in level three;
level one was six weeks in length while level three was seven and a half
weeks long. A data reduction analysis approach was used as a means to
process research findings. Miles and Huberman (1994) indicated that this
approach "refers to the process of selecting, focusing, simplifying,
abstracting, and transforming the data that appear in written-up field
notes
or transcriptions" (p.10). Data were analyzed individually and then
across
participant perspectives. Research findings were compared to the basic
tenets of three alternative adult learning frameworks:
andragogy, proficiency, and whole language.
The findings of the study indicated that the cultural environment of
educational climate was the key dimension which contributed to an optimal
learning environment for Native literacy learners. The cultural
environment
components which emerged as influential included values, cooperation, and
supportiveness. The findings relating to the learner milieu and learner
outcomes are presented in the form of rich, narrative descriptions using
the
words of the Native adult learners. When the results were compared to the
humanistic, holistic, and learner-centred frameworks of
andragogy, proficiency, and whole language, research
findings confirmed many of the tenets of these frameworks. Furthermore,
the
findings indicated that the program participants perceived the Employment
Preparation Program to be one which was characterized as humanistic,
learner-centred, holistic, and empowering.
Future research needs to replicate the study to examine educational
climate
in different settings with participants from the same ethnic group to
confirm
the findings. Furthermore, the study may be replicated using different
ethnic groups in order to generate comparative findings. There is also a
need to refine the focus of educational climate to determine how the
different components and elements of the social, instructional, and
cultural
environments interact to create a quality environment. (Abstract
shortened
by UMI.).
Advisor
Taylor, Maurice.
ISBN
0-612-07877-9
Entry Month
9608. Revised: 960830.
<37>
Accession Number
AAI9612934
Author
Lesniak, Stephen L.
Title
ACTIVE LEARNING AND OTHER TEACHING ACTIVITIES AS PERCEIVED BY PART-TIME
FACULTY AND STUDENTS IN A PROFESSIONAL DEGREE PROGRAM DESIGNED FOR ADULT
LEARNERS.
Institution
Thesis (ED.D.)--UNIVERSITY OF LA VERNE. 1995. 196p.
Source
Dissertation Abstracts International. Volume: 57-01, Section: A, page:
0127.
Subject Headings
Education, Higher
Abstract
Purpose. The purpose of this study was (1) to describe the types of
teaching
activities that were used by part-time faculty in programs designed for
the
adult learner and (2) to describe faculty and student perceptions of the
effectiveness of the various teaching activities. Of particular interest
was
the amount of course time devoted to the lecture as compared to
active-learning activities.
Methodology. Descriptive research was employed. One hundred and
thirty-one
courses taught during the Winter 1995 term at the University of La Verne's
School of Continuing Education were surveyed (131 part-time faculty and
1430
adult students). At the conclusion of the course, faculty and students
indicated the percentage of course time that was allocated to eight
different
teaching activities (e.g., lecturing, class discussions, simulations).
They
also indicated the perceived effectiveness of each of these activities.
The
unit of analysis was the course--the instructor's response and the mean
response of the enrolled students.
Findings. (1) Lecturing occurred 46% of the time in undergraduate courses
and 34% in graduate courses. Active learning occurred approximately 32%
of
course time for both levels. (2) Faculty and students had very similar
perceptions about the course activities and their perceived effectiveness.
(3) Different types of teaching activities were employed in courses from
different academic levels and from different academic disciplines. (4) No
difference was found in the teaching activities used by faculty
categorized
by type (Gappa and Leslie 1993) but there were differences in the
perceived
effectiveness of the activities.
Conclusions. (1) The adult learning literature (andragogy)
supports the use of active-learning activities as a way to value and
utilize
the rich experiences that adults bring to the classroom. A number of
factors
were suggested as reasons why the part-time faculty at this institution
embrace active-learning activities. (2) The high agreement between
faculty
and students about the degree of use and the perceived effectiveness of
the
different teaching activities supports the validity and reliability of
end-of-course student ratings of instruction. These results should be
generalized cautiously because a single institution was utilized in this
study.
Advisor
Der-Karabetian, Aghop.
Entry Month
9606. Revised: 960628.
<38>
Accession Number
AAI9608678
Author
Holmes, Sharon Nevins.
Title
CREATIVITY IN THE MARKETING EDUCATION CLASSROOM: A SEMIOTIC
PHENOMENOLOGICAL
STUDY.
Institution
Thesis (PH.D.)--THE UNIVERSITY OF WISCONSIN - MADISON. 1995. 232p.
Source
Dissertation Abstracts International. Volume: 57-01, Section: A, page:
0080.
Subject Headings
Education, Business
Business Administration, Marketing
Education, Vocational
Abstract
This research examined the creative pedagogy/andragogy
experiences of marketing educators. While creativity has been
investigated
in business and in education, this study adds to those studies by focusing
on
the existential perspective of marketing educators. The study used a
qualitative semiotic phenomenological methodology. Individual, in-depth
interviews were conducted with Marketing Education Association award
winners
in the State of Wisconsin.
The study's methodology was based on a semiotic phenomenological
methodology
consisting of a three-step process of description, reduction, and
interpretation. Through the interrelationship of the three steps, I
produced
a definition of creativity as a lived experience by the marketing
educator.
From the full transcripts I identified themes and then further reduced
these
themes to three core themes framing my definition of the phenomenon.
Three major interrelated themes of Freedom, Enlivenment, and
Reconstructive
Synthesis were reduced from the syntagmatic and paradigmatic clusters
identified earlier. The definition was formulated by reflecting on the
revelatory phrases used by the participants in the interviews which gave
insights into the lived meaning of experiencing creative
pedagogy/andragogy in the marketing education classroom.
The definition of the marketing educator's experience of creative
pedagogy/andragogy is: Through continuing
self-reconstruction as a living example of creativity, the marketing
educator
helps students become people who can freely express their creativity.
Implications for the field of marketing education are included. These
implications are directed toward marketing educators, marketing education
professional organizations, and general education as it impacts the field
of
marketing education.
Advisor
Knox, Alan B.
Entry Month
9606. Revised: 960628.
<39>
Accession Number
AAINN02824
Author
O'Connell, Kathleen M.
Title
TAGORE AS EDUCATOR: SETTING, STRATEGY AND METHOD (TAGORE, RABINDRANATH,
SANTINIKETAN, INDIA).
Institution
Thesis (PH.D.)--UNIVERSITY OF TORONTO (CANADA). 1995. 365p.
Source
Dissertation Abstracts International. Volume: 56-12, Section: A, page:
4905.
Subject Headings
History, Asia, Australia and Oceania
Education, History of
Biography
Abstract
The subject of this thesis is the educational experiment at Santiniketan
of
Rabindranath Tagore. The organization of the study revolves around
Rabindranath's statement that the growth of Santiniketan represents the
growth of his own life. In examining the validity of this statement, the
study furthers existing scholarship on his educational theory and practice
in
several ways: (a) by providing a more detailed account of the shaping of
the
Tagore family ethos and its effect upon Rabindranath's educational model
at
Santiniketan; (b) by connecting Tagore's educational experiment to other
alternative educational models within in India and outside; (c) by a
detailed
account of the changes which took place in the history of the ashram
school
in relation to historical events and Tagore's experiences; (d) by relating
aspects of Tagore's artistic personality and his philosophical thought to
the
educational practices which were developed at Santiniketan; (e) by
situating
Tagore's educational theory within a historical and contemporary global
setting.
Chapter One traces nineteenth century socio-religious, literary,
educational
and nationalist currents in Bengal--as they were experienced through the
Tagore family. Chapter Two delineates nineteenth century models of
education
within India and discusses Tagore's connections with other educational
reformers. Chapter Three examines the Brahmacharyashram from 1902 through
1920 and traces the changes which occurred in Tagore's thinking during
this
period. Chapter Four explores some of the central concepts which
characterize Rabindranath's thought as a whole and the way in which these
concepts are reflected in the structure and methods of his school.
Chapter
Five discusses the evolution of Visva-Bharati within the context of
Tagore's
foreign travels and the Non-cooperation movement. Chapter Six examines
Tagore's concept of rural reconstruction at Sriniketan. Chapter Seven
discusses Tagore's educational thought within the framework of global
educational thought. Finally, it discusses Tagore's work in terms of
"Pedagogy" and "Andragogy" as set forth by a contemporary
leading North American educator, Malcolm Knowles.
Advisor
Israel, Milton.
ISBN
0-315-02824-0
Entry Month
9604. Revised: 960426.
<40>
Accession Number
AAI9608002
Author
Mcmasters, Bobby Lowell.
Title
EFFECTS OF ANDRAGOGICAL METHOD OF INSTRUCTION ON ENGINEERING STUDENT
PERFORMANCE AND RETENTION IN THE FIRST YEAR.
Institution
Thesis (ED.D.)--UNIVERSITY OF ARKANSAS. 1995. 232p.
Source
Dissertation Abstracts International. Volume: 56-11, Section: A, page:
4294.
Subject Headings
Education, Higher
Education, Curriculum and Instruction
Engineering, Mechanical
Abstract
Purpose of this research was to determine if the andragogical method of
instruction had a significant impact on the retention rates of first-year
University of Arkansas mechanical engineering students. Dr. Malcolm S.
Knowles (1990) defines andragogy as a theory of adult
learning that incorporates the individual learners need to know,
self-concept, experience, readiness to learn, and motivation to learn. A
review of literature limited to the andragogical theory and its
applications
in a university setting provides background on concepts, principles, and
practical computer applications.
The study was conducted between July 1994 and May 1995. Data for the
study
were obtained from responses to a questionnaire entitled the Computer
Skills
and Opinion Inventory (CSOI). An Analysis of Covariance (ANCOVA)
statistical
design with a post-hoc Scheffe secondary test was used to determine among
group differences.
The study found the treatment did not have a significant effect on the
dependent retention variable stayed in school. Although the stayed in
school
retention percentage for the experimental group was higher than the
comparison or control groups, the retention percentage was not
significantly
higher. For the dependent retention variable same major (students who
stayed
in school for the 1995 spring semester and kept their original 1994 fall
semester major) a significant difference among groups was found. Post-hoc
Scheffe analysis found no two groups were significantly different.
Although
the experimental treatment had an overall significant effect in
combination
with the comparison and control groups, (same major retention rates were
higher), the experimental treatment did not produce significantly higher
same
major retention rates.
For the first semester after the treatment, no significant difference
among
groups in combination with the covariates was found for students
completing
the 1995 spring semester and enrolling for the 1995 fall semester.
Although
the stayed in school and same major retention percentages for the
experimental group were again higher than the comparison or control
groups,
the retention percentages were not significantly higher.
Advisor
Herrington, Gordon R.
Entry Month
9603. Revised: 960329.
<41>
Accession Number
AAI9606680
Author
Thomas, Major E, Jr.
Title
FACILITATING ADULT LEARNING THROUGH THE EDUCATIONAL OPPORTUNITY CENTER
PROGRAM OF THE STATE UNIVERSITY OF NEW YORK.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1995. 397p.
Source
Dissertation Abstracts International. Volume: 56-11, Section: A, page:
4250.
Subject Headings
Education, Adult and Continuing
Abstract
This dissertation employed a qualitative case study method to examine the
extent to which the major concepts of adult education
(andragogy), as identified by significant authors of the
field, are reflected in continuing educational programs of higher
education.
The collaborative project consisted of researchers, working in a peer
relationship, who are practitioners of adult education. While the nine
individuals in the group pursued their own studies, deriving individual
findings, recommendations and conclusions, the other processes including
the
establishment of the methodology, study of background materials,
development
of the research instruments were carried out by the group. Specifically,
this particular study examined the perceptions of key personnel of the
Educational Opportunity Center Program (EOCP) of the State University of
New
York regarding their: (1) Knowledge of; (2) Experience with; (3) Attitudes
toward; and (4) Problems and Issues with Andragogy. The
Educational Opportunity Center Program was created as the University's
main
effort on behalf of poor, educationally underprepared, and primarily urban
individuals who seek basic educational and occupational training for job
or
college placement. Further, the study attempted to clarify whether there
existed a relationship between the program personnel's espoused theory and
practice. On the basis of the information gathered from all of the above
activities, the study draws conclusions and makes recommendations for
consideration by the institution, fields, including future researchers.
Advisor
Fey, Philip.
Entry Month
9603. Revised: 960329.
<42>
Accession Number
AAI9600105
Author
Meek, Tequecie Veloria.
Title
AN EVALUATION OF THE PEDAGOGICAL AND ANDRAGOGICAL MODELS UTILIZED IN
TEACHING
BUSINESS-RELATED COURSES TO ADULT LEARNERS.
Institution
Thesis (ED.D.)--EAST TEXAS STATE UNIVERSITY. 1995. 127p.
Source
Dissertation Abstracts International. Volume: 56-09, Section: A, page:
3416.
Subject Headings
Education, Adult and Continuing
Education, Higher
Education, Business
Abstract
Purpose of the study. The purpose of this study was to evaluate
instructional methodologies (pedagogy and andragogy) used in
teaching business related courses to adult learners. Sub-purposes of this
study were: (1) to identify the academic and job related qualifications of
incumbent directors and instructors of adult/continuing education
programs;
(2) to identify the perceptions of learning principles (instructional
methodologies) used by incumbent directors and instructors in various
educational settings; (3) to identify the types and scope of institutional
support services deemed necessary by directors, instructors, and adult
learners; (4) to compare the attitudes of instructors in various
educational
settings as they relate to teaching adult learners; (5) to compare the
adult
learners' perceptions of instructional methodologies (learning principles)
used in various educational settings; and (6) to compare adult learners'
level of personal satisfaction in the courses taken.
Procedure. Five independent school districts, eight junior/community
colleges, and four 4-year/senior colleges were included in this study.
Data
were collected by administering two survey instruments. Five research
questions and seven research hypotheses were formulated to explore the
purpose and sub-purposes of this study. In testing the research
hypotheses,
chi square was used to examine the frequency of the data collected and to
determine whether there were significant differences in the backgrounds,
qualifications, and instructional methodologies of the directors and
instructors involved in adult/continuing programs and whether there were
significant differences in the adult learners' perceptions and preferences
in
teaching methods. Significance was tested at the.05 and.01 levels.
Findings. No significant differences were found in testing the
hypotheses;
therefore, all hypotheses were retained. In comparison with previous
research, the findings in answering the research questions were mixed.
Conclusions. It was concluded that directors and instructors in adult
education programs were qualified academically and through job-related
experiences to direct and teach in adult education programs; that both
pedagogical and andragogical instructional methods were used and preferred
by
both directors and instructors; and that adult learners had mixed feelings
concerning their levels of satisfaction with the non-credit courses taken.
Advisor
Mahoney, V l Mike.
Entry Month
9601. Revised: 960202.
<43>
Accession Number
AAI9540241
Author
Deweese, Kay Allard.
Title
PREDICTORS OF HEAD START PARENT EDUCATORS' USE OF COLLABORATIVE
FACILITATION.
Institution
Thesis (PH.D.)--PURDUE UNIVERSITY. 1995. 186p.
Source
Dissertation Abstracts International. Volume: 56-07, Section: A, page:
2526.
Subject Headings
Education, Adult and Continuing
Education, Early Childhood
Abstract
The current paradigm in parent education supports a collaborative mode of
interaction between teacher and learner. This approach in parent
education
is consistent with andragogy, a theory of practice of adult
learning. This study examined possible predictors of collaborative
facilitation which were drawn from the educational literature relevant to
teacher control issues. A sample of 183 Head Start Parent Involvement
Coordinators from 14 states in the Midwest completed and returned a survey
designed to gather information about their beliefs and practices.
Nineteen
of the coordinators participated in a telephone interview.
Multiple regression analyses were conducted to examine the relationship of
teachers' beliefs about parent education, teachers' sense of personal and
teaching efficacy, and teachers' orientation toward interpersonal control
to
the frequency of reported use of collaborative practices in conducting
parent
education programs.
The results indicated that beliefs about parent education identified as
collaborative, a sense of personal efficacy in conducting parent
education,
and training in group leadership predicted the use of collaborative
practices
among the Head Start parent educators. Neither coordinators' level of
education nor teachers' orientation to control in interpersonal relations
were predictive of use of collaboration. Implications for practice and
further research are discussed.
Advisor
Powell, Douglas R.
Entry Month
9511. Revised: 951204.
<44>
Accession Number
AAI9539802
Author
Fitchue, M Anthony.
Title
SITUATING THE CONTRIBUTIONS OF ALAIN LEROY LOCKE WITHIN THE HISTORY OF
AMERICAN ADULT EDUCATION, 1920-1953.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1995. 512p.
Source
Dissertation Abstracts International. Volume: 56-07, Section: A, page:
2586.
Subject Headings
Education, History of
Education, Adult and Continuing
Black Studies
Abstract
Despite the contributions of African American adult educators such as
Alain
LeRoy Locke, Booker T. Washington, Ambrose Caliver and George Washington
Carver who represent the Black past of adult education, the educational
activities of African American adult educators as organizers, teachers and
activists have been generally overlooked. In particular, Alain LeRoy
Locke's
ideas regarding the unique insights, learning style and cultural needs of
African American adults remain obscure, or unknown to most adult educators
in
the profession due to the omission from adult education histories. Thus,
Locke's ideas have not been readily available to contribute to, influence
or
make an impact on the practice of adult education. This presents a
problem
of practice as well as one of historical omission. By ignoring Black
adult
educators, such as Alain Locke, and by ignoring their unique cultural and
ethnic experience, most adult education histories fail to properly convey
the
sweeping scope of competing economic, cultural, technological and
historical
forces that erupted during the 1920s, 1930s and 2940s, which reflected not
only racial antagonism but also class, caste and color conflict. In
addition, Malcolm Knowles' widely read assumptions involving
andragogy do not deal with the significance or impact that
key historical events may have had on the development of Black adults and
a
unique learning style which Locke took into consideration during this
period.
To address this general problem of historical omission, this study
reviewed
the narrow parameters of adult education history from 1920 to 1941,
focusing
on the important influence of the Carnegie Corporation as the parent
organization of the American Association of Adult Education (AAAE).
Within
this larger context, the development of Black adult education from
1941-1953
was reviewed and assessed by a panel of eight scholars-participants
against a
backdrop of a unique cultural and ethnic experience reflecting not only
the
continuing racial antagonism but also class, caste and color conflict.
The researcher chose a historical approach for the first part of this
study
which focused on the contributions of a historical rather than a
contemporary
thinker. In addition to the historical approach, eight
scholar-participants
were also interviewed to get their perspectives and judgements regarding
the
significance of Locke's contributions to adult education. Given the
dimension and nature of this study, these two approaches were chosen as
the
primary data collection methods. Data collection was accomplished
utilizing
document analysis, interviews and historical analysis.
Advisor
Loughlin, Kathleen.
Entry Month
9511. Revised: 951204.
<45>
Accession Number
AAI9532181
Author
Graff, Bonnie Mauger.
Title
EXPRESSION OF LEARNING NEEDS AND TEACHING PROVIDED DURING POST ABDOMINAL
HYSTERECTOMY CONVALESCENCE.
Institution
Thesis (PH.D.)--UNIVERSITY OF PENNSYLVANIA. 1995. 144p.
Source
Dissertation Abstracts International. Volume: 56-06, Section: B, page:
3126.
Subject Headings
Health Sciences, Nursing
Education, Adult and Continuing
Health Sciences, Medicine and Surgery
Health Sciences, Obstetrics and Gynecology
Abstract
The purpose of this study was to determine the learning needs expressed by
women who experienced an abdominal hysterectomy and the teaching provided
these women by advanced practice nurses. The women were followed from one
to
two days post-surgery until eight weeks post-hospital discharge. The data
for this study were collected as part of a larger research program grant
on
early discharge and nurse specialist care at the University of
Pennsylvania
School of Nursing from 1988 to 1991. One of the three original studies
investigated Early Discharge and Nurse Specialist Follow up Care of Women
Having Hysterectomies. The women were followed by advanced practices
nurses
and received hospital visits, home visits, and telephone contacts. An
integration of Orem's Self-Care Framework and Knowles'
Andragogy Theory of adult learning was used to guide this
study.
The sample consisted of 56 nursing process recordings kept for the early
discharge patients. The secondary analysis of content included the
process
recordings of women who had a hysterectomy for benign or pre-cancerous
reasons. The process recordings were coded for expressed learning needs,
and
teaching provided by the advanced practice nurses. There were 1597
learning
needs identified. To summarize, the learning needs were placed into 83
lower
level categories according to their similarities and differences. The
lower
level categories were further collapsed into 14 higher level categories.
The
most frequent higher level learning needs were issues surrounding the
women's
incision and women's activity level. Teaching was provided 6014 times.
The
teaching provided was placed into 95 lower level categories and further
collapsed into 17 higher level categories. The most frequently taught
items
were issues surrounding activity levels, the role of the advance practice
nurse in the study, and women's incisions. When possible, examination of
paired learning needs categories and teaching provided categories were
conducted. In 57 of the 65 learning/teaching pairs relationships were
found
to be non-significant (p $<$.05). These findings suggest that the
teaching
was provided at the time the learning needs occurred.
Advisor
York, Ruth.
Entry Month
9511. Revised: 951204.
<46>
Accession Number
AAI9530511
Author
Cline, Beth M.
Title
THE RELATIONSHIP OF THE EDUCATIONAL ORIENTATION OF SELECTED HIGH SCHOOL
PRINCIPALS IN ACCREDITATION LEVEL THREE SCHOOL DISTRICTS AND THEIR
PERSONALITY PREFERENCES (MISSISSIPPI).
Institution
Thesis (ED.D.)--DELTA STATE UNIVERSITY. 1995. 59p.
Source
Dissertation Abstracts International. Volume: 56-05, Section: A, page:
1592.
Subject Headings
Education, Administration
Education, Adult and Continuing
Psychology, Personality
Abstract
The purpose of this study was to examine the relationship between the
personality preferences of selected high school principals in Mississippi
State Department of Education accreditation level three school districts
with
their pedagogical or andragogical orientation of education. The
Educational
Orientation Questionnaire (EOQ) was used in the study to measure the
propensity of the high school principal toward pedagogy or
andragogy. The Myers-Briggs Type Indicator (MBTI) was used
to measure the personality preferences of the high school principal.
Demographic data were collected from the high school principals.
Variables
included age, sex, degree level, and Class A certification area. Sex was
not
included as a variable in the data analysis since all respondents were
male.
Data from the descriptive survey were analyzed using a stepwise multiple
regression analysis. A finding was that no significant relationship
existed
between the personality preferences of the high school principals and
their
educational orientation. Descriptive analysis did indicate that the MBTI
variable Thinking (T) occurs in the first position in 20 percent of the
administrators with Judging (J) in the second position 24 percent of the
time. Judging (J) occurs 27 percent of the time in the first position and
Thinking (T) in the second position 31 percent of the time. Twenty
percent
of the participants had the personality preference attributed to leaders
in
successful organizations. Of the remaining principals, 29 percent had the
Thinking/Judging profile somewhere in their personalities. Therefore, 49
percent of the principals had the profile of Thinking/Judging. The
results
of the EOQ suggest that the high school principals assessed are more
pedagogically than andragogically oriented. Data from the principals
indicate no significant relationships existed between the Educational
Orientation Questionnaire and the independent variables age, degree level,
and Class A certification area. Perhaps a study utilizing other high
school
principals is warranted to determine whether a larger percentage of the
profiles are consistent with the research on leaders of successful
organizations.
Advisor
Weare, Jane L.
Entry Month
9510. Revised: 951026.
<47>
Accession Number
AAI9519578
Author
Nilipour, Amir H.
Title
THE EXTENT OF AGREEMENT WITH ANDRAGOGY AND ADULT LEARNING
CHARACTERISTICS AMONG SELECTED FACULTY OF HIGHER EDUCATIONAL INSTITUTIONS
IN
SOUTHERN CALIFORNIA.
Institution
Thesis (ED.D.)--PEPPERDINE UNIVERSITY. 1994. 693p.
Source
Dissertation Abstracts International. Volume: 56-01, Section: A, page:
0061.
Subject Headings
Education, Adult and Continuing
Abstract
Statement of the problem. Adult education's future will be forged by
economical and societal needs and the changing nature of the adult
population. Reviews of existing adult education strategies indicate the
need
for new approaches to successfully meet tomorrow's needs (Best & Eberhard,
1990).
Andragogical technique is the prevailing school of thought in adult
learning.
Yet it is not known to what extent faculty practice its principles.
Purposes. This dissertation's purposes were to assess the extent of
agreement with the concepts and assumptions of andragogy,
adult learning and adult learner characteristics, effective instructional
strategies characteristics, and effective faculty development and/or
training
strategies among faculty within selected higher educational institutions
in
Southern California.
Methodology. This study used descriptive methodology for data collection
and
analysis. Using a ranked Likert scale and a literature review, the
researcher developed a survey instrument, which was validated by a panel
of
experts and then disseminated. It had a return rate of 31.2%. Absolute
and
relative frequencies were calculated.
Conclusions. According to the study the highest ranked agreement with the
concepts and assumptions of andragogy was that motivation
for learning among adults include the application of knowledge or skill,
engagement in the activity, retaining knowledge, achieving material
rewards,
and credit. The lowest ranked agreement was that andragogy
assumes that the point at which an individual achieves self-direction is
the
point at which he or she psychologically becomes adult.
The highest ranked agreement with adult learning and the adult learner
characteristics was that adults come into an educational activity with
both a
greater volume and a different quality of experience from youth. The
lowest
ranked agreement was that the basic ability to learn remains essentially
unimpaired throughout the life span.
The highest ranked agreement effective instructional strategies
characteristics was that effective facilitators create a supportive,
cooperative atmosphere. The lowest ranked agreement was that effective
facilitators employ loosely structured learning.
The highest ranked agreement effective faculty development and/or training
strategies characteristics was that facilitators can take useful
information
back to their classrooms when training includes demonstration of new
strategy. The lowest ranked agreement was that faculty seem to have a
very
narrow view of the possibilities for renewal.
Advisor
Cannings, Terence R.
Entry Month
9506. Revised: 950629.
<48>
Accession Number
AAI9517485
Author
Siebrands, Larry Dean.
Title
DEFINING THE PERSONALITY CHARACTERISTICS OF AN ANDRAGOGICALLY INCLINED
INSTRUCTOR (ANDRAGOGY, PEDAGOGY).
Institution
Thesis (PH.D.)--KANSAS STATE UNIVERSITY. 1994. 116p.
Source
Dissertation Abstracts International. Volume: 56-01, Section: A, page:
0062.
Subject Headings
Education, Adult and Continuing
Education, Higher
Abstract
The purpose of the study was to define the personality characteristics
unique
to the andragogically inclined instructor. A secondary research purpose
was
to determine the effect of traditional educational experiences on the
educators' orientation toward the andragogical teaching mode.
The population of the study was the 733 full time teaching faculty members
from the 18 colleges of the Kansas Independent College Association
(K.I.C.A.). The selected sample size of instructors was 156. The
research
tools used were the Principles of Adult Learning Scale (P.A.L.S.), a
44-item
scale that measures the educator's orientation toward
andragogy or pedagogy; the Taylor Johnson Temperament
Analysis (T.J.T.A.), a 180 question personality inventory which measures
nine
aspects of personality temperament; a brief demographic questionnaire.
The
research began in March of 1994 and concluded in May of the same year. Of
the 156 instructors, 91 returned the demographic questionnaire and the
Principles of Adult Learning Scale, thereby completing Phase One of the
project. Of the 91 who participated in Phase One, 61 participated in
Phase
Two, returning the Taylor Johnson Temperament Analysis.
In order to answer the research questions, the data were analyzed using
descriptive statistics procedures, the Pearson Correlation coefficient,
ANOVA
and LSD Post-Hoc tests, and Multivariate Regression Analysis. The
analysis
established that there were definite personality characteristics which
defined the andragogically inclined instructor: expressive-responsiveness,
dominance, tolerance, and impulsiveness.
Entry Month
9506. Revised: 950629.
<49>
Accession Number
AAI9513213
Author
Barclay, Raymond William, Jr.
Title
CHARACTERISTICS OF ADULT LEARNERS AND APPLICATIONS IN TELEVISION NEWS.
Institution
Thesis (ED.D.)--UNIVERSITY OF ARKANSAS. 1994. 207p.
Source
Dissertation Abstracts International. Volume: 55-12, Section: A, page:
3713.
Subject Headings
Education, Adult and Continuing
Journalism
Mass Communications
Abstract
A survey of 582 adults with a response rate of 63 percent was conducted in
Arkansas in 1994 to gain a better understanding of the interest of adults
toward television news programs. The study was designed to identify
demographic and andragogical characteristics, television production
techniques and viewing behavior of adults. It also examined ways
production
techniques based on the learning characteristics of adults can be used to
effectively produce television news reports. The conclusion discusses the
implications of the research for schools of journalism and includes 20
suggestions for improving the production of television news for adults by
considering the principles of andragogy.
The mean average age of the respondents was 51, with 66 percent age 50 and
older. The largest number of comments were critical of the news content.
Among the findings, 70 percent of those who made comments in the
television
news category said news stories were biased, negative and sensational.
This
figure represents 48 percent of the people who made suggestions. Results
also showed that respondents who perceive television news stories to be
too
short tended to watch more hours of news programs, and they preferred that
more time be given to the persons interviewed. Respondents also did not
have
a difficult time understanding the news or seeing the various charts,
letters
and numbers used in television programs, and respondents did not prefer
reporters to give a summary at the end of each story.
Eighty-three percent of the respondents could remember more than three
stories at the end of a television news program, and those with more
education tended to remember more television news stories than those with
less formal education. Over 90 percent of the respondents described the 5
p.m. to 6:30 p.m. CDT time period as very important and important for
watching television news programs, and over 70 percent of the respondents
described local news as very important. Respondents with higher incomes
and
more education tended to give more importance to international news than
national news.
Advisor
Lyle, Buel R.
Entry Month
9505. Revised: 950602.
<50>
Accession Number
AAI9511430
Author
Bice-Stephens, Wynona Mettes.
Title
HOSPITALS AS TEACHING SITES: CONVERGING THEORY AND PRACTICE THROUGH
CLINICAL
APPLICATION PROGRAMS BASED UPON ADULT LEARNING PRINCIPLES.
Institution
Thesis (ED.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY.
1994.
384p.
Source
Dissertation Abstracts International. Volume: 55-11, Section: A, page:
3381.
Subject Headings
Education, Adult and Continuing
Health Sciences, Nursing
Education, Philosophy
Abstract
This study examined the role of clinical application programs in
converging
theory and practice within hospitals functioning as teaching sites. The
review of literature explored practica-type programs, including
preceptorships, apprenticeships, fellowships, residencies, internships,
externships, and model programs, utilizing andragogical principles for a
conceptual framework. This background provided guidance for gathering
data
from 19 program participants, five preceptors, and two faculty from a
pilot
study of Adult Health Practicum II students in the School of Nursing,
Vanderbilt University Medical Center, and a primary study focused upon 30
preceptees, 28 preceptors, and two facilitators of the Army Nurse Corps
Preceptorship Program, Fitzsimons Army Medical Center. Domain referencing
guided reliability and content validity of instrumentation, which included
quantitative scaled questionnaires and qualitative structured surveys
triangulated into an overview of the civilian and military programs.
Inquiry
focused upon: (a) the perceived effectiveness of practica-type programs as
clinical application teaching strategies, particularly regarding
achievement
of andragogical learning principles, and (b) the inherent program
variables
that influence clinical application experiences, particularly within
hospitals functioning as teaching sites.
Interviews were categorized according to naturalistic inquiry guidelines.
Descriptive statistics were applied to questionnaires as mean, median,
mode,
and standard deviation. Percentages were included when appropriate.
Chi-square was utilized for the pilot study; non-parametric measures of
Bartlett's test for homogeneity and the Kruskal-Wallis H test were applied
to
the primary study. Results indicated the Army Nurse Corps Preceptorship
is
indeed perceived as a valid clinical application teaching strategy which
promotes principles of andragogy, plus socialization and
integration, into the corps. Needs assessments, teaching strategies, and
learning contracts were found to be positive influences, along with other
variables such as personality "fit," flexibility, and one-on-one
precepting
ratios.
Implications for nursing education and related disciplines include
potential
standardization of clinical application teaching strategies based on a
proposed model for academically aligned andragogy.
Recommendations include: (a) implementation of the proposed model as a
professional bridge between theory and practice for adult learners; (b)
control of program variables, such as the teaching environment; and (c)
ongoing evaluation of clinical application program design and outcomes.
Advisor
Nadler, Neal M.
Entry Month
9504. Revised: 950427.
<51>
Accession Number
AAI9509004
Author
Strawbridge, William Gregory.
Title
THE EFFECTIVENESS OF ANDRAGOGICAL INSTRUCTION AS COMPARED WITH TRADITIONAL
INSTRUCTION IN INTRODUCTORY PHILOSOPHY COURSES.
Institution
Thesis (PH.D.)--THE UNIVERSITY OF SOUTHERN MISSISSIPPI. 1994. 149p.
Source
Dissertation Abstracts International. Volume: 55-11, Section: A, page:
3387.
Subject Headings
Education, Adult and Continuing
Education, Higher
Philosophy
Abstract
Andragogy has been of conceptual, theoretical, and practical
importance in the field of adult education for more than 25 years. Though
debate regarding the status and role of andragogy fills the
pages of professional journals and periodicals, a dearth of empirical
investigations document the superiority or subordination of
andragogy as a methodology. The present research is set
within evening introductory philosophy courses in a private liberal arts
college in Mississippi during the 1993 fall and winter terms. By means of
a
pretest-posttest-control-group design, the researcher aims to investigate
the
effectiveness of andragogy as compared with traditional
instruction. Instructional effectiveness is assessed by course
achievement
(controlling for cumulative grade point average and pretest achievement
scores) and student attitudes as measured by the course evaluation
instrument.
The findings indicate no statistically significant difference (p =.05)
between the experimental (n = 19) and control (n = 21) groups on
achievement
as measured by the composite posttest made up of objective and essay
sections
and no statistically significant difference (p =.05) between the attitudes
of
the students.
The researcher discusses possible explanations for the outcome of the
study,
an analysis of the assumptions of andragogy in respect to
their prescriptive nature, and the relationship between course content and
andragogical views of the learner. Recommendations for future research
include suggestions for studies with the same and dissimilar designs.
Entry Month
9504. Revised: 950427.
<52>
Accession Number
AAI9503927
Author
Cooke, James Clinton.
Title
MALCOLM SHEPHERD KNOWLES, THE FATHER OF AMERICAN ANDRAGOGY:
A BIOGRAPHICAL STUDY (KNOWLES, MALCOLM SHEPHERD).
Institution
Thesis (PH.D.)--UNIVERSITY OF NORTH TEXAS. 1994. 130p.
Source
Dissertation Abstracts International. Volume: 55-09, Section: A, page:
2735.
Subject Headings
Education, Higher
Education, Adult and Continuing
Education, Industrial
Biography
Abstract
This is a qualitative, single-subject, historical, and biographical study.
Malcolm Shepherd Knowles is the subject of this research.
The problem of the study is to explore the uniqueness of Malcolm S.
Knowles
in light of his contributions to adult education and to the andragogical
model of adult learning.
The purposes of the study are to: (a) trace the professional involvement
of
Malcolm S. Knowles in adult education; (b) investigate the developing
professional interests in his career; (c) determine his professional
philosophy; (d) evaluate his influence on the adult education movement;
(e)
assess his specific contributions to andragogy; and(f)
determine his personal qualities evidenced during his career.
In R. D. Eskridge's 1978 doctoral dissertation on the literary
contributions of Malcolm S. Knowles to adult education, he recommended
that
"the friends, students, and colleagues of (Malcolm S.) Knowles be
interviewed
in an effort to determine and record their personal interpretations of the
man and his contributions to the process of adult education.".
Data collection for this study is in the form of oral history. A
multi-day
recorded interview took place in Knowles's home, and recorded telephone
interviews were held with selected students, colleagues, and critics. The
qualitative data were organized in an effort to discover the character of
Knowles, the man and the educator. Andragogy provides the
theme for the narrative.
It is the belief of this researcher that Malcolm S. Knowles's life is
deserving of biography, proving to be interesting and worth telling.
Advisor
Smith, Howard.
Entry Month
9502. Revised: 950224.
<53>
Accession Number
AAI9502572
Author
Mccafferty, Stephen Paul.
Title
A STUDY OF COLLEGIAL TEAMING IN AN ADMINISTRATOR PREPARATION PROGRAM.
Institution
Thesis (ED.D.)--UNIVERSITY OF CINCINNATI. 1994. 290p.
Source
Dissertation Abstracts International. Volume: 55-09, Section: A, page:
2667.
Subject Headings
Education, Administration
Education, Adult and Continuing
Abstract
This qualitative study assumes a cultural perspective to discover the
patterns of behaviors, beliefs, and practices demonstrated by the
participants in a preservice administrator development academy. The
perspective assumed was that of the participants themselves (Spradley,
1980).
Guided by the theory of symbolic interactionism as described by Blumer
(1969), ethnographic methods of data collection were used to collect field
notes on the actions and interactions of participants and faculty.
Unstructured and semi-structured interviews were conducted with
participants
and faculty, and documents related to the Academy were collected for
review
and analysis to complete the triangulation of data for this study.
Analysis of this qualitative data suggested that the ADA is an innovative
preparation program for school administrators that reflects the best
practices of other preparation and inservice programs for school leaders.
Cultural themes identified in the process of analysis included
relationships,
group work, modeling, andragogy, interpersonal
communications, diversity, external inputs, emerging vision,
interdependence,
others as sources, personal growth, and reflection.
Participants seemed to experience the processes of authentic collegiality,
a
substantive theory described by Judith Warren Little (1982, 1987, 1990),
as
they worked together on challenging inquiry projects. Faculty modeled the
target behaviors, beliefs, and practices throughout the six week Academy
experience. Finally, the ADA turns away from hierarchical modes of
leadership modeling instead theoretical models such as William Foster's
(1990) critical leadership, Sergiovanni's (1993) "moral leadership," and
Roland Barth's (1990) collegial leadership.
Advisor
Laplant, James.
Entry Month
9502. Revised: 950224.
<54>
Accession Number
AAI9500773
Author
Morgan, Alexia Baca.
Title
A COMPARISON OF ABDS, STUDENTS IN PROGRESS, AND SUCCESSFUL COMPLETERS ON
THE
DISSERTATION DEVELOPMENT, EXPERIENCES, AND EDUCATIONAL ORIENTATION.
Institution
Thesis (PH.D.)--CALIFORNIA SCHOOL OF PROFESSIONAL PSYCHOLOGY - FRESNO.
1994.
98p.
Source
Dissertation Abstracts International. Volume: 55-08, Section: B, page:
3619.
Subject Headings
Psychology, Experimental
Education, Adult and Continuing
Abstract
This study examined differences among graduate students in progress (SIP)
on
their dissertations, students who have completed all requirements but the
dissertation (ABDs), and students who have completed all requirements for
the
degree of PhD in psychology and were successful dissertation completers
(SDCs). Three measures were used: dissertation experiences, educational
orientation, and dissertation development. Knowles's (1970) theory of
andragogy as opposed to pedagogy and the desirability of
using an andragogical approach with adult learners was the focus of the
educational orientation measure.
Nineteen graduate schools of psychology participated. The sample included
109 graduate students and their 26 advising professors. Dissertation
experiences were measured by the Dissertation Experiences Survey, which
took
50 items from the literature thought to distinguish ABDs from completers.
Results indicated that four of the items significantly differentiated the
groups. A second instrument, the Educational Orientation Questionnaire
(Hadley, 1975) produced no significant differences in educational
orientation
among the three groups.
The Dissertation Development Measure noted the point of progress where the
graduate students were on their dissertations (e.g., preliminary orals,
collecting or coding data).
Significant differences were found among the three groups in the
dissertation
process, the SIP group being least far along, ABDs next, and SDCs having
finished. The three groups were not significantly different on the
reports
of dissertation experiences and educational orientation.
Advisor
Veaco, Lelia.
Entry Month
9501. Revised: 950127.
<55>
Accession Number
AAI9434228
Author
Harrison, Carolyn Jean.
Title
A SURVEY OF THE ADULT LEARNING AND DEVELOPMENT CURRICULUM OF ADULT
EDUCATION
GRADUATE PROGRAMS IN NORTH AMERICA.
Institution
Thesis (PH.D.)--UNIVERSITY OF IDAHO. 1994. 131p.
Source
Dissertation Abstracts International. Volume: 55-08, Section: A, page:
2249.
Subject Headings
Education, Adult and Continuing
Education, Vocational
Abstract
Eighty-three programs were randomly selected from a population of 105
Adult
Education programs listed in Peterson's Guides (1992), to complete a
telephone survey questionnaire designed to answer the research question,
"What is the nature and emphasis of the adult learning and development
curriculum in Adult Education Graduate programs in North America?" Of
these
83 programs, 14 (17%) had been eliminated by their schools. Of the final
60
questionnaires that were completed for data analysis, 2 participants
indicated that their program was to be discontinued this year.
Programs ranged in full-time faculty size from 0-15 and ranged in student
enrollments from 4-400. Most of the survey programs (58%) reported
experiencing growth in terms of student enrollments, and growth (32%) or
stability (55%) in terms of faculty size during the past three years.
Most
programs (n = 30) have 1 or 2 full-time faculty. The range for part-time
faculty (0-50) was substantially larger than ranges reported in past
surveys.
Over half (53%) of the sample reported that they were familiar with the
Standards for Graduate Programs in Adult Education, and used those
standards
for curriculum planning. Eleven (18%) were familiar with the Standards,
but
did not use them for curriculum planning; and 17 (28%) of the participants
were not aware of the Standards' existence.
Adult learning and development courses required by the sampled
institutions
ranged from 0-6. Over half (55%) of the programs require 2 or more adult
learning and development courses for program completion. When required
and
elective adult learning and development courses were combined, 50 (83%) of
the institutions offer 2 or more courses in their programs.
Topical content of adult learning and development was similar across the
sampled programs. Andragogy and self-directed learning were
the most frequently cited adult learning theory topics included in the
curriculum, and the least frequently included adult learning theory topic
was
consciousness theory. Within the adult development topics, adult stage
development theory was most frequently included in the curriculum,
followed
closely by cognitive theory, humanistic theory, behavioral theory, moral
development theory, and psychosocial development theory. The least
frequently included adult development topics were faith stage development,
psychodynamic theory, and counseling technique. Topics of emphasis not
included in the questionnaire that were most often volunteered by
participants were learning styles, multicultural issues, and sociological
issues.
Advisor
Taylor, Cleve.
Entry Month
9501. Revised: 950127.
<56>
Accession Number
AAI0665302
Author
Richter, Linda Maria.
Title
MANAGING COMPUTER TRAINING IN THE GOVERNMENT SERVICE (AFRIKAANS TEXT).
Institution
Masters Thesis (M.ED.)--UNIVERSITY OF PRETORIA (SOUTH AFRICA). 1993.
Source
Masters Abstracts International. Volume: 32-05, page: 1249.
Subject Headings
Education, Administration
Abstract
Guidelines were set for the effective management of computer training in
the
government service. The answer to the question "Which steps should be
followed when computer training is commenced?" has been researched.
Management models of the private and government sectors were also
researched.
Cloete's generic administrative analysing model is considered
representative
of management models in the government service and is also used as a base
for
managing training in the government service.
The development of computer technology makes continual training of users
of
computers essential. Since adult learners are being investigated, it is
important to discuss the differences between Pedagogy and
Andragogy. Note should be taken of the basic assumptions
concerning adult learners.
When studying the use of computers in training adults, two facets come to
the
fore: computer based training and computer managed training. Some aspects
concerning the management of computer training were researched in the
different government departments.
Advisor
Calitz, l P.
Language
Afrikaans.
Entry Month
9409. Revised: 940930.
<57>
Accession Number
AAI9414459
Author
Sharp, Peggy A.
Title
DEVELOPING A TEACHER'S HANDBOOK FOR PLANNING AND FACILITATING EFFECTIVE
WORKSHOPS (WORKSHOP PLANNING, STAFF DEVELOPMENT, FACILITATORS).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1993. 365p.
Source
Dissertation Abstracts International. Volume: 54-12, Section: A, page:
4333.
Subject Headings
Education, Adult and Continuing
Education, Teacher Training
Abstract
Staff development research suggests that teachers can make significant
contributions as workshop facilitators for their colleagues. The problem
this dissertation is addressing is that many teachers are presenting
workshops for their colleagues with little understanding of adult
educational
and learning theories. However, in order to be effective facilitators,
they
must be able to implement adult learning theory and strategies to increase
the likelihood that the workshop participants will view the learning
experience as worthwhile and beneficial. The purpose of this study was to
determine what compromises an effective workshop for teachers and to use
the
findings to design, field test, evaluate, and publish a facilitator
handbook
to guide teachers as they plan and conduct workshops.
In order to identify the issues and needs regarding the effective
facilitation of workshops for teachers, a review of the literature and a
needs assessment were conducted. The literature review concentrated on
four
areas relevant to the study: adult educational and learning rationale,
effective workshop facilitation as a part of staff development practices,
materials development, and qualitative research methodology. The needs
assessment used critical incident response forms, interviews,
observations,
and evaluations to identify what workshop participants and experienced
workshop facilitators believe contributes to effective workshops.
Self-diagnostic rating scales were completed by the expected audience of
the
handbook to determine what they needed to know about conducting workshops
for
teachers.
The literature review and the needs assessment identified seven adult
learning principles and five effective workshop tenets appropriate for
teacher workshop facilitation. Additionally, seven key skills for
workshop
facilitators and six essential elements of effective workshops were
identified. These results formed the basis for the content and
organization
of the handbook.
The resultant handbook is grounded in a rationale of
andragogy and effective workshop facilitation theory derived
from the research conducted. It is a practical guide that introduces
inexperienced workshop facilitators to the research and theory of
effective
workshop facilitation and provides specific examples and suggestions
designed
to help them implement these theories in the workshops they facilitate for
other teachers.
Advisor
Brookfield, Stephen.
Entry Month
9405. Revised: 940527.
<58>
Accession Number
AAI9409449
Author
Seahorn, Janet Jane.
Title
THE EFFECTS OF AN ANDRAGOGY MODEL'S SELF-DIAGNOSTIC RATING
SCALE IN READING, WRITING, AND ORAL LANGUAGE ON THE SELF-ESTEEM OF
ADOLESCENT, 7TH GRADE MIDDLE, PUBLIC SCHOOL STUDENTS (SEVENTH GRADERS).
Institution
Thesis (PH.D.)--THE FIELDING INSTITUTE. 1993. 174p.
Source
Dissertation Abstracts International. Volume: 54-11, Section: A, page:
3980.
Subject Headings
Education, Curriculum and Instruction
Education, Language and Literature
Sociology, Individual and Family Studies
Education, Tests and Measurements
Abstract
Although much has been researched concerning self-esteem and the
adolescent
stage of development, little has been done to address the effects of the
use
of an andragogy model, adult learning model, which uses
self-directed rating scales and many of the philosophies of standards base
education on the self-esteem of middle school adolescents. The purpose of
this study was to determine how such a model influenced the self-esteem of
7th grade students within the context of a Language Arts classroom. A
secondary purpose was to investigate how the use of an
andragogy model might affect the student's sense of
competency and preference for that subject area. A third purpose was to
explore the relationship gender, ethnic background, family placement,
mothers' and fathers' educational background, and family discipline
practices
had on adolescent self-esteem during this critical stage of their
development.
The Coopersmith Self-Esteem Inventory was selected after adjusting it to a
four-response Likert-scale as the instrument to determine self-esteem. A
student survey, created by the study's researcher, was used to examine
student and family demographics. One hundred fifty-nine 7th grade
students
attending Mandalay Middle School in the Jefferson County School District
of
Colorado were the subjects. The study consisted of a treatment group
(102)
and control group (57). The treatment group was exposed to the
andragogy model, which included self-directed rating scales
in Reading, Writing, and Oral Language with self-evaluation forms, and
individual student learning contracts. The control group maintained a
normal
classroom instruction within the Language Arts curriculum.
Analysis of Variance, t-tests, and correlation tests were used as the
statistical treatment to address the research questions. No significant
correlation was found in the area of self-esteem. A very significant
correlation, however, was discovered regarding a student's sense of
competency and preference in the area of Language Arts. Democratic family
discipline practices had a positive influence on the adolescent's
self-esteem.
The limited time span of treatment as well as a reinvestigation of the
theory
of self-esteem and competency needs to be further explored to gain
additional
information into this area.
Advisor
Johnson, Leo.
Entry Month
9404. Revised: 940504.
<59>
Accession Number
AAI1354464
Author
Simba, Ceroasetta.
Title
COMPUTER SOFTWARE PROGRAMS FOR ADULT NEW READERS: AN INVESTIGATION.
Institution
Masters Thesis (M.A.)--CALIFORNIA STATE UNIVERSITY, FRESNO. 1993. 106p.
Source
Masters Abstracts International. Volume: 32-02, page: 0416.
Subject Headings
Education, Reading
Education, Technology
Education, Adult and Continuing
Computer Science
Abstract
The purpose of this investigation was to identify age-appropriate literacy
software programs for adult new readers by examining the instructional
design
of the software using a set of criteria synthesized from (a) the
principles
of computer-based instructional design, (b) the principles of adult
learning
theory (andragogy), and (c) effective instructional learning
strategies. The instructional design criteria were classified under five
headings: (a) content, (b) andragogy, (c) control, (d)
features, and (e) documentation.
The results were the identification of five age-appropriate software
programs
for adult new readers which exhibit the principles of adult learning
theory
and motivation. In addition, results indicated that for beginning adult
readers, wordprocessing programs are instrumental when using the language
experience approach as an effective method for teaching reading and
writing
skills to learners.
Advisor
Dutton, Bonnie L.
Entry Month
9403. Revised: 940404.
<60>
Accession Number
AAI1354423
Author
Alkazin, Steven.
Title
SHAPING COMPOSITION: A COURSE PROPOSAL FOR COMMUNITY COLLEGE REENTRY
STUDENTS.
Institution
Masters Thesis (M.A.)--CALIFORNIA STATE UNIVERSITY, FRESNO. 1993. 59p.
Source
Masters Abstracts International. Volume: 32-02, page: 0423.
Subject Headings
Language, General
Education, Language and Literature
Abstract
The principles of andragogy were brought to the United
States in 1970 by Malcom S. Knowles. They are tenets used to teach
adults
regardless of the subject matter. In 1989, Sommer applied the principles
of
andragogy to the teaching of writing. From this primary
research, the idea of English 1X has been developed as an alternative to
traditional Freshman English. English 1X is aimed primarily toward the
needs
of reentry students--age 25 and older.
The ability to write well has grown in importance in many occupations and
professions in this age of information. Student and employer opinions
confirm this fact, as indicated in the body of this study. The increasing
number of reentry students--43% of the total college population
nationwide--is reason enough to begin to rethink the ways and means of
teaching college composition. Moreover, this new academic mainstream will
soon command recognition as the educated work force of the 21st century.
Advisor
Cowling, William.
Entry Month
9403. Revised: 940404.
<61>
Accession Number
AAI9406495
Author
Geromel, Eugene Daniel, Jr.
Title
AN INVESTIGATION INTO THE PERCEPTIONS OF GRADUATES OF AN EXECUTIVE MBA
PROGRAM (MBA GRADUATES).
Institution
Thesis (PH.D.)--MICHIGAN STATE UNIVERSITY. 1993. 159p.
Source
Dissertation Abstracts International. Volume: 54-10, Section: A, page:
3644.
Subject Headings
Education, Administration
Education, Higher
Business Administration, Management
Abstract
Purpose. To determine if graduates of Michigan State University's
Advanced
Management Program believe that their career and family life have been
enhanced by their MBA degrees? Also, to what degree did they feel the
program
met their expectations? Lastly, were the principles of adult education
applied in the program; and, if so, did this enhance their educational
experience?.
Method of research. Questionnaires were sent to 1980 and 1985 graduates
of
the Advanced Management Program. Of the class of 1980, 18 graduates
responded. In the class of 1985, 27 responded.
Summary. (1) Overall, respondents believed their expectations were met.
They entered the program more to gain skills and continue their education
than to further their careers. (2) The respondents did not believe that
the
degree had a positive effect upon their marriage or family lives. They
also
felt that the time spent in the program caused a significant burden on
their
families. (3) There were differing perceptions between the two classes as
to
whether the degree had a positive effect upon their careers. Overall, the
older class had a lower mean score (less satisfaction) for each question
relating to career advancement than did the younger. Newer graduates
perceived a greater boost to their careers than those who graduated five
years earlier. (4) Students appreciated those aspects of the program that
reflected the principles of andragogy. Of special
importance was the power of the cohort group to educate and motivate.
Recommendations. (1) That on-going course evaluations, of present and
past
students, be routine. (2) That faculty be encouraged through in-service
training to better understand the principles of andragogy.
(3) That student orientation programs discuss both career plateauing and
the
effect of programs on marriage and family life. (4) That the faculty
visit
with students in their work environment. (5) That further research is
needed
in the following areas: course relevance, effect of MBA programs on family
life, faculty perceptions of adult and non-traditional education,
comparison
study of AMP and other graduate programs on career satisfaction; and
difference between career satisfaction of male and female graduates.
Advisor
Gardner, Richard E.
Entry Month
9403. Revised: 940404.
<62>
Accession Number
AAI9322935
Author
Montgomery, Florita Stubbs.
Title
LAND-GRANT INSTITUTIONS' USE OF ANDRAGOGY IN THEIR STAFF
DEVELOPMENT PROGRAMS FOR EXTENSION AGENTS.
Institution
Thesis (ED.D.)--WEST VIRGINIA UNIVERSITY. 1992. 196p.
Source
Dissertation Abstracts International. Volume: 54-04, Section: A, page:
1182.
Subject Headings
Education, Administration
Education, Higher
Education, Teacher Training
Education, Agricultral
Abstract
In the Cooperative Extension System, Extension educators are expected to
use
adult education principles, which in staff development literature are
commonly referred to as andragogy. Extension educators are
expected to help adults identify their needs for specific learning
experiences and then help them plan and conduct those learning
experiences.
However, no reported research has addressed whether land-grant
institutions
use andragogy in their staff development programs for
Extension agents. This research addressed two questions: (1) What
andragogical principles do land-grant institutions use in staff
development
programs for Extension agents? (2) What andragogical approaches are
selected
land-grant institutions using as they facilitate staff development for
their
Extension agents?.
This research was qualitative in design. It had two phases: (1) a mailed
questionnaire to the 1862 and 1890 land-grant institutions to determine
the
andragogical principles used for Extension agents; and (2) telephone
interviews with administrators of 18 institutions exhibiting high, low,
and/or unusual patterns of usage of the andragogical principles. The
result
of this study was an andragogical classification to help land-grant
institutions analyze their staff development programs for Extension
agents.
Through a member check, selected Extension administrators indicated the
classification has utility for analyzing their staff development process
and
activities.
The research had two conclusions: (1) As a process model, Knowles' seven
andragogical principles are implemented in four process steps: climate
setting, planning, applying, and reassessing. Within individual
institutions, staff development for Extension agents is affected by a
mixture
of these principles. In general, the principles of
andragogy lack an exhibited commitment of and support from
Extension Service executive directors and the executive administrative
team.
(2) Within individual institutions, staff development for Extension agents
is
affected by a mixture of three andragogical approaches: facilitating,
staffing, and sponsoring. As institutions use this mixture of approaches,
they do not model the educational approach they expect agents to use as
educators. The institutions do not prepare administrators and supervisors
to
be adult learner facilitators to help agents learn how to be self-directed
learners.
Advisor
Hazi, Helen.
Entry Month
9402. Revised: 940113.
<63>
Accession Number
AAI9311135
Author
Nealand, Sallie Crittendon.
Title
THE INTERFACE OF TECHNOLOGY AND ANDRAGOGY: A CASE STUDY
(NURSING EDUCATION, DISTANCE EDUCATION).
Institution
Thesis (ED.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY.
1992.
153p.
Source
Dissertation Abstracts International. Volume: 53-12, Section: A, page:
4173.
Subject Headings
Education, Adult and Continuing
Education, Higher
Education, Technology
Health Sciences, Nursing
Abstract
This case study, using naturalistic inquiry, followed the process of a
graduate level nursing seminar course, Ethical Issues in Health Care,
offered
over the Interactive TV (ITV) network of the Community College of Maine
(CCM), summer of 1991. The literature of adult teaching and learning and
evaluative research on distance education undergird the study. The
reports
of 15 of the 38 students enrolled in the course and their instructor
present
logical, rational, and consensual results of the investigation. Eleven of
the students interviewed, eight at sites alone, received the course via
two-way video and one-way video. Four of the 17 students in the
origination
classroom discussed issues which arose for students taking a seminar which
was technologically encumbered. All students interviewed claimed they met
the course goals and enjoyed the process.
The reports of the interviewees present a picture of a successful seminar
course, in which students learned in depth, applied theory to practice,
and
made real learning choices, attributes of any effective adult education
course. The instructor creatively reconstructed the connections broken by
geographical distance employing techniques to reduce fear of the
technology
and to rebuild the learning community. Students at a distance called in
each
class period to practice using the technology and to be heard by other
students. All students, including distance students, were offered the
option
of making an oral presentation.
Students believed a skillful professor and a topic of interest held the
keys
to success. Important attributes of the instructor included a sense of
humor, positive regard and acceptance for students, and a theatrical sense
of
timing. She prepared well and offered clearly outlined options for
learning.
The course touched students' lives and held their interest.
Broken connections frustrated students. Suggestions to improve
connections
included changes in camera work, providing students with class rosters,
having pictures of distance students, and providing for communication
between
sites. Students also noted shortcomings of the origination classroom and
safety problems at distance sites.
Advisor
Aubrey, Roger F.
Entry Month
9402. Revised: 940113.
<64>
Accession Number
AAI9310061
Author
Jackson, Brenda.
Title
A CASE STUDY ON FACILITATING LEARNING THROUGH FAIRLEIGH DICKINSON
UNIVERSITY'S UNDERGRADUATE ADULT DEGREE COMPLETION PROGRAM: SUCCESS (NEW
JERSEY).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1992. 498p.
Source
Dissertation Abstracts International. Volume: 53-12, Section: A, page:
4172.
Subject Headings
Education, Adult and Continuing
Education, Higher
Abstract
This case study examined facilitating adult learning through Fairleigh
Dickinson University's SUCCESS Program. A selected review of the
literature
was conducted to identify the principles and practices that construct the
theory of andragogy. From this review, five principles of
andragogy and their associated indicators were selected for
study. The selected principles for this investigation include: (1) Mutual
Respect; (2) Collaboration; (3) Experience as a Resource; (4)
Action-Oriented, and (5) Problem-Posing. Although the terms principles
and
practices constitute a set of values in some quarters, they are not used
in a
normative sense in this study. They simply reflect concepts, themes
and/or
prescriptions identified in the literature.
This study examined the extent to which the current practices of Fairleigh
Dickinson University's SUCCESS Program, reflect the identified principles
of
andragogy. The perceptions of Fairleigh Dickinson
University's key personnel (administrators, faculty and students) were
also
examined to determine their knowledge of, experience with, attitudes
toward,
orientation to as well as issues and problems with the principles of
andragogy. Furthermore, this research project identified
factors that impede or facilitate the application of andragogical
principles
in the institution and program studied as well as emerging themes.
Given the dimension and scope of this research project, a qualitative case
study approach was used to assemble, organize and gather data for this
study.
Four distinct methods were used to collect the data for the study which
included: (1) document analysis; (2) interviews; (3) critical incidents
and
(4) observations. Data collection was conducted during the 1989-90
academic
year.
Advisor
Fey, Philip A.
Entry Month
9402. Revised: 940113.
<65>
Accession Number
AAI9306222
Author
Mauldin, Carla Lansing.
Title
THE SECOND TIER: A STUDY OF THE PROFESSIONAL ADMINISTRATIVE SERVICES
CREDENTIAL AND THE USEFULNESS OF ITS FIELD EXPERIENCE REQUIREMENT TO
RESPONDENTS' PRESENT JOBS (ADMINISTRATIVE TRAINING).
Institution
Thesis (ED.D.)--UNIVERSITY OF LA VERNE. 1992. 206p.
Source
Dissertation Abstracts International. Volume: 53-11, Section: A, page:
3759.
Subject Headings
Education, Administration
Education, Adult and Continuing
Education, Higher
Abstract
Purpose. The purpose of this study was to determine the perceived
usefulness
of knowledge and skills acquired through the unique requirement of
on-the-job
field experience, directly linked to classroom instruction, for the
respondents in their current administrative positions.
Methodology. An ex post facto comparison was completed with perceptions
from
155 respondents who had qualified for the new Second Tier Credential. The
survey reflected variations in completing the on-the-job field experience.
The instrument addressed the following: continuity of supervision;
sequence
of coursework and related field experience; participative involvement in
planning field experiences; usefulness of both classroom content and field
experience for each of the eight competency areas; source of credit for
field
experience; the respondent's gender, and their current full-time position.
Findings. On-the-job field experience and classroom content courses were
not
taken by fifteen percent of the respondents in Fiscal Management and by
eleven percent in Cultural and Economic Diversity. Greater usefulness to
job
occurred when there was continuity of supervision and shared involvement
by
the individual, college instructor, and district representative, in
planning
the field experience. There was no significant difference in usefulness
of
field experience to their present job based upon the location where the
credit was earned. In seven of the eight competency areas, males
perceived
more benefit from field experiences than did females.
Recommendations. Study results suggest the need to: (1) Establish systems
to
assure all competencies are addressed; (2) Maintain continuity of theory
to
application by using the same instructor for classroom content and field
experience courses; (3) Include all three participants in developing and
coaching the field experience; (4) Investigate the State Administrative
Training Center program which received high regard within the comments;
(5)
Explore reasons why males perceived greater usefulness; (6) Clarify, for
both
universities and candidates, the rationale for the competency areas
required
at both levels of the credentialling system; and (7) Assure incorporation
of
all elements of andragogy.
Advisor
Paulo, William.
Entry Month
9402. Revised: 940113.
<66>
Accession Number
AAIMM62354
Author
Pelto, Ellen.
Title
AN EVALUATION FRAMEWORK FOR DISTANCE EDUCATION.
Institution
Masters Thesis (M.A.)--UNIVERSITY OF VICTORIA (CANADA). 1990. 229p.
Source
Masters Abstracts International. Volume: 30-03, page: 0427.
Subject Headings
Education, Adult and Continuing
Education, Technology
Abstract
The evaluation of adult and distance education is a growing area of
concern.
A review of the literature reveals an abundance of material on evaluation;
however, few models assist the distance educator seeking to devise an
instrument to evaluate a specific program. The study proposed here will
attempt to answer the question "How should distance education programs be
evaluated?".
This major research question and its subsidiary questions have not been
addressed in any comprehensive way in the literature. This thesis
synthesizes research on evaluation, distance education, and
andragogy, and suggests and empirically tests a rigorous
multiperspective evaluation framework that derives its criteria and
procedural features from the nature of the adult learning processes. It
takes into account the distance factor, and does not adhere to the
traditional scientific paradigm of inquiry. The evaluation framework is
tested on a professional undergraduate university course.
Advisor
Potter, Geoffrey.
ISBN
0-315-62354-3
Entry Month
9402. Revised: 931008.
<67>
Accession Number
AAIMM60728
Author
Chipman, d A.
Title
A STUDY TO DETERMINE THE EXTENT TO WHICH ANDRAGOGIC LEARNING PRINCIPLES
ARE
APPLIED AT THE CANADIAN LAND FORCES COMMAND AND STAFF COLLEGE (ONTARIO).
Institution
Masters Thesis (M.ED.)--QUEEN'S UNIVERSITY AT KINGSTON (CANADA). 1990.
153p.
Source
Masters Abstracts International. Volume: 30-03, page: 0425.
Subject Headings
Education, Adult and Continuing
Education, Curriculum and Instruction
Abstract
The Canadian Land Forces Command and Staff College in Kingston, Ontario,
provides professional development training for mid-career army officers.
It
also provides an interesting window into the study of adult learning in a
uniquely military setting. This study was aimed at determining whether
student ratings of instructor behaviour would indicate the practice of
andragogy along the lines of the model proposed by Knowles.
A 40-item questionnaire was used by 206 students to rate the teaching
behaviours of 14 instructors over three semesters spanning a five month
period. Results were subjected to factor analysis with varimax rotation,
scored and compared.
The study concluded that teaching styles are largely andragogic in nature,
but are restrained by elements of military tradition, resistance to change
and confusion in the goals of Staff College attendance. (Abstract
shortened
by UMI.).
ISBN
0-315-60728-9
Entry Month
9402. Revised: 931008.
<68>
Accession Number
AAI9228536
Author
Sobel, Stuart Milo.
Title
THE PROVOCATEUR PARADIGM FOR THE ENLIGHTENMENT OF MANAGEMENT ELITES
(PERSONAL GROWTH PROGRAMS).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1991. 207p.
Source
Dissertation Abstracts International. Volume: 53-05, Section: A, page:
1373.
Subject Headings
Education, Business
Abstract
This study explores corporate training managers' perceptions of the
provocateur paradigm, a learning modality or family of methodologies
employed
in management education and personal growth programs. The provocative
approach is proposed as adjuvant to andragogy, the incumbent
modality, which the researcher regards as limited in its capacity to
enlighten learners, in general, and senior managers, in particular,
especially under circumstances wherein dramatic change is sought within a
short time frame. The provocative's slow rate of adoption is examined and
possible explanations are offered.
In-depth interviews were conducted with a primary sample of training
executives employed by the major New York-headquartered money center banks
and with a secondary sample of training professionals whose employers are
the
professional and trade associations which serve the primary sample.
Additional interviews with arrays of mainstream authorities and
provocateurs
were conducted to contrast ideological and methodological positions, and
to
provide feedback on preliminary research findings.
The research suggests that training managers may be prone to
sub-optimization
as it pertains to their choices of learning modalities. This is
attributed,
in part, to the lack of adequate reward systems, to provide incentives
(and
protection) for venturesome choices. Interviews revealed those who were
favorably disposed toward the provocative appear to focus their attention
on
the maximization of gain, whereas those who were not favorably disposed
toward the provocative appear to focus their attention on the minimization
of
loss. Yet, median perceptions of reward associated with the andragogical
model were surprisingly low, given that it is incumbent and
institutionalized. This suggests that training managers may be somewhat
pessimistic about the efficacy of the andragogical and, by extension,
their
occupational roles and identities.
Sub-optimization is also the result of andragogist doctrinairism, which
has
had the effect of precluding the provocative modality from widespread
acceptance. The researcher speculates that andragogists succeeded in
expanding their spheres of influence due largely to their political savvy
as
individuals, and their strength as an interest group. Conversely,
provocateurs tend to function as "lone wolves" and do not constitute an
interest group, per se, and lack the critical mass and unity needed to
spur
diffusion.
Advisor
Crain, Robert L.
Entry Month
9402. Revised: 931008.
<69>
Accession Number
AAI9228461
Author
Finney, David F.
Title
ADVANCING AWARENESS OF ADULT EDUCATION PRINCIPLES AND PRACTICES AMONG
INEXPERIENCED CONTINUING EDUCATION ADJUNCT FACULTY: THE DEVELOPMENT OF A
MANUAL FOR PRACTITIONERS.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1992. 336p.
Source
Dissertation Abstracts International. Volume: 53-05, Section: A, page:
1361.
Subject Headings
Education, Adult and Continuing
Education, Curriculum and Instruction
Education, Teacher Training
Abstract
The problem addressed by this study has to do with the lack of knowledge
exhibited by inexperienced adjunct continuing education teachers of how to
apply adult and continuing education principles to their teaching
practice.
This problem often leads to less meaningful learning experiences than
would
be the case if teachers were familiar with such adult education principles
and practices. The purpose of the study is to create a manual for
inexperienced teachers to help familiarize them with adult education
principles and practices. The adult education rationale underlying the
manual is andragogy and critical thinking.
Teachers at three continuing education schools, New York University,
Syracuse
University and Rochester Institute of Technology, were interviewed about
their teaching practice. Also, teachers at each site provided additional
data through completion of critical incidents and preference inventories.
Each data source was analyzed to identify emergent themes. The themes,
along
with the adult education rationale of the study, determined the content of
the manual. The initial draft of the manual was then evaluated by
continuing
education experts and by inexperienced continuing education teachers.
Each
evaluator completed an evaluative preference inventory and provided
relevant
commentary. The evaluation resulted in production of a final copy of the
manual for inexperienced continuing education teachers.
The manual contains five sections; introduction, teaching techniques,
issues
and problems, teaching outcomes, and references. Each section is from
either
the literature review or data generated for the study. The manual is
informed throughout by the adult education rationale and
andragogy and critical thinking.
The study concludes by observing that: written material for part-time
adjunct
continuing educators is badly needed; practitioners often lack an explicit
grounded rationale to guide their practice; faculty often struggle with
practical, pragmatic issues; experienced teachers could be a valuable
resource for new faculty.
Advisor
Brookfield, Stephen.
Entry Month
9402. Revised: 931008.
<70>
Accession Number
AAI9227291
Author
Ismail, Ali Kasim.
Title
ASSESSING THE INTENDED AND ACTUAL LEVELS OF COGNITION IN OHIO COOPERATIVE
EXTENSION SERVICE COUNTY AGRICULTURAL AGENTS'/STATE AGRICULTURAL
SPECIALISTS'
INSTRUCTIONAL PROGRAMS.
Institution
Thesis (PH.D.)--THE OHIO STATE UNIVERSITY. 1992. 206p.
Source
Dissertation Abstracts International. Volume: 53-05, Section: A, page:
1363.
Subject Headings
Education, Adult and Continuing
Education, Agricultral
Abstract
This was an ex post facto research study. The purpose was to describe
levels
of cognition of instruction and to investigate the relationships among
levels
of cognition and selected characteristics of Ohio Cooperative Extension
Service county agricultural agents and state agricultural specialists.
Six
objectives guided the study. Data were collected via interviews, audio
taping, and questionnaire.
The inter-rater reliability of interview schedule and Florida Taxonomy of
Cognitive Behavior (FTCB) ranged from 82.7% to 81.3%. Intra-rater
reliability of FTCB instrument was 96%. The data were collected from
January
to June, 1991.
A county agent had 15.7 years of experience, 2 pedagogical courses, 20
hours
in andragogy, social science field of study and a master's
degree. A state specialist had 17.5 years of experience, 1 pedagogical
course, 10 hours in andragogy, technical field of study, and
a doctorate/DVM degree.
County agents and state specialists planned programs at the highest
intended
levels of cognition, comprehension and application; and delivered programs
at
the analysis, synthesis, and evaluation as the highest actual levels of
cognition. No significant differences were found between the highest
intended level of cognition and years of experience and percent of time
spent
in agricultural programming by county agents or in extension by state
specialists. Significant differences were found between the highest
intended
level of cognition and type of agents, program area emphasized in 1991/92,
and field of study. No significant differences were found between the
highest actual level of cognition and type of agents, program area
emphasized
in 1991/92, years of experience, percent of time spent in agricultural
programming by county agents or in extension by state specialists, and
field
of study.
There were negative and positive moderate association among the highest
intended level of cognition and years of experience and degree. Negative
and
positive association were found among the highest intended level of
cognition
and percent of time spent on other job responsibilities by county agents
and
resident instruction by state specialists. A positive substantial
association was found between the highest intended level of cognition and
field of study.
There was a positive moderate and very strong negative associations among
the
highest actual level of cognition and CNRD programming and percent of time
spent on other job responsibilities by county agents. Negative and
positive
moderate association were found among the highest actual level of
cognition
for state specialists and resident instruction, research, and extension.
Advisor
Miller, Larry E.
Entry Month
9402. Revised: 931008.
<71>
Accession Number
AAI9221310
Author
Matthews, Glenn Arthur.
Title
SELECTED TOPICS IN ENVIRONMENTAL HEALTH.
Institution
Thesis (PH.D.)--THE UNION INSTITUTE. 1992. 433p.
Source
Dissertation Abstracts International. Volume: 53-03, Section: B, page:
1315.
Subject Headings
Health Sciences, Public Health
Environmental Sciences
Health Sciences, Education
Abstract
This book on "Selected Topics in Environmental Health" is significant for
addressing the environmental issues and challenges of the nineties for the
protection of human health and the environment. It utilizes the
andragogical
model to clarify and structurally organize technical "Environmental/Public
Health" information for self-directed adult learning. In
andragogy, the teacher facilitates the learning process and
the learners gain knowledge from each other. Process design is the basic
format of the andragogical model. It is the facilitator of learning and
has
a role of designer and manager of processes to facilitate the acquisition
of
content by the learner.
Pedagogical assumptions present in this andragogical model are important
for
teaching and learning. When combined with this model for a particular
learning situation, these assumptions improve the self-directed learning
process. Technical information present in teaching "Environmental Health"
to
nontechnical readers requires an andragogical program approach. This
approach increases flexibility and understanding for the nontechnical
readers.
In environmental health, an andragogical approach for securing knowledge
and
understanding to control environmental/public health issues for peoples'
health in their communities is very essential. The issues of the 1990's
and
the 21st century will demonstrate the effectiveness of the United States
in
dealing with environmental health problems such as radon gas and cancer.
International cooperation is needed to solve the many global environmental
issues. Consequently, a holistic interdisciplinary andragogical approach,
from a global perspective in environmental health, is mandatory. In the
1990's, the most difficult challenges we face are systemic, political and
human. To learn to preserve our own environmental heritage, we, alone,
must
take the initiative to meet the challenges of the 90's through
interdisciplinary education, research and international cooperation.
The andragogical model, in connection with a holistic interdisciplinary
systems approach, becomes increasingly important for developing effective
policies and legislation in government.
The content goal of "Selected Topics in Environmental Health" is to
provide
flexible, reliable information for its readers and present insights for
future study and research.
Advisor
Sussman, Marvin B.
Entry Month
9402. Revised: 931008.
<72>
Accession Number
AAI9218702
Author
O'Neill, Dennis James.
Title
AN EXAMINATION OF ANDRAGOGY IN THE TRAINING AND ORGANIZATION
DEVELOPMENT OF A MULTINATIONAL CORPORATION.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1992. 286p.
Source
Dissertation Abstracts International. Volume: 53-02, Section: A, page:
0378.
Subject Headings
Education, Adult and Continuing
Psychology, Industrial
Education, Business
Business Administration, Management
Abstract
Andragogy has long been in the forefront of the adult
education literature; this study synthesizes core concepts of
andragogy from that literature and uses them as lenses to
examine the actual training and organization development practices of an
American multinational corporation engaged in adopting a new performance
appraisal system.
This qualitative study compared the responses of key Human Resources
Administrators, Trainers, and training participants from each of four
diverse
divisions of the corporation that were involved with the change effort.
Congruencies and differences in the twenty-two respondents' opinions and
experiences were compared by division and respondent type.
The focus of the study took on three purposes: (1) the examination of the
possible influences of andragogy through the awareness of
its core concepts by the respondents, (2) an examination of the issues and
problems surrounding the use of the core concepts of
andragogy in this corporate setting, and (3) the generation
of recommendations regarding how andragogy could contribute
to more effective corporate learning.
Three data collection methods were used. Select reviews of the
andragogical
and organization development literatures were conducted and eight core
concepts were synthesized for this study's use. Document analysis was
used
to examine the corporation and the performance appraisal system's training
program. And in depth interviews, guided by an interview schedule based
upon
the core concepts of andragogy were conducted with the
respondents.
Self-directed learning was found to exist with elective courses within
this
corporate setting as well as with required courses. With required
courses,
self-directed learning was reported more in the post-session activities of
identification and use of material and human learning resources for
continuing the learning for application into individual contexts.
Respondents also reported a personal valuing or judging before committing
themselves to learning the content (as a whole or in successive parts) of
the
required courses; once an individual judged the content to hold value,
self-directed learning activities ensued. Trainers reported that core
concepts of andragogy could be indiced to occur by using
various cited techniques.
Advisor
Fey, Philip A.
Entry Month
9402. Revised: 931008.
<73>
Accession Number
AAI9218700
Author
Muller, Lucienne Helene.
Title
PROGRESSIVISM AND UNITED STATES ADULT EDUCATION: A CRITIQUE OF MAINSTREAM
THEORY AS EMBODIED IN THE WORK OF MALCOLM KNOWLES (KNOWLES MALCOLM).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1992. 304p.
Source
Dissertation Abstracts International. Volume: 53-02, Section: A, page:
0378.
Subject Headings
Education, Adult and Continuing
Education, History of
Education, Philosophy
Abstract
This study has explored the connections between progressivism, education
and
Malcolm Knowles' andragogy, which is a contemporary
mainstream theory of adult education. The study focused on an internal
inconsistency between Knowles' assumptions about adults as learners and
his
learning model by considering the embeddedness of his theory in
progressivism
and U.S. adult education history. Progressive political reform and
progressive education were presented as historical antecedents of the
adult
education movement which became a field of practice and study in the 1920s
and 1930s. Knowles' andragogy was selected for examination
because it was considered here to represent the dominant framework for
practice in U.S. adult education. The inconsistency in his theory is the
juxtaposition of the contradictory positions of humanism and behaviorism.
I have argued that Knowles' juxtaposition of humanism and behaviorism
reflects the influence of both the conservatism and the progressivism of
the
historical antecedents of his theory. It has been noted here that adult
educators have tended to ignore the fact that progressive educational
reform
contains pluralities of points of view which are often contradictory.
Knowles' conservatism is manifest in his wholesale adoption of Ralph
Tyler's
rationale for curriculum construction. Knowles' progressivism is due
largely
to his reading of Eduard Lindeman and to the fact that adult education
discourse emerged in the heyday of progressive education and borrowed much
of
its substance from child-centered educators. In addition, Eduard
Lindeman's
position as a progressive adult educator and as an interpreter of John
Dewey
has been discussed in order to more fully understand Knowles'
appropriation
of Lindeman's conception of adult education.
This historical and critical examination of Knowles'
andragogy has concluded with the discovery that Knowles' use
of humanistic psychology, in conjunction with his learning methodology,
produces a conformist and disempowering theory of adult education. It has
been suggested that adult educators reconsider John Dewey's philosophy of
education seen through the lens of Maxine Greene as grounds for a critical
appreciation of mainstream theories such as Knowles' and for the
construction
of an emancipatory theory of adult learning and education.
Advisor
Mezirow, Jack D.
Entry Month
9402. Revised: 931008.
<74>
Accession Number
AAI9211068
Author
Button, Gerald Edward.
Title
AUDIO-TUTORIAL BIOLOGY, ANDRAGOGY, AND SELF-ESTEEM:
RELATIONSHIPS AMONG INDEPENDENT AND DEPENDENT VARIABLES (BIOLOGY
INSTRUCTION,
SCIENCE ATTITUDES).
Institution
Thesis (ED.D.)--PORTLAND STATE UNIVERSITY. 1991. 230p.
Source
Dissertation Abstracts International. Volume: 53-02, Section: A, page:
0457.
Subject Headings
Education, Sciences
Education, Community College
Education, Higher
Abstract
The purpose of this study was to discover if there were significant
relationships between the independent variables of age, gender, ethnicity,
learning style, previous academic achievement, present attitude toward
science and self-esteem, when compared to the dependent variables of
achievement performance, attitude and attrition in audio-tutorial (A-T)
biology.
Students who self-selected to participate in the study (n = 785) were
asked
to provide information on age, gender, ethnicity, previous academic
achievement and present attitude toward science. Additionally, students
completed the Barsch Learning Style Inventory, the Rosenberg Self-Esteem
Scale and the Attitude Toward A-T Biology Instruction assessment
instruments
which measured their learning style, their self-esteem and their attitude
toward A-T biology instruction, respectively.
A majority of students did well with audio-tutorial biology instruction.
This study revealed that 64% of the students received an "A," "B," or "C"
in
audio-tutorial biology; 80% of the students in the study had a positive
attitude toward A-T biology, and 68% of the students completed a term of
A-T
biology instruction.
The study revealed that age was a factor in achievement performance in A-T
biology, and that older students (i.e., students over 25) did better in
A-T
biology than younger students. A-T biology instruction was an effective
modality for female students. Females had a significantly higher level of
achievement performance than males in audio-tutorial biology, and females
responded more favorably to A-T biology instruction than males.
Audio-tutorial biology was well received by all ethnic groups. In this
study, American Blacks and Asians did significantly less well, in terms of
completion rate, than other minority groups, Europeans and whites, and
American Blacks had significantly lower levels of achievement performance.
Learning style revealed no significant relationship to achievement
performance, attitude nor attrition in audio-tutorial biology. Previous
academic achievement was related significantly to achievement performance
and
attrition in A-T biology, and present attitude toward science was related
significantly to achievement performance in audio-tutorial biology,
attitude
and attrition. This study found that there was a significant relationship
between self-esteem and achievement performance in A-T biology.
Advisor
Allen, Judith E.
Entry Month
9402. Revised: 931008.
<75>
Accession Number
AAI9214448
Author
Clemens, Mary Ann Colette.
Title
AIDS AND ADULT EDUCATION: A STUDY OF FIVE CHICAGO NEWSPAPERS, 1981-1989
(IMMUNE DEFICIENCY, ILLINOIS).
Institution
Thesis (ED.D.)--NORTHERN ILLINOIS UNIVERSITY. 1991. 276p.
Source
Dissertation Abstracts International. Volume: 52-12, Section: A, page:
4184.
Subject Headings
Education, Adult and Continuing
Journalism
Education, Curriculum and Instruction
Education, Health
Abstract
Community newspapers served as tools of adult education as Acquired Immune
Deficiency Syndrome (AIDS) was reported in Chicago in the 1980s. A
content
analysis of the Chicago Catholic, Chicago Tribune, GayLife/Windy City
Times
and The Sentinel revealed that papers addressed issues deemed relevant to
subscribers in language that indicated multiple realities and fundamental
coherence.
This survey of 1981-1989 indicated that GayLife/Windy City Times, a
weekly,
surpassed the Chicago Tribune, a daily, in number of articles; it also
covered the disease earlier than any of the other papers studied. The
Chicago Defender, another daily, printed the majority of articles in
1987-89,
later than the Chicago Tribune. The Chicago Catholic and The Sentinel
spoke
of faith and morality in the crisis.
The study concluded that the frequency and timing of articles, as well as
the
use of language of communities, indicated the presence of powerful myths.
The response of educational initiatives to the crisis were inadequate in
addressing the myths. The potential for remythologizing rested in
intergenerational education; thus, the study challenges adult educators to
re-vision existing boundaries between pedagogy and
andragogy.
Entry Month
9402. Revised: 931008.
<76>
Accession Number
AAI9210567
Author
White, Mosezelle Nichols.
Title
FACILITATING ADULT LEARNING IN THREE DISTRICT WIDE ABE PROGRAMS IN SOUTH
CAROLINA.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1991. 367p.
Source
Dissertation Abstracts International. Volume: 52-11, Section: A, page:
3803.
Subject Headings
Education, Adult and Continuing
Education, Curriculum and Instruction
Education, Administration
Abstract
In order to examine the relationship between principles and practices of
andragogy as they apply to Adult Basic Education Programs
(ABE), a case study utilizing qualitative research methodology was
conducted
on three district wide ABE programs. A collaborative selected review of
the
literature resulted in the identification of five principles of
andragogy: mutual respect, collaboration, experience as a
resource, problem posing and action-oriented.
The case study examined the perceptions of key personnel in these three
district wide programs in South Carolina regarding their knowledge of,
experience with, attitude toward, and orientation to
andragogy. It reflects the issues and problems with
andragogy that emerged from the study.
The case study method was selected as the primary source of data
collection.
The triangulation of the data derived from document analysis, interviews,
observations, and critical incident questionnaires resulted in conclusions
and recommendations being made for the Three District Wide ABE Programs
and
for the Field of Adult Education and Future Researchers.
It was concluded that a dichotomy exists between what documents that guide
these programs purport and what actually happens at the operational level,
what administrators say and actually do, and what teachers espouse and
what
they actually implement. Key personnel generally had a knowledge of three
of
the five principles but did not recognize these principles as an
educational
theory or framework. Additionally, other factors were concluded to impede
the implementation of these principles: a lack of adequate support
services;
a lack of funds, competency based education and mandatory compliance with
state mandated policies. The importance of a positive self concept of the
learner also emerged.
The findings from the research seem to suggest a hierarchical relationship
exists among the principles of mutual respect, collaboration and
experience
as a resource. It was clear that the principles of problem posing and
action-oriented were not integrated into classroom instruction. However,
whether this omission is a result of a lack of knowledge of how to
implement
these principles by the teachers, or if both students and teachers did not
feel the amount of confidence necessary to integrate these principles is
still unclear. It was further concluded that a lack of clear definition
of
these principles still exists.
Advisor
Fey, Philip.
Entry Month
9402. Revised: 931008.
<77>
Accession Number
AAI9208854
Author
Suvedi, Murari Prasad.
Title
EDUCATIONAL ORIENTATION AND JOB SATISFACTION: A STUDY OF EXTENSION AGENTS
AND
THEIR SUPERVISORS.
Institution
Thesis (PH.D.)--MICHIGAN STATE UNIVERSITY. 1991. 151p.
Source
Dissertation Abstracts International. Volume: 52-11, Section: A, page:
3806.
Subject Headings
Education, Agricultral
Education, Adult and Continuing
Psychology, Industrial
Abstract
This study investigates the educational orientation held by Extension
agents
and the relationship between their educational orientation and their level
of
satisfaction in extension work. Personal characteristics of agents that
relate to such orientation is determined along with an attempt to find out
whether agents possessing educational orientations similar to that of
their
immediate supervisor have a higher level of job satisfaction. The
Extension
agents and their immediate supervisor in Michigan were requested to supply
attitudinal responses and information through a mail questionnaire.
Findings showed that Extension agents hold a moderate to strong
orientation
toward andragogy and pedagogy. The andragogical orientation
was found relatively stronger than the pedagogical orientation. No
significant relationships were found between demographic characteristics
like
age, sex, position, experience, graduate degree, and prior experience as a
school teacher and educational orientations. Exceptions were that male
agents tended to possess a stronger pedagogical orientation than female
agents and that home economics and agriculture and marketing agents were
different from 4-H youth agents in terms of andragogical orientation
scores.
Further, respondents with high andragogy scores were found
to possess lower pedagogy scores but those with high pedagogy were not
found
to hold low andragogy scores.
Extension agents were well satisfied with the content and context of their
jobs. The andragogy score of Extension agents was
positively related to their job satisfaction but no relationship was
observed
between pedagogy score and job satisfaction.
The findings showed no significant differences on the level of job
satisfaction between agents whose educational orientations were similar to
their immediate supervisor and those who had educational orientations
different from their immediate supervisor.
Since andragogy is related to job satisfaction, the hiring
practices of the CES should consider individuals who not only have
expertise
in technical subject matter content but also possess appropriate
educational
orientations. A series of inservice programs on adult learning principles
regardless of an agent's position, education or experience could help to
further strengthen the field agents' andragogical orientation vis-a-vis
job
satisfaction.
Entry Month
9402. Revised: 931008.
<78>
Accession Number
AAI9136353
Author
Barry, Douglas Kane.
Title
FACILITATING ADULT LEARNING IN DISTANCE EDUCATION: A CASE STUDY OF THE
UNIVERSITY OF ALASKA (ALASKA).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1991. 360p.
Source
Dissertation Abstracts International. Volume: 52-10, Section: A, page:
3501.
Subject Headings
Education, Adult and Continuing
Education, Intercultural
Education, Teacher Training
Abstract
The goal of the study is to produce recommendations for improving distance
education program development and implementation.
In reviewing the assumptions about andragogy held by the
major authors in the field, the dissertation group concluded that seven
principles or practices emerge, although their emphasis, relative
importance,
and definition may differ from author to author. The concepts are: (a)
mutual respect; (b) collaborative mode of learning; (c) building on life
experience of the learner; (d) praxis; (e) problem posing and problem
solving; (f) critical reflectivity; (g) self-directed
learning/empowerment.
At issue in the study was the question of the institution's knowledge of
and
commitment to adult learning or andragogy in the context of
distance learning. The researcher concluded that there is awareness and
practice of these andragogical principles in the distance education
programs
of the university. This awareness of the Principles and Practices of
Andragogy among administrators, faculty and learners does
not emerge from a working understanding of adult education as a formal
field
of practice or a theoretical framework for adult education. The
Principles
and Practices of Andragogy are being used because distance
educators have determined through trial and error that they work.
Evidence of the use of the principles and practices appeared in a wide
variety of distance education settings, including small villages where
adult
learners were primarily Alaska Natives. Indeed, some of the higher order
principles and practices such as praxis and critical reflectivity seem to
have appeared more frequently in these contexts. Although the
professional
literature is largely silent on how the principles and practices can be
used
to facilitate learning at a distance, there is evidence to suggest that
they
can make a substantial contribution. However, a major impediment to
improving distance education practice in Alaska is the continuing parallel
development of the professional fields of adult education and distance
education. Alaska only mirrors what seems to be a national trend.
Because
of a variety of contextual factors, Alaska has much to gain from a
convergence of the fields, and may ultimately provide the needed
leadership
that could influence the rest of the nation and world. (Abstract
shortened
with permission of author.).
Advisor
Fey, Philip.
Entry Month
9402. Revised: 931008.
<79>
Accession Number
AAI9122748
Author
Matthews, Stephen Allen.
Title
A SURVEY OF ARMY NATIONAL GUARD OFFICER CANDIDATE SCHOOL INSTRUCTORS AND
THEIR PERCEIVED USE OF ANDRAGOGY VS PEDAGOGY (MILITARY
INSTRUCTORS).
Institution
Thesis (PH.D.)--KANSAS STATE UNIVERSITY. 1991. 167p.
Source
Dissertation Abstracts International. Volume: 52-05, Section: A, page:
1611.
Subject Headings
Education, Adult and Continuing
Abstract
An ex post facto descriptive study was undertaken to survey Army National
Guard officer candidate school instructors in order to (a) assess their
demographics, (b) measure their orientation toward andragogical learning
principles, and (c) determine noteworthy relationships between the
demographic variables and instructor andragogical orientation.
Andragogy is defined as "the art and science of helping
adults learn" as opposed to pedagogy which is defined as "the art and
science
of teaching children" (Knowles, 1984, p. 6).
Five hundred officer instructors, from a national population of 750, were
surveyed by use of a demographic response form, developed by the
researcher,
and an andragogical orientation survey instrument, developed by Dr.
Malcolm
S. Knowles (1978) for Organization Design and Development Corporation.
An analysis of data received from 146 weekend Army National Guard
instructors
revealed a sample consisting of 41% captains, with a mean age of 36, and
mean
years of college education of 16.6. The majority of these officer
instructors were from the occupational groups of white collar, teachers
and
full-time Army National Guard, with between 16 and 20 years military
service,
and from l to 5 years of military instructor experience.
This survey revealed positive noteworthy differences in andragogical
orientation across at least four of the demographic variables tested.
First,
teachers as an occupational group were more andragogically oriented than
other occupational groups, especially the full-time military personnel.
Second, teachers with most of their experience at the elementary school
level
were clearly more andragogically oriented than teachers with other
experience, especially secondary or university level. Third, OCS
instructors
with fewer years of military instructor experience were more
andragogically
oriented than those with many years of military instructor experience.
Fourth, OCS instructors who responded as having high or moderate exposure
to
adult education principles were more andragogically oriented than those
with
no exposure to adult education principles.
This research into the teaching orientation of state Army National Guard
officer candidate schools was the first of its kind. Results, while
limited,
supported recommendations for improving the state Army National Guard OCS
instructor education, and encouraging additional experimental research
into
(a) assessment of the learning characteristics of the officer candidate
student, and (b) the effectiveness of andragogical methodology for
improving
Army National Guard officer candidate learning.
Entry Month
9402. Revised: 931008.
<80>
Accession Number
AAI0570197
Author
Hattingh, Brenda Elaine.
Title
GUIDELINES FOR AN ORTHO-ANDRAGOGIC PRACTICE. (AFRIKAANS TEXT) .
Institution
Thesis (PH.D.)--UNIVERSITY OF PRETORIA (SOUTH AFRICA). 1991.
Source
Dissertation Abstracts International. Volume: 52-04, Section: A, page:
1261.
Subject Headings
Education, Psychology
Abstract
The adult is in need of help and guidance in developing new modes of
adjustment that are appropriate to a rapidly changing world. Andragogics
has
as task the scientific study of the adult personality and effective life
coping skills (behaviour) as effective adulthood. In the identifying of
personality problems and ineffective life coping within specific adult
contexts, the field of the Ortho-andragogics is entered. The tasks of the
Ortho-andragogics is to supply a theoretical description of the
ineffective
adulthood and to develop and plan an assistance and guidance practice.
In the search for guidelines for an ortho-andragogic practice the point of
departure in this study was taken from an holistic, converging, all
encompassing point of view in identifying an adult personality
macrostructure. This metatheoretical adult personality structure
described
as the adult personality and contextual adulthood, serves as a
metatheoretical reference framework in the identifying of adult problems.
The essential personality components identified and described are: the
affective, cognitive, motivational, information handling, physical,
sexual,
social and spiritual components as well as the self.
Adulthood is always context related. Contextual adulthood is described by
implementing contextualizing rules. Any diversion or abnormality could be
described as personality immaturity and contextual immaturity becomes
manifest in ineffective life copying with a claim to assistance and
guidance.
The guidelines to an ortho-andragogic practice are found in identifying
the
underlying causes of ineffective adulthood (personality immaturity and/or
contextual immaturity) and the planning of an assistance and guidance
practise.
In order to address the dilemma concerning the terms "educating" and
"Education" the two terms needed to be described in essence in order to
accommodate Andragogy as sub discipline of Education.
An evaluation of the task of Educational Psychology needed to be made in
order to accommodate Ortho-andragogy and the training of the
educational psychologists as ortho-andragogists.
Advisor
Van Niekerk, P A.
Entry Month
9402. Revised: 931008.
<81>
Accession Number
AAI9121704
Author
Cartor, Richard Alan.
Title
A COMPARISON OF ANDRAGOGY AND PEDAGOGY: ASSESSING THE
RELATIONSHIP BETWEEN INDIVIDUAL PERSONALITY DIFFERENCES, LEARNING STYLES,
AND
TRAINING TYPES.
Institution
Thesis (PH.D.)--THE UNIVERSITY OF TENNESSEE. 1990. 172p.
Source
Dissertation Abstracts International. Volume: 52-03, Section: B, page:
1760.
Subject Headings
Psychology, Industrial
Education, Adult and Continuing
Education, Teacher Training
Abstract
This study addresses issues related to the education and training of
adults.
Adult education theorists and practitioners have generally prescribed that
all adult learners would learn more and have more favorable responses to
collaborative, participative types of training. While the strict
dichotomization of learners based solely on their chronological age has
recently been de-emphasized, there still remains a lack of clarity
regarding
which training types to use with adult learners. Theories and principles
derived from voluntary adult learning situations may not generalize to
training programs in industry, where the training is often times
mandatory.
It was proposed that learning styles, achievement levels, locus of
control,
and ego development levels would need to be assessed in order to determine
the most advantageous training style for individuals. These were assessed
by
using The Learning Style Inventory (Kolb, 1981), The California
Psychological
Inventory (Gough, 1957), The Locus of Control Scale (Rotter, 1966), and
The
Measure of Ego Development (Loevinger, 1976). Scores on these measures
were
then compared with three outcome variables after exposure to either
lecture-style training (pedagogy), or participative training
(andragogy). The three outcome variables which were
assessed were the amount of objective learning as measured by performance
on
a post-test, satisfaction, and self-reported learning. It was
hypothesized
that for reflective learners, pedagogy would have more favorable outcomes,
and for active learners, andragogy would have more favorable
outcomes. Also, it was hypothesized that individuals with the active
learning styles would demonstrate a more internal locus of control, have
higher Achievement-Independent scores, have lower Achievement-Conformance
scores, and have higher levels of ego development.
Subjects for this study were 213 supervisors at a large government agency,
who were attending a mandatory training program. None of the hypotheses
tested were statistically significant, although additional data analyses
revealed an important influence of age, Achievement-Independence scores,
and
ego development scores on the measure of Objective Learning. The
implications of these findings are discussed, and a model for
understanding
the andragogy-pedagogy relationship is presented.
Advisor
Rush, Michael C.
Entry Month
9402. Revised: 931008.
<82>
Accession Number
AAI9122777
Author
Wegge, Nancy Ballard.
Title
THE EFFECT OF AN INSERVICE TRAINING PROGRAM ON THE EDUCATIONAL ORIENTATION
OF
PART-TIME ADULT CONTINUING EDUCATION INSTRUCTORS.
Institution
Thesis (ED.D.)--UNIVERSITY OF MISSOURI - SAINT LOUIS. 1991. 220p.
Source
Dissertation Abstracts International. Volume: 52-03, Section: A, page:
0784.
Subject Headings
Education, Adult and Continuing
Education, Community College
Education, Teacher Training
Abstract
The theoretical model of andragogy proposes that teaching
adults is a unique area of education which requires specialized training.
Most part-time adult continuing education teachers are subject matter
specialists with little or no training in how to teach adults. The
literature records little that is being done to help these teachers become
sensitized to their adult students.
This study measured the effect of varying lengths of inservice training on
the educational orientation of part-time adult, continuing education
instructors. It was hypothesized that instructors who had inservice
training
which not only presented the andragogical methods of instruction but also
utilized these practices in the inservice activity itself, would
demonstrate
an educational orientation more closely aligned with those principles than
would instructors who did not participate in this inservice activity.
The population of part-time adult continuing education instructors at a
rural
midwestern community college was used in this study. Stratified random
samples constituted the treatment groups.
Inservice interventions of six hours and nine hours were presented to
provide
the two experimental groups with knowledge of andragogical methods of
instruction. A control group received no inservice training. The
Principles
of Adult Learning Scale (PALS) was administered to all individuals in the
two
experimental groups and in the control group. A form of PALS adapted for
student use was administered to each of their students.
A two factor analysis of variance (ANOVA) was used to analyze the data,
with
the level of significance set at.05. Results indicated that training had
a
statistically significant positive effect on teacher scores. Analysis
showed
statistically significant differences between 0 and 6 hours training and
between 0 and 9 hours training, but no significant difference between 6
and 9
hours training.
This study supports the theory that inservice training on collaborative
teaching techniques is effective for part-time adult continuing education
instructors as perceived by both the teacher and by his or her students.
Future research needs to focus on whether similar inservice sessions would
be
effective for teachers of adults in other educational situations.
Advisor
Walter, James E.
Entry Month
9402. Revised: 931008.
<83>
Accession Number
AAI9119943
Author
Lotze, Evie Daniel.
Title
CLINICAL PSYCHODRAMA TRAINING MANUAL (PSYCHODRAMA).
Institution
Thesis (PH.D.)--THE UNION INSTITUTE. 1990. 577p.
Source
Dissertation Abstracts International. Volume: 52-02, Section: B, page:
1068.
Subject Headings
Psychology, Clinical
Psychology, Industrial
Education, Psychology
Theater
Abstract
The Training Manual for Clinical Psychodramatists outlines a training
program
which covers the theoretical and technical competencies required for
national
certification in psychodrama, sociometry and group psychotherapy. The
Prologue introduces the philosophy of andragogy,
experiential education, and professional preparation.
Andragogy integrates the research in adult learning into a
philosophy of effective teaching/learning strategies for adults.
Professional preparation combines the fields of professional education and
professional training to integrate both the theoretical basis implied in
training and the intellectual basis implied in education. Experiential
education with its roots in the philosophy of John Dewey insists that
human
beings learn most thoroughly what they have experienced. These three
areas
are integrated into the psychodrama training program outlined in the
manual.
The manual is divided into three Books: Book I focuses on foundational
knowledge and skills, Book II focuses on expanding and deepening the
foundations, and Book III focuses on the psychological understanding
requisite to clinical practice. Book I covers the following substantive
courses: (1.1) History and Philosophy of Psychodrama, (1.2) Methodology of
Psychodrama, (1.3) Sociometry, (1.4) Group Dynamics, (1.5) Ethics. Book
II
includes: (2.1) Related Fields, (2.2) Psychodramatic Auxiliary Skills,
(2.3)
Psychodramatic Directing Skills, (2.4) The Clinical Use of Fairy Tales,
and
(2.5) Research and Program Evaluation in Psychodrama. Book III covers:
(3.1)
Ancient Myths/Modern Lives, (3.2) Psychodramatic Enactment with Select
Diagnoses, (3.3) Working Psychodramatically with Dreams, (3.4) Personality
Type and The Psychodrama Director, (3.5) Designing Psychodrama Training.
Each Book ends with a sixth course: Integration and Application.
The Epilogue details limitations and future directions.
Entry Month
9402. Revised: 931008.
<84>
Accession Number
AAI9118450
Author
Ewing, Vivyonne L.
Title
MANAGEMENT DEVELOPMENT PROGRAMS AND THEIR EFFECT ON MANAGEMENT PERSONNEL
AT
FORT CALHOUN NUCLEAR POWER PLANT (NEBRASKA).
Institution
Thesis (PH.D.)--THE UNIVERSITY OF NEBRASKA - LINCOLN. 1990. 117p.
Source
Dissertation Abstracts International. Volume: 52-02, Section: A, page:
0391.
Subject Headings
Education, Adult and Continuing
Business Administration, Management
Abstract
The purpose of this study was to ascertain the impact of management
development programs on nuclear managers at the Omaha Public Power Plant
in
Fort Calhoun, Nebraska. The subjects of this study were managers who had
attended management development programs over the past three years.
Management development programs (MDP's) serve as a training field for
preparing managers for future jobs within organizations. MDP's prepare,
educate, inform and refine managers so that they are more effective in
their
organization. These programs contribute to the ongoing success of the
managers and ultimately the organization. One of the main factors that
contributes to the success of MDP's is that they are based on
andragogy. Malcolm Knowles, the father of adult education,
defines andragogy as the art and science of teaching adults.
One organization, the Omaha Public Power District (OPPD), located in
Omaha,
Nebraska, has implemented management development programs using adult
education principles for managers in its nuclear power plant at Fort
Calhoun.
OPPD began offering management development programs to its nuclear plant
managers in 1988. Yet, to date, there has been no evaluation of the
effectiveness of these programs on nuclear personnel. To remedy this
shortcoming, this study provides an evaluation of the effectiveness of
MDP's
by gathering qualitative interview data from personnel who work in the
nuclear organization.
Advisor
Suzuki, Peter T.
Entry Month
9402. Revised: 931008.
<85>
Accession Number
AAI9118128
Author
Hampton, Sally B.
Title
CHANGING INSTRUCTIONAL PRACTICE: PRINCIPLES OF ANDRAGOGY AND
THE ONGOING EDUCATION OF WRITING TEACHERS (NATIONAL WRITING PROJECT).
Institution
Thesis (PH.D.)--EAST TEXAS STATE UNIVERSITY. 1990. 192p.
Source
Dissertation Abstracts International. Volume: 52-02, Section: A, page:
0393.
Subject Headings
Education, Adult and Continuing
Education, Teacher Training
Abstract
Purpose of the study. The study investigated the following: (1) to what
extent, if any, the National Writing Project model was andragogical in
nature; (2) to what extent, if any, change in writing instruction could be
ascertained following teacher training; (3) and to what extent, if any,
student growth in writing could be evidenced following teacher training
and
the subsequent use of writing process methodology.
Procedure. Learning logs from six teachers involved in NWP training were
analyzed to determine evidence of the fundamental assumptions which
undergird
andragogy. Teacher questionnaires, student questionnaires,
and classroom observations were analyzed for evidence of change in writing
instruction. Student essays were holistically scored to determine growth
in
writing ability.
Findings. Analysis of the learning logs revealed that 95 percent of their
content could be classified as andragogical in nature. Teacher
questionnaires revealed that all six teachers believed that following NWP
training, they had changed instructional methods in writing. Teachers
reported using a variety of instructional strategies associated with
writing
process. Student questionnaires reflected that students were aware their
teachers were using writing process strategies. Classroom observations
indicated that the teachers were using writing process strategies. The
holistically scored writing assessment showed the average gain on a
six-point
scale from pre- to post-test for students whose teachers had NWP training
was.87.
Conclusions. Learning logs suggest the NWP model is andragogical in
nature.
Teacher and student questionnaires as well as classroom observations
indicate
that the NWP fosters change in writing instruction. Pre- and
post-assessment
scores on student writing show significant gain for students whose
teachers
have NWP training.
Advisor
Savage, Keith.
Entry Month
9402. Revised: 931008.
<86>
Accession Number
AAI9115883
Author
Headlee, John Henry.
Title
RELATIONSHIPS OF PEDAGOGICAL-ANDRAGOGICAL ORIENTATION OF ELEMENTARY
EDUCATORS
TO THEIR PERSONAL CHARACTERISTICS, TEACHING CONTEXT, PERFORMANCE
EVALUATIONS,
AND ORIENTATIONS OF ADULT EDUCATORS.
Institution
Thesis (PH.D.)--UNIVERSITY OF SOUTH FLORIDA. 1990. 287p.
Source
Dissertation Abstracts International. Volume: 52-01, Section: A, page:
0068.
Subject Headings
Education, Curriculum and Instruction
Education, Adult and Continuing
Education, Philosophy
Education, Elementary
Abstract
This study was designed to determine how pedagogical-andragogical
orientations of elementary teachers are related to: (a) selected personal
characteristics including gender, experience teaching elementary level
students, experience teaching adults, age, assigned grade level or
subject,
student ability, and terminal degree; (b) their teaching effectiveness as
measured by Florida Performance Measurement System (FPMS) summative
observations; and (c) pedagogical-andragogical perceptions of adult
teachers
from a variety of settings. Hadley's (1975) Educational Orientation
Questionnaire (EOQ), a measure of pedagogical-andragogical orientations,
was
distributed to a representative sample of 180 K-5 teachers in all eight
elementary schools of a semi-rural, Florida school district. Descriptive
statistics, correlations, ANOVAS, t-tests, and item analyses were used to
determine whether significant relationships or differences exist among
group
EOQ totals, item mean scores, and independent variables.
The findings indicated that: (a) only elementary teachers' gender, age,
and
experience teaching children significantly related to EOQ scores (female
teachers, less experienced teachers, and younger teachers obtained higher,
more andragogical scores); (b) EOQ scores did not relate to FPMS scores;
and
(c) elementary teachers tended to be as andragogical in their orientation
as
adult teachers. However, comparisons of item analyses results from this
study of elementary education to item analyses results from studies of
adult
education conducted by Al-Shehri (1986), Capaz (1990), Grubbs (1981),
Jones
(1982), and O'Gorman (1981) revealed serious inconsistencies and validity
conflicts in some of the EOQ items, factors' subdimensions, and underlying
principles.
Caution was recommended regarding future use of EOQ items and future
comparisons of elementary and adult teachers' practices by authors and
lecturers. Recommendations were made concerning further research on
differences between pedagogy and andragogy, development of
new measures of effective adult education, validation of the FPMS with
adult
educators, and goals of adult education measures.
Advisor
Blank, William E.
Entry Month
9402. Revised: 931008.
<87>
Accession Number
AAI9033892
Author
Peters, Brenda S.
Title
LEARNING IN THE WORKPLACE: PERCEPTIONS OF TEACHING/LEARNING THROUGH
INSERVICE
WORKSHOP PROGRAMS FOR TEACHERS, A CASE STUDY.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1990. 447p.
Source
Dissertation Abstracts International. Volume: 51-10, Section: A, page:
3389.
Subject Headings
Education, Teacher Training
Education, Curriculum and Instruction
Education, Adult and Continuing
Abstract
In the pedagogical environment of a public school, little attention has
been
focused on its role as a workplace, providing adult learning activities
for
its employees, particularly teachers. A case study was conducted to
examine
the extent to which knowledge and use of the principles and criteria of
good
practice of adult education were evident in a popularly utilized
teacher-training model within the staff development department of a public
school. Formal and informal learning were examined to provide
recommendations for current practice of adult education programs and for
future research.
A collaborative group effort of five doctoral students, selected a list of
ten principles and criteria of good practice of adult education which
formulated the conceptual framework for this study. These identified
principles included: a physical and social climate of respect,
collaboration,
participant experience, critically reflective thinking, problem-posing and
problem-solving, learning for action, participative environment,
empowerment,
self-directness and dialogue. The qualitative research methods used to
gather information were interviews observations, critical incidents, and
document analysis.
Emerging themes included: the building principal plays a significant role
in
impeding or facilitating the learning in a public school setting; informal
learning from peers and others in the organization is viewed as more
significant than formal learning situations, particularly when it involves
learning about the self, or the organization. The informal support
networks
of peers is perceived as particularly significant due to the "survival"
nature of these networks despite the obstacles mentioned as impediments to
the learning. Teachers feel that they have unique workplace situations by
being isolated for most of the work day from other adults.
Recommendations for improved practice in this district included regularly
scheduled time for mentoring activities; alternative scheduling to program
training; and improving communication through increased dialogue with all
representative groups in the school/community.
Informal workplace learning is an area that is recommended to future
researchers in adult education. This was perceived as more significant
than
formal, structured areas in several ways. The significance of these
principles and criteria of good practice of andragogy
through a meta-analysis of existing recent research contributions is
recommended as well.
Advisor
Bitterman, Jeanne.
Entry Month
9402. Revised: 931008.
<88>
Accession Number
AAI9033841
Author
Garlett, Fred Gordon.
Title
FACILITATING LEARNING IN AN ADULT DEGREE COMPLETION PROGRAM.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1990. 452p.
Source
Dissertation Abstracts International. Volume: 51-09, Section: A, page:
2957.
Subject Headings
Education, Adult and Continuing
Education, Higher
Abstract
In order to examine the relationship between the principles and practices
of
andragogical theory as they are applied to adult higher education, a case
study utilizing qualitative research methodology was conducted on one
Adult
Degree Program. From a collaborative, selective review of the literature,
a
list of five principles of andragogy emerged for this study:
mutual respect, collaboration, experience as a resource, problem posing
and
action-oriented.
Specifically, the case study examined the perceptions of key personnel of
the
Human Resources Management (HRM) Bachelor of Science degree completion
program at Friends University regarding their knowledge of, experience
with,
attitudes toward, orientation to, and issues and problems with
andragogy.
The case study method was chosen as the primary data collection strategy,
utilizing document analysis, interview, critical incident, and observation
methodologies, resulting in conclusions and recommendations being made
for:
the College of Continuing Education, Friends University; the field of
Adult
and Continuing Education; and, future researchers.
It was concluded that the principles of andragogy selected
for this study were evidenced in varying degrees in the HRM program.
While
there seemed to be a special effort by the HRM program administrators to
incorporate the principles into the program as a deliberately thought-out
plan, there were two approaches to their application. One group of
faculty
and administrators have training in adult education and see the principles
as
a framework for good adult educational practices while a second group
appear
to have happened upon the principles more by accident through a process of
"trial-and-error." The principles seems to form a framework for the HRM
program and constitute the driving force for the program.
The findings of the research study point to a hierarchical relationship
among
the principles of mutual respect, collaboration, and experience as a
resource. It was not clear whether the principles of problem posing and
action-oriented were part of the continuum or if they were a by-product or
outcome of the other principles. It was further concluded that there was
a
lack of clear definition for the principles and there was some overlap in
the
indicators for each principle.
Advisor
Fey, Philip.
Entry Month
9402. Revised: 931008.
<89>
Accession Number
AAI9033894
Author
Pippins, Shirley J Robinson.
Title
FACILITATING ADULT LEARNING THROUGH CONTINUING EDUCATION AT WESTCHESTER
COMMUNITY COLLEGE (NEW YORK).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1990. 493p.
Source
Dissertation Abstracts International. Volume: 51-07, Section: A, page:
2240.
Subject Headings
Education, Adult and Continuing
Education, Community College
Abstract
A case study utilizing qualitative research methodology was conducted with
Westchester Community College serving as the focus of the study. The
research sought to determine the extent to which the current practice and
perceptions of key personnel concur with selected principles of
andragogy. Several principles of andragogy
emerged from a collaborative review of the literature; specifically:
Mutual
Respect, Collaboration, Experience as a Resource, Problem Posing, and
Action-Oriented.
The case study examined the perceptions of key personnel regarding:
knowledge
of, experience with, attitudes toward, orientation to, and issues/problems
with andragogy.
Given the dimension and scope of the research project, the case study was
chosen as the primary data collection strategy. Data collection was
accomplished utilizing document analysis, interview, critical incident,
and
observation methodologies.
The data seem to suggest that although there is a general support for
andragogical principles, this support is not operationalized to constitute
a
Westchester Community College specific, learning oriented framework. Key
personnel in addition do not perceive the principles as part of a more
comprehensive theory of adult education. The data also seem to suggest
that
some principles are more frequently used than others in hierarchical
and/or
clustering patterns. Further definition and clarification of the
principles
are also needed in several important areas.
The findings further suggest that environmental factors impede the
establishment and implementation of an andragogical learning oriented
framework and context in which adult and continuing education can thrive.
The data from this case study also lead the researcher to conclude that
variety of contextual factors (i.e., teacher's joy, enthusiasm, rigor,
flexibility, and self-confidence) may interact with the principles and
either
facilitate or impede their implementation.
The literature in the field, in addition, provides limited direction for
the
teachers of adult educators on strategies for preparing practitioners to
actually implement the principles. Limited research data also exist on
issues surrounding the implementation of the principles in widely
different
academic fields.
Advisor
Fey, Philip A.
Entry Month
9402. Revised: 931008.
<90>
Accession Number
AAI9033817
Author
Braxton-Brown, Greg.
Title
ANDRAGOGY AND A PROFESSIONAL M.B.A. PROGRAM (M.B.A.).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1990. 451p.
Source
Dissertation Abstracts International. Volume: 51-07, Section: A, page:
2235.
Subject Headings
Education, Adult and Continuing
Education, Business
Abstract
A case study utilizing qualitative research methodology was conducted with
one Professional M.B.A. program serving as the focus of the study. The
research sought to determine the extent to which the current practice and
perception of key personnel represent selected principles of
andragogy. For this study the principles of
andragogy that emerged from an intensive collaborative
review of the literature were the principles of: Mutual Respect;
Collaboration; Experience as a Resource; Problem Posing, and;
Action-Oriented.
Specifically the case study examined the perceptions of key personnel of
the
Professional M.B.A. program regarding: (1) Knowledge of
Andragogy; (2) Experience with Andragogy;
(3) Attitudes toward Andragogy; (4) Orientation to
Andragogy, and; (5) Issues and Problems with
Andragogy.
Given the dimension and scope of the research project, the case study was
chosen as the primary data collection strategy. Data collection was
accomplished utilizing document analysis, interview, critical incident,
and
observation methodologies. Data were collected in order to gain an
understanding of the perceptions of individuals closely connected to the
Professional M.B.A. program under study.
The case study results in conclusions and makes recommendations for: (1)
The
Professional M.B.A. program studied; (2) The Field of Adult and
Continuing
Education, and; (3) Future researchers.
It was concluded that the Principles of Andragogy selected
for this study do not constitute the framework from which the Professional
M.B.A. program operates and that considerable variation existed for each
of
the study questions. The principles of Mutual Respect, Collaboration, and
Experience as a Resource were utilized more often than the principles of
Problem Posing and Action-Oriented. It was further concluded that the
term
principle is itself problematic and value-laden. Of the five principles
studied Mutual Respect was the only principle that seemed to be
universally
accepted as important and was almost always reflected in practice.
Collaboration, Experience as a Resource, and Action-Oriented were widely
acknowledged to be important but examples were found where they were
disregarded without damaging the educational experience in the eyes of
either
the learners or the facilitators. Problem Posing was seen as irrelevant
to
the educational process by many of the key personnel interviewed.
Advisor
Fey, Philip.
Entry Month
9402. Revised: 931008.
<91>
Accession Number
AAI1336300
Author
Hazlett, Rose Ann.
Title
LEADERSHIP STYLE PERCEPTIONS AMONG NURSE MANAGERS FOLLOWING A STRUCTURED
PROGRAM ON MANAGEMENT.
Institution
Masters Thesis (M.S.)--TEXAS WOMAN'S UNIVERSITY. 1988. 122p.
Source
Masters Abstracts International. Volume: 27-04, page: 0491.
Subject Headings
Health Sciences, Nursing
Abstract
This descriptive study investigated whether nurse managers attending a
structured teaching program on management would demonstrate a difference
in
perceptions of leadership styles. Blanchard's (1985) situational
leadership
theory and Knowles (1970b, 1984) theory of adult learning,
andragogy, provided the conceptual framework for the study.
Fifteen nurse managers constituted the convenience sample.
The nurse managers completed questionnaires before and after the
structured
teaching program on management. Perceptions of leadership style were
measured using the Leader Behavior Analysis (LBA) II Self instrument.
Analysis of data yielded a statistically significant difference between
the
scores before and after the structured teaching program on management.
Advisor
Goad, Susan.
Entry Month
9400. Revised: 931008.
<92>
Accession Number
AAI1330781
Author
Mccord, Laurie Hill.
Title
A STRUCTURED TEACHING PROGRAM ON TOUCH AND NURSES' AWARENESS AND
PERCEPTION
OF TOUCH.
Institution
Masters Thesis (M.S.)--TEXAS WOMAN'S UNIVERSITY. 1987. 84p.
Source
Masters Abstracts International. Volume: 26-01, page: 0108.
Subject Headings
Health Sciences, Nursing
Abstract
This quasi-experimental study investigated whether pediatric nurses
attending
a structured teaching program on touch would demonstrate a difference in
awareness and perception of touch from pediatric nurses not attending the
structured teaching program. Barnett's (1972a) concept of touch, Weiss'
(1979) theory of tactile symbols, and Knowles' (1973) theory of adult
learning, andragogy, provided the conceptual framework for
the study.
Forty-two pediatric registered nurses constituted the convenience sample.
The experimental group consisted of 21 subjects who attended the
structured
teaching program, while the control group consisted of 21 subjects who did
not attend the structured teaching program.
Awareness and perception of touch was measured using the Questionnaire for
the Awareness and Perception of Touch as a Communicative Process.
Analysis
of data yielded no statistically significant differences in the awareness
and
perception of touch between the two groups.
Entry Month
9400. Revised: 931008.
<93>
Accession Number
AAI1319182
Author
Smith, Linda Sue.
Title
WISCONSIN NURSE EDUCATORS AND THEIR SELF-RATED
ANDRAGOGY-PEDAGOGY ORIENTATIONS.
Institution
Masters Thesis (M.S.N.)--THE UNIVERSITY OF WISCONSIN - MILWAUKEE SCHOOL OF
NURSING. 1982. 118p.
Source
Masters Abstracts International. Volume: 21-01, page: 0027.
Subject Headings
Education, Adult and Continuing
Entry Month
9400. Revised: 931008.
<94>
Accession Number
AAI9012598
Author
Stickney-Taylor, Linda L.
Title
AN ANALYSIS OF THE EDUCATIONAL ORIENTATION OF ADULT STUDENTS AND EDUCATORS
AND STUDENT PERCEPTIONS OF ADULT EDUCATORS' TEACHING STYLE.
Institution
Thesis (PH.D.)--SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE. 1989. 107p.
Source
Dissertation Abstracts International. Volume: 51-01, Section: A, page:
0057.
Subject Headings
Education, Adult and Continuing
Abstract
Purpose. The four purposes of this study were: (1) to determine if there
was
a significant difference in the educational orientation of adult educators
and adult students; (2) to determine if there was a significant difference
between the educational orientation of adult educators and selected
personal
variables (i.e. sex, age, academic preparation, discipline taught and
years
of teaching experience; (3) to determine if there was a significant
difference in the student's rating of perceived teacher behavior and
student
educational orientation; and (4) to determine if there was a significant
difference between the educational orientation of adult learners and their
personal variables (i.e. sex, age, type of program enrolled).
Procedures. An educational orientation questionnaire was used to
determine
the educational orientation (i.e. andragogical/pedagogical) of adult
educators and adult students enrolled in two year transfer,
vocational/technical, certificate and non-credit community college
programs.
Adult students, also, indicated the extent to which adult educators
exhibited
andragogical behaviors. The Statistical Package for the Social Sciences
was
used for the computer analysis of the data. The minimum level of
significance was set at.05.
Summary and conclusions. No significant differences were found between
the
educational orientation of adult educators and adult students, educational
orientation and age of adult educator or sex of adult learner.
Significant
differences were found between educational orientation and initial level
of
adult educator's academic preparation, discipline taught, sex of adult
educator, years of teaching experience, student ratings of perceived
teacher
behaviors, age of adult students and type of program.
It was concluded that adult educators and adult students enrolled in
community college programs have the same orientation to the
teaching-learning
process as related to the constructs of andragogy and
pedagogy. Academic preparation, sex, discipline taught and years of
teaching
experience are variables that can be used to indicate the educational
orientation of adult educators. Further research is needed to determine
if
these variables are generalizable to other populations.
Advisor
Sasse, Edward B.
Entry Month
9400. Revised: 931008.
<95>
Accession Number
AAI9003851
Author
Harbin, Phillis Diann O'Mary.
Title
A Q-ANALYSIS OF THE STRESSORS OF ADULT FEMALE NURSING STUDENTS ENROLLED IN
BACCALAUREATE SCHOOLS OF NURSING.
Institution
Thesis (D.S.N.)--UNIVERSITY OF ALABAMA AT BIRMINGHAM. 1989. 90p.
Source
Dissertation Abstracts International. Volume: 50-09, Section: B, page:
3919.
Subject Headings
Health Sciences, Nursing
Education, Administration
Education, Adult and Continuing
Abstract
Becoming a student at age 30 or more places one in a stressful situation.
The female, especially, tends to experience situations that are stressful.
Most of these situations exist because she does not forego her many other
roles, but instead, adds the student role to the already long list of
existing roles. Thus, stress ensues and a reaction occurs. The purpose
of
this study was to identify the stressors of adult female nursing students
enrolled in baccalaureate schools of nursing. In this descriptive study,
Knowles' Andragogy Theory and Neuman's Health Care Systems
Model were utilized as a conceptual framework with Q methodology being
utilized for the purpose of analysis. Q methodology is the assignation of
quantitative values to qualitative data.
Stressors were identified through a review of literature related to
stressors
of man, adult stressors, female students, and nursing students. Items
were
reviewed by a panel of experts in order to establish content validity.
Reliability was determined by sort-resort utilizing a related sample of
five
subjects.
The final Q sort was administered to 20 adult female nursing students
enrolled in junior or senior nursing courses in two universities in a
large
metropolitan city in the Southeastern United States. Q-type factor
analysis
of the data revealed three distinct person types. The subjects were
assigned
to a type according to the responses made to the Q sort items. The
majority
of the stressors identified were both interpersonal and extrapersonal in
nature. Person types 1, 2, and 3 all revealed that they were most
distressed
by extrapersonal stressors related to circumstances in the environment and
least distressed by interpersonal stressors related to those relationships
with other people.
Recommendations included that the use of Q methodology in determining
adult
female nursing student stressors should be extended and, through the use
of
the Q sort instrument, specific ages and cultures be studied in various
school settings and time frames so that stressors can further be
delineated.
Through specific identification of stressors, nursing education, practice,
and research can direct efforts to better meet the needs and recognize the
contributions of these students.
Advisor
Gay, Janice.
Entry Month
9400. Revised: 931008.
<96>
Accession Number
AAI9002572
Author
Mullaney, Joan Canfora.
Title
FACILITATING LEARNING THROUGH CONTINUING EDUCATION: A CASE STUDY OF
CONTINUING EDUCATION AT MONROE COMMUNITY COLLEGE (NEW YORK).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1989. 374p.
Source
Dissertation Abstracts International. Volume: 50-08, Section: A, page:
2353.
Subject Headings
Education, Adult and Continuing
Abstract
A void exists in research examining the relationship between the
principles
and practices of andragogical theory as they are applied to adult higher
education practice. A case study was conducted to examine the extent to
which current practice at one institution, Monroe Community College in
Rochester, New York reflects the use of the principles and practices of
andragogy in order to produce recommendations for improving
adult educational programs.
Based on a summary of major theorists, a selected list of principles and
practices of andragogy formed the corpus for the study. The
principles selected included: mutual respect, a collaborative mode of
learning, building on the life experience of the learner, praxis, problem
posing and problem solving, critical reflectivity, and self-directed
learning/empowerment. The qualitative research methods of documentary
analysis, interviews, observations and critical incidents were used.
The results and conclusions indicate that: (1) Despite the fact that many
of
the concepts of andragogy are practiced at Monroe Community
College, andragogy does not provide an overall theoretical
framework upon which programs and services for adult students are planned;
(2) Adult education administrators view their responsibilities as
primarily
garnering resources and developing plans that deliver programs without an
equivalent concern for providing a theoretical framework to guide
programs;
(3) The principles of mutual respect, collaboration, life experience,
problem
posing/problem solving, and self direction/personal empowerment were
identified in the study. Greater difficulty was expressed in identifying
the
principles of praxis, critical reflection and the social action component
of
empowerment; (4) A set of contextual factors influences the principles and
practices, namely interpersonal relations, flexibility, and quality
education; (5) Existing funding formulas seem to impede a sustained focus
on
the principles and practices of andragogy; (6) The general
institutional interest in adult students, the receptivity of faculty for
the
principles of andragogy, and the enthusiasm of adult
students for andragogical based learning experiences provide the basis for
new efforts in faculty development.
Advisor
Fey, Philip.
Entry Month
9400. Revised: 931008.
<97>
Accession Number
AAI9002568
Author
Meyer, Andrew Lee.
Title
FACILITATING ADULT LEARNING THROUGH CONTINUING EDUCATION: A CASE STUDY OF
CARROLL COMMUNITY COLLEGE (MARYLAND).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1989. 257p.
Source
Dissertation Abstracts International. Volume: 50-08, Section: A, page:
2353.
Subject Headings
Education, Adult and Continuing
Abstract
There is a lack of research on the relationship between the principles of
andragogical theory and adult higher education practice. This
collaborative
study attempts to address the void in the research base and produce
recommendations for improving continuing education program development and
implementation. This case study was designed to examine the degree to
which
current practice at Carroll Community College (a campus of Catonsville
Community College) reflects the use of the principles of
andragogy in its continuing education/community services
program.
A conceptual framework was identified in order to examine the principles
of
andragogy in a continuing education setting. Major writings
of andragogy were reviewed and emerging concepts were
compared and contrasted in order to develop a list of sound principles of
andragogy. Seven principles were extracted from the
literature: mutual respect, collaborative mode, role of learner's
experience,
praxis, problem posing/solving, critical reflectivity, and
self-direction/empowerment. The list served as the lens through which the
continuing education program was examined.
Qualitative research methods were used to collect data for this study.
Five
methods of data collection were used in this study: selected literature
review, document analysis, interviews, critical incidents, and
observations.
Specifically, the data attempted to identify key persons' attitudes
toward,
knowledge of, and experience with the principles and practices of
andragogy. Also considered were the problems and issues
which individuals perceived might have an impact on the application of the
principles of andragogy at the institution.
Six out of the seven principles emerged in this study. The principles of
mutual respect, collaborative mode, role of learner's experience, and,
self-direction/empowerment surfaced consistently in the findings. Two
principles--praxis and problem posing/solving--emerged minimally.
Evidence
of critical reflectivity was absent.
The study concluded that the principles of andragogy do not
constitute the framework from which the continuing education/community
services program operates. Moreover, there was no collective
institutional
consciousness of the principles and practices of andragogy.
Perceptions of good adult education practices varied among the
administrators, faculty, and adult learners who participated in this
study.
Advisor
Fey, Philip A.
Entry Month
9400. Revised: 931008.
<98>
Accession Number
AAI9002567
Author
Mashburn, Robert Jeffery.
Title
FACILITATING ADULT LEARNING THROUGH CONTINUING EDUCATION: A CASE STUDY OF
THE
INTERNATIONAL INSTITUTE FOR DEVELOPMENT, UNITED STATES DEPARTMENT OF
AGRICULTURE, GRADUATE SCHOOL.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1989. 353p.
Source
Dissertation Abstracts International. Volume: 50-08, Section: A, page:
2352.
Subject Headings
Education, Adult and Continuing
Education, Intercultural
Abstract
The purpose of this study is to examine the extent to which current
practice
in the International Institute for Development, Graduate School, USDA,
reflects the presence and/or absence of a set of andragogical principles.
The seven andragogical principles were selected from the writings of
leading
adult educators reviewed in the literature for the study. These
principles
are as follows: (1) creating a climate of respect, (2) developing
collaborative modes of learning, (3) using the learner's experience as a
resource, (4) stimulating praxis, (5) developing problem posing and
problem
solving skills, (6) providing an atmosphere for critical reflection, (7)
encouraging self-directed learning and empowerment.
This study used qualitative research techniques to examine key
institutional
personnel's awareness, knowledge, attitude and experience with the
principles
of andragogy. Critical incident and observation techniques
were used with five classes of international adults to examine the extent
of
the application of the principles in the instructional practice of the
institute. Through interviews, observations, documentary analysis and
other
research the study considers the relevancy of the principles of
andragogy to the international education activities of the
institution. Conclusions and recommendations are made to improve the
educational activities for international adults in the institute.
The data collected for this study show that all the principles of
andragogy are highly regarded and are in use in the
International Institute for Development. While all the categories are
present in the findings, the first three principles are most evident. The
findings indicate that these concepts are incorporated into the philosophy
and mission of the institution and are evident in the operational level of
educational programming. A significant finding is that these concepts
appear
to be applicable and successful with international and multicultural
learners
in the program studied.
This study was collaboratively conceived by six dissertation researchers
at
Teachers College, Columbia University who carried out similar studies at
their individual institutions.
Advisor
Fey, Philip.
Entry Month
9400. Revised: 931008.
<99>
Accession Number
AAI9002564
Author
Mccaughan, William Thomas.
Title
FACILITATING ADULT LEARNING THROUGH CONTINUING EDUCATION: A CASE STUDY OF
THE
UNIVERSITY OF ALASKA ANCHORAGE.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1989. 320p.
Source
Dissertation Abstracts International. Volume: 50-08, Section: A, page:
2353.
Subject Headings
Education, Adult and Continuing
Abstract
This study addresses the lack of research on the relationship between the
principles and practices of andragogical theory and their application to
adult higher education. A case study was conducted of the continuing
education programs of the University of Alaska Anchorage using qualitative
research methodologies. The five methods employed were: (a) selected
literature review, (b) document analysis, (c) interviews, (d) critical
incidents, and (e) observations. The research process utilized a
collaborative approach involving a six member dissertation planning team,
studying six individual continuing education programs. The methodology
and
substantial background study for each investigation was developed
collaboratively. The primary strength of the collaboratively planned
series
of case studies was in the contribution to the field resulting from
undertaking multi-site investigations simultaneously.
In reviewing the assumptions about andragogy held by the
major authors in the field, the dissertation group concluded that seven
principles or practices emerge, although their emphasis, relative
importance,
and definition of each may differ from author to author. These concepts
are:
(a) respect for the learner; (b) collaborative mode of learning; (c)
building
on life experience of the learner; (d) praxis; (e) problem posing and
problem
solving; (f) critical reflectivity; and (g) self-directed
learning/empowerment.
At issue in the study was the question of the institution's commitment to
adult learning or andragogy. The researcher concluded that
both an awareness of and practice of these andragogical principles exists
in
the institution studied. This awareness of the Principles and Practices
of
Andragogy among administrators, faculty and learners does
not emerge from a working understanding of adult education as a formal
field
of practice, nor, from a familiarity with these principles as the
theoretical
framework of adult education. The Principles and Practices of
Andragogy are being used because adult educators have
determined, through trial and error, that they work. They are not
perceived
as a series of connected andragogical concepts which are linked together
to
create an integrated process of adult learning. Adult educators and
institutional administrators, however, are open to exploring
andragogy as a "system" and are willing to build on the
concepts which they already successfully practice.
Advisor
Fey, Philip.
Entry Month
9400. Revised: 931008.
<100>
Accession Number
AAI9002537
Author
Glick, Nada Beth.
Title
FACILITATING LEARNING THROUGH CONTINUING EDUCATION: A CASE STUDY OF THE
CENTER FOR CONTINUING EDUCATION AT SARAH LAWRENCE COLLEGE (NEW YORK).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1989. 326p.
Source
Dissertation Abstracts International. Volume: 50-08, Section: A, page:
2351.
Subject Headings
Education, Adult and Continuing
Abstract
This study explored the relationship between theory and practice in adult
education by examining the extent to which current practice at the Sarah
Lawrence College Center for Continuing Education, a bachelors degree
program
for reentry women at a selective, private, four-year college, reflects the
use of the principles and practices of andragogy. A case
study was conducted, using the qualitative research methods of documentary
analysis, interviews, critical incidents, and observation, to ascertain
the
perceptions of key people within the institution regarding
andragogy and its application at the college, and to learn
about the institution and its educational program. Interviews were held
with
select faculty and administrators, and critical incidents gathered from
students. A list of seven principles and practices of
andragogy, based on a review of the literature, was used as
a basis for constructing research instruments, and as a basis for analysis
and interpretation of findings. These are: (1) respect for the learner;
(2)
the collaborative mode of learning; (3) building on life experience of the
learner; (4) praxis; (5) problem posing and problem solving; (6) critical
reflectivity; and (7) self-direction/empowerment.
The findings suggest that andragogy is not the organizing
framework of the Center for Continuing Education at Sarah Lawrence, but
rather that there is a philosophy and education design operating that is
parallel and similar to the principles and practices of
andragogy. The organizing philosophy at Sarah Lawrence
appears to be individualized education, and feminism. The faculty view
themselves generically as teachers, with an educational philosophy and
approach that applies equally to adult or traditional age students. The
findings point to the strengths of the conference system as an
instructional
vehicle, and suggest it as a possible model for andragogy at
other institutions. They further point to the primacy of student-teacher
dialogue in adult learning, but suggest the need to re-examine and broaden
the theoretical definition of dialogue beyond collaborative mode. The
findings further suggest a new and emerging theme of academic rigor, or
mastering difficult material, as an important factor leading to a sense of
self-direction and empowerment among adult learners.
Advisor
Fey, Philip A.
Entry Month
9400. Revised: 931008.
<101>
Accession Number
AAI8920096
Author
Garvey Magnan, Veronica.
Title
MASSACHUSETTS ELEMENTARY SCHOOL PRINCIPALS: THEIR PROFESSIONAL
DEVELOPMENT.
Institution
Thesis (ED.D.)--BOSTON UNIVERSITY. 1989. 195p.
Source
Dissertation Abstracts International. Volume: 50-06, Section: A, page:
1501.
Subject Headings
Education, Administration
Education, Elementary
Abstract
This study was the analysis of the data generated by the Massachusetts
LEAD
Center Survey in the Fall of 1987 as it focused on the Massachusetts
Elementary School Principals and their professional development needs.
From
this data developed a demographic profile of these principals and more
specifically a professional development profile.
A review of the literature included relating the principals' professional
development needs and formats to either the traditional, academic, college
course format based on the theories of Pedagogy, or the non-traditional,
adult learner, self-motivated, alternative delivery systems found in the
theories of Andragogy. This adult learning format was then
related to the training practices used in business and industry and its
acceptance by the education community.
There were several disaggregations of the abundant data which yielded the
following conclusions: (1) The elementary principal was interested in
pursuing professional development activities. (2) The general pool of
elementary respondents (n = 336) broke into three sub-groups, each with a
particular professional development agenda. (a) The less active
participant
was older, near retirement, well educated to the CAGS level, and limiting
their participation to fewer than 4 professional development activities
per
year. (b) The active administrators (140) further broke down into two
groups. (i) The first group was young, recently appointed, Masters' level
principals who were interested in finishing their formal education,
perhaps
to the CAGS level. They selected the traditional, academic, format. (ii)
The second group of active participants included older, more experienced,
educated through the CAGS level members who were interested in refining
their
skills and prefer the adult learner formats. (3) All of the types of
professional development activities offered in the survey, traditional and
non-traditional, had their advocates and pools of participants to draw
from.
(4) There would be a series of opportunities for aspirants to enter the
ranks
of the elementary school principal within the next 6 to 10 years due to
the
older principals' retirements, thus there would be a continued need for
the
same or even increased levels of offerings.
Advisor
Clauset, Karl H, Jr.
Entry Month
9400. Revised: 931008.
<102>
Accession Number
AAI0565766
Author
Du Toit, Esther.
Title
A SCIENTIFICALLY ACCOUNTABLE MECHANISM FOR CHANNELLING IN NONFORMAL
EDUCATION. (AFRIKAANS TEXT).
Institution
Thesis (PH.D.)--UNIVERSITY OF PRETORIA (SOUTH AFRICA). 1989.
Source
Dissertation Abstracts International. Volume: 50-05, Section: A, page:
1216.
Subject Headings
Education, Guildance and Counseling
Abstract
The scientific insights resulting from research undertaken from the
perspective of vocational guidance, should enable the scientifically
oriented
vocational guidance counsellor to improve the existing vocational guidance
practice on an ongoing basis.
Directing learners for non-formal education is primarily a matter for
vocational guidance, and mechanisms permitting a channelling practice that
can be scientifically accounted for, have to be validated from the
perspective of a vocational guidance pedagogy (andragogy).
This study aims to show that job analysis fulfils the aforementioned
requirements.
The procedure is as follows:.
Chapter one. The title and various concepts are clarified, the problem,
hypotheses, aims and methodological justification stated, and the course
of
the research announced.
The problem should be interpreted against the background of a new
dispensation in education, which makes non-formal education available to
learners on completion of the period of compulsory schooling.
Chapter two. Various subject sciences elucidate the category non-formal
education in its totality. The significance of each perspective for the
channelling of learners becomes evident, thereby illustrating that
non-formal
education offers an additional source of teaching and training during the
phase of compulsory learning.
Chapter three. The channelling of learners both in, and on completion of
compulsory learning, within a modular educational structure, is set out.
Chapter four. An analysis is made of the practices of channelling in the
private sector. Autobiographical texts, derived from responses to a
structured questionnaire by representatives to ascertain what channelling
procedures exist, are focused on, thus elucidating the essential
requirements
for the improvement and refinement of channelling through guidance.
Chapter five. A suggested model for the channelling of learners during
the
compulsory as well as the non-compulsory learning phase, is presented.
Chapter six. Criteria are formulated, and guidelines for the
implementation
of a mechanism for the channelling of learners for non-formal education
are
suggested.
Chapter seven. A summary, verification of the hypotheses and motivated
recommendations, are presented.
Advisor
Jacobs, C D.
Entry Month
9400. Revised: 931008.
<103>
Accession Number
AAI8913138
Author
Tobing, Asmara Raphy Uli Lumban.
Title
ANDRAGOGY AND ABE/ESL CLASSROOM PRACTICE.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1989. 136p.
Source
Dissertation Abstracts International. Volume: 50-03, Section: A, page:
0602.
Subject Headings
Education, Adult and Continuing
Education, Curriculum and Instruction
Economics, Theory
Abstract
As a theoretical perspective of the adult education program,
andragogy informs that adult students bring with them to the
program various learning needs, and that the instructional process must
emphasize helping students to become more self-directed learners. In
supporting the search for the improvement of the ABE program, this study
examined the extent to which the selected concepts of
andragogy had been applied in Adult Basic Education and
English as a Second Language program (ABE/ESL) instruction. The
undertaken
analysis of recorded ABE/ESL classroom interaction served as a benchmark
for
further study on the application of andragogy in adult
ABE/ESL program.
The principal source of data was field notes collected in 1970 for a
national
study of Adult Basic Education and English as a Second Language conducted
by
the Center for Adult Education, Teachers College, Columbia University.
The
data were collected through structured interviews and participant
observation
with the intent to develop a comprehensive and analytical description of
program operation and classroom interaction pattern. The field observers
of
this national study were graduate students of sociology who had received
special training in the application of method and techniques developed
specifically for this ABE/ESL study. Under the supervision of experienced
researchers, the observers developed the field notes of the classroom
interaction and the perspectives of ABE/ESL participants.
This present study analyzed part of those national data, consisting of 118
sets of field notes from 33 classes observed (25 Adult Basic Education and
English as a Second Language classes). These classes were located in
three
different cities or 16 location sites, and were being observed by 4 people
who had made a total of 119 class visits.
There were 12 andragogical concepts that were chosen as analytical
categories
to generate the description of instruction in the ABE/ESL classrooms
observed. These analytical categories were concepts taken from
Andragogy in Practice Inventory proposed by Dr. J. Mezirow
(1981).
The result of the analysis revealed that andragogy was being
practiced in a small degree by only a few of the ABE/ESL classes observed.
Most instruction emphasized helping students achieve their assigned tasks
related to reading, writing, and mathematics by utilizing
presentation-practice-testing methods. Many other teaching-learning
techniques which according to the concepts of andragogy
would address other crucial learning needs, were rarely applied. It
appears
that most instructors in the early years of the ABE program had not been
informed about the concerned andragogical concepts. Few instructors,
however, recognized some ideas associated with the andragogical concepts.
The findings suggested that similar studies should be conducted,
investigating the extent and the way ABE program instructions have been
progressing toward the andragogical practice. Such studies can bring
about
valuable ideas required for the improvement of instruction in the ABE
program.
Advisor
Mezirow, Jack.
Entry Month
9400. Revised: 931008.
<104>
Accession Number
AAI8906470
Author
Moore, Janet R.
Title
PRINCIPLES OF ANDRAGOGY IN COLLEGIATE FACULTY DEVELOPMENT: A
CASE STUDY.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1988. 211p.
Source
Dissertation Abstracts International. Volume: 50-01, Section: A, page:
0053.
Subject Headings
Education, Adult and Continuing
Abstract
The problem that this study addressed is the lack of information about
how,
or even if, collegiate faculty development programs utilize the concepts
of
adult education. More specifically, the purpose of this study was to
examine
the faculty development program of a university department in order to (1)
identify the extent to which the principles and practices of adult
education
are applied within the faculty development effort; (2) to describe the
knowledge of, attitudes toward, and experience with the principles and
practices of adult education; (3) describe the problems and issues
surrounding the implementation of adult education principles and practices
that occur in this particular setting; and (4) make recommendations
concerning the use of principles and practices of andragogy
within the context of higher education faculty development.
Qualitative research methods were used to obtain necessary data. These
methods included literature review, interviews, critical incidents,
observations, documentary review, and program data inventory.
Principles and practices that framed this study were based on the
literature;
consultation with AEGIS faculty members and AEGIS colleagues indicated
that
these principles and practices were appropriate.
Findings indicate that the principles of learning for action and problem
posing/solving were not used at all. Principles used somewhat were
self-direction and empowerment, use of learners' experience, and critical,
reflective thinking. Principles of climate of self-respect, collaborative
mode, and participative environment were used often. According to the
findings of this study, however, the collegiate workplace is not aware of
the
use of principles and practices; most instances of use were accidental.
Further, findings concur with the literature that such factors as the
facilitator, methods of instruction, and adults' commitments can
facilitate
or impede learning.
The literature and findings of the study indicate that the collegiate
workplace could be enhanced if concepts of adult education were more fully
implemented; recommendations were based on these findings. Areas for
future
research are included, and are also based on the findings of this study.
Advisor
Yakowicz, William.
Entry Month
9400. Revised: 931008.
<105>
Accession Number
AAI8824372
Author
Friedman, Norma Sheila.
Title
A CASE STUDY OF ADULT EDUCATION IN A FEMINIST GRASSROOTS VOLUNTARY
ASSOCIATION.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1988. 293p.
Source
Dissertation Abstracts International. Volume: 49-09, Section: A, page:
2493.
Subject Headings
Education, Adult and Continuing
Abstract
Doing volunteer work, joining voluntary associations, and creating
organizations to effect social change and enhance personal growth is an
important part of American culture. Within this voluntary sector lies a
huge
number of groups that are characterized by independence, autonomy,
self-initiated activities, little or no staff, limited funding and a
myriad
of goals, such as social action, cultural, religious, recreational, and
political. Variously labelled, they are often referred to as grassroots
voluntary associations.
Adult education practices are an important part and focus of many
voluntary
associations, either as a primary goal or an integrated part of their
overall
activities. However, there is a paucity of research and information in
this
area.
The purpose of this study is to examine adult education principles and
practices in an exemplary grassroots voluntary association. Specifically,
this study aims to determine the evidence and effect of the leading theory
of
adult education, andragogy, in a group which has received
national recognition for creative programs, longevity, resource
utilization,
volunteer commitment and social change. The group, the Women's
Educational
Union, is popularly known as the Fort Wayne Feminists.
A case study was conducted. Using a triangulated methodology, data were
collected from interviews with the membership, current and past leaders,
documentary analysis, observation of activities, and socio-historical
research.
Findings indicated adult learning in nonformal settings can be extremely
important for individuals and can be more significant than institutional
education in influencing personal development, careers, relationships, and
the ability to become self-directed critical thinkers.
Concepts of andragogy practice were evident and were
utilized without a designated teacher or change agent facilitating the
adult
education process. Providing a physically and psychologically supportive
environment was identified as the most crucial element in helping
participants become self-directed.
The process of adult learning in this nonformal learning setting was
facilitated by the following components: role modeling, emotional
connectiveness, situational leadership, two-tier educational system,
unusual
educational techniques, subculture development, and a trial and error
programming process.
Advisor
Fey, Philip.
Entry Month
9400. Revised: 931008.
<106>
Accession Number
AAI8824008
Author
Dziuba-Malick, Victoria.
Title
A STUDY OF COMMUNITY COLLEGE FACULTY INSERVICE EDUCATION FROM AN
ANDRAGOGICAL
PERSPECTIVE.
Institution
Thesis (PH.D.)--STATE UNIVERSITY OF NEW YORK AT BUFFALO. 1988. 141p.
Source
Dissertation Abstracts International. Volume: 49-09, Section: A, page:
2551.
Subject Headings
Education, Higher
Education, Community College
Education, Teacher Training
Abstract
The purpose of this study was to examine the viability of
andragogy--the art and science of teaching adults--as a
theoretical base for inservice education at Virginia community colleges by
assessing instructors' perceptions of inservice education from an
andragogical perspective and investigating the extent to which
andragogy is incorporated in institutionally-generated
faculty development programs. Furthermore, the study was designed to
provide
information for making decisions and future plans related to inservice
education policies.
The study provided answers to the following research questions: (1) To
what
extent are current faculty inservice programs at two-year colleges
andragogical in their approach? (2) To what extent do two-year college
faculty accept andragogical practices in inservice education? (3) Do
andragogical approaches afford an opportunity for improvement of inservice
education at two-year colleges?.
To obtain data for the study, a modified version of the Minix (1981)
survey
instrument consisting of thirty items was used to obtain faculty
perceptions
of andragogy and measure the extent to which andragogical
theory has been experienced in institutionally-generated inservice
programs.
From a randomly-selected proportional sampling of 225 full-time faculty at
three representative Virginia public community colleges, 158 responses
were
received and analyzed using descriptive statistics.
The findings indicate that acceptance of andragogically-oriented concepts
greatly exceeds the extent to which current faculty inservice programs are
andragogic in their approach and practice. As a result, it appears that
the
viability of andragogy as a theoretical base for inservice
education is a sound option, and administrators should be encouraged to
consider andragogy as a functional theory that could improve
faculty development at two-year colleges.
Entry Month
9400. Revised: 931008.
<107>
Accession Number
AAI8811734
Author
Farney, Harriet Feldman.
Title
AN ANALYSIS OF THE RELATIONSHIP BETWEEN ADULT EDUCATION TRAINING AND THE
ORIENTATION TO AN ANDRAGOGICAL PHILOSOPHY OF EDUCATION IN HRD
PROFESSIONALS.
Institution
Thesis (PH.D.)--THE UNIVERSITY OF CONNECTICUT. 1987. 185p.
Source
Dissertation Abstracts International. Volume: 49-05, Section: A, page:
1039.
Subject Headings
Education, Business
Education, Adult and Continuing
Business Administration, Management
Abstract
Increasing evidence supports the need for educators to apply andragogical
methods of teaching to adult learners. A theoretical rationale for
effective
teaching of adults comes from Knowles' theory of andragogy
and other literature on adult education. However, few empirical studies
have
focused upon how an andragogical philosophy of education is developed in a
Human Resource Development (HRD) professional.
It was the purpose of this study to address the following questions: (1)
How
prevalent is an orientation toward an andragogical philosophy of education
in
HRD professionals? (2) What is the relationship between an andragogical
philosophy of education and selected factors? and (3) What factors do a
selected group of HRD professionals report as being most important in
establishing their andragogical philosophy? One hypothesis and two
research
questions were framed to answer these questions.
Orientation toward an andragogical philosophy of education was assessed
using
a 45 statement survey, The Principles of Adult Learning Scale (Offill,
1981).
This survey was sent to all 618 Connecticut members of the American
Society
of Training and Development. The findings indicated that a significant
relationship existed between HRD professionals' scores on the Scale and
the
following factors: highest educational level; type of college degree; the
number of noncredit adult education courses taken; total years spent as an
educator in any setting; number of years spent in a nonschool setting; and
gender of the respondent. There was no significant difference between HRD
professionals' scores on the Scale and the following factors: number of
graduate education courses taken; whether their primary function was one
of
teacher, administrator or both; and the occupational setting of the
respondent.
The study has implications for recruiters of HRD professionals. The study
also suggests areas for further research.
Entry Month
9400. Revised: 931008.
<108>
Accession Number
AAI8810313
Author
Carlson, Gregory C.
Title
ANDRAGOGY AND THE APOSTLE PAUL.
Institution
Thesis (PH.D.)--THE UNIVERSITY OF NEBRASKA - LINCOLN. 1987. 231p.
Source
Dissertation Abstracts International. Volume: 49-04, Section: A, page:
0697.
Subject Headings
Education, Adult and Continuing
Religion, Philosophy of
Women's Studies
Abstract
The problem. Purpose of the study. The purpose of this study was to
analyze
the educational approach of the Apostle Paul and that of Malcolm S.
Knowles.
Pauline teaching and andragogy were assessed as to the
philosophical and methodological assumptions of each, followed by a
comparison of similarities and differences of the two approaches.
Implications for adult religious education are then derived from this
comparison.
The procedure. Historical research was the research approach chosen for
this
study. The first two chapters outline the problem and its application to
adult religious education. The third chapter contains the analysis of the
Apostle Paul's teaching. It is based upon a critical review of the
Epistles
of Paul, and the historical book of Acts. Chapter four examines the
literature on andragogy. It assesses the philosophical and
programmatic assumptions of this approach. The last chapter then
summarizes
the findings, delineates the areas of congruence and incongruence between
the
two models, and develops statements about the implications of the
dissertation.
Conclusions. As a result of the dissertation, the following principles
were
developed: (1) The Apostle Paul's program model could form a base of
integration between Biblical theology and modern educational practice.
(2)
The Apostle's 4 stage programming model does compare with
andragogy's highly refined methodological approach. (3) The
view of man "Sinner in Christ" formulates a two-fold methodology for Paul:
Disciplined yet somewhat self-directed. (4) The role of the teacher as
guide
fits both andragogy and the Pauline approach. (5) A
response-oriented model fits both Paul and Knowles. (6) Knowles'
ambiguity
of purpose stands in contrast to Pauline educational aims. (7) Life-long
learning is a common concept between the two approaches.
A tabular chart of congruence and incongruence between the two models was
developed. The adult religious educator should find this helpful in
clarifying areas of the integration of andragogy and
Christian education. Other adult education personnel may find the
analysis
practical in clarifying the value of andragogy as a unifying
theory for the field.
Advisor
Goldenstein, Erwin H.
Entry Month
9400. Revised: 931008.
<109>
Accession Number
AAI8728583
Author
Johnston, Claudia Lee.
Title
A DIACHRONIC AND SYNCHRONIC DESCRIPTIVE STUDY OF A NURSING ORGANIZATION'S
CULTURAL PARADIGM.
Institution
Thesis (PH.D.)--THE UNIVERSITY OF TEXAS AT AUSTIN. 1987. 507p.
Source
Dissertation Abstracts International. Volume: 48-10, Section: B, page:
2925.
Subject Headings
Health Sciences, Nursing
Health Sciences, Hospital Management
Abstract
The health care delivery system is functioning in an era of change
impacting
all professions practicing and interacting in the provision of health
care.
Private sector research indicates that acknowledgment and understanding of
concepts making up the organization's cultural paradigm enhances classic
organizational functions such as planning, controlling, organizing and
staffing. Nursing's leadership cadre must seek methods of responding and
controlling effects of changes influencing operations in the system.
Awareness and understanding of the cultural paradigm in which nursing
functions offers another tool for increasing nursing's influence and
control
in the organization. A paucity of research in this area resulted in a
descriptive case study. Purposes included exploring the cultural paradigm
of
a nursing organization in a health care institution in order to describe
concepts and characteristics of that culture. Using the data to assess
utility of the concept as a facilitator for understanding the complexity
of
interactions in health care institutions was another purpose.
The organizational culture conceptual framework developed by Allaire and
Firsirotu (1984) provided the theoretical foundation. In this framework,
the
cultural paradigm exhibited is a composite reflecting the diachronic
factors,
history, society, and contingencies, that influenced organizational
development and the present synchronic manifestations of the culture.
Data collection utilized a triangulation methodology comprised of site
observation, document and archival material collection and in depth
interviews. Thirty informants were interviewed, eight chosen by
theoretical
sampling and twenty-two chosen by stratified random sampling. Data were
analyzed utilizing a pattern matching, content analysis procedure.
Findings included a description of the major diachronic factors
influencing
development of the cultural paradigm. Autonomy, andragogy,
patient orientation and future orientation in conjunction with defining
characteristics were proposed as the concepts describing the cultural
paradigm. Exploration of the cultural paradigm was useful in identifying
values and ideologies of an organization which enhances understanding of
goals for the differing professional groups. Findings also support the
propositions of the theoretical framework.
Entry Month
9400. Revised: 931008.
<110>
Accession Number
AAI8729539
Author
Mccoy, Frederick Harrison.
Title
FACULTY KNOWLEDGE OF ADULT STUDENT CHARACTERISTICS AND FACULTY RECOGNITION
OF
ADULT STUDENT AND TRADITIONAL STUDENT DIFFERENCES IN CLASSES IN SELECTED
PENNSYLVANIA COMMUNITY COLLEGES.
Institution
Thesis (ED.D.)--LEHIGH UNIVERSITY. 1987. 247p.
Source
Dissertation Abstracts International. Volume: 48-10, Section: A, page:
2519.
Subject Headings
Education, Community College
Abstract
The problem was to determine whether faculty members at community colleges
are knowledgeable of adult student characteristics and whether the faculty
recognizes differences between adult student characteristics and
traditional
student characteristics.
Colleges were selected to accurately represent all types of sponsorship
outlined in the Community College Act, diverse geographic areas of the
Commonwealth, and a majority of career areas provided by all Pennsylvania
community colleges. The sample consisted of thirty one faculty members
chosen by the President, Vice President for Academic Affairs, or Director
of
Continuing Education and represented each of six delineated career areas.
A
structured interview was conducted. Data from the interviews was analyzed
using the critical incident technique.
Pennsylvania community college faculty appear knowledgeable of adult
student
characteristics and recognize differences between adult student
characteristics and traditional student characteristics in their classes.
The results of this study would not tend to support Malcolm Knowles'
theory
of andragogy and indicate that both age and label ("adult
student" or "traditional student") do not adequately describe these
learners.
Rather, the label "learning ready student" appears to be more appropriate
when identifying this growing group of individuals entering community
colleges.
Learning ready students appear to desire education for career change,
career
mobility, or self fulfillment. Though the faculty sampled expressed
knowledge of adult student needs and characteristics, instructional styles
have not apparently changed. Instructional styles should meet these
needs.
Perhaps with appropriate motivation (from leaders within the institution
and
professional organizations), community colleges will be in a better
position
to serve this changing population.
Recommendations included (a) further study to document instructional
styles
appropriate to enhance greater self directedness in adult students, (b) a
study conducted to determine the degree to which experiences enhance
higher
levels of thinking, (c) a study using an anthropological design, which
would
provide a more objective analysis of instructional styles and adult
student
characteristics, (d) a study conducted to determine how much more
instructional styles could accommodate adult learners, and (e) a study
might
be conducted to determine the degree to which higher level thinking skill
requirements differ among curriculum content areas.
Entry Month
9400. Revised: 931008.
<111>
Accession Number
AAI8723898
Author
Hall Daly, Beverly Jean.
Title
FORMALIZED MENTORING PROGRAM MODEL.
Institution
Thesis (ED.D.)--UNIVERSITY OF NEVADA, LAS VEGAS. 1987. 157p.
Source
Dissertation Abstracts International. Volume: 48-08, Section: A, page:
1944.
Subject Headings
Education, Administration
Abstract
This study focused upon the development of a formalized mentoring program
model designed to facilitate the career development of aspiring
administrators. The formalized mentoring program model consisted of key
components that were found within the disciplines of
andragogy, training/staff development, motivation, and
educational psychology. Five elements were identified within the
discipline
of andragogy as essential ingredients of the formalized
mentoring program model: (1) Self-directed learning, (2) Accumulated
experience, (3) Readiness to learn, (4) Problem-centered orientation, (5)
Educative environment. The best practices for staff development within
the
formalized mentoring program model were listed. Within the discipline of
educational psychology, change was identified as the most important
feature
of the formalized mentoring program model. Four career stages were also
incorporated. The humanistic approach to motivation was basic to the
formalized mentoring program model. The implementation chronology of the
mentoring program model was outlined, and served as an integral feature of
the model.
The following recommendations were offered: that organizations should (1)
sponsor and support formalized mentoring programs as a regular component
of
their career development programs; (2) encourage a climate or
organizational
culture that is humanistic in approach and attitude, as a prior condition
to
the implementation of a formalized mentoring program; (3) utilize a
formalized mentoring program model, and implementation chronology to
initiate
a formalized mentoring program.
The following recommendations were offered for further study: (1) An
implementation study should be conducted to apply the formalized mentoring
program model in a school district; (2) A validation study should be
conducted to determine the impact of the formalized mentoring program
model
on large, medium, and small sized school districts; (3) A validation study
should be conducted to determine the impact of the formalized mentoring
program upon the career development of aspiring administrators; (4) A
longitudinal study should be conducted to determine the impact of the
formalized mentoring program model upon effectiveness of administrators.
Entry Month
9400. Revised: 931008.
<112>
Accession Number
AAI0560338
Author
White, Petronella.
Title
TRAINING IN THE PUBLIC SECTOR AND TEACHERS' TRAINING: POINTS OF CONTACT
AND
COFUNCTIONING. (AFRIKAANS TEXT) (SOUTH AFRICA).
Institution
Thesis (PH.D.)--UNIVERSITY OF PRETORIA (SOUTH AFRICA). 1987.
Source
Dissertation Abstracts International. Volume: 48-03, Section: A, page:
0634.
Subject Headings
Education, Teacher Training
Abstract
Effective manpower utilisation implies wealth to any country, therefore it
is
imperative that every employee in the RSA should develop his productivity
potential to the maximum.
During the past decade, specific training in all professional spheres has
become a commodity which is increasing in significance and no employer can
afford to overlook this.
Considering the percentage of employees engaged by the public sector, a
multi-faceted approach to effective training, re-training and ongoing
training is indicated.
The Commission of Administration has, for a considerable period of time,
been
involved in the training of employees and has made an invaluable
contribution
in this respect. Training, however, can never be perfected and the
educators
employed by the Commission of Administration should themselves implement
innovations aimed at improved training. Future training should be adapted
to
the needs of specific cultural groups.
The objective of the research was to examine the training needs in the
public
sector and to determine whether a teachers' training college could
possibly
contribute to the training of the teaching personnel in the public sector.
Apropos of this, certain pronouncements pertaining to
andragogy, adult education and training per se have been
examined. Subsequently, the value of proper identification of training
needs
has been accentuated.
Training strategies which serve as a guide to training for specific needs
are
similarly set out, followed by the discussion of a few training models
that
can be effectively implemented in the public sector.
Besides the above, certain aspects have been emphasised relevant to the
selection of learning content for functional training programmes, followed
by
a description of training according to a needs orientated curriculum.
The study concludes with a short evaluation of training in the public
sector,
as well as the contribution a teachers' training college can make by way
of
findings and recommendations.
Entry Month
9400. Revised: 931008.
<113>
Accession Number
AAI0560239
Author
Beck, Alan Windsor.
Title
TRANSFORMATION OF MANAGEMENT EDUCATION AT THE DEFENSE SYSTEMS MANAGEMENT
COLLEGE.
Institution
Thesis (D.P.A.)--UNIVERSITY OF SOUTHERN CALIFORNIA. 1987.
Source
Dissertation Abstracts International. Volume: 48-02, Section: A, page:
0477.
Subject Headings
Political Science, Public Administration
Abstract
This dissertation describes an action-research-based effort to plan for an
enhanced Program Management Course for defense acquisition management
personnel. The planning process and course improvement objectives were
designed to support transition to an andragogical (adult learning)
approach.
Theory surrounding organization development, organizational
transformation,
and adult education is applied to a challenging environment of rapid
personnel turnover and process change.
To help develop an environment supportive of andragogy, the
action research process included faculty interviews, an organizational
survey, and survey feedback to identify concerns and opportunities.
Concerns
identified on the organizational survey became topics for action.
Collegial
planning groups were developed to investigate methods and content for the
enhanced course, while building ownership and support within the faculty.
Environmental concerns related to management were identified. The
research
suggests that conventional military hierarchical concepts are not as
appropriate to support an andragogical learning environment. The author
suggests a new concept of lowerarchy in which the organization chart is
inverted with leaders at the bottom supporting a meritocracy of faculty
helping students at the top. The study focuses attention on the need to
hire, develop, and retain faculty with competencies in supporting
andragogy.
Educational methodology research and recommendations include self-directed
learning, competency-based learning, simulations, computer and video
application, and learning contracts.
The participative process for collegial work, coupled with enhanced course
methodology and improved organizational structure recommendations are
supported by theory and combined in application recommendations to
transform
college effectiveness to the leading edge in management education.
(Copies
available exclusively from Micrographics Department, Doheny Library, USC,
Los
Angeles, CA 90089-0182.).
Entry Month
9400. Revised: 931008.
<114>
Accession Number
AAI8704306
Author
Miller, Susan Phyllis.
Title
FACILITATING THE LEARNING OF OLDER ADULTS IN NONFORMAL EDUCATIONAL
PROGRAMS.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1986. 295p.
Source
Dissertation Abstracts International. Volume: 47-11, Section: A, page:
3945.
Subject Headings
Education, Adult and Continuing
Abstract
This study's purpose was to identify ways in which learning can best be
facilitated for older adults in nonformal educational programs. It
attempted
to determine what practice exists in the field and to what extent practice
reflects andragogical theory, as defined by Knowles, Mezirow, and the
Nottingham Andragogy Group, as well as
andragogy's effectiveness for older learners.
A qualitative research approach was utilized. In the six chosen sites,
one
class was observed and interviews were held with the teacher and four
learners. A comparative analysis was made of the data and findings then
were
analyzed in relation to andragogical principles and practices.
Major findings indicated that older learners were motivated by the desire
to
fulfill physical, social, and especially psychological coping needs.
Teachers seemed unaware of coping needs as a learning motivator, and
differed
from students in their perceptions of learning problems, citing cognitive
problems, such as memory and comprehension. Most learners denied
cognitive
problems, believing their learning was enhanced by age and life
experience.
They focused on noncognitive impediments to learning: physiological,
motivational, experiential, and situational. Furthermore, there was a
disparity regarding teaching and learning goals and strategies, with
teachers
choosing goals and styles with which they were comfortable, even when they
did not meet the learners' needs. In spite of the difficulties of
measuring
outcomes of instructional processes, the findings indicated that students
expressed more motivation and confidence in their ability to learn on
their
own and through sources other than the teacher, and experienced more
transfer
of learning with teachers who encouraged active learning rather than
utilized
a lecture approach.
Regarding andragogy, an analysis of the learning climate,
planning and methodology, and learning process elements (i.e., problem
posing, dialogic and self-reflective learning) indicated that only the
learning climate reflected the andragogical approach. Other andragogical
elements were clearly lacking.
While andragogy is theoretically relevant for older adults
in nonformal programs, the study concluded it is not at this time
practical
because of the institutional climate, the lack of teacher training, and
the
level of and past formal educational experiences of the elderly.
Entry Month
9400. Revised: 931008.
<115>
Accession Number
AAI8704283
Author
Choi, Ju Won.
Title
PROGRAM DESIGN FOR WOMEN IN DEVELOPMENT: IMPLICATIONS FOR KOREA.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1986. 164p.
Source
Dissertation Abstracts International. Volume: 47-11, Section: A, page:
3942.
Subject Headings
Education, Adult and Continuing
Abstract
The problem addressed by this study concerns the lack of information about
appropriate learning models for middle-class Korean women and addresses
factors that contribute to their unemployment, to underutilized skills due
to
the occupational sex-typing tendency of the society, and to limited
self-development.
The focus of the study is on the process of program development and
interactions between program designers and women learners. Qualitative
data
is collected using data inventory, guided interviews, critical incident
technique, and document analysis.
Twenty international consultants who have been working in the field are
selected as the sample of the study. Innovative programs of education for
women which are currently being used and which may be applicable in Korea
are
examined.
In the level of individual learning, the interviewed consultants'
perception
of women's learning needs, personal and social barriers to women's
learning,
and factors that impede or facilitate their learning are discussed.
Reaching
to the grassroots level and working "with" women, not "for" them, is
generally conceived of as the most effective facilitating factor.
Among many factors involved in program development, learners'
participation
arises as the key concept. Depending on the extent of participation,
three
common approaches of program development are found. The first approach, a
"participatory approach," was using learners' participation as a guiding
philosophy. It is characterized by learners' self-identified problems,
self-generated learning design, and collaborative problem-solving. The
second approach is developing a program as a joint venture between program
designers and participants. Following structured program development
steps,
learners' input is highly encouraged in each stage. In the final
approach,
learners' participation is not included in program development process,
but
utilized as an effective learning method.
This study also investigates the degree of familiarity of the interviewed
consultants with principles of andragogy, and the degree to
which these practitioners find these principles appropriate and relevant
to
educational programs for women.
Based on an analysis of the research findings of good program features and
strategies, this study concludes with guidelines for educational program
development in the Korean context.
Entry Month
9400. Revised: 931008.
<116>
Accession Number
AAI8624480
Author
Ellis, Nancy Harris.
Title
AN ANDRAGOGICAL MODEL OF EDUCATIONAL SUPERVISION, JOB DESIGN, AND TEACHER
MOTIVATION.
Institution
Thesis (PH.D.)--FORDHAM UNIVERSITY. 1986. 169p.
Source
Dissertation Abstracts International. Volume: 47-07, Section: A, page:
2390.
Subject Headings
Education, Administration
Abstract
This study explored the relationships among job design, supervisory
behaviors, and teacher motivation. The characteristics of the job of
teaching were analyzed to determine their relationship to the internal
work
motivation of teachers. The behavior of supervisors was studied to
determine
the relationship between these behaviors and teacher motivation. And, the
relationship between supervisory behavior and the design of the job of
teaching was examined.
The characteristics of the job of teaching, based on those defined by J.
Richard Hackman as core job dimensions, included skill variety, task
identity, task significance, autonomy, and feedback.
Supervisory behaviors examined in this study were based on Malcolm
Knowles'
description of andragogy, or the characteristics of the
adult learner. These included encouragement of subordinate growth and
self-direction; recognition and respect for subordinates' experience; and
creation of a supportive supervisory environment.
The Job Diagnostic Survey, developed to determine the presence of the core
dimensions of job design and their relationships to internal work
motivation,
was administered to a sample of 207 teachers. From the data, an
andragogical
quotient was developed to determine the degree to which these teachers
perceived their supervisors to use andragogical behaviors.
Findings supported the theoretical bases of the study. It was found that
teachers in the sample with high needs for growth and achievement saw
greater
meaning in their jobs and assumed greater responsibility for their jobs
than
did those with low growth needs. It was also found that teachers who
perceived a high degree of presence of the core job dimensions were more
internally motivated than those who did not. And it was found that
teachers
with high andragogical quotients perceived a higher degree of presence of
the
core job dimensions than teachers with low andragogical quotients.
The achievement motive of growth oriented teachers should be supported.
With
the development and implementation of an effective job enrichment model
for
classroom teachers, coupled with an andragogical method of supervision,
teachers with high growth and achievement needs will not have to look to
other professions to satisfy those needs.
Entry Month
9400. Revised: 931008.
<117>
Accession Number
AAI8623068
Author
Saxe, Suzanne.
Title
THE EFFECT OF PEER INTERACTION AND INCENTIVE ON ADULT LEARNER ACHIEVEMENT
(COOPERATIVE LEARNING, SELF/GROUP STUDY, TRAINING & DEVELOPMENT,
INSTRUCTIONAL DESIGN, ANDRAGOGY).
Institution
Thesis (ED.D.)--UNIVERSITY OF SAN FRANCISCO. 1986. 202p.
Source
Dissertation Abstracts International. Volume: 47-07, Section: A, page:
2421.
Subject Headings
Education, Adult and Continuing
Abstract
This study of 106 adult learners' achievement on a criterion-reference
test
investigated the effects of variations in levels of peer interaction
(high,
moderate, and low) and group versus individual incentive structure on
adult
learner achievement. The effects of the two independent variables, levels
of
peer interaction and incentive structure were obtained on one dependent
variable, a researcher-designed criterion-reference test.
It was predicted that adults who received high level of peer interaction
would perform better than those who received moderate low level of peer
interaction. Second, it was predicted that adult students who received
the
group incentive would perform better than those who received the
individual
incentive structure.
The treatment was a six-hour course in "How to Read a Bank's Annual
Report"
at a major California bank. Volunteer subjects were randomly assigned to
one
of three treatment groups, high, moderate or low levels of peer
interaction.
Half the subjects in each treatment group received an incentive based on
their group's performance and half on individual performance.
A 3 x 2 experimental design was used. The data was analyzed using a one
way
ANOVA for the main effects, peer interaction and incentive and the
interaction effect. To further investigate between group differences and
educational significance of the seven hypotheses Duncan's Multiple Range
Test
was used and power analysis was performed on each hypothesis.
Results of the various tests supported moderate levels of peer interaction
as
the most powerful treatment in this study of adult learners and
educationally
significant. High and low levels of peer interaction, and type of
incentive
structure did not effect achievement significantly.
The study concluded: (1) Adult learners need some peer interaction to
increase achievement. (2) The nature of the learning task seems to have
an
effect on the type of interaction that takes place in group learning for
adult volunteer learners in a corporate training environment. (3) Group
members' lack of ownership in the group, no common work history, and the
fact
that subjects were self-selected seems to relate to the group incentive
structure making no difference in achievement.
Entry Month
9400. Revised: 931008.
<118>
Accession Number
AAI8622942
Author
Dennis, Donna Jean.
Title
THE EVALUATION OF A PERSONAL GROWTH VIDEO PROGRAM IN TERMS OF THE
PRINCIPLES
AND ASSUMPTIONS OF ADULT LEARNING (ANDRAGOGY) (PERSONAL
GROWTH).
Institution
Thesis (PH.D.)--THE FIELDING INSTITUTE. 1986. 174p.
Source
Dissertation Abstracts International. Volume: 47-07, Section: A, page:
2416.
Subject Headings
Education, Adult and Continuing
Abstract
This study was designed to describe the outcomes of an educational,
video-based program, the factors that influenced these outcomes, and
whether
conditions of andragogy were fulfilled in the program.
Specifically, the research questions were: Does the video-based program
called Investment in Excellence (IE) meet those andragogical conditions
Knowles described as the "necessary conditions" for adult learning? Is
there
evidence of change attributable to the Investment in Excellence video
program
and what factors influenced these changes? Learners were surveyed to
determine what factors in the program impacted on learning.
The statistically significant results are: (a) Those who attended IE with
co-workers attribute greater importance (p < .05) to changes after IE than
those who did not attend with co-workers (p < .05) and attribute 19% more
of
their changes to IE than those who did not attend with co-workers (p <
.05).
(b) Those whose motivation for attending IE was self- rather than
other-oriented attribute more importance to changes after exposure to IE
(p <
.05). Also,the greater the outside-of-work motivation to attend IE, the
greater the percentage of change attributed to IE (p < .05). (c) Nine
months
after viewing the IE program, 94.8% of respondents reported a change of +1
or
more on at least one of the 27 items on the questionnaire; 5.2% reported
no
change after viewing the videotape segments.
Respondents also report that they began diagnosing their own needs to
change
very early in the program, and designed unique learning strategies.
Interview data suggest that facilitators can help learners diagnose needs
to
change through reflective questions, self-disclosure, and appropriate
exercises, such as those employed by the video instructor, Louis Tice.
The
importance of visualization is also discussed.
Although video-based programs appear to be didactic and passive, and
therefore not supportive of andragogical conditions, the video medium was
found to have influenced learning, challenging Clark's conclusion that
media
do not affect learning. In fact, the use of video may have aided
learning.
Entry Month
9400. Revised: 931008.
<119>
Accession Number
AAI8620394
Author
Nielsen, Beverly Baldwin.
Title
A COMPARATIVE STUDY OF LONG-TERM PROGRAMS IN ONCOLOGY NURSING CONTINUING
EDUCATION (ANDRAGOGY, EDUCATION).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1986. 287p.
Source
Dissertation Abstracts International. Volume: 47-06, Section: A, page:
1984.
Subject Headings
Education, Adult and Continuing
Health Sciences, Nursing
Abstract
Nursing has become a specialized profession. Education is the process
whereby nurses obtain the knowledge and skills to become expert in
specialized areas of practice such as oncology. Nursing continuing
education, one aspect of the nursing education process, is vital in
bridging
the link between theory and practice. As a process, however, very little
study has been undertaken in continuing education to determine the most
effective ways to present specialized content. Practitioners have relied
on
established approaches involving formats of short-term (1 or 2 day
offerings)
or long-term (30 or more contact hours). Similarly practitioners advocate
the use of models upon which to base practice, yet these models have not
been
tested. One such model is andragogy. This model, which was
popularized by Knowles, is viewed as appropriate for nursing continuing
education because of its emphasis on adult learning processes.
The purpose of this study is twofold: to examine the problems, issues and
exemplary practices in one specialized area of Nursing continuing
education,
long-term programs in oncology nursing, and to determine factors that
facilitate or impede the use of andragogical principles in these programs.
Sixteen andragogical practices described by Knowles were synthesized from
the
literature. These practices, in conjunction with Knowles' assumptions
regarding adult learners, were used to define andragogy and
andragogical practices.
Results of the study indicate that there is a general acceptance of
andragogy by those program directors and faculty who are
familiar with the concept. All of the program directors and approximately
half of the faculty interviewed report being familiar with the concept.
Half
of these interviewed had had experience practicing and/or applying all of
the
practices. Results, however, also indicate that Knowles' definition of
andragogy is too instrumental to account for other learnings
that take place in long-term oncology nursing programs such as
self-reflective learning. The definition of andragogy posed
by the Nottingham Andragogy Group, therefore, may be more
appropriate.
A description of the problems and issues found in long-term oncology
nursing
continuing education programs today is also provided.
Entry Month
9400. Revised: 931008.
<120>
Accession Number
AAI8620393
Author
Munnelly, Carol Marie.
Title
PREPARING WORKERS FOR PARTICIPATION IN COMPANY DECISION-MAKING: A
COMPARATIVE STUDY OF ADULT LEARNERS IN THE WORKPLACE
(ANDRAGOGY, EMPLOYEE INVOLVEMENT, QWL, TRAINING).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1986. 301p.
Source
Dissertation Abstracts International. Volume: 47-06, Section: A, page:
1984.
Subject Headings
Education, Adult and Continuing
Abstract
Companies across America are increasingly relying upon employee
involvement,
quality circles and other worker participation programs to strengthen
their
competitive position through improving productivity and quality.
Unfortunately these programs rarely perform up to those laudable goals in
part because workers have rarely had the training opportunities that
prepare
them for the changed role of participant in the decision-making process.
Because of the newness of the field, research-based guidelines for
preparing
workers to participate do not exist.
The objective of this qualitative research was to develop recommendations
or
guidelines on how to prepare and support hourly workers to successfully
participate in company decision-making. These conclusions were based upon
comparative field studies of worker participation programs in seven
companies
in the Northeast, incorporating extensive interviews with forty-eight
workers, and twenty-two managers, consultants, coordinators and union
officials who were involved in the program. An extensive review of the
literature on worker participation and training in industry was undertaken
in
advance of the field work.
A key affirmation of this study is despite problems, worker participation
is
a viable approach to the revitalization of American industry.
Overwhelmingly, workers want to become involved, and are willing to
contribute to a process which gives hope of producing benefits for the
company--and for themselves. Secondly, the most effective preparation for
participation incorporates adult learning principles which aim at
developing
self-directed leaders.
The eleven recommendations developed in this study address the complex
changes in organization and communications which occur when a company
changes
its decision-making orientation, as well as the curriculum and methodology
to
be used to train workers. Among the recommendations are: (1) Commitment
to
the program must be long term; worker participation is not a quick fix.
(2)
Participation must be voluntary. (3) External consultants are needed.
(4)
Work team meetings are the major vehicle for participation. (5) Top
management and union leadership must demonstrate support by attending team
meetings. (6) Training must be ongoing and deal with a company's real
problems. (7) Training must aim at helping the workers become
self-directed
improvers of the company. (8) Ongoing program evaluation is required.
Entry Month
9400. Revised: 931008.
<121>
Accession Number
AAI8618911
Author
Vanmeter, Vandelia Lavina.
Title
PROFESSIONAL EDUCATORS' PREFERENCES FOR CONTINUING EDUCATION:
SUBJECT-CENTERED OR PROBLEM-CENTERED (ANDRAGOGY).
Institution
Thesis (PH.D.)--TEXAS WOMAN'S UNIVERSITY. 1986. 139p.
Source
Dissertation Abstracts International. Volume: 47-05, Section: A, page:
1576.
Subject Headings
Education, Adult and Continuing
Abstract
An assumption of andragogical theory, that adult learners tend to be more
problem-centered than subject-centered, was examined in relation to the
in-service activities of Texas educators. The stated preference of these
educators was determined by asking five hundred randomly selected Texas
educators to respond to a mailed anonymous survey in which they were asked
to
choose between the two types of activities on four topics of general
interest. The in-service offerings of the Regional Education Service
Centers
of Texas 1984-86 were analyzed to determine the proportion of problem- or
subject-centered activities offered, and the subject-centered activities
from
selected activity calendars of Region XI ESC were examined to find out
whether participation in these activities was in proportion to their
availability.
There was a response rate of 62 percent to the survey. Teachers showed a
preference for problem-centered activity to a significant degree, but 42.8
percent chose two or more subject-centered activities. Counselors showed
a
preference for mixed activities, leaning toward the problem-centered.
Librarians showed the strongest interest in subject-centered activities.
The examination of the in-service activities offered showed that 85
percent
were clearly problem-centered; only 3 percent were clearly
subject-centered.
Participation figures for Region XI showed that participation in
subject-centered activities was in proportion to the offerings.
It is suggested that the common assumption that educators are
overwhelmingly
interested in experientially problem-centered activities may not be valid,
and experimentation in other types of activities would be worthwhile.
Entry Month
9400. Revised: 931008.
<122>
Accession Number
AAI8617314
Author
Egan, James Babcock.
Title
A DESCRIPTIVE STUDY OF CLASSROOM TEACHERS' MENTOR-PROTEGE ROLES AND
RELATIONSHIPS (ANDRAGOGY, HELPING RELATIONSHIP, DEVELOPMENT,
CAREER LADDERS).
Institution
Thesis (ED.D.)--SYRACUSE UNIVERSITY. 1985. 259p.
Source
Dissertation Abstracts International. Volume: 47-05, Section: A, page:
1696.
Subject Headings
Education, Teacher Training
Abstract
During the past several years, public education has discovered the concept
of
mentoring. Several cities and states have passed legislation (and several
others are considering legislation) which would require that school
districts
supply beginning and probationary teachers with mentors. The rapid
movement
to introduce mentoring into this context presents some problems to the
personnel involved in the implementation of such programs. Perhaps the
most
serious and confounding problem is that there is no clear
conceptualization
of the phenomenon of mentoring, especially as it relates to the context of
classroom teachers.
The purpose of the this study was to examine the mentor-protege
relationships
that occur for classroom teachers in public schools, and to arrive at a
description of the vital elements of such relationships. The specific
research questions guiding this study were: (A) What are the
characteristics
of mentoring relationships for classroom teachers? (B) In a mentor-protege
relationship, what benefits accrue to the protege? the mentor? (C) How are
mentoring relationships formed in public education?.
A survey instrument was generated and administered to the teachers of a
suburban school district. Interviews were conducted with 13
teacher-proteges
and six of their mentors. These interviews resulted in several
observations
which describe key aspects of mentoring relationships as they are
experienced
by classroom teachers. Those key aspects are: (1) The mentor must be
readily available to the protege if the relationship is to flourish; (2)
The
mentor must be seen as approachable and the protege must be seen as
receptive
to ideas; (3) An experience differential between mentor and protege is
more
important than an age differential; (4) Mentors play many roles in the
professional life of their proteges; (5) Clear two-way communication is a
hallmark of mentoring relationships; (6) The mentor's influence on the
professional style of his or her protege is long lasting; (7) Learning in
a
mentoring relationship takes place in the andragogical mode; (8) The
individual autonomy of each protege was honored by each mentor; (9)
Mentoring
is an empowering relationship.
Entry Month
9400. Revised: 931008.
<123>
Accession Number
AAI8613334
Author
Self, Elwood Arthur.
Title
THE STATUS AND PERCEIVED ROLE OF THE ADULT LEARNER AND CONTINUING
EDUCATION
PROGRAMS IN SELECTED NAZARENE COLLEGES (ANDRAGOGY,
NONTRADITIONAL).
Institution
Thesis (PH.D.)--MICHIGAN STATE UNIVERSITY. 1986. 246p.
Source
Dissertation Abstracts International. Volume: 47-05, Section: A, page:
1626.
Subject Headings
Education, Higher
Abstract
Changes in American society have brought about related changes in American
higher education. Demographic shifts have created many adult learners who
are willing to continue, complete, or enhance their education. The impact
of
adult learners and the type of education they desire has not been measured
to
any great degree. This is particularly true for denominational colleges.
This study is conducted to investigate the status and perceived role of
the
adult learner and continuing education programs at eight liberal arts
colleges in the United States owned and operated by the Church of the
Nazarene. A finite sample of 143 decision-makers, seven presidents, eight
chief academic officers, eight board chairmen, and 120 division and
department chairpersons were asked to complete a self-administered
questionnaire.
Six questions guide the research. They are the following: (1) What is
the
level of agreement between certain values and predispositions regarding
the
adult learner/continuing education and decision-makers perception of these
values? (2) What form or type of continuing education program do
decision-makers believe to be the most appropriate for their institution?
(3)
What do the various decision-makers perceive to be the relative importance
of
continuing education in comparisons to other institutional activities,
programs, and priorities? (4) What do decision-makers perceive to be the
significant hindrances to the implementation of a comprehensive continuing
education program on their campus? (5) What do decision-makers feel is the
likelihood of positive and negative outcomes upon the mission of their
institutions? (6) What is the current state of continuing education and
continuing education related activities at each college?.
The data indicate general agreement with positive values and
presuppositions
and disagreement with negative values and presuppositions in respect to
the
adult learner and continuing education. The highest level of agreement
was
reached with respect to continuing education providing access to students
who
would not otherwise attend, the highest level of disagreement was reached
with respect to the negative impact of the adult learner and continuing
education program upon the traditional mission and purpose of each
college.
Results indicate that the most appropriate type of continuing education
program is one that is complex and comprehensive. The most significant
finding in section two indicates that this ability to complete a degree is
very important for decision-makers.
From a list of fourteen potential hindrances, to the implementation of a
comprehensive continuing education program, decision-makers identified two
as
being significant: a lack of clarity in defining continuing education and
insufficient finances. A lack of administrative vision was most
frequently
cited as the most significant hindrance. Lack of space was most
frequently
cited as the least significant hindrance to implementation.
It was determined that adult and continuing education students at the
colleges generally receive much less consideration and accommodation than
do
full-time traditional students in the same college. (Abstract shortened
with
permission of author.).
Entry Month
9400. Revised: 931008.
<124>
Accession Number
AAI8613105
Author
Campbell, Roy C.
Title
THE USE OF ANDRAGOGICAL CONCEPTS AS PERCEIVED BY CERTAIN ADULT EDUCATORS
(SELF-DIRECTED LEARNING, PROFESSIONAL EDUCATION).
Institution
Thesis (ED.D.)--NORTH CAROLINA STATE UNIVERSITY. 1986. 128p.
Source
Dissertation Abstracts International. Volume: 47-04, Section: A, page:
1151.
Subject Headings
Education, Adult and Continuing
Abstract
This study was conducted to examine the perceived use of andragogical
concepts by adult education practitioners in developing the self-directed
learner. Also, the writer attempted to identify work context and
demographic
variables that had a statistically significant relationship to adult
education practitioners according to their perceived use of those
concepts.
The research was also undertaken so that a comparison could be made
between a
previous study that examined professors of adult education and the current
study that included practitioners in other areas.
The dependent variable was the degree of use of andragogical concepts as
reported by the adult educator. The independent variables were divided
between eight work context variables and four demographic variables.
One hundred-one survey instruments were collected and used for statistical
purposes. The results revealed a very high perceived use of andragogical
concepts by practitioners. They also revealed a significant relationship
between the use of andragogical concepts and three of the independent
variables. The variables revealing a relationship were all work context
related. No demographic variables tested to the significant level. The
three work context variables found to be related were: (1) Number of years
of
experience; (2) Profit or non-profit status of the organization for which
programs are designed; (3) The voluntary/involuntary attendance status of
the
participant.
The comparison of this study to the study conducted with professors of
adult
education revealed that there is apparently a strong link between the
theory
and andragogy and its perceived use in the field of
practice. Professors of adult education and other practitioners are
relatively close in their perceived assessment of the use of andragogical
concepts.
Entry Month
9400. Revised: 931008.
<125>
Accession Number
AAI8611706
Author
Verlander, Edward George.
Title
THE USE OF PRINCIPLES OF ADULT EDUCATION IN SIX UNIVERSITY EXECUTIVE
PROGRAMS
(MANAGEMENT, HUMAN RESOURCES DEVELOPMENT, ANDRAGOGY,
TRAINING, CAREER DEVELOPMENT).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1986. 302p.
Source
Dissertation Abstracts International. Volume: 47-04, Section: A, page:
1157.
Subject Headings
Education, Adult and Continuing
Abstract
The problem this study addressed is the lack of understanding professional
educators have about the factors which impede or facilitate the use of
principles of adult education in university-based executive development
programs.
Public and private organizations have sent employees to these programs for
nearly fifty years. During this time the field of adult and continuing
education has undergone significant growth in theory and practice. It is
not
clear whether these business school programs, a domain of adult education,
have incorporated the principles into their design, content or conduct.
A comparative case study method was used involving documentary analysis,
on-site observation, in-depth interviews of program directors and
structured
telephone interviews with thirty participants. The study sample was six,
six-week programs conducted at: Columbia, Minnesota, Northeastern,
Pittsburgh, Vanderbilt, and Virginia.
The basis of the principles used were derived from M. Knowles' concept,
"Andragogy" and J. D. Mezirow's "Charter of
Andragogy" from his work on Perspective Transformation.
The findings provide significant insight into each of the programs and
yield
comparative data indicating a moderate usage of the principles. Most
frequently used: (1) participative, experiential and discussion-oriented
instructional methods; (2) participant problem-posing; and (3)
judgement-taking. Least used: (1) self-directed inquiry; (2) immediate
applicability of the content to personal or professional problems; (3)
educational climates conducive to learner risk-taking; and (4) pacing of
learning geared to individual learning needs. Finding no usage: Program
design and conduct processes governed by mutual collaboration between
learners, faculty, administrators and sponsoring organizations. The
factor
facilitating a greater use was the increasing use of andragogical
principles
by human resource development practitioners. Impeding factors found were:
(1) The historical experience of university-based executive education; (2)
inter-professional school rivalries; (3) participant's perceptions; (4)
sponsoring organization's expectations of executive programs; (5) program
faculty training; and (6) program design.
The conclusions and recommendations of the study indicate areas where
adult
education principles can be used in the programs to enhance the learner's
experience: (1) participants' sponsoring organizations; (2) the design
and
conduct of executive programs; and (3) the training of program directors
and
program faculty. Areas for future research are suggested.
Entry Month
9400. Revised: 931008.
<126>
Accession Number
AAI8612703
Author
Clark, Kirby L.
Title
PERCEPTIONS OF SOUTHERN BAPTIST ADULT RELIGIOUS EDUCATORS REGARDING
SELECTED
ADULT RELIGIOUS EDUCATION COMPETENCIES.
Institution
Thesis (ED.D.)--SOUTHWESTERN BAPTIST THEOLOGICAL SEMINARY. 1985. 213p.
Source
Dissertation Abstracts International. Volume: 47-03, Section: A, page:
0753.
Subject Headings
Education, Adult and Continuing
Abstract
Problem. This study attempted to identify and rank the knowledge and
skill
competencies needed by adult religious educators, as perceived by (1)
adult
religious education faculty of the six Southern Baptist seminaries; (2)
denominational adult educational specialists (consultants) serving at both
the Southern Baptist Convention level and state convention level; and (3)
church adult educational staff workers.
Procedures. Data were sought, by means of a questionnaire, from 243
identified Southern Baptist adult religious educators, comprising three
groups as follows: 204 identified church staff workers; 27 identified
consultants; and 12 identified faculty. The data sought were to elicit
the
respondents' perceptions of selected adult educational knowledge and skill
competencies, as well as their perceptions of their seminary programs for
acquiring/refining these competencies.
Findings and Conclusion. Analysis of the data indicated the following:
(1)
seminary programs designed to prepare adult religious educators are not
providing adequate experiences for acquiring/refining necessary adult
religious education competencies; (2) seminary programs, while providing
adequate awareness of basic concepts of andragogy (the
theory and practice of adult education), are not providing adequate
opportunities for acquiring/refining competencies which underlie this
concept; (3) there is only moderate consensus among seminary faculty
regarding key learning experiences necessary for inclusion in seminary
adult
religious educational curricula; and (4) there is an overall lack of
agreement among Southern Baptist adult religious educators regarding which
competencies are most useful to adult educational ministry and regarding
which competencies are most adequately "taught" in seminary adult
religious
education programs.
Entry Month
9400. Revised: 931008.
<127>
Accession Number
AAI8611718
Author
Anaemena, Emmanuel Ikechukwu.
Title
A COMPARISON OF ANDRAGOGY AND PEDAGOGY AS INSTRUCTIONAL
METHODOLOGIES TOWARD COGNITIVE ACHIEVEMENT IN BASIC ELECTRONICS IN
TECHNICAL
COLLEGES OF ANAMBRA STATE OF NIGERIA.
Institution
Thesis (PH.D.)--UNIVERSITY OF MISSOURI - COLUMBIA. 1985. 219p.
Source
Dissertation Abstracts International. Volume: 47-03, Section: A, page:
0874.
Subject Headings
Education, Technology
Abstract
Purpose. This study investigated the relative effects of two different
methods of instruction upon the cognitive achievement of learners in Basic
Electronics in three Nigerian Technical Colleges, and sought to ascertain
the
difference(s), if any, that might exist between the andragogical and
pedagogical methods of instruction among students' mean scores in a
cognitive
posttest after instruction.
Procedures. Three technical colleges were selected for this study. The
pedagogical and the andragogical groups were randomly assigned in each
college. Thirty subjects were randomly assigned to each treatment group.
There were, therefore, 180 subjects in the six treatment groups across the
three technical colleges.
The researcher prepared three lesson plans and also well-written
programmed
Instruction Sheets, and personally administered the lecture lessons to the
pedagogical groups in the three colleges. The subjects in the
andragogical
groups received the programmed sheets and studied the contents on their
own.
The two groups were subjected to a cognitive post treatment evaluation.
Their scored responses were statistically analyzed by the researcher using
the t-test and ANOVA techniques.
Findings. (1) The three t-tests indicated that the research null
hypothesis
was upheld. (2) The ANOVA verified the findings of the t-tests.
The research null hypothesis was thus stated--H(,0): No statistically
significant difference will exist between the mean scores of the
experimental
and control groups that receive the instruction andragogically and
pedagogically, respectively.
Conclusions. (1) The cognitive achievement of students using the
programmed
instruction sheets is comparable to the cognitive achievement of students
who
receive the same instruction through the lecture method. (2) Achievement
does not have directional correlation with students' earned gpas.
Recommendations. (1) Teachers of Basic Electronics in Nigeria may
advertise
the andragogical approach through student awareness seminars and lectures.
(2) Study groups may be formed and topics shared out among group members,
who
in turn relate their readings to their group members and answer pertinent
questions. (3) Several groups may be formed in all the technical colleges
and student volunteers may deliver lectures based upon the topics under
study. (4) Inter-college Basic Electronics meetings may be organized
where
selected students may lecture rotationally to advertise the new approach
throughout Anambra.
Entry Month
9400. Revised: 931008.
<128>
Accession Number
AAI8602083
Author
Finn, Joan Lockwood.
Title
VISIONS OF THE SELF: A STUDY OF THE RESULTS OF THE CORPORATE EXECUTIVE
VIDEOCONFERENCE, THE TRAINING, AND EXTANT ASSUMPTIONS ABOUT THE IDEAL
CORPORATE EXECUTIVE IMAGE (EICONICS, ANDRAGOGY, COENETICS).
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1984. 270p.
Source
Dissertation Abstracts International. Volume: 47-01, Section: A, page:
0061.
Subject Headings
Education, Business
Abstract
The corporate executive videoconference circumscribes who can be seen, how
they are seen, who is heard, and what can be televised. Further,
videoconference training, such as it is, alters behavior to enhance
performance on a medium that alters communication. And finally,
assumptions
about image implicit in both training goals and personal assumptions about
correct behavior alter what is communicated and how it is communicated.
I explore in the dissertation the proliferation of corporate executive
videoconferencing and corporate executive training opportunities for the
videoconference. The study includes an examination of current assumptions
about the ideal corporate executive image, about successful conference
techniques, and about the videoconference itself (freeze frame and full
motion, one way, interactive orally/aurally, and fully interactive). The
study includes as well an examination of current knowledge and research in
corporate executive training, communication (including verbal and
nonverbal),
and image. It also examines available training in image enhancement,
conference/negotiation techniques, and video appearance.
Materials used in the dissertation come from the business world as well as
the groves of academe. In addition to books and articles by scholars in
the
fields of andragogy, coenetics and eiconics, I included
interviews, popular periodicals, and my own business experience.
The result of the study revealed there is no pertinent available training
for
the videoconference. My major conclusion is an interdisciplinary approach
is
necessary to create the training opportunities needed by the
technologists,
vendors, producers, directors, and camerapeople who produce the
videoconference, as well as those who take part in them. A second
conclusion
is that cultural assumptions about image, technological limitations, and
training, result in a concentration on visions of the self. On "How well
did
I look?" rather than on "How well did I do?".
Entry Month
9400. Revised: 931008.
<129>
Accession Number
AAI8602032
Author
Abramson, Gertrude Weinstock.
Title
THE DEVELOPMENT OF A SELF-PACED TUTORIAL TO FOSTER ADULT COMPUTER
COMPETENCE:
IBM-PC LOGO AND DOS.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1985. 195p.
Source
Dissertation Abstracts International. Volume: 46-12, Section: A, page:
3566.
Subject Headings
Education, Adult and Continuing
Abstract
Computers are revolutionizing the way we live. Children will receive
their
computer education through the usual channels of primary and secondary
schooling; professional adults will seek out career seminars or training.
The adult working class population must be provided with
computer-specific,
appropriate continuing education that will develop sufficient computer
competence to permit effective functioning at home and on the job.
Adult Computer Competence: IBM-PC LOGO and DOS is a series of hands-on
computer experiences designed to develop computer literacy with adult
students who are willing to devote the time necessary for mastery. Great
care was taken to insure that the content and method of presentation would
provide fundamental computing skills and adhere to the principles of
andragogy.
The system used is the IBM-PC microcomputer because of its growing
popularity
in homes, schools, and workplaces. The computer language, LOGO, was
selected
for interaction with the computer system since it is the least abstract of
the popular computer languages. The experiences are incorporated in a
print,
step-by-step tutorial so that each student may work at his own pace and
may
read through the lessons when he does not have access to a computer. The
DOS
experiences built into the last third of the tutorial are a set of utility
skills needed by computer users. The emphasis throughout the tutorial is
on
learning by dong and by having a good time; provision has been made for
creativity only if desired by the student.
A teacher's manual, Notes to the Facilitator, is included with the project
to
assist instructors in administering the work in the spirit in which is was
developed. In addition, a Learning Activity Proposal incorporates the
tutorial into an introductory computer course.
Full scale field testing indicated positive outcomes in both the affective
and cognitive domains. Through practicum examinations, students performed
behavioral tasks to assess mastery of computing competencies. Attrition
was
negligible. All who completed the course can cope with computer
environment
and many indicated plans to pursue further computer education.
Entry Month
9400. Revised: 931008.
<130>
Accession Number
AAI8601434
Author
Radkowski, Stephen Paul.
Title
AN EXAMINATION OF THE FIELD OF ADULT EDUCATION AS CONCEPTUALIZED IN
KNOWLES'S
THEORY OF ANDRAGOGY UTILIZING KUHN'S MODEL (PARADIGM,
ASSUMPTIONS, DISCIPLINARY, MATRIX, PEDAGOGICAL, SPECTRUM).
Institution
Thesis (PH.D.)--UNIVERSITY OF PITTSBURGH. 1985. 117p.
Source
Dissertation Abstracts International. Volume: 46-12, Section: A, page:
3692.
Subject Headings
Education, Teacher Training
Abstract
Noting the need for a framework to guide educators and researchers in
adult
education, the writer examined Knowles's concept of
andragogy using Kuhn's model. The question in this study
was: which, if any, elements necessary for a disciplinary matrix, Kuhn's
paradigm, are present in adult education as conceptualized in Knowles's
theory of practice? The method employed was comparative and analytical.
The
theories of Kuhn and Knowles were presented. Kuhn's concept of paradigm
as
the source of cognitive and normative elements for a research community
was
extrapolated and used to study Knowles's theory.
It was found that adult education is in the first stage of the
pre-paradigm
period since individual researchers share their interests with adult
education workers. Andragogy was found to serve as a
paradigm for some of these workers.
Andragogy supplies certain cognitive elements, around which
andragogues center their practice. Cognitive elements in
andragogy include the following: (1) Learners, (2)
Clinicians, (3) Society, (4) Life development theory, and (5) The
spectrum.
Normative elements are contained in andragogy and provide
the following for andragogues: (1) problems, (2) guides for determining
acceptable solutions, and (3) norms for choosing or rejecting behaviors
and
theories.
Recommendations are made that: (1) studies be conducted into the growth
of
other research communities outside of the natural sciences and that (2) a
systematic approach toward research projects in adult education be
fostered.
Finally, it is urged that guidelines for education programs for adult
education workers be strengthened.
Entry Month
9400. Revised: 931008.
<131>
Accession Number
AAI8513619
Author
Mcclung, Lloyd Grant, Jr.
Title
THE CHURCH GROWTH/CHURCH PLANTING STUDY GUIDE: A TWO-PHASE READING AND
SELF-STUDY COURSE. (VOLUMES I AND II) (ANDRAGOGY, URBAN,
CROSS-CULTURAL).
Institution
Thesis (D.MISS.)--FULLER THEOLOGICAL SEMINARY, SCHOOL OF WORLD MISSION.
1985. 787p.
Source
Dissertation Abstracts International. Volume: 46-11, Section: A, page:
3379.
Subject Headings
Religion, General
Abstract
The problem addressed is the need for a widespread knowledge of church
growth/church planting principles which cannot be imparted only at a
traditional centralized school location.
Therefore, the specific aim of the dissertation is to provide a two-phase
reading and self-study introduction to church growth and church planting
principles which can be done in a decentralized, distance format as a self
directed reading and study course.
The dissertation itself is the course. It has three major sections: an
Introduction (Statement of the Problem), Phase I, and Phase II. The
Introduction provides a historical, denominational, theoretical, and
structural rationale for this particular training model.
Phase I, "Introduction to Church Growth and Church Planting" is
mono-cultural
in nature. It has six main units which deal with such issues as Biblical
Foundations, Analysis, Special Types, Denominational Setting, and New
Issues
in Church Growth and Church Planting. It guides the reader/participant
through twenty reading sources from contributors such as Donald A.
McGavran,
C. Peter Wagner, Win Arn, Alan R. Tippett, C. Wayne Zunkel, Paul Yonggi
Cho, Charles Chaney, Jack Redford, and Elmer Towns.
Phase II, "Urban Cross-cultural Church Planting", is cross-cultural in
nature. It integrates four foundational areas of missiology into the
urban
cross-cultural church planting emphasis: Theology, Anthropology, Church
Growth, and Leadership Training. Its twenty reading sources are from
contributors such as Donald McGavran, Dean Gilliland, Roger Greeway, Edwin
Eames, Judith Granich Goode, Charles Kraft, Paul Hiebert, Edward R.
Dayton,
David A. Fraser, Samuel Wilson, J. Robert Clinton, David Rambo, George
Patterson, and Grant McClung.
The resulting manual is a modular-style self-study course which can be
produced in a three-ring binder format, allowing for deletion or addition
of
material. Each unit has the following elements which guide the learner:
Introduction, Objectives, Assignments, Task Steps, Project Examples, For
More
Information, Extended Bibliographies, Reading Overview Sheets, Exam and
Exam
Answer Sheet, Summary Feedback Sheet.
The system is written from an educational design known as "information
mapping" (from Robert E. Horn) and can easily be adapted for any local
church or organizational/denominational training system.
Entry Month
9400. Revised: 931008.
<132>
Accession Number
AAI8525404
Author
Stevens, Mary Martha.
Title
ORAL HYGIENE INSTRUCTION: ASSESSMENT OF ANDRAGOGICAL AND PEDAGOGICAL
METHODS
OF ADULT PATIENT INSTRUCTION.
Institution
Thesis (PH.D.)--KANSAS STATE UNIVERSITY. 1985. 127p.
Source
Dissertation Abstracts International. Volume: 46-09, Section: A, page:
2576.
Subject Headings
Education, Health
Health Sciences, Dentistry
Abstract
The purpose of this study was to examine andragogical and pedagogical
teaching methods to determine what differences exist in skill development
and
attitudes toward preventive oral hygiene procedures.
There were one hundred sixteen subjects who were patients in the dental
hygiene clinic at Wichita State University. Twenty-eight dental hygiene
students were randomly assigned to two teaching groups to provide
pedagogical
or andragogical methods of brushing and flossing instruction to the
patients.
The independent variables were teaching methods (andragogy
or pedagogy), sex, age (young, middle or older), type of patient (new or
recall) and amount of instruction time (low, medium, or high). The
dependent
variables were brushing and flossing skill performance and attitude toward
the instruction.
A two way analysis of variance of the dependent variables showed that
there
was no significant differences between teaching methods and sex, age, type
of
patient or amount of instruction time.
However, the results showed that women brushed and flossed significantly
better than men; young adult patients brushed and flossed significantly
better than older adult patients; adult patients had a better attitude
toward
instruction when a low or high amount of instruction time was provided
than a
medium amount of instruction time; and women who were taught brushing and
flossing pedagogically had a better attitude toward instruction than men
who
were taught these same skills pedagogically. High positive correlations
were
found between the ability to floss and all skills, flossing attitude and
total attitude and brushing attitude and total attitude.
Further research is indicated to examine the longitudinal effects of
pedagogical and andragogical methods of teaching brushing and flossing.
Entry Month
9400. Revised: 931008.
<133>
Accession Number
AAI0556558
Author
Soerjono, Soerjono.
Title
TRAINING FOR LEGISLATORS IN INDONESIA: A DEVELOPMENT PERSPECTIVE.
Institution
Thesis (D.P.A.)--UNIVERSITY OF SOUTHERN CALIFORNIA. 1985.
Source
Dissertation Abstracts International. Volume: 46-08, Section: A, page:
2437.
Subject Headings
Political Science, Public Administration
Abstract
Training for provincial legislators in Indonesia has been largely
neglected
by the government, the legislature, the political parties, and various
training institutions.
There is no argument about the need for training, since the legislators
are
partners, along with the executive branch of government, producing laws,
and
constitutionally the provincial legislature (as part of the provincial
government) is under the presidential system of government at the national
level, which places the executive in a strong position.
In the unitary system of government in Indonesia, unlike in a federal
system,
the provincial government is likely to be an extension of the
administrative
unit of central government. Thus, centralization becomes the practices of
administration, though the autonomy of the provincial government is also
admitted.
The executive function houses the expertise in administration; unlike in
the
United States, the legislative staff fill the role of secretariat. The
legislators rely on the executive for information. Thus, to balance this
situation, training is one way in which the knowledge and skill of the
legislators can be increased in order that they may perform their jobs
better.
This dissertation, analyzes the environments that influence the
legislators,
concluding that training for legislators is essential. The present
training
programs offered for legislators, such as those in the Ministry of Home
Affairs, the political parties, and the University of Indonesia, can be
improved through implementation of a sounder rationale of training and
strengthening of the operational foundation, which should be based on
administrative development (administrative reform), the present national
development plan, training methods based largely on
andragogy, and the unbalanced theory of development.
The dissertation presents a proposed training model for legislators
designed
specifically for these purposes, in which training methodology becomes the
focus of interest related to change strategy, training strategy, training
content strategy and also related to other aspects of training.
Field research in various institutions in both the United States and
Indonesia has been used, and the principles and practices applied in the
United States have enriched the applicability of this study to Indonesia.
(Copies available exclusively from Micrographics Department, Doheny
Library,
USC, Los Angeles, CA 90080-0182.).
Entry Month
9400. Revised: 931008.
<134>
Accession Number
AAI8515943
Author
Huntley, Diane E.
Title
THE USE OF ANDRAGOGY IN PERSONAL ORAL HYGIENE EDUCATION WITH
DENTAL HYGIENE STUDENTS (PATIENT COMPLIANCE, PLAQUE CONTROL).
Institution
Thesis (PH.D.)--KANSAS STATE UNIVERSITY. 1985. 108p.
Source
Dissertation Abstracts International. Volume: 46-06, Section: B, page:
1861.
Subject Headings
Health Sciences, Dentistry
Abstract
The purpose of this study was to examine the effectiveness of
andragogy in personal oral hygiene instruction. Personal
oral hygiene instruction has been pedagogical. Research has shown
pedagogical methods to be ineffective in maintaining adult subjects'
performance of oral hygiene procedures. Andragogy has not
been used in personal oral hygiene instruction.
There were one hundred eighteen subjects who were students in four
consecutive dental hygiene classes at Wichita State University. Classes
were
randomly assigned as intact groups to one of the following conditions:
andragogy, andragogy with written contract,
pedagogy or pedagogy with written contract. The dependent variable was
number of bleeding points on gentle probing.
Analysis of baseline scores showed no significant difference between
groups.
Two way analysis of variance of the dependent variable at the end of a
semester showed that andragogy resulted in significantly
fewer bleeding points than pedagogy. Although there were significantly
fewer
bleeding points when a written contract was used, this difference was due
to
the use of a written contract with pedagogical teaching methods.
Andragogy, with or without a written contract and pedagogy
with a written contract resulted in significantly fewer bleeding points
than
pedagogy alone, but were not significantly different from each other. The
results show that andragogy can be an effective method of
personal oral hygiene instruction and indicate that
andragogy can also be effective in other forms of personal
health education, with adult patients in actual health care settings, and
over long periods of time.
Entry Month
9400. Revised: 931008.
<135>
Accession Number
AAI8518311
Author
Fay-Atzel, Anne.
Title
THE RELATIONSHIP OF INMATE ACHIEVEMENT TO THE EDUCATIONAL ORIENTATION OF
THE
CORRECTIONAL EDUCATOR (CRIMINAL JUSTICE, ANDRAGOGY).
Institution
Thesis (PH.D.)--THE UNIVERSITY OF SOUTHERN MISSISSIPPI. 1984. 100p.
Source
Dissertation Abstracts International. Volume: 46-06, Section: A, page:
1743.
Subject Headings
Sociology, Criminology and Penology
Abstract
The research was designed to determine the relationship of inmate
achievement
to the educational orientation of their teachers. Subjects included all
inmate students who had two recent consecutive scores on the Tests for
Adult
Basic Education and were incarcerated in the six stratified randomly
selected
Florida correctional institutions in July, 1983. Achievement was
determined
by the difference in the two consecutive tests. These data along with the
demographic data of the inmate were extracted from their records at the
respective correctional institutions.
The Educational Orientation Questionnaire, an instrument which categorizes
along an andragogical-pedagogical continuum the educational orientation of
the adult educator, was administered to the teachers to determine whether
they were more pedagogically oriented or more andragogically oriented.
This
classification was along a continuum. It is important to remember that
these
categories are not dichotomous. However, the distinct sets of data were
formed so the researcher could examine the relationships of the different
educational orientations to the inmate achievement. Since there were only
two teachers who were more andragogically oriented and they were involved
with only fifteen students, the subject to variable ratio was inadequate
and
that data was not reliable. Nevertheless, the data from the more
pedagogically oriented teachers yielded reliable data for the variable
educational orientation of the teacher.
The best predictors of inmate achievement were degree held by the teacher
(Bachelor's), area of specialty of the teacher (social studies), and the
educational orientation of the teacher (more pedagogical).
It was recommended that this study be replicated with radical changes in
the
design. It was suggested that an experimental design be used and that it
would include in-service training on adult methods, particularly in the
area
of andragogical-pedagogical teaching methods.
Entry Month
9400. Revised: 931008.
<136>
Accession Number
AAI8513901
Author
Greenway, Edna Carol.
Title
ROLES AND FUNCTIONS OF ADULT RELIGIOUS EDUCATORS: CASE STUDIES IN THREE
CULTURES.
Institution
Thesis (PH.D.)--MICHIGAN STATE UNIVERSITY. 1985. 203p.
Source
Dissertation Abstracts International. Volume: 46-05, Section: A, page:
1162.
Subject Headings
Education, Adult and Continuing
Abstract
The difficulties experienced in intercultural teaching by adult religious
educators are frequently the result of misunderstanding on the part of the
educators as to their role and function. The purpose of the study was to
inquire into the perception of roles and the description of functions of
teachers of adults in three culturally contrasting situations: Mexico,
South
Korea, and the United States. The study investigated the relationships
between roles and functions within the three cultures and across the
cultures. An attempt was made to establish a relationship between
curriculum
content and instructional methods. The goal of the study was to provide a
framework for ethno-andragogy, the science of teaching
adults interculturally, and was intended primarily for teachers of adults
in
religious education classes and for those who prepare curricula for
teachers
of adults and for adult learners.
The research was a comparative descriptive study of teachers of adults in
church classes in the three culture groups. Interviews were conducted
among
seminarians in Presbyterian schools in Mexico, South Korea, and the United
States. Responses of the subjects revealed both similarities and
differences. The similarities were due in part to the fact that the
respondents attended Presbyterian seminaries in their respective countries
and were engaged in the educational programs of their churches. The
differences were due to cultural factors affecting the subjects'
perceptions
of the roles and functions of educators.
The following conclusions were evident from the findings: (1)
Statistically
significant relationships were found between cultures and the responses of
the subjects. The similarity of responses reflected the schooling and
church
backgrounds of the three culture groups. (2) Change was evident in the
perception of roles and functions of adult educators in the three
cultures.
The new generation of adult educators showed considerable interest in
creative approaches to teaching and learning.
The three groups expressed desire for curriculum addressing practical
issues
and concerns and for instruction in a variety of methodologies for their
church classes.
Entry Month
9400. Revised: 931008.
<137>
Accession Number
AAI8507741
Author
Pettry, Deborah Brooks.
Title
EFFECTS OF LOCUS OF CONTROL ORIENTATION AND GENDER ON ADULT LEARNING
PARTICIPATION.
Institution
Thesis (PH.D.)--PURDUE UNIVERSITY. 1984. 250p.
Source
Dissertation Abstracts International. Volume: 46-02, Section: A, page:
0382.
Subject Headings
Education, Psychology
Abstract
The application of Knowles' (1966) theory of adult learning,
andragogy, to an ongoing supervisory skills development
program was investigated in this study. Specifically, the responses of
166
adult learners were explored with regard to changes in the instructional
program that involved less pedagogical (directive) and more andragogical
(participative) conditions. Effects of locus of control orientation
(Rotter,
1966) and gender on the reactions of adult learners were also explored.
Analysis of variance methodology was used to examine the results. F-tests
were conducted to explore for simple main effects where appropriate.
Results indicated that the learners tended to respond positively to
andragogical conditions: program quality, satisfaction, productivity
effects,
work quality effects, and program changes. Responses to direct questions
and
open-ended questions revealed that participants believed the changes in
instruction from pedagogy to andragogy enhanced the
relevance of the supervisory skills program for their work.
Data weakly supported the prediction that internal subjects would respond
more positively to andragogical than to pedagogical conditions. The
expectation that externals would respond equally or less positively to
andragogical than to pedagogical conditions was not supported. However,
results partially indicated that both predictions held for male learners.
Results for female learners revealed that externals responded more
positively
to the changes in instructional approach than did internals. The
unexpectedly positive response of externals to andragogical conditions may
have been influenced by the increased structure created by program
changes.
Additional results of the study concerned responses to the program
regardless
of instructional condition. Among all groups, external males responded
most
negatively and internal males most positively. Of particular interest was
the finding that internal subjects responded more positively overall to
both
learning situations than did external subjects. The more positive
responses
of externals to andragogical than to pedagogical conditions suggested that
continuation of andragogical conditions for adult instruction might
increase
their positive perceptions of education.
Recommendations made for the specific program studied and adult education
in
general included that mandatory programs be modified to include
andragogical
instructional methods whenever possible. Future research utilizing
control
groups, longitudinal data, and behaviorally oriented dependent variables
was
also recommended.
Entry Month
9400. Revised: 931008.
<138>
Accession Number
AAI8501223
Author
Waugh, Geoffrey.
Title
MULTIPLY MINISTRY: CHARISMATIC CHRISTIAN MINISTRY FOUNDATIONS FOR
INNOVATIVE
THEOLOGICAL EDUCATION BY EXTENSION USING SEMINAR CASSETTES (LEADERSHIP,
MISSIONARY CHURCH).
Institution
Thesis (D.MISS.)--FULLER THEOLOGICAL SEMINARY, SCHOOL OF WORLD MISSION.
1984. 343p.
Source
Dissertation Abstracts International. Volume: 46-02, Section: A, page:
0447.
Subject Headings
Religion, General
Abstract
This dissertation examines charismatic Christian ministry foundations for
a
model of Theological Education by Extension using audio and video
cassettes
in inductive group seminars for distance education. It studies the
ministry
of the whole Body of Christ, applying Body Ministry principles to ministry
formation through unlimited extension education.
PART I--The Principles, explores issues crucial to Body Ministry. Chapter
1:
Body Ministry, covers the dimensions of kingdom authority, obedient
mission,
mutual ministry, spiritual gifts, and body evangelism. Chapter 2: Body
Organization, includes sections on divine headship, body membership,
servant
leadership, body life, and expanding networks.
PART II--The Program, applies these principles to ministry formation.
Chapter 3: Continuing Education, with sections on formal, adult, and
mutual
education, comments on current developments in education which embrace
open
education and the growing scope of educational technology. Chapter 4:
Extension Education, applying these development to Theological Education
by
Extension, considers possibilities for Body Ministry formation in sections
on
unlimited, theological, ministry, and contextual education using inductive
andragogy.
PART III--The Procedures, describes the model as it is currently used.
Chapter 5: Extension Unlimited, analyzes the inductive extension study
program based at the Uniting Church headquarters in Brisbane, Australia.
This model fits the megatrends of Third Wave civilization to creatively
subvert and transform traditional ministry into powerful Body Ministry.
The
whole thesis is set in the context of accelerating social change and rapid
church growth, examined at length in the Prologue. A brief Epilogue
reflects
on how these issues relate to the Great Commission.
Entry Month
9400. Revised: 931008.
<139>
Accession Number
AAI8501430
Author
Patterson, Thomas Frank, Jr.
Title
A STUDY TO DETERMINE THE RELATIONSHIP BETWEEN RURAL NEW ENGLAND EXTENSION
AGENT EDUCATIONAL ORIENTATION AND JOB PERFORMANCE (PERFORMANCE APPRAISAL,
ANDRAGOGY).
Institution
Thesis (PH.D.)--INDIANA UNIVERSITY. 1984. 191p.
Source
Dissertation Abstracts International. Volume: 45-11, Section: A, page:
3263.
Subject Headings
Education, Adult and Continuing
Abstract
The purpose of this study was to determine if there was a relationship
between the educational orientation toward teaching adults of a select
group
of practicing adult educators and their job performance. Educational
orientation was measured by the Educational Orientation Questionnaire
(EOQ),
a 60 item instrument developed by Hadley (1975), which provided a score on
an
andragogical-pedagogical continuum. Job performance was measured by the
Extension Agent Behaviors and Results Anchored Rating System (EABRARS), a
performance appraisal instrument developed for this study, which utilized
a
behaviorally-anchored rating scale format. EABRARS was based on
performance-against-standards developed by the American Institutes for
Research for the Cooperative Extension Services (1979). EABRARS provided
Extension Agent ratings consisting of behaviors, results and total job
performance.
The population selected for this study was rural New England County
Extension
Agents. The EOQ was sent to the complete population of 146 Agents
employed
in the traditional areas of Agriculture, Home Economics, 4-H/Youth,
Community
and Rural Development and Forestry. 130 useable instruments were returned
for an 89% response rate. 146 EABRARS instruments were sent to 16
Extension
administrative raters who returned 141 in useable condition for a response
rate of 96%.
Analysis of variance (ANOVA) statistical procedures were utilized to
determine significant differences in Agent characteristics of sex, age,
subject matter, years experience and State with respect to educational
orientation. ANOVA procedures determined significant differences between
Agent characteristics of age, subject area, years experience and State
with
respect to total job performance ratings. Andragogical and pedagogical
groups were formed using the top one-third and bottom one-third EOQ scores
respectively. No differences in behaviors, results or total job
performance
ratings were found between these groups.
It was concluded that no significant relationship exists between the
educational orientation of rural New England Extension Agents, as measured
by
the EOQ, and a rating of their job performance, as measured by EABRARS.
Entry Month
9400. Revised: 931008.
<140>
Accession Number
AAI8426630
Author
Moore, Russell P, Jr.
Title
LEARNING STYLE PREFERENCES OF NONTRADITIONAL UNDERGRADUATE STUDENTS AT A
PRIVATE FOUR-YEAR COLLEGE.
Institution
Thesis (ED.D.)--ILLINOIS STATE UNIVERSITY. 1984. 149p.
Source
Dissertation Abstracts International. Volume: 45-09, Section: A, page:
2745.
Subject Headings
Education, Curriculum and Instruction
Abstract
The primary purpose of the study was to determine if any statistically
significant differences exist in learning style preferences between male
and
female nontraditional undergraduate students at St. Ambrose College. A
secondary purpose was to determine if any statistical relationships exist
between extent of agreement with andragogy and selected
demographic variables within the same population.
Two instruments were used for collecting data from 102 respondents in the
study. The questionnaire elicited demographic data concerning the
independent variables of sex, age, credit enrollment, undergraduate class
status, undergraduate major, career ambition, and self image. Information
was also collected about respondent opinions of the andragogical
principles
of self-direction, personal experience, learning readiness, and learning
orientation. The second instrument, Canfield's Learning Styles Inventory,
was used to collect data about the respondents' learning style preferences
with scores on twenty-one variables in four domains: Conditions, Content,
Mode, and Expectation.
Eight null hypotheses were stated and tested using t-test and analysis of
variance tests of statistical significance. All four hypotheses related
to
learning style preference comparisons between males and females were
rejected
at the .05 level, while each of the four hypotheses pertaining to
andragogy were retained. No statistical relationships were
found to exist between the extent of agreement with
andragogy and the demographic variables of class status,
undergraduate major, career ambition, and self-image.
The major findings of the study were: (1) Females to a greater extent
than
males preferred structure in terms of organization and detail in the
learning
situation. Females wanted to know precisely what was expected in the
learning situation but not in an authoritarian manner. (2) Males
preferred
content that involves practical computational skills in working with
things,
while females preferred conversational activities involving other people.
(3) Females differed significantly from males in their preference for
listening as opposed to the learning modes of reading, iconics, or direct
experience. (4) Females had a significantly higher expectation of
academic
success, anticipating A's and B's, while males expected to be average
(C's),
and had a significantly higher expectation of failure through
unsatisfactory
performance (D's). . . . (Author's abstract exceeds stipulated maximum
length. Discontinued here with permission of author.) UMI.
Entry Month
9400. Revised: 931008.
<141>
Accession Number
AAI8416045
Author
Gurley, Margaret Patrice.
Title
CHARACTERISTICS OF MOTIVATION, FIELD INDEPENDENCE, PERSONALITY TYPE,
LEARNING
STYLE, AND TEACHING PREFERENCE OF THE ADULT LEARNER AS COMPARED WITH
TRADITIONAL-AGE COLLEGE STUDENTS (COGNITIVE STYLE,
ANDRAGOGY).
Institution
Thesis (ED.D.)--THE CATHOLIC UNIVERSITY OF AMERICA. 1984. 115p.
Source
Dissertation Abstracts International. Volume: 45-05, Section: A, page:
1268.
Subject Headings
Education, Adult and Continuing
Abstract
Problem. Degree programs for adult students have proliferated in the last
two decades and now encompass a significant segment of higher educational
activity. While some of these programs for adults are peripheral to the
university, the larger number are specifically designed to meet what is
commonly referred to as the needs of the adult learner. This study tested
some of the assumptions about the relatedness of the variables of learning
style, personality type, motivation, field independence and preferred
teaching style to the age and enrollment status of the learner.
Method. Subjects were from five classes in the area of communication
arts, a
required early level (but not entry level) college course and represented
a
cross section of the traditional and adult learner student body, full time
and part time. The instrumentation utilized included five tests (four
standardized tests and one test developed specifically for this study) to
measure twenty-seven learning related characteristics. The two
independent
variables, age and enrollment status, and the twenty-seven dependent
variables were analyzed by a multivariate analysis procedure, MANOVA.
Results. The five related research hypotheses of the study--that when
compared with traditional-age college students, adult learners (1) rate
higher on motivational characteristics related to learning, (2) are more
field independent, (3) exhibit specific personality traits, (4) evidence
an
advanced learning style, and (5) prefer an andragogical teaching
style--were
only minimally supported. Only two variables, autonomy and thinking
introversion, were found to be significant when analyzed by class. The
difference was positively directed to the adult learner. No significance
was
found when the data were analyzed for the effect by status or for the
interaction effect of class by status.
Conclusions. Contrary to some major assumptions in higher education
practice
that adult students bring to the learning process more developed
motivational
patterns or personality characteristics related to learning, this study
found
little evidence that adult students are significantly different from their
traditional-age counterparts. The findings also call into question the
literature which expounds andragogy as the one approach to
teaching adults. They support the work of the cognitive style theorists
who
maintain that how one learns is not a function of age, but a matter of
individual preference.
Entry Month
9400. Revised: 931008.
<142>
Accession Number
AAI8414140
Author
Brooks, Maureen Webb.
Title
ASSESSMENT OF AN ONGOING UNIVERSITY EXTENSION PROGRAM FOR RETAILERS IN THE
DALLAS APPAREL MARKET.
Institution
Thesis (PH.D.)--OKLAHOMA STATE UNIVERSITY. 1983. 226p.
Source
Dissertation Abstracts International. Volume: 45-03, Section: A, page:
0769.
Subject Headings
Education, Home Economics
Abstract
Scope and Method of Study. The purposes were to assess programs provided
by
Fashion Merchandising Consultant Services (FMCS), for apparel retailers,
1979-1981, and to formulate recommendations for improvement and expansion
of
FMCS activities. Educational assistance provided by FMCS focused on
inventory control, dollar merchandise plans and open-to-buy concepts.
Reliability and validity for the assessment survey were established using
the
test/retest method, three panels of authorities and statistical tests of
significance. An assessment survey was developed and sent to participants
of
FMCS activities. The sample included retailers representing 72 stores.
Frequencies and percentages were calculated on current retail procedures
performed, difficulties encountered and perceived impact of FMCS
educational
activities. Chi-square analysis was performed to identify relationships
between retailers' responses and demographic variables of store age,
annual
sales volume and length of contact.
Findings and Conclusions. A majority (70% or more) of the retailers
performed 12 procedures with no or slight difficulty; 30 percent or more
of
the retailers performed nine procedures with moderate or serious
difficulty.
Fifty percent or more of the respondents perceived FMCS impact as
positive.
FMCS strengths were evidenced in the areas of perpetual inventory control,
physical inventory control, manufacturers' performance and market
open-to-buy
procedures. FMCS weaknesses were identified in the area of dollar
merchandise plan procedures. Recommendations were based on the findings
and
on selected andragogy concepts.
Entry Month
9400. Revised: 931008.
<143>
Accession Number
AAI8400473
Author
Collins-Bondon, Carolyn Ruth.
Title
AN INVESTIGATION OF THE IMPACT OF LEARNING THEORY ON TRAINING AND
CONDITIONS
OF TRAINING IN THE CORPORATE ENVIRONMENT.
Institution
Thesis (ED.D.)--WESTERN MICHIGAN UNIVERSITY. 1983. 126p.
Source
Dissertation Abstracts International. Volume: 44-09, Section: A, page:
2651.
Subject Headings
Education, Adult and Continuing
Abstract
The purpose of this study was to determine the extent to which knowledge
and
use of learning theory are reflected in corporate training programs. The
literature review was concentrated in three areas, namely: (1) nature and
quality of training programs, (2) theories of learning, and (3) training
programs and learning theory. That literature indicated that references
to
learning during training generally dealt with logistics, or teaching and
instructional methods (lecture, self-instruction, or on-the-job training).
The investigator posited that training specialists need to be attuned to
trainee needs and to provide optimum opportunities for addressing those
needs. Instead of the hypotheses originally proposed, a decision was made
to
use a research question, which was "To what extent are knowledge and use
of
learning theory reflected in the nature of training programs?" The writer
proceeded to develop an interview questionnaire and an analysis checklist
instrument based on principles of adult learning, or
"andragogy." Data were gathered from a telephone survey of
representatives of 16 "Fortune 500" companies located throughout the
United
States. Those representatives provided responses to specifics of how the
aforementioned components are facilitated within corporate training
environments.
The analysis provided clear evidence that in the 16 companies
investigated,
trainee participation varied from "almost none" to "modest" in the
assessment, planning, implementation and delivery, and evaluation of
training
programs. Of those four elements of training programs, planning was the
one
in which there was least trainee participation reported.
The study seemed to indicate that even the companies that reported
greatest
trainee participation could hardly be classed as trainee oriented.
However,
several of the companies, based on the writer's judgment, the interview
transcripts, the profile of the "typical" training program, and in-depth
descriptions of the 16 company training programs, could be classed as
definitely organization oriented. A major overall conclusion was that all
of
the companies need to be cognizant of, and demonstrate more use of,
andragogical principles in their training programs.
Entry Month
9400. Revised: 931008.
<144>
Accession Number
AAI8303620
Author
Kisilinsky, Marjorie Beth.
Title
THE DESIGN, IMPLEMENTATION, AND ASSESSMENT OF A TEACHER CENTER STAFF
DEVELOPMENT PROGRAM BASED ON CONCEPTUAL LEVEL, PSYCHOLOGICAL TYPE, AND
REALITY THERAPY.
Institution
Thesis (PH.D.)--UNIVERSITY OF PITTSBURGH. 1982. 170p.
Source
Dissertation Abstracts International. Volume: 43-09, Section: A, page:
2874.
Subject Headings
Education, Curriculum and Instruction
Abstract
The problem of this study was the design, implementation, and assessment
of a
training program for the staff of a teacher center in western
Pennsylvania.
The intent of the training program was to create an environment that
fostered
an increase in each teacher associates' respective conceptual level. The
theories underlying the structure of the training program were conceptual
systems theory (Harvey, Hunt, & Schroder, 1961), psychological type theory
(Jung, 1921), reality therapy (Glasser, 1965), andragogy
(Knowles, 1980), and the literature on staff development. Participants'
knowledge of psychological type was used for professional decision-making
with the expectation of its leading to a higher conceptual level for each
teacher associate. The investigator assumed the role of the informational
interdependent trainer, used the strategies of reality therapy, and
applied
the principles of adult learning theory.
Quantitative methods were used for outcome measurement and qualitative
methods were used for formative evaluation.
Contrary to expectations, respective Stage III cognitive levels generally
declined; however, the group moved toward an internal locus of control by
the
completion of the study. The issue of individual and group professional
needs of teacher associates did not emerge as anticipated by the
investigator. Participants perceived psychological type theory as the
most
useful and manageable aspect of the staff development program.
The investigator found psychological type theory to be useful in analyzing
the participants' behavior, but found conceptual systems theory to be an
inadequate organizer for staff development. Particular attention must be
paid to the constraints that organizational structure imposes.
Entry Month
9400. Revised: 931008.
<145>
Accession Number
AAI0550581
Author
Walters, Lois Maria.
Title
AN ASSESSMENT OF THE EDUCATIVE AND TRAINING NEEDS OF AMERICAN WOMEN WHO
WORK
IN DEVELOPING COUNTRIES.
Institution
Thesis (D.P.A.)--UNIVERSITY OF SOUTHERN CALIFORNIA. 1982.
Source
Dissertation Abstracts International. Volume: 43-06, Section: A, page:
2095.
Subject Headings
Political Science, Public Administration
Abstract
This study addresses the need for culturally relevant training/orientation
programs for American women who live or anticipate living in a developing
country. The main objectives of this study are to show that (1) women
instructed in the use of the epistemological profile and provided with
culturally relevant examples will be able to adjust more easily in a
different cultural setting; and (2) educative/training strategies
especially
designed to coincide with these identified needs should comprehensively
include the affective and the cognitive.
A survey was designed to, in part, answer the first objective. A
comprehensive review of several literatures was made to address both
objectives. The literatures reviewed covered four areas: (1) the
epistemological profile (method of inquiry); (2) attitude research; (3)
the
various cultural influences on perception; and (4) educative/training
paradigms (action research, field theory, and andragogy).
The Research Design involved an exploratory field study. A 32-item
questionnaire was mailed to 30 women subjects who spent at least one year
in
a developing country. Twenty-two of the 30 subjects responded. The
author's
a priori assessment of the behavioral characteristics that a person should
possess before going overseas was nearly identical to that of the survey
results. It was found that while there were few significant differences
in
the various contrasts made (e.g., married vs. single and ethnicity), all
differences found were in the direction a priori specified by the author.
On the basis of the survey and the literatures reviewed, a comprehensive
training model was developed. Employing the epistemological profile in
the
model's construction, it is believed to be one of the most comprehensive
models yet developed for effective educative/training/change efforts.
Entry Month
9400. Revised: 931008.
<146>
Accession Number
AAI8219874
Author
Mueller, Barbara Laud.
Title
ANDRAGOGY AND PEDAGOGY: A COMPARISON USING A PARALLEL PAIRS
MODEL.
Institution
Thesis (PH.D.)--THE UNIVERSITY OF ARIZONA. 1982. 74p.
Source
Dissertation Abstracts International. Volume: 43-04, Section: A, page:
1013.
Subject Headings
Education, Adult and Continuing
Abstract
The purpose of this study was to determine if andragogy
(adult education) and pedagogy (youth education) are separate disciplines
demanding specialized training as many educators contend. Feedback from
12
of the largest school districts in the United States and 12 Fortune 500
industries concerning their educational philosophies, purposes, teaching
methodologies and evaluation techniques was used as the basis for
comparison.
The study addressed three major questions:.
Question 1. Can a model be developed to determine if there are
differences
between andragogy and pedagogy? Response. A parallel pairs
model can facilitate comparisons between the categories of
andragogy and pedagogy and among the variables of
philosophy, purpose, teaching methodology and evaluation technique.
Question 2. Do "training" (business) and "education" (public school)
programs use different philosophical biases, purposes, teaching
methodologies
and evaluation techniques? Response. It appears from the data collected
that
there is a great deal of similarity between schools and businesses
concerning
philosophy, purpose, methodology and evaluation. The conditions that
authors
contend separate adult students and children, such as experience,
discipline,
and application of learning, may exist but apparently have little impact
on
the actual teaching process as practiced by schools and businesses today.
Question 3. What are the implications of the findings on teacher training
and education program development? Response. The data indicate that a
teacher could make the transition from public school teaching to industry
and
vice versa as both of these institutions share the same basic
philosophies,
purposes, teaching methodologies and evaluation techniques. The
differences
are greater within the institution itself, depending on the type of
educational program in which the student is engaged, rather than between
the
institutions. Therefore, public school educators and industrial trainers
should be encouraged to work more closely together, sharing their
expertise
for the benefit of both institutions.
Entry Month
9400. Revised: 931008.
<147>
Accession Number
AAI8218647
Author
Lindsey, Anne.
Title
A PHENOMENOLOGICALLY BASED AESTHETIC THEORY WITH APPLICATION TO TEACHER
PREPARATION IN ACCORDANCE WITH ADULT EDUCATION PRINCIPLES.
Institution
Thesis (PH.D.)--THE FLORIDA STATE UNIVERSITY. 1982. 232p.
Source
Dissertation Abstracts International. Volume: 43-03, Section: A, page:
0633.
Subject Headings
Education, Art
Abstract
This philosophic study attempts to bridge the gap between phenomenological
aesthetics and instructional practice in the classroom. An investigation
of
E. F. Kaelin's phenomenological aesthetic theory, the andragogical
methodology of M. S. Knowles, and the phenomenological process of
learning
developed by Carl Rogers, are explicated.
An exegesis of relevant literature and concepts relating to Kaelin's
aesthetic theory, included reference to Kant, Croce, Dewey, Parker,
Langer,
Husserl, Sartre, and Merleau-Ponty, is given, followed by the analysis and
identification of critical concepts in Kaelin's theory, germane to an
effective teacher education.
A brief overview of art education teacher preparation and adult
development
with its consequences on adult learning is discussed. M. S. Knowles'
andragogy, the study of the education of the adult learner,
and D. Rogers' phenomenological oriented self with application to a
process
of learning, are projected as a possible conceptual delivery system which
would operationalize Kaelin's theory.
The methodologies of each theorist, Kaelin, Knowles, and Rogers are
examined
for compatibility. Likewise, the theoretical structure of the delivery
system, suggested by the social projections, definitions of education, and
a
series of Kaelin's principles: projectional antonomy, relevancy, and
completeness, is examined for conceptual correlations.
M. Flannery's phenomenological methodology in art education teacher
preparation, which focuses on a random noncognitive concept, is discussed
for
its implications to this study.
In conclusion, it is the non-cognitive, as well as the cognitive aspects
of
Kaelin's descriptive theory, and teacher preparation in accordance with
adult
education principles, that function concomitantly, operationalizing
Kaelin's
phenomenological aesthetic theory.
Entry Month
9400. Revised: 931008.
<148>
Accession Number
AAI8207343
Author
Suanmali, Chidchong.
Title
THE CORE CONCEPTS OF ANDRAGOGY.
Institution
Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE. 1981. 171p.
Source
Dissertation Abstracts International. Volume: 43-02, Section: A, page:
0341.
Subject Headings
Education, Adult and Continuing
Abstract
The concept of andragogy has been inherent in the
development of the adult education movement. The theory regards each
human
being as unique and that this uniqueness calls for an individualized
approach
to learning. It regards self-direction as the process as well as the
end-product of learning. However, there is little consensus as to the
concepts and methods to use in helping adults become self-directed
learners.
The purpose of this investigation is to discover the degree of agreement
among adult educators regarding the importance of various conceptual
approaches in the andragogical process. This study attempted to answer
the
following questions: (1) To what extent is there an agreement among
professors of adult education on the relative importance of conceptual
approaches used in the andragogical process? (2) What are the major
concepts
that are perceived as essential in assisting adult learners to become
self-directed learners? (3) To what extent is there agreement among
professors of adult eduation on the concepts which are essential for
guiding
professional practice?.
The Andragogy in Practice Inventory (API) was sent out to
members of the Commission of Professors of the Adult Education Association
of
the United States. The API was adapted from Jack Mezirow's "Charter for
Andragogy," in which he compiled various concepts that
educators must utilize to help adults learn.
The findings revealed a high agreement among respondents regarding the
inclusiveness of the concepts listed in the API as the central ideas in
facilitating self-directed learning. However, regarding the relative
importance of each concept, there is a low degree of agreement. This led
to
the conclusion that in helping adults become self-directed learners, the
educator should: encourage learners to assume increasing responsibility
for
defining their learning needs and objectives and in planning their
learning
programs and evaluating their own progress; reinforce the self-concept of
the
learner as a learner; assist learners to use various learning resources;
decrease the learner's dependency on the educator; facilitate
problem-solving
and decision-making; emphasize experiential and participative
instructional
methods; organize what to learn in relation to learners' personal
problems,
and encourage the use of criteria in judging.
Entry Month
9400. Revised: 931008.
<149>
Accession Number
AAI8213025
Author
Gamerdinger, George William.
Title
OCCUPATIONAL ANDRAGOGY AND THE INFORMAL WORKING SECTOR IN
GABON.
Institution
Thesis (ED.D.)--OKLAHOMA STATE UNIVERSITY. 1981. 90p.
Source
Dissertation Abstracts International. Volume: 43-01, Section: A, page:
0149.
Subject Headings
Education, Vocational
Abstract
Scope and Method of Study. This study examines the processes of skill
acquisition and transfer within the informal working sector in Libreville,
Gabon. It explores the occupations, services, and potential of this
sector
as an alternative to Gabon's technical education system. Gabon was chosen
for the study because of its Third World status, rapidly expanding
economy,
and low population level. Utilizing a descriptive analysis format these
developments are examined in relationship to Gabon's needs for practioners
of
occupational skills.
Findings and Conclusions. The results of this examination verify the
contemporary force of the informal sector in the development of technical
skills. The sector's utilization of the informal apprenticeship process
demonstrates the feasibility of learning approaches and environments
outside
institutional pedagogy. Attention is drawn to the use of occupational
andragogy as a transfer process for skill acquisition within
the informal sector.
Entry Month
9400. Revised: 931008.
<150>
Accession Number
AAI8212933
Author
Spencer, Gale Ardith.
Title
THE RELATIONSHIP BETWEEN PROGRESS IN A BACCALAUREATE NURSING PROGRAM AND
BUREAUCRATIC AND PROFESSIONAL ROLE CONCEPTIONS OF REGISTERED NURSE
STUDENTS.
Institution
Thesis (PH.D.)--SYRACUSE UNIVERSITY. 1981. 236p.
Source
Dissertation Abstracts International. Volume: 43-01, Section: A, page:
0092.
Subject Headings
Education, Higher
Abstract
The purpose of this study was to identify whether R.N. students change
their
bureaucratic and professional role conceptions as a result of a
baccalaureate
nursing program. This problem was studied because of the increasing
numbers
of Registered Nurse students returning for their baccalaureate degree in
nursing, and the need for both nursing education and nursing service to
have
a better understanding of the transformation of the role conceptions of
these
students as they progress through a baccalaureate nursing program.
Role theory was used as the theoretical framework for this study, as it is
the basic unit of the resocialization process. Andragogy
and curriculum designed were used in conjunction with role theory to
provide
the knowledge base necessary to answer the questions posed in the study.
The study was conducted using two baccalaureate schools of nursing; School
A
representing a nursing program that enrolls both generic and R.N.
students,
and School B representing a program that enrolls only R.N. students. The
descriptive survey method using static group comparison was employed. The
responses from three groups of students (N = 411) at different stages
(beginning, midpoint, and completion) in their education were analyzed.
The R.N. students, at both schools, demonstrated an increased
professional
role conception during their progression through the baccalaureate
program,
with the greatest change occurring between the beginning and midpoint of
the
program (significant at p < .01). The bureaucratic role conceptions of
the
R.N. students, at both schools, decreased significantly (p < .05) during
their progression through the program. The bureaucratic role conception
scores appeared to change gradually from beginning to end. At School A,
the
professional role conceptions of the completing students were
significantly
higher (p < .01) than the completing students at School B, indicating a
continuing increase in professional role conceptions from midpoint to
completion not seen in the completing students at School B. The R.N.
students' professional and bureaucractic role discrepancy, at both
schools,
appeared to increase throughout the program (significant at the .01
level).
Differences found in the bureaucratic and professional role conceptions of
associate and diploma students were not found to be significant. . . .
(Author's abstract exceeds stipulated maximum length. Discontinued here
with
permission of school.) UMI.
Entry Month
9400. Revised: 931008.
<151>
Accession Number
AAI8212197
Author
Katz, Daniel.
Title
PREPARING PUBLIC AGENCY FIELD INSTRUCTORS.
Institution
Thesis (D.S.W.)--CITY UNIVERSITY OF NEW YORK. 1982. 323p.
Source
Dissertation Abstracts International. Volume: 42-12, Section: A, page:
5249.
Subject Headings
Social Work
Abstract
A seminar, in 1977 prepared twenty public agency social workers to be
field
instructors in a Title XX funded Master of Social Work program for
employees
of the same agencies. The field instructor's role as a model for fellow
employees was an important component of the masters program emphasizing
relevance to the public sector. The seminar's purpose was to minimize the
apprenticeship field teaching, deemed likely because of the unusual field
arrangement and the conflicting demands of the professional, agency, and
educational systems.
Ten meetings of two groups preceded the assignment of students. The goals
were to enhance participants' ability to conceptualize practice within
agency
context and to encourage group development to support members as
educators.
Content consisted of inducing concepts from case examples. The leader
followed principles derived from group work, small group theory, and
andragogy.
Data collected systematically from tapes of all meetings were organized
into
process categories (Orientation/Structuring, Socio/Emotional,
Cognitive/Conceptual and Task/Action). Phases of group development and
evidence of previously defined practice principles were identified. A
judge,
assessing changes in the conceptual level of participants' responses to a
case vignette, found only minimal improvement in one group. Participants
evaluated the seminar highly in respect to both goals on a questionnaire
administered in the last meeting. Both groups developed as expected.
Principles were evident more in relation to process categories than phases
of
group development. Some were non-specific. More seminar time devoted to
the
Cognitive/Conceptual category was related to enhanced conceptual ability.
The seminar's inductive conceptual approach conflicted with participants'
practical cognitive style, characteristic of practitioners. Agency
affiliation minimized the seminar's influence on conceptual ability but
heightened its supportive value.
To be more effective, similar seminars should be concurrent with field
work
and reduce role conflict by clarifying the school's expectations of field
instructors rather than participants' relationships to their agencies.
Schools are urged to provide supportive group experiences for new field
instructors especially from large public agencies who often experience low
professional self-esteem.
Entry Month
9400. Revised: 931008.
<152>
Accession Number
AAI8209497
Author
Van Allen, George Howard.
Title
AN ANALYSIS OF THE RELATIONSHIP BETWEEN STUDENT EVALUATION OF FACULTY, AND
STUDENT-FACULTY EDUCATIONAL ATTITUDE SIMILARITY AND SELECTED VARIABLES.
Institution
Thesis (ED.D.)--NORTH CAROLINA STATE UNIVERSITY. 1981. 155p.
Source
Dissertation Abstracts International. Volume: 42-11, Section: A, page:
4710.
Subject Headings
Education, Curriculum and Instruction
Abstract
The major purpose of this research was to determine if variance in student
evaluation of faculty can be attributed, at least in part, to
student-faculty
educational attitude similarity.
The North Carolina Community College System was chosen as the setting for
the
explanatory study. Employing random sample techniques, 488 students and
forty faculty members provided data for the research effort. Student
evaluation of faculty was the main dependent variable. The primary
independent variable was student-faculty educational attitude similarity.
The independent variable was calculated to represent the portion of
similar
attitudes expressed by the students and their faculty member. The
composite
score is required by the supporting conceptual framework, i.e., Donn
Byrne's
Law of Attraction.
Three research questions were developed to investigate the major interest
of
the study. Two of these questions were committed to defining student and
faculty educational attitudes in terms of the bipolar
(andragogy-pedagogy) attitude scale, and their relationship
to the demographic characteristics of the sample population. The third
question directly addresses the concern of this research--that is, the
relationship between student-faculty educational attitude similarity and
student evaluation of faculty.
Findings from the analysis of data determined that student-faculty
attitude
similarity was significantly (PR = 0.0137) related to student evaluation
of
faculty. Furthermore, variation in student evaluation of faculty was
significantly (PR = 0.0225) influenced by similarity in student-faculty
educational attitude. When the faculty members were compared to their
respective class, as opposed to the individual student, educational
attitude
similarity between the faculty member and the class had a like influence
on
faculty evaluations. That is, there was a significant (PR = 0.01)
relationship between the class's evaluation of the teacher and similarity
in
faculty-class attitude. Also, variation among faculty evaluations was
significantly (PR = 0.0427) influenced by faculty-class educational
attitude
similarity.
Entry Month
9400. Revised: 931008.
<153>
Accession Number
AAI8207430
Author
Plummer, Barbara Ann.
Title
ATTRITION OF ADULTS IN FORMAL EDUCATION PROGRAMS: A STUDY OF PERSONALITY,
BEHAVIOR, AND ENVIRONMENT INTERACTION.
Institution
Thesis (PH.D.)--SAINT LOUIS UNIVERSITY. 1981. 170p.
Source
Dissertation Abstracts International. Volume: 42-10, Section: A, page:
4254.
Subject Headings
Education, Adult and Continuing
Abstract
The purpose of this study was to apply the most current theories of adult
learning, adult motivation and environment interaction to the problem of
adult dropout behavior. The procedure of the research was application of
the
personality: environment: behavior paradigm to discover patterns of
goodness
of fit for persisting or dropout students in adult education settings.
Existing studies of adult dropout behavior have focused upon predictive
factors. This study focused upon potential institutional adaptive
mechanisms
to increase holding power for specific personality types.
The study was a descriptive research project utilizing a mailed survey
questionnaire. Independent variables of personality types, inner/outer
directedness as described by Rotter's Locus of Control Scale, and learning
environments, andragogical versus pedagogical as assessed by Hadley
Herschel's Learning Orientation Scale, were correlated to student behavior
as
expressed by completing versus not completing one course taken during one
quarter experience. Sampled population was 280 adult students from
Metropolitan College located in metropolitan St. Louis in Fall, 1979.
Response rate was 31.4%: 52 persisters and 36 dropouts. A cluster
sampling
procedure was utilized to insure comparable groups of persisting students
and
dropout students. Statistical analysis involved between group comparisons
to
discover significant differences between groups in attitudes, desired
learning environment, congruence between desired and actual learning
environment, age, level of education, level of satisfaction and motivation
for attending.
Results identified two significant differences between groups: (1)
Persisters were significantly more satisfied than dropouts (p (LESSTHEQ)
.004). (2) Two variables, level of satisfaction and preferred educational
environment, were found to discriminate between groups (p (LESSTHEQ) .01).
Analysis indicated that level of student desire to control the learning
environment directly related to level of satisfaction and persisting
behavior.
Both groups of students exhibited significant incongruence between actual
environment and desired environment. Further analysis of the
questionnaire
highlighted specific areas of incongruence. Both groups desired more
involvement in establishing learning objectives, classroom activities and
testing procedures. Both groups wanted teachers with a better grasp of
their
subject matter and who could explain clearly. Results indicate a mixture
of
pedagogy and andragogy as developed by Malcolm Knowles.
These adults had a significant desire to guide their own learning, be
involved in the decision making processes and make material relevant to
their
life needs. Dropouts were unique in desiring strong direction in the
learning activity from their instructors. These findings further
illuminated
the discriminating factors of level of satisfaction and preferred learning
environment.
Correlation of these findings to personality types and motivation was
inconclusive due to the similarity between groups. Both groups were
inner-directed, had similar levels of education, had similar age
distributions and had similar motivational orientations. However, these
similarities illustrated the benefit of selectivity in enrollment
procedures
which produces homogeneous groups. Research has shown these groups to
exhibit higher levels of satisfaction and lower dropout rates. The 19%
dropout rate at Metropolitan College was very low compared to other
available
statistics.
Entry Month
9400. Revised: 931008.
<154>
Accession Number
AAI8206997
Author
San Miguel, Rachel Mercado Ligaya.
Title
A STUDY OF THE APPLICATION OF ANDRAGOGICAL PREMISES IN FOUR NUCLEI OF THE
UNIVERSIDAD NACIONAL EXPERIMENTAL SIMON RODRIGUEZ OF VENEZUELA.
Institution
Thesis (PH.D.)--SYRACUSE UNIVERSITY. 1981. 340p.
Source
Dissertation Abstracts International. Volume: 42-10, Section: A, page:
4255.
Subject Headings
Education, Adult and Continuing
Abstract
This is a study of andragogy, an approach or a process in
the education of adults, as applied and practiced at the Universidad
Nacional
Experimental Simon Rodriguez (UNESR), the first university in Venezuela
and
in South America ever to apply andragogy. The study was
done at the four of the seven nuclei of UNESR; two in metropolitan Caracas
and two in the rural areas, at the undergraduate level.
Seven andragogical premises and the definition of terms were identified,
and
were approved by the president of the UNESR. A research question and
conceptual key question(s) related to each of the seven premises were
stated.
Two types of descriptors were developed from the premises: verbal
descriptors, and operational descriptors. Verbal descriptors showed how
the
premises were perceived by the participants (students), facilitators
(teachers), and administrators and as stated in the documents of the
university. Operational descriptors were parallel to the verbal
descriptors
and provided the bases of the observation checklists.
Data were gathered through interview schedules conducted with a sampling
of
the participants and facilitators, and an open-interview schedule of the
administrators. The observation checklists allowed the researcher to look
for observable practices related to each premises. Validation of
instrument
including translation and retranslation from English to Spanish, and
pretesting were done before gathering of data began.
The results of the study revealed the following: The main goal of the
andragogical approach at UNESR is the production of self-directed
learners,
who can be responsible for their own change. The production of the
autonomous learner was achieved through different teaching strategies,
such
as seminars, workshops, fieldwork, internships, and finally, thesis
writing.
In this process the degree of influence of the facilitator decreases,
while
the degree of independence of the participants increases.
Experiential learning was through the fusion of study and work through
internships, fieldwork, and projects. Participant-centered instruction
gave
the participants input into the learning activities. Relatively equal
status
of participants and facilitators was perceived and observed, which allows
for
objective discussion. The most typical classroom situation was group
dynamics in which the participants practiced mutual planning, and
conducted
group discussion and class debate where free exchange of ideas between and
among participants and with the facilitators was observed.
The role of the facilitator was a guidance counselor, resource person, a
teacher, an observer, an orienter, a learner, and a creator and inventor
of
situations to encourage the adult learner to learn how to learn.
The perceptions of the participants, facilitators, administrators and as
confirmed by the researcher's observation attested to the application of
the
andragogical principles described above at UNESR.
Entry Month
9400. Revised: 931008.
<155>
Accession Number
AAI8205831
Author
Minix, Dennis Orville.
Title
AN EXPLORATORY STUDY OF TEACHERS' PERCEPTIONS OF ANDRAGOGY
AS A MODEL OF INSERVICE EDUCATION.
Institution
Thesis (ED.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY.
1981.
133p.
Source
Dissertation Abstracts International. Volume: 42-10, Section: A, page:
4279.
Subject Headings
Education, Curriculum and Instruction
Abstract
Purpose. The purpose of this study was to explore teachers' perceptions
of
andragogy as a theoretical base for planning teacher
inservice programs. The study was designed to gather information which
would
provide data from which tentative answers to the research questions could
be
inferred.
Research Questions. Specifically the study provided tentative answers to
the
following questions: (1) To what extent were andragogical approaches
being
utilized in the inservice programs of elementary and secondary public
school
teachers as perceived by classroom teachers? (2) To what extent did
teachers
agree or disagree with andragogical learning experiences in inservice
education? (3) To what extent did teachers feel that they were treated as
professional adults at inservice programs? (4) To what extent did
inservice
education affect teacher behavior or student achievement in the classroom?
(5) What correlation existed between preference for
andragogy and age, sex, years of professional experience,
level of profession education, and grade level taught?.
Methodology. A survey instrument was developed for the study. The
instrument items were validated by experts in adult education. Item
reliability was conducted on the responses of the 204 southcentral
Kentucky
participants in the study. Consequently, the 23 items on the scale
utilized
for data analysis had an Alpha score of .85.
Findings. The findings of the study were: (1) The respondents indicated
that andragogical inservice programs did not frequently occur. (2) In
general, the respondents reported that they agreed with the andragogical
belief statements. (3) The respondents felt strongly that they should be
treated as adults and professionals. However, a large number (40%)
indicated
they were treated as adults less than frequently. (4) The respondents
indicated that inservice education should have an effect on their
classroom
behavior and their students' achievement. However, they indicated that
such
results occurred less then frequently. (5) The demographic variables of
age,
years of experience, grade level taught, sex, and level of professional
education were not found too useful as predictors of
andragogy.
Recommendations. The following recommendations were made: (1) More
self-directed learning activities be provided in inservice programs. (2)
A
teacher-centered inservice approach might be more responsive to teachers.
(3) Inservice programs might be improved by carefully defining their
purposes. (4) Inservice programs might be improved by providing
opportunities for teachers to develop knowledge of self. (5) Inservice
programs might provide follow-up help for teachers in the classroom. (6)
Teacher-initiated inservice programs might be encouraged.
Entry Month
9400. Revised: 931008.
<156>
Accession Number
AAI8202523
Author
Stevens, Peter Jay.
Title
A DESCRIPTION OF THE LEARNING STYLE PREFERENCES OF HOSPITALITY INDUSTRY
EXECUTIVES AND MANAGERS.
Institution
Thesis (PH.D.)--MICHIGAN STATE UNIVERSITY. 1981. 116p.
Source
Dissertation Abstracts International. Volume: 42-08, Section: A, page:
3391.
Subject Headings
Education, Adult and Continuing
Abstract
A rapidly increasing number of business leaders are concluding that future
success in a dynamic and constantly changing environment will more and
more
depend on the abilities of management to comprehend that environment and
to
adapt company responses to optimize their posture toward that environment.
The key to developing these essential management abilities is believed to
be
continuing management education.
Business investment in management education already amounts to billions of
dollars annually. The effectiveness of such programs, including their
cost
effectiveness, is being severely limited by lack of knowledge about how
business managers and executives learn. Current consensus suggests that
adults prefer and need a Humanist Approach (referred to in the literature
as
"andragogy") where a Behaviorist Approach (referred to in
the literature as "pedagogy") is more appropriate and effective with
children. Further, it is suggested that the older a person becomes, the
more
andragogy is preferred and needed.
Given the importance of fundamental values in determining attitudes and
behavior, and given findings by Massey and Rokeach regarding the
fundamental
values held by different age groups of adult Americans, and given that
learning style preference is an attitude and actual learning is a
behavior,
this research tested the suggestion that the older an adult becomes, the
more
he or she prefers a Humanist Approach. This tenet of adult learning
theory
seemed to conflict with logical inference from the findings of the value
research of Massey and Rokeach.
The Learning Preference Survey was developed and tested, and then
administered to hospitality industry managers and executives attending the
National Restaurant Association Restaurant and Hotel/Motel Show May 16-20,
1981 in Chicago. Managers and executives from the hospitality industry
were
chosen both because of the author's background and interest in that
industry
and because that industry has lagged behind most others in innovation and
change. Given both its people intensity and its extraordinary need to
change
and adapt, the hospitality industry seems in even greater need than others
of
increased management and executive education effectiveness.
Managers, owners, and executives of hotel/motel and food-service concerns
provided information regarding their age, ethnic origin, gender, and level
of
schooling; and indicated the level of their agreement/disagreement with
statements designed to test preference for a Behaviorist Approach or a
Humanist Approach to learning. Data obtained from four hundred and
eighty-four managers, owners, and executives were analyzed, using
multivariate analysis of variance technique (SPSS Subprogram MANOVA) and
the
S-method (Scheffe post hoc analysis). Though the researcher's primary
interest was differences with respect to learning style preference among
age
groups, also tested were differences by gender, ethnic origin, and level
of
schooling.
The researcher found that for hospitality industry managers, owners, and
executives: (1) The Behaviorist Approach to learning is more preferred by
"Traditionalists" (those born prior to 1937) and "In-Betweens" (those born
between 1937 and 1947) than by "Rejectionists" (those born after 1947).
(2)
There is no significant difference in preference with respect to the
Humanist
Approach among age groups. (3) The Humanist Approach was more preferred
by
women than by men. (4) There is no significant difference in preference
with
respect to the Behaviorist Approach between women and men. (5) The
Behaviorist Approach is more preferred by those with at least some college
than by those with no college. (6) There is no significant difference in
preference with respect to the Humanist Approach among groups with
different
levels of schooling. Given these findings, the author concludes with
suggestions for changes in continuing education programs for hospitality
industry managers and executives.
Entry Month
9400. Revised: 931008.
<157>
Accession Number
AAI8125914
Author
Gillilan, Janet Louise Corn.
Title
ANDRAGOGY: A CONCEPTUAL MODEL FOR SOCIAL WORK CONTINUING
EDUCATION.
Institution
Thesis (D.S.W.)--THE UNIVERSITY OF UTAH. 1981. 178p.
Source
Dissertation Abstracts International. Volume: 42-06, Section: A, page:
2438.
Subject Headings
Education, Adult and Continuing
Abstract
This study examines the attitudes and perceptions of directors of
continuing
education in schools of social work in the United States regarding
andragogical theory and the problems involved in implementing such theory.
Two sources of data were a questionnaire survey and supporting program
materials such as statements of philosophy, criteria for selecting
instructors, training materials, and evaluation forms. The latter
materials
were reviewed for their general encouragement of either traditional or
andragogical education practices.
Although the literature suggests that there has been increasing interest
over
the past decade in moving away from the teacher-directed traditional model
of
continuing education toward a more learner-oriented andragogical model,
the
data from this study indicated that most social work continuing education
programs continue to be based primarily on the traditional model. At the
same time 87% of the directors stated they would prefer a more
learner-oriented model.
Among major causes for the discrepancies between the model preferred and
the
model practiced appear to be: (1) the belief of the majority of the
directors that the primary purpose of continuing education is to transmit
knowledge--a traditional concept which focuses upon the competency of
instructors to deliver content, (2) the lack of training of both directors
and continuing education instructors in adult education theory, and (3)
the
absence of theoretical frames of reference which could provide a sense of
direction to programs. Both the quantitative and qualitative dearth of
statements of philosophy suggested that social work educators may not
understand the need or the implications of such guidelines.
Difficulties in implementing the andragogical model were primarily related
to
the high degree of resistance by both faculty and learners. Resistance
was
viewed both as a prior lack of experience in self-directed learning and
teaching (an andragogical point of view) and as an inherent lack of
discipline (a traditional point of view).
Entry Month
9400. Revised: 931008.
<158>
Accession Number
AAI8124868
Author
Clark, Mary Dormady.
Title
A MODEL TO EVALUATE THE IMPACT OF CONTINUING EDUCATION FOR NURSES.
Institution
Thesis (PH.D.)--NORTHWESTERN UNIVERSITY. 1981. 279p.
Source
Dissertation Abstracts International. Volume: 42-05, Section: A, page:
2091.
Subject Headings
Education, Tests and Measurements
Abstract
The purpose of this study was to develop a continuing education program
evaluation model to determine whether clinical competency is increased as
a
result of continuing nursing education. The investigator proposed to
answer
these questions. (1) What is the current state of evaluation of
continuing
nursing education? To what degree does it reflect accountability,
application
of the theory and research of adult development, andragogy,
and educational evaluation theory? (2) What theories of adult development
should be considered for integration into continuing nursing education?
(3)
What andragological theories should be considered for integration into
continuing nursing education? (4) What evaluation theory(ies) can be
integrated into a model to evaluate the effect of continuing nursing
education on clinical practice?.
The study was organized into three stages. The first consisted of the
following literature reviews: (1) Previous research regarding evaluation
of
continuing nursing education; (2) Nursing accountability for health care;
(3)
Continuing nursing education programs; (4) Adult development; (5)
Andragogy and the adult learner. The second stage was a
review of the literature on educational evaluation theories and models.
The
third stage was a synthesis of salient concepts into a Continuing Nursing
Education evaluation model which reflects accountability, adult
development,
andragological, and evaluation theory.
The findings of the study indicate; (1) that accountability to the public
for
continuing nursing education is demonstrated primarily by cognitive
testing
in the classroom; (2) that there is lack of consistent use of adult
development and andragological theory in continuing nursing education; (3)
that evaluation of continuing nursing education reflects the use of one
model
and theory, that of Tyler.
The author concluded that: (1) there is a need for consistent integration
of
theories of adult development and andragogy into continuing
education for nurses; (2) there is a need for exploration of the various
evaluation theorists to aid in model development; and (3) there is a need
for
the development of additional models to evaluate cognitive, affective, and
psychomotor behaviors in both classroom and clinical settings.
Entry Month
9400. Revised: 931008.
<159>
Accession Number
AAI8122688
Author
Clark, Richard Neil.
Title
CABINETMAKING STUDENTS' PREFERENCES FOR ANDRAGOGICAL OR DIRECTIVE
INSTRUCTIONAL METHODS WHEN TAKING COURSES FOR AVOCATIONAL OR VOCATIONAL
PURPOSES.
Institution
Thesis (ED.D.)--THE UNIVERSITY OF SOUTHERN MISSISSIPPI. 1981. 145p.
Source
Dissertation Abstracts International. Volume: 42-05, Section: A, page:
1900.
Subject Headings
Education, Adult and Continuing
Abstract
The purpose of this study was to determine if a relationship existed
between
adult cabinetmaking students' preference for andragogical or directive
instructional methods and the following variables: attendance purpose
(avocational and vocational), age, sex, race, educational level, course
level, and learning task. An Instructional Preference Survey
Questionnaire
(IPSQ) was designed and piloted by the researcher. Eighty-eight adult
students in the night and Saturday cabinetmaking programs at Delgado
College,
New Orleans, Louisiana, were surveyed during the Fall 1979 semester.
Multiple linear regression was utilized in the analysis of the data. A
.05
level of significance was used when testing the hypotheses.
The literature presented andragogy as a method that could be
used in various educational situations to facilitate adult learning.
Ninety-three percent of the subjects favored the andragogical
instructional
method and 76% of the subjects were attending the vocational cabinetmaking
program for avocational purposes. More than 50% of the subjects were over
30
years of age and there were more Caucasians than Blacks. No female
subjects
were found to be directive. Subjects with high school diplomas were found
to
prefer the andragogical instructional method; whereas, subjects having
two-year trade certificates or associate degrees were found to prefer the
directive instructional method. When faced with a dangerous learning
task,
subjects tended to switch instructional method preference from an
andragogical preference to a directive preference.
No significant relationship was found between the adult cabinetmaking
student's instructional preference and the variables of attendance purpose
(avocational and vocational), age, sex, race, educational level, course
level
(Cabinetmaking I, II, III, IV) and learning task, in the first 5
hypotheses.
The variable of educational level, when tested independently in hypothesis
6,
produced a significant effect. It was found that subjects having two-year
trade certificates and associate degrees tended to be more directive in
their
instructional preference.
Entry Month
9400. Revised: 931008.
<160>
Accession Number
AAI8114941
Author
Grubbs, Jerry Cornelius.
Title
A STUDY OF FACULTY MEMBERS AND STUDENTS IN SELECTED MIDWESTERN SCHOOLS OF
THEOLOGY TO DETERMINE WHETHER THEIR EDUCATIONAL ORIENTATION IS
ANDRAGOGICAL
OR PEDAGOGICAL.
Institution
Thesis (ED.D.)--INDIANA UNIVERSITY. 1981. 260p.
Source
Dissertation Abstracts International. Volume: 42-01, Section: A, page:
0055.
Subject Headings
Education, Adult and Continuing
Abstract
The purpose of this study was to determine the educational orientation of
persons involved in graduate theological education. Faculty members and
students in selected theological schools were studied in regard to two
specific variables--andragogy and pedagogy. The study dealt
with the problem, "Is the educational orientation of faculty members and
students in selected graduate schools of theology andragogical or
pedagogical?".
Operational definitions of the concepts "andragogy" and
"pedagogy" were developed. Through literature research and by descriptive
analysis, these two concepts were further delineated as dichotomous
modalities.
Data for the study were gathered from both primary and secondary sources.
The basic literature of adult education and related fields was researched
to
determine the basic conceptual framework for the study. Two research
instruments were designed to gather primary source data from faculty
members
and students in theological schools. These instruments provided for the
gathering of demographic data, perceptions of theological students by
faculty
members and students, and data on educational orientation of faculty
members
and students.
On the basis of prior research by and personal counsel of the Association
of
Theological Schools in the United States and Canada, a sample of twenty
schools of theology was selected. Data were received from 122 faculty
members and 332 students.
A computer file of all data was created. The program Statistical Package
for
the Social Sciences (SPSS) was used to perform a series of statistical
analyses on the data. Condescriptive and frequency programs were run to
obtain a comprehensive descriptive picture of the data. Two-group
comparisons were made using the "T-Test Groups" program. Comparisons of
three or more groups were made using one way analysis of variance to test
for
significant differences among the groups. Differences between or among
groups were judged to be significant at the .05 level or less.
A total of 91.8 percent of faculty members and 76.5 percent of students
who
responded were male. These data are comparable to the national statistics
for theological schools. Faculty respondents tended to be middle aged
(ages
40-59) while students tended to be in the under thirty category (ages
20-29).
Faculty members, as a group, perceived theological students to be adults.
Although the mean score for faculty members as a group was just slightly
beyond the midpoint on the continuum, the tendency was toward the
andragogical end. Students also perceived themselves to be adults.
Students, however, tended to perceive faculty members to be more on the
pedagogical end of the continuum.
Significant differences were found among faculty members on the basis of
sex
and teaching area. Female faculty members were significantly more
andragogically oriented in their perception of theological students, more
andragogically oriented and less pedagogically oriented on the educational
orientation questionnaire items, and tended to rate themselves more
andragogical on the orientation scales than did their male counterparts.
Faculty members teaching in the pastoral ministries and religious
education
areas tended to be more andragogically oriented, based on the educational
orientation questionnaire and educational orientation scales, than were
faculty members in other teaching areas.
Significant differences were found among students on the basis of sex,
age,
and undergraduate school. Female students were significantly more
andragogically oriented in each of the categories than were their male
counterparts. Younger students tended to be more andragogically oriented
than were older students. Students who had undergraduate backgrounds in
private church-related Bible Colleges were significantly more pedagogical
in
orientation than were students from other undergraduate backgrounds.
Faculty members surveyed had limited training in philosophy of adult
education, psychology of adult development, administration of adult
programs,
or teaching methods with adults. Only some twenty-five percent of faculty
members had had any experience in these areas of adult education training.
Entry Month
9400. Revised: 931008.
<161>
Accession Number
AAI8025077
Author
Epstein, Jerome Michael.
Title
THE CONTRIBUTIONS OF SELECTED TRADITIONAL JEWISH LITERATURE TO THE
UNDERSTANDING OF ANDRAGOGY AND THE PRACTICE OF ADULT
EDUCATION.
Institution
Thesis (ED.D.)--TEMPLE UNIVERSITY. 1980. 157p.
Source
Dissertation Abstracts International. Volume: 41-05, Section: A, page:
1894.
Subject Headings
Education, Adult and Continuing
Abstract
Approaches to educating adults have largely been repetitious of
methodologies
used in educating children. The major exception is the development of
andragogy. Since Jewish society often reflects approaches
to problems employed by the general community, much effort in educating
adults has been limited to means utilized by the larger society. Yet,
Jewish
literature which reflects the Rabbinic Period and the Middle Ages offers
approaches to adult learning that provide different perspectives on this
issue. This study proposed to identify and analyze these sources to
determine their congruity to the andragogical approach. The ultimate goal
was to extract implications of these sources for teaching adults and to
offer
alternatives to adult education in general and specifically for use by the
Jewish community.
Andragogy, defined as the science and art of helping adults
learn, has made its impact in the field of adult education. The
andragogical
approach stresses differences between adult and child in such areas as
self-concept, motivation, and dependence on the teacher. Based upon those
assumed differences, andragogy suggests that the teaching
and learning process should be designed to meet the requirements of the
adult
character.
Although it may be argued that many of the principles of
andragogy are similar to those stressed in humanistic
education, the andragogical model is based on assumptions relating to the
adult's uniqueness. Thus, while the resultant principle of action or
learning may be congruent with that dictated by humanistic education, the
basis for such principle is particular to andragogy.
The investigated Jewish literature dated from the Rabbinic Period through
the
Golden Age of Spain. This material was analyzed for its literal message,
and
also for that which could be derived by examining its meaning in its time
against the background of such disciplines as history, sociology and
language.
The examination of Jewish sources resulted in theories and principles
relating to adult learning. The assumptions developed in this literature
were based on Jewish tradition considering it an obligation for all adults
to
continually learn, and that the act of studying was considered beneficial
even if the material learned was not readily useable, comprehensible or
retainable. Also, students were required to treat their teachers with the
respect that servants gave to masters, which was a vertical relationship;
and
teachers were to relate to students with respect that was indicative of a
horizontal relationship. The design of the curriculum was expected to be
broad-based and diversified. Although many principles of learning and
action
derived from these sources are presently being used in the practice of
andragogy, their import is their early development in
history.
Congruity between the Jewish sources and andragogy was found
both in the insistance of a problem centered approach to learning, and in
the
purpose of education being directed to the here and now. Both approaches
maintain a similar outlook relating to the role of experience in the
education process. The greatest incongruity is noted by
andragogy's perception of the teacher as a resource person
and Jewish Literature's perception of the teacher as a transmitter of
information.
The study developed implications that ultimately were synthesized into a
learning model, beginning with the creation of a proper climate for the
learning experience. The next stage is the development of needs and
interest
assessments. The provision of resources to the learner to facilitate his
acquisition of knowledge comprises the third stage. The fourth stage is
the
presentation of tools for learning and remembering the body of knowledge.
The final stage is the reviewing and retaining of that which was learned.
Entry Month
9400. Revised: 931008.
<162>
Accession Number
AAI8022963
Author
Peterson, Curtis Dale.
Title
THE EFFECTS OF PARTICIPATION TRAINING ON INTERPERSONAL RELATIONSHIPS AND
THE
EDUCATIONAL ORIENTATION OF ADULTS IN A RELIGIOUS EDUCATION CLASS.
Institution
Thesis (ED.D.)--AUBURN UNIVERSITY. 1980. 200p.
Source
Dissertation Abstracts International. Volume: 41-04, Section: A, page:
1348.
Subject Headings
Education, Adult and Continuing
Abstract
The objectives of the study were to determine what differences
Participation
Training would make in an adult religious education class. Four objective
measures were used: (a) The Fundamental Interpersonal Relationship
Orientation-Behavior Scale; (b) The Fundamental Interpersonal Relationship
Orientation-Feeling Scale; (c) The Educational Orientation Questionnaire;
and
(d) The Knowledge-Level (achievement) Test.
The sample (N = 34) was taken from a small church in Alabama where a basic
Christian Doctrine Course was taught using an andragogical method
(Participation Training) and a pedagogical method (Traditional). A
control
group was administered the pretests and posttests but received no
treatment.
The two experimental groups and the control group were tested with the
four
pretests; and after eight weeks of instruction, posttests were
administered
in the same manner. An analysis of covariance was used to analyze the
posttest data for significant differences between or among the groups.
The
.05 level of significance was chosen for accepting or rejecting the null
hypotheses.
Results of the study showed that those adults using the Participation
Training Method did not differ significantly from those taught with the
Traditional Method in the amount of information retained
(Knowledge-Level),
but both experimental groups had significantly higher scores than the
Control
Group. Revealing a preference for andragogy as opposed to
pedagogy, the Participation Training Group had significantly higher scores
on
The Educational Orientation Questionnaire than the Traditional Group and
the
Control Group. There were no significant differences between the three
groups on the six basic variables of Schutz's FIRO-B Scale. There were no
significant differences on the first five basic variables of Schutz's
FIRO-F
Scale. On the sixth variable (Wanted Affection), however, the group using
the Participation Training Method wanted significantly more affection from
other people than the group using the Traditional Method.
Entry Month
9400. Revised: 931008.
<163>
Accession Number
AAI8022696
Author
Kadoya, Shinji.
Title
ADULT CHRISTIAN EDUCATION PRACTICE IN SELECTED AMERICAN BAPTIST CHURCHES
IN
INDIANA.
Institution
Thesis (ED.D.)--INDIANA UNIVERSITY. 1980. 321p.
Source
Dissertation Abstracts International. Volume: 41-04, Section: A, page:
1346.
Subject Headings
Education, Adult and Continuing
Abstract
The major purpose of this study was to find out what constitutes the
curriculum of adult Christian education in the American Baptist Churches,
the
extent to which it has been adopted by American Baptist Churches in
Indiana,
and the manner in which it is practiced in Indianan.
Three questions were posed to guide the analysis. They are as follows:
(1)
What constitutes the curriculum in each of the three alternative curricula
in
the ABC--Uniform Lessons; Alternative Adult Curriculum; and Living the
Word.
(2) How are the three curricula of the ABC and the curriculum of the David
C.
Cook series (commonly used non-ABC curriculum) used at the various local
churches of the Indiana Baptist Convention? (3) What are the differences
between the teaching-learning techniques, programs, and resources used in
the
Baptist adult Sunday schools of the small, medium, and large ABC churches
in
Indiana?.
This study focused mainly on how the Baptist curricula for adult Christian
education were used in local church Sunday schools in the Indiana Baptist
Convention. For this study, two kinds of questionnaires were used. The
first set of questionnaires was given to ministers of the 142 churches in
the
IBC which used the ABC curriculum published by the Judson Press. The same
questionnaires were sent to 50 small randomly chosen churches which did
not
use ABC materials. Responses were received from 67 churches, or 34.9
percent
of those contacted. The churches were categorized as follows: large (over
500 members) medium size (from 151 to 500 members), and small (below 150
members). The first set of questionnaire elicited basic information
concerning adult Christian education in the local churches. The second
set
of more detailed questionnaire was sent to 106 churches (including the 67
which responded to the first questionnaire) with responses received from
57
churches, or 58.8 percent. The second set of questionnaires included four
kinds, for: (1) ministers, (2) lay leaders, (3) teachers of Sunday adult
classes, and (4) adult learners.
Many of the statistical data gathered in the course of the writer's
research
were presented in frequency and percentage tables. All the data in the
tables were analyzed and discussed. Findings and conclusions were drawn
and
based on the analysis were drawn and based on the analysis of the data.
Findings indicated that adult Sunday schools were considered the second
most
important church program after worship.
The curriculum and plans used in the American Baptist Churches today are
based on CCP recommendations (the Cooperative Curriculum Project (CCP)
with
other Protestant denominations). The content of the ABC curriculum
emphasized, first, Bible content and secondly, doctrine and church
history.
The Baptist emphasizes "believers' baptism," and holds to the principle
that
the church has responsibility for baptized people to guard against
decline,
and to foster spiritual growth.
Of the two mail approaches of teaching-learning theory, pedagogy or
andragogy, a large majority of respondents favored and
andragogical approach. All four categories of respondents recognized that
adults are different from children as learners, and they felt that
teaching-learning techniques and materials should take this difference
into
account, for example, by relying more on the discussion method, which can
draw on adult experience.
In this investigation, over 50 percent of those designated as church
leaders
were members of a board of Christian education. The selection of adult
Sunday textbooks was frequently (in about 43 percent of all churches)
decided
by the board of Christian education.
The type of teaching-learning techniques actually used was associated with
the church size. The mixed method, which combines lecture and discussion,
was reported by 67.1 of all adult learners.
Present textbooks were reported as containing too little content
concerning
daily life (45.1 percent). The balance of the content of the textbooks
was
judged "about right" by 63.2 percent of the learners. But 18.7 percent of
the learners indicated the need for more Bible study and another 18.1
percent
indicated the need for more stories.
One major conclusion was that more material concerning daily life needs to
be
added to the curriculum in order to accommodate the interests of adult
learners.
Entry Month
9400. Revised: 931008.
<164>
Accession Number
AAI8018636
Author
Hunzeker, Jeanne M.
Title
ANDRAGOGY: APPLICABILITY FOR THE DESIGN, ADMINISTRATION,
AND IMPLEMENTATION OF SPECIALIZED FOSTER PARENT TRAINING PROGRAMS.
Institution
Thesis (D.S.W.)--ADELPHI UNIVERSITY, SCHOOL OF SOCIAL WORK. 1980. 238p.
Source
Dissertation Abstracts International. Volume: 41-04, Section: A, page:
1774.
Subject Headings
Social Work
Abstract
This study of a training program which used the principles of
andragogy (adult learning theory) to train foster parents of
adolescents and retarded children was designed by the Child Welfare League
of
America (CWLA) and tested by its affiliated agencies.
The research included three major parts: an in-depth examination of
whether
the Foster Parent Curriculum Project (FPCP) of CWLA adhered to the
andragogical process phases in its development of two training programs
for
foster parents; a survey of agency administrators, group facilitators, and
foster parents to determine their opinions of the program; and a study of
the
impact of this training on attitudes considered important to fostering
adolescents and retarded children. That is, foster parents' attitudes
were
measured before and after the training program. Finally, there was an
after-only comparison with a control group of untrained specialized foster
parents.
Data were collected from twenty-one child welfare agencies. The sample
included twenty-three agency directors, thirty-three group facilitators,
265
foster parents.
The formulation of a system matrix design enabled the researcher to
analyze
the principles of andragogy and the process of applying the
principles within the context of the FPCP. The findings of this analysis
did
indicate that the FPCP adhered to the andragogical principles in the
design
of a national training program.
The responses to a survey of agency directors indicated that they were
satisfied with the training program and found it to meet their
expectations.
The group facilitators found the materials and guides sufficiently
complete
to enable them to lead the foster parent training groups.
The foster parents had mean scores that were near the agreement level on a
five-point scale. That is, foster parents displayed attitudes consonant
with
those of experts in the child welfare field and with the best available
knowledge about specialized foster parenting.
When differences in mean index scores were analyzed, foster parents of
retarded children showed significant positive movement on three of four
indices, while foster parents of adolescents had significant positive
movement on one of three indices. Item analysis revealed a significant
positive change on five of thirteen items for foster parents of
adolescents
and on seven of twenty-six items for foster parents of retarded children.
Possible explanations for lack of movement on some items and indices are:
that responses were already in the agreement range (ceiling effect) and
the
limited duration of the training program. Indicative of successful
training
experiences, and perhaps predictive of future improvements in attitudes
are
decisions for many groups to participate in further training.
The results of the analysis revealed no significant differences on the
four
indices for foster parents of the retarded but a significant difference in
favor of the control group on one of the three indices for foster parents
of
adolescents. One explanation of this latter result, apparently
discouraging,
is that control group respondents were participants at a national
conference
of foster parents. Thus, the experimental groups, which had moved
positively
in the preferred direction on some of the indices and items, were similar
in
attitudes except for the one adolescent index to foster parents whose
conference attendence connotes leadership and more exposure to
professionals
vis-a-vis other foster parents.
The andragogical model has provided a framework for agencies and foster
parents to use and to adapt. Moreover, the attitudes of foster parents
(over
75% experienced) did move in the preferred direction in some items and
indices. Further research should investigate whether foster parent
education
improves the care of foster children, (particularly those who have special
needs) and whether it affects the attitudes of less experienced foster
parents.
Entry Month
9400. Revised: 931008.
<165>
Accession Number
AAI0355302
Author
Graham, Joyce Ann.
Title
THE DEVELOPMENT OF TRAINING IN INTERPERSONAL COMMUNICATION FOR PHYSICIANS
AND
NURSES: ANDRAGOGY VERSUS PEDAGOGY.
Institution
Thesis (PH.D.)--HOWARD UNIVERSITY. 1981.
Source
American Doctoral Dissertations. Source code: X1981.
Subject Headings
Education, Psychology
Entry Month
9400. Revised: 931008.
<166>
Accession Number
AAI7928716
Author
Dawkins, Frank Morgan.
Title
ANDRAGOGY: AN INQUIRY INTO ITS COMPATIBILITY WITH AND
ADAPTATION TO ADULT RELIGIOUS EDUCATION IN THE PROGRAM DESIGN PROJECT OF
THE
SOUTHERN BAPTIST CONVENTION.
Institution
Thesis (ED.D.)--THE SOUTHERN BAPTIST THEOLOGICAL SEMINARY. 1979. 200p.
Source
Dissertation Abstracts International. Volume: 40-07, Section: A, page:
3921.
Subject Headings
Education, Religious
Entry Month
9400. Revised: 931007.
<167>
Accession Number
AAI7611702
Author
Katz, Edna-Ann.
Title
THE BELIEF IN ANDRAGOGY AND THE DEVELOPMENT OF
SELF-ACTUALIZATION.
Institution
Thesis (ED.D.)--BOSTON UNIVERSITY SCHOOL OF EDUCATION. 1976. 151p.
Source
Dissertation Abstracts International. Volume: 36-11, Section: A, page:
7129.
Subject Headings
Education, Adult and Continuing
Entry Month
9400. Revised: 931007.
<168>
Accession Number
AAI7420462
Author
Ross, Brenda Boynton.
Title
THE STUDENTS' SELF-PERCEIVED POSITION ON THE CONTINUUM BETWEEN CHILDHOOD
AND
ADULTHOOD AS A DETERMINANT FOR ANDRAGOGY IN THE EIGHTH-GRADE
INNER-CITY SCHOOL.
Institution
Thesis (ED.D.)--BOSTON UNIVERSITY SCHOOL OF EDUCATION. 1974. 170p.
Source
Dissertation Abstracts International. Volume: 35-04, Section: A, page:
1948.
Subject Headings
Education, Adult and Continuing
Entry Month
9400. Revised: 931007.
<169>
Accession Number
AAI7407618
Author
Abbott, William Dyer.
Title
AN EXPERIMENTAL STUDY OF TWO SYSTEMS OF COLLEGE DORMITORY ADMINISTRATION
COMPARING ANDRAGOGY AND PEDAGOGY.
Institution
Thesis (ED.D.)--BOSTON UNIVERSITY SCHOOL OF EDUCATION. 1973. 166p.
Source
Dissertation Abstracts International. Volume: 34-09, Section: A, page:
5504.
Subject Headings
Education, Administration
Entry Month
9400. Revised: 931007.
<170>
Accession Number
AAI7126694
Author
Dewitt, John Jefferson.
Title
AN EXPOSITION AND ANALYSIS OF PAULO FREIRE'S RADICAL PSYCHO-SOCIAL
ANDRAGOGY OF DEVELOPMENT.
Institution
Thesis (ED.D.)--BOSTON UNIVERSITY SCHOOL OF EDUCATION. 1971. 315p.
Source
Dissertation Abstracts International. Volume: 32-04, Section: A, page:
1891.
Subject Headings
Education, History of
Entry Month
9400. Revised: 940617.