Subject: PsychInfo andragogy
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<1>
Accession Number
Dissertation Abstract: 1998-95011-065.
Author
Coil, Robert Alan.
Institution
The Union Inst, US.
Title
Multiple intelligences and computer assisted learning with adult learners:
An
examination of learner outcomes.
Source
Dissertation Abstracts International. Vol 58(12-A), Jun 1998, 4523.
ISSN
0419-4209
Language
English
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.
((c) 1999 APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
computer assisted learning, adult learners, application of
andragogy & multiple intelligences theories
Subject Headings
*Adult Learning
*Computer Assisted Instruction
*Intelligence
*Theory Verification
Classification Code
Educational Psychology [3500]
Population Group
Human. Adulthood (18 yrs & older).
Form/Content Type
Empirical Study.
Publication Type
Dissertation Abstract
UMI Dissertation Order Number
AAM9817952
Publication Year
1998
Update Code
19991101
<2>
Accession Number
Dissertation Abstract: 1998-95009-152.
Author
Garcia, Gregory Norton.
Institution
Montana State U, USA.
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.
Source
Dissertation Abstracts International. Vol 58(11-A), May 1998, 4155.
ISSN
0419-4209
Language
English
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.
((c) 1999 APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
explanations for phenomenon of stupidity based on andragogy
& paradox & canon & multiculturalism & philosophy of postmodern critical
education theory
Subject Headings
*Education
*Intelligence
*Postmodernism
*Theories
Classification Code
Cognitive Processes [2340]
Population Group
Human. Adulthood (18 yrs & older).
Publication Type
Dissertation Abstract
UMI Dissertation Order Number
AAM9816313
Publication Year
1998
Update Code
19990801
<3>
Accession Number
Journal Article: 1997-07633-007.
Author
Hatcher, Tim; Hinton, Barbara; Swartz, James.
Institution
U Arkansas, USA.
Title
Graduate student's perceptions of university team-teaching.
Source
College Student Journal. Vol 30(3), Sep 1996, 367-376.
ISSN
0146-3934
Language
English
Abstract
Investigated 16 graduate student's attitudes and perceptions of university
team-teaching. Qualitative and quantitative data were collected from
student
participants in a graduate adult education course. Findings suggest that
although graduate students' attitudes about team-teaching varied,
team-teaching supported adult learning and andragogy. ((c)
1998 APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
attitudes & perceptions of university team teaching, graduate students
enrolled in adult education course
Subject Headings
*Adult Education
*Graduate Students
*Student Attitudes
*Team Teaching Method
Adulthood
Classification Code
Curriculum & Programs & Teaching Methods [3530]
Population Group
Human. Adulthood (18 yrs & older).
Form/Content Type
Empirical Study.
Publication Type
Journal Article
Publication Year
1996
Update Code
19980101
<4>
Accession Number
Journal Article: 1995-42364-001.
Author
Mickel, Elijah.
Institution
Delaware State U, Dept of Social Work, Dover, USA.
Title
Andragogy and control theory: Theoretical foundation for
family mediation.
Source
Journal of Reality Therapy. Vol 14(2), Spr 1995, 55-62.
ISSN
0743-0493
Language
English
Abstract
Posits andragogy and control theory as the theoretical
foundation for family mediation. Mediation is a change process involving
the
3 change agent systems of the parties, the mediator, and the mediation
environment. Andragogy is based on the assumptions that the
learner is a self-directed organism whose readiness to learn develops from
life problems and whose orientation to learning is task- and
problem-centered. Reality therapy, based on control theory, is a process
by
which people are taught better ways to fulfill their needs. The article
develops a link between andragogy, control theory, and
mediation. Each theory stands on its own and contributes to the problem
solving process. ((c) 1997 APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
relationships between andragogy & control theory & reality
therapy & family mediation
Subject Headings
*Learning
*Mediation
*Reality Therapy
Classification Code
Mediation & Conflict Resolution [4250]
Population Group
Human.
Publication Type
Journal Article
Publication Year
1995
Update Code
19951101
<5>
Accession Number
Dissertation Abstract: 1996-74796-001.
Author
Seahorn, Janet Jane.
Institution
Fielding Inst, CA, USA.
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.
Source
Dissertation Abstracts International Section A: Humanities & Social
Sciences.
Vol 54(11-A), 1994, 3980.
ISSN
0419-4209
Language
English
Key Phrase Identifiers
use of andragogy model & demographic characteristics &
family discipline practices, self esteem & sense of competency &
preference
for language arts, public school 7th graders
Subject Headings
*Child Discipline
*Demographic Characteristics
*Language Arts Education
*Self Esteem
*Models
Adolescence
Middle School Students
Preferences
Public School Education
Classification Code
Curriculum & Programs & Teaching Methods [3530]
Population Group
Human. School Age (6-12 yrs); Adolescence (13-17 yrs).
Form/Content Type
Empirical Study.
Publication Type
Dissertation Abstract
Publication Year
1994
Update Code
19961101
<6>
Accession Number
Journal Article: 1995-07613-001.
Author
Delahaye, Brian L; Limerick, David C; Hearn, Greg.
Institution
Queensland U of Technology, School of Management, Human Resources &
Industrial Relations, Brisbane, Australia.
Title
The relationship between andragogical and pedagogical orientations and the
implications for adult learning.
Source
Adult Education Quarterly. Vol 44(4), Sum 1994, 187-200.
ISSN
0741-7136
Language
English
Abstract
Administered the Student's Orientation Questionnaire (SOQ) to 3 groups of
undergraduate and graduate students and determined that the relationship
between andragogy and pedagogy is not based on a continuum
but is orthogonal. Therefore, an individual can be located within a
2-dimensional space that is bounded on 1 side by andragogy
and on the adjoining side by pedagogy. This orthogonal relationship
provides
new opportunities to explore learning orientations and instructional
strategies, and linking these orientations with situational variables may
allow adult educators to improve education by breaking away from the
linear
tradition of andragogy/pedagogy to adopt a more holistic
learning orientation. ((c) 1997 APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
andragogy vs pedagogy in student orientation, postgraduate
students, Australia, implications for adult education
Subject Headings
*Adult Education
*Student Attitudes
*Teaching Methods
Adulthood
Postgraduate Students
Classification Code
Classroom Dynamics & Student Adjustment & Attitudes [3560]
Population Group
Human. Adulthood (18 yrs & older).
Form/Content Type
Empirical Study.
Publication Type
Journal Article
Publication Year
1994
Update Code
19950201
<7>
Accession Number
Journal Article: 1994-39064-001.
Author
Hawkins, Russell M. F; Kapelis, Lia.
Institution
U South Australia, School of Psychology, Magill, Australia.
Title
Teaching hypnosis: The andragogy and direct-teaching models.
Source
Australian Journal of Clinical & Experimental Hypnosis. Vol 21(2), Nov
1993,
37-43.
ISSN
0156-0417
Language
English
Abstract
Educational theory has influenced the development of a 5-day summer
workshop
in clinical hypnosis conducted by the authors for the past 12 yrs. More
than
a decade of evolution of the course has resulted in a blend of ideas from
2
major teaching models: the andragogy and direct-teaching
models. Following the recommendations of the direct-teaching model,
workshop
participants are introduced to practical hypnosis in a gradual,
step-by-step
manner. Consistent with ideals of the andragogy model, the
instructors have attempted to include students as partners in learning
rather
than as receptacles for prepackaged information. Extremely favorable
summer
workshop evaluation data support the value of combining elements from both
models. Attributes of the andragogy model are described for
the benefit of those teachers of hypnosis who might wish to review their
educational practices. ((c) 1997 APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
andragogy vs direct teaching model & application to
instructional workshop in clinical hypnosis
Subject Headings
*Educational Programs
*Hypnotherapy
*Teaching Methods
Theories
Classification Code
Professional Education & Training [3410]
Population Group
Human.
Publication Type
Journal Article
Publication Year
1993
Update Code
19941001
<8>
Accession Number
Dissertation Abstract: 1993-72691-001.
Author
Button, Gerald E.
Institution
Portland State U, OR, USA.
Title
Audio-tutorial biology, andragogy, and self-esteem:
Relationships among independent and dependent variables.
Source
Dissertation Abstracts International. Vol 53(2-A), Aug 1992, 457.
ISSN
0419-4217
Language
English
Key Phrase Identifiers
age & sex & ethnicity & learning style & academic achievement & science
attitudes & self esteem, science achievement & attitude & attrition in
audio
tutorial biology, college students
Subject Headings
*Academic Achievement
*Cognitive Style
*Demographic Characteristics
*Student Attitudes
*Science Education
Adulthood
Teaching Methods
Self Esteem
Racial and Ethnic Differences
Human Sex Differences
Age Differences
Biology
Classification Code
Academic Learning & Achievement [3550]
Population Group
Human. Adulthood (18 yrs & older).
Form/Content Type
Empirical Study.
Publication Type
Dissertation Abstract
Publication Year
1992
Update Code
19930701
<9>
Accession Number
Dissertation Abstract: 1993-72426-001.
Author
O'Neill, Dennis J.
Institution
Columbia U Teachers Coll, NY, USA.
Title
An examination of andragogy in the training and organization
development of a multinational corporation.
Source
Dissertation Abstracts International. Vol 53(2-A), Aug 1992, 378.
ISSN
0419-4217
Language
English
Key Phrase Identifiers
andragogy in training & organization development in
multinational corporation, human resources administrators & trainers &
training participants
Subject Headings
*Organizational Development
*Personnel Management
*Personnel Training
Adulthood
Classification Code
Personnel Management & Selection & Training [3620]
Population Group
Human. Adulthood (18 yrs & older).
Form/Content Type
Empirical Study.
Publication Type
Dissertation Abstract
Publication Year
1992
Update Code
19930701
<10>
Accession Number
Dissertation Abstract: 1992-74206-001.
Author
Matthews, Stephen A.
Institution
Kansas State U, USA.
Title
A survey of Army National Guard officer candidate school instructors and
their perceived use of andragogy vs pedagogy.
Source
Dissertation Abstracts International. Vol 52(5-A), Nov 1991, 1611.
ISSN
0419-4217
Language
English
Key Phrase Identifiers
demographic characteristics, orientation toward androgyny vs pedagogy,
Army
National Guard officer candidate instructors
Subject Headings
*National Guardsmen
*Teacher Characteristics
*Theoretical Orientation
*Theories of Education
*Teachers
Adult Education
Adulthood
Demographic Characteristics
Job Experience Level
Classification Code
Military Psychology [3800]
Population Group
Human. Adulthood (18 yrs & older).
Form/Content Type
Empirical Study.
Publication Type
Dissertation Abstract
Publication Year
1991
Update Code
19920701
<11>
Accession Number
Dissertation Abstract: 1992-72539-001.
Author
Cartor, Richard A.
Institution
U Tennessee, USA.
Title
A comparison of andragogy and pedagogy: Assessing the
relationship between individual personality differences, learning styles,
and
training types.
Source
Dissertation Abstracts International. Vol 52(3-B), Sep 1991, 1760.
ISSN
0419-4217
Language
English
Key Phrase Identifiers
learning style & achievement levels & locus of control & ego development,
outcome of lecture style vs participative training, adult learners
Subject Headings
*Adult Education
*Learning
*Teaching Methods
Adulthood
Personality Traits
Individual Differences
Classification Code
Curriculum & Programs & Teaching Methods [3530]
Population Group
Human. Adulthood (18 yrs & older).
Form/Content Type
Empirical Study.
Publication Type
Dissertation Abstract
Publication Year
1991
Update Code
19920401
<12>
Accession Number
Journal Article: 1989-40858-001.
Author
Persky, Trudy; Taylor, Andrea; Simson, Sharon.
Institution
Philadelphia Corp for Aging, PA, USA.
Title
The Network Trilogy Project: Linking aging, mental health and health
agencies.
Source
Gerontology & Geriatrics Education. Vol 9(3), 1989, 79-88.
ISSN
0270-1960
Language
English
Abstract
Describes the Network Trilogy Project, which was devised to overcome the
organizational isolation of agencies serving mutual elderly clients with
interrelated problems. The training design of the project is based on the
principles of andragogy. Consultants were recruited to
organize staff development groups from the health, mental health, and
senior
centers in the geographic areas to which they were assigned. The
interagency
training experience, the receptivity of the participants, and the issues
that
must be addressed to improve coordination of elderly services by aging,
health, and mental health systems are discussed. ((c) 1997 APA/PsycINFO,
all
rights reserved)
Key Phrase Identifiers
evaluation of Network Trilogy Project, health & mental health & social
service provision & accessibility, elderly with interrelated problems
Subject Headings
*Health Care Delivery
*Interdisciplinary Treatment Approach
*Mental Health Services
*Social Services
*Program Evaluation
Aged
Classification Code
Health & Mental Health Services [3370]
Population Group
Human. Aged (65 yrs & older).
Publication Type
Journal Article
Publication Year
1989
Update Code
19891201
<13>
Accession Number
Journal Article: 1989-06701-001.
Author
Pratt, Daniel D.
Institution
U British Columbia, Vancouver, Canada.
Title
Andragogy as a relational construct.
Source
Adult Education Quarterly. Vol 38(3), Spr 1988, 160-172.
ISSN
0741-7136
Language
English
Abstract
Discusses the andragogical assumptions of adult learners as self-directed
and
education as a collaborative venture between teacher and adult learner. It
is
argued that andragogical practice should acknowledge and accept in its
learners both self-directedness and its obverse, dependency, both of which
can be seen as resulting from specific, context-bound, and limited
situations. Based on situational, learner, and teacher variables, a model
is
presented that relies on interactions between competence and dependency,
commitment and confidence, support, direction, and dependency. Four
relationships are developed to link andragogy with pedagogy
based on relative needs for direction and support in the learner. ((c)
1997
APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
andragogical practice & acceptance of self directedness & dependency,
adult
learners, implications for adult education
Subject Headings
*Adult Education
*Individualized Instruction
*Learning
Classification Code
Curriculum & Programs & Teaching Methods [3530]
Population Group
Human.
Publication Type
Journal Article
Publication Year
1988
Update Code
19890201
<14>
Accession Number
Journal Article: 1988-05928-001.
Author
Davenport, Joseph; Davenport, Judith A.
Institution
U Georgia, Continuing Social Work Educational Program, Athens.
Title
Andragogical^pedagogical orientation and its relationship to selected
variables among university students.
Source
College Student Journal. Vol 20(2), Sum 1986, 130-138.
ISSN
0146-3934
Language
English
Abstract
"Andragogy" is an educational approach for adults based on
the theories of Plato. A correlational study, using multiple regression
techniques, was conducted to determine whether andragogical^pedagogical
orientation is related to age and other variables. 46 male and 67 female
graduate and undergraduate students (19-56 yrs old) completed a
questionnaire
to indicate their attitudes and beliefs about education. Results indicate
that educational orientation was not related to age or academic
achievement,
but females were more andragogically oriented than males. ((c) 1997
APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
age & academic achievement, andragogical-pedagogical orientation, 19-56 yr
old male vs female college students, conference presentation
Subject Headings
*Age Differences
*College Academic Achievement
*Human Sex Differences
*Student Attitudes
*Theories of Education
Adulthood
Professional Meetings and Symposia
Classification Code
Classroom Dynamics & Student Adjustment & Attitudes [3560]
Population Group
Human. Adulthood (18 yrs & older).
Form/Content Type
Conference Proceedings/Symposia; Empirical Study.
Conference Note
Annual Conference of the Rocky Mountain Educational Research Association
(1984, Jackson, Wyoming)
Publication Type
Journal Article
Publication Year
1986
Update Code
19880201
<15>
Accession Number
Journal Article: 1988-02761-001.
Author
Patterson, Becky H.
Institution
Anchorage Community Coll.
Title
Creativity and andragogy: A boon for adult learners.
Source
Journal of Creative Behavior. Vol 20(2), 1986, 99-109.
ISSN
0022-0175
Language
English
Abstract
Discusses the relationship of creativity to andragogy (the
art and science of helping adults to learn), a relationship that is yet
largely unexplored in the literature of either field. It is suggested that
creative people and andragogical learners have striking similarities and
differences. Assumptions of andragogy and creativity,
characteristics of creative learners and adult learners, and using
creativity
and andragogy in adult education are discussed. Adult
educators would do well to consider the field of creativity as an
important
resource; creativity researchers can learn by looking at
andragogy. Andragogy and creativity should
be integrated and implemented for mutual benefit. ((c) 1997 APA/PsycINFO,
all
rights reserved)
Key Phrase Identifiers
creativity & andragogy in adult learning & education
Subject Headings
*Adult Education
*Creativity
Learning
Teaching Methods
Classification Code
Curriculum & Programs & Teaching Methods [3530]
Population Group
Human.
Publication Type
Journal Article
Publication Year
1986
Update Code
19880101
<16>
Accession Number
Dissertation Abstract: 1987-53963-001.
Author
Anaemena, Emmanuel I.
Institution
U Missouri, Columbia.
Title
A comparison of andragogy and pedagogy as instructional
methodologies toward cognitive achievement in basic electronics in
technical
colleges of Anambra state of Nigeria.
Source
Dissertation Abstracts International. Vol 47(3-A), Sep 1986, 874.
ISSN
0419-4217
Language
English
Key Phrase Identifiers
andragogical vs pedagogical instruction method, cognitive achievement in
basic electronics course, students in technical colleges, Nigeria
Subject Headings
*Lecture Method
*Nigeria
*Teaching Methods
*School Learning
*Technical Schools
Adulthood
College Academic Achievement
College Students
Classification Code
Curriculum & Programs & Teaching Methods [3530]
Population Group
Human. Adulthood (18 yrs & older).
Population Location
Nigeria
Form/Content Type
Empirical Study.
Publication Type
Dissertation Abstract
Publication Year
1986
Update Code
19870901
<17>
Accession Number
Authored Book: 1986-97586-000.
Author
Brookfield, Stephen D.
Institution
Columbia U, Teachers Coll, Associate Professor of Adult & Continuing
Education, New York, NY, USA.
Title
Understanding and facilitating adult learning.
Book Series Title
The Jossey-Bass higher education series and The Jossey-Bass management
series.
Source
San Francisco, CA, USA: Jossey-Bass Inc, Publishers. 1986, xvi, 375.
ISBN
0-87589-674-X (hardcover)
Language
English
Abstract
(from the jacket) In his new book, Stephen D. Brookfield critically
examines
and analyzes current approaches to adult learning, presents a
comprehensive
review of how adults learn, and proposes ways to develop more creative,
up-to-date adult education programs. He offers a new concept of
facilitation
to enhance the value of adult education and presents extensive case
examples
of innovative and successful programs from a wide variety of settings,
including four-year institutions, businesses, community development
programs,
and professional education.
(from the preface) "Understanding and Facilitating Adult Learning"
explores
the theory-practice disjunctions between theories-in-use (how
practitioners
attempt to assist adult learning in real life) and espoused theories (how
the
previously mentioned folk wisdom and cliches describe the process of
facilitation). As a product of this exploration, I propose a new concept
of
facilitation that incorporates elements of challenge, confrontation, and
critical analysis of self and society.
The central goal of "Understanding and Facilitating Adult Learning' is to
review a range of practice settings in which educators and trainers of
adults
attempt to facilitate learning and to identify elements of effective
practice that illustrate the concept of facilitation outlined above.
The audience for whom this book will be useful includes all those engaged
in
facilitating adult learning, whatever the context. ((c) 1997 APA/PsycINFO,
all rights reserved)
Key Phrase Identifiers
proposes a new concept for facilitating adult learning & reviews current
successful programs
Subject Headings
*Adult Education
*Educational Programs
*Teaching Methods
Learning Strategies
Classification Code
Curriculum & Programs & Teaching Methods [3530]
Population Group
Human.
Special Feature
References.
Intended Audience
Psychology: Professional & Research.
Table of Contents
Preface
The author
Adult learners: Motives for learning and implications for practice
Understanding how adults learn
Exploring self-directedness in learning
Facilitating self-directed learning
Andragogy: Alternative interpretations and applications
The facilitator's role in adult learning
Learning in informal settings
Learning in formal settings
Program development for adults: Challenging the institutional approach
Structuring programs aroung learners' needs and abilities
Evaluating learning and its facilitation
Facilitating learning: Toward guidelines for good practice
Abbreviations
References
Name index
Subject index
Publication Type
Authored Book
Publication Year
1986
Update Code
19970101
<18>
Accession Number
Journal Article: 1985-31960-001.
Author
Yonge, George D.
Institution
U California, Davis.
Title
Andragogy and pedagogy: Two ways of accompaniment.
Source
Adult Education Quarterly. Vol 35(3), Spr 1985, 160-167.
ISSN
0741-7136
Language
English
Abstract
Discusses functional differences between andragogy and
pedagogy. Andragogy refers to situations where an adult
teacher accompanies and assists an adult learner to an enriched adulthood,
while pedagogy refers to situations where an adult teacher accompanies and
assists a child learner so that he/she may become an adult. Differences in
the participants and the aims of pedagogy and andragogy are
highlighted. (19 ref) ((c) 1997 APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
andragogy vs pedagogy
Subject Headings
*Adult Education
Children
Education
Classification Code
Educational Psychology [3500]
Population Group
Human. Childhood (birth-12 yrs).
Special Feature
References.
Publication Type
Journal Article
Publication Year
1985
Update Code
19851201
<19>
Accession Number
Journal Article: 1985-31949-001.
Author
Davenport, Joseph; Davenport, Judith A.
Institution
U Georgia School of Social Work, Continuing Social Work Education Program,
Athens.
Title
A chronology and analysis of the andragogy debate.
Source
Adult Education Quarterly. Vol 35(3), Spr 1985, 152-159.
ISSN
0741-7136
Language
English
Abstract
Discusses andragogy, the art and science of helping adults
learn. A debate about andragogy focuses on its usefulness as
an organizing principle of adult education. Adult educators adhering to an
integrated world view stress unity in education and reject
andragogy, while those adhering to a differential world view
accept andragogy and reject an all-inclusive orientation to
education. (27 ref) ((c) 1997 APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
adult education & andragogy
Subject Headings
*Adult Education
*Theories of Education
Classification Code
Educational Psychology [3500]
Population Group
Human.
Special Feature
References.
Publication Type
Journal Article
Publication Year
1985
Update Code
19851201
<20>
Accession Number
Journal Article: 1985-31855-001.
Author
Clancy, Catherine A.
Institution
VA Medical Ctr, Houston, TX.
Title
The use of the andragogical approach in the educational function of
supervision in social work.
Source
Clinical Supervisor. Vol 3(1), Spr 1985, 75-86.
ISSN
0732-5223
Language
English
Abstract
Discusses M. S. Knowles's (1970) andragogical approach to the education of
adults, suggesting that it can be applied to the educational function of
supervision in social work. The 4 assumptions of
andragogy--self-concept, experience, readiness to learn, and
time perspective and orientation to learning--are described, in addition
to
the 7 steps of the andragogical process related to supervision in social
work. The personal, interpersonal, and organizational advantages and
disadvantages of Knowle's approach are considered. (12 ref) ((c) 1997
APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
andragogical approach, educational function of supervision in social work
Subject Headings
*Practicum Supervision
*Social Work Education
Classification Code
Professional Education & Training [3410]
Population Group
Human.
Special Feature
References.
Publication Type
Journal Article
Publication Year
1985
Update Code
19851201
<21>
Accession Number
Journal Article: 1985-26421-001.
Author
Hyman, Ruth B; Top, Denise.
Institution
Adelphi U, Marion A. Buckley School of Nursing.
Title
Effects of andragogical educational experience on andragogical orientation
of
nurses.
Source
Psychological Reports. Vol 55(3), Dec 1984, 829-830.
ISSN
0033-2941
Language
English
Abstract
21 25-61 yr old nurses completed a course designed to prepare them for
clinical supervision; the course had an andragogical orientation (i.e.,
stressing free choice of alternative goals for learning with
interdependent
decision and action among students and between students and the educator).
Pre- and posttest results on an educational orientation questionnaire
demonstrated the course's short-term effects. A positive relationship
between
higher, presumably more andragogical, levels of education and
andragogy, controlling for age, was supported. (4 ref) ((c)
1997 APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
andragogical educational experience, andragogical orientation, 25-61 yr
old
nurses
Subject Headings
*Health Personnel Attitudes
*Nurses
*Nursing Education
Adulthood
Classification Code
Professional Personnel Attitudes & Characteristics [3430]
Population Group
Human. Adulthood (18 yrs & older).
Form/Content Type
Empirical Study.
Special Feature
References.
Publication Type
Journal Article
Publication Year
1984
Update Code
19851001
<22>
Accession Number
Journal Article: 1984-16415-001.
Author
Marshak, Robert J.
Institution
American U.
Title
What's between pedagogy and andragogy?
Source
Training & Development Journal. Vol 37(10), Oct 1983, 80-81.
ISSN
0041-0861
Language
English
Abstract
Pedagogy is characterized by a topic orientation, the use of lecture and
other cognitive techniques, the use of reinforcement to encourage
learning,
and the pivotal role of the teacher; andragogy is
characterized by a problem orientation, the use of experience-based
techniques, the facilitation of self-motivation, and the role of the
learner.
Problems arise when these 2 systems clash in organizational development.
The
"mixed" training situation and methods of dealing with it are described.
(2
ref) ((c) 1997 APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
pedagogy vs andragogy, organizational development
Subject Headings
*Personnel Training
*Teaching Methods
Classification Code
Personnel Management & Selection & Training [3620]
Population Group
Human.
Special Feature
References.
Publication Type
Journal Article
Publication Year
1983
Update Code
19840601
<23>
Accession Number
Journal Article: 1984-01021-001.
Author
Shaw, B.
Institution
Massey U, Palmerston North, New Zealand.
Title
Andragogy: The adult learning revolution.
Source
Delta. No 30, Jun 1982, 11-15.
ISSN
0419-9855
Language
English
Abstract
Notes that learning is mediated by the needs, interests, and motivation of
the learner as much as by the repertoire of cognitive and/or motor skills
available to the learner. When applied to the school-based learning of
children and adolescents it is described as "pedagogy," while
"andragogy" describes adult learning. Various assumptions
that distinguish pedagogy from andragogy are discussed, and
an outline of 10 such differences is presented with respect to the
following:
interest, self-concept, views of the teacher, accumulated life experience,
accumulated knowledge, selection of content and learning process, the
function of nature of education, attitudes toward subject matter, and
learner
evaluation of the utility of learning. Other factors involved in adult
learning, such as sensory loss in aging learners, personal
characteristics,
and general physical health, can be accounted for by adjustments in study
methods. (11 ref) ((c) 1997 APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
factors affecting adult learning or andragogy
Subject Headings
*Learning
Adulthood
Adults
Classification Code
Cognitive & Perceptual Development [2820]
Population Group
Human. Adulthood (18 yrs & older).
Form/Content Type
Empirical Study.
Special Feature
References.
Publication Type
Journal Article
Publication Year
1982
Update Code
19840101
<24>
Accession Number
Journal Article: 1983-06641-001.
Author
Darkenwald, Gordon G.
Institution
Rutgers U Graduate School of Education, Ctr for Adult Development.
Title
Factorial structure of differences in teaching behavior related to
adult/pre-adult student age status.
Source
Adult Education. Vol 32(4), Sum 1982, 197-204.
ISSN
0001-8481
Language
English
Abstract
Used data from H. Beder and the present author's (see PA, Vol 68:13604)
previous study to determine if reported differences in how younger and
older
pupils were taught exhibited a conceptually meaningful underlying
structure
and, if so, whether or not this structure was similar for schoolteachers
and
college instructors. 173 teachers (mean age 42 yrs) of adults and
pre-adults
completed questionnaires on teaching behaviors. Principal components
analysis
yielded 2 orthogonal factors labeled "responsiveness" and "control." The
factor structure was similar for schoolteachers and their college-level
counterparts, although discipline was less salient for the latter group.
Results resemble the teacher- and learner-centered factors identified by
prior researchers as well as M. Knowle's (1980) concepts of
andragogy and pedagogy. Findings support the earlier
conclusion that teachers tend to emphasize learner-centered or responsive
behaviors when teaching adults. (7 ref) ((c) 1997 APA/PsycINFO, all rights
reserved)
Key Phrase Identifiers
factorial structure of teaching behaviors in adult vs pre-adult education,
school teachers vs college instructors
Subject Headings
*Adult Education
*College Teachers
*Factor Analysis
*Teachers
*Teaching Methods
Classification Code
Curriculum & Programs & Teaching Methods [3530]
Population Group
Human.
Special Feature
References.
Publication Type
Journal Article
Publication Year
1982
Update Code
19830301
<25>
Accession Number
Dissertation Abstract: 1981-70381-001.
Author
Hunzeker, Jeanne M.
Institution
Adelphi U, School of Social Work.
Title
Andragogy: Applicability for the design, administration, and
implementation of specialized foster parent training programs.
Source
Dissertation Abstracts International. Vol 41(4-A), Oct 1980, 1774-1775.
ISSN
0419-4217
Language
English
Key Phrase Identifiers
application of adult learning theory, design & implementation of foster
parent training programs
Subject Headings
*Adult Development
*Foster Care
*Learning Theory
*Foster Parents
*Mental Health Programs
Community Services
Educational Program Planning
Educational Programs
Classification Code
Community & Social Services [3373]
Population Group
Human.
Publication Type
Dissertation Abstract
Publication Year
1980
Update Code
19810701
<26>
Accession Number
Book: 1980-51427-000.
Author
Knowles, Malcolm.
Institution
North Carolina State U.
Title
The adult learner: A neglected species. (2nd ed).
Source
Houston, TX: Gulf Publishing. 1978, x, 244.
Language
English
Abstract
Traditional theories about learning and teaching are described and
contrasted
with emerging theories about adult learning. The historical development of
andragogy is outlined, and new appendices examine the life
problems of American adults and Westinghouse Corporation's andragogical
executive forum. Guidelines for the use of learning contracts and a core
competency diagnostic and planning guide are also presented. ((c) 1997
APA/PsycINFO, all rights reserved)
Key Phrase Identifiers
adult learning, book
Subject Headings
*Book
*Learning Theory
*Learning
Adults
Classification Code
Learning & Memory [2343]
Population Group
Human. Adulthood (18 yrs & older).
Publication Type
Book
Publication Year
1978
Update Code
19800601
<27>
Accession Number
Journal Article: 1978-04286-001.
Author
Knowles, Malcolm S.
Institution
North Carolina State U.
Title
Adult learning processes: Pedagogy and andragogy.
Source
Religious Education. Vol 72(2), Mar-Apr 1977, 202-211.
ISSN
0034-4087
Language
English
Abstract
Compares the assumptions and methods of pedagogy (teaching those in a
state
of psychological dependency on the teacher) with those of
andragogy (relatively self-directed learning in which the
teacher is more of a process designer). A form of learning contract based
on
andragogy is described. ((c) 1997 APA/PsycINFO, all rights
reserved)
Key Phrase Identifiers
assumptions & methods of pedagogy vs andragogy, adult
learning
Subject Headings
*Adult Education
*Teaching Methods
Classification Code
Curriculum & Programs & Teaching Methods [3530]
Population Group
Human.
Publication Type
Journal Article
Publication Year
1977
Update Code
19780201
<28>
Accession Number
Journal Article: 1977-32534-001.
Author
Meyer, Sheldon L.
Institution
U Oregon Ctr for Gerontology.
Title
Andragogy and the aging adult learner.
Source
Educational Gerontology. Vol 2(2), Apr-Jun 1977, 115-122.
ISSN
0360-1277
Language
English
Abstract
Identifies the basic concepts and structures of pedagogy and
andragogy as teaching-learning strategies for aging adults.
Andragogy is discussed as a relevant participatory adult
education technique. The applicability of andragogy as a
preretirement education process is explained, and the task-oriented
training
model of preretirement education is discussed. ((c) 1997 APA/PsycINFO, all
rights reserved)
Key Phrase Identifiers
basic concepts & structures of pedagogy & andragogy as
teaching-learning strategies & as preretirement education process, aging
adults
Subject Headings
*Adult Education
*Retirement
Adults
Aged
Classification Code
Curriculum & Programs & Teaching Methods [3530]
Population Group
Human. Adulthood (18 yrs & older); Aged (65 yrs & older).
Publication Type
Journal Article
Publication Year
1977
Update Code
19771201
<29>
Accession Number
Dissertation Abstract: 1976-21302-001.
Author
Ross, Brenda B.
Institution
Boston U School of Education.
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.
Source
Dissertation Abstracts International. Vol 35(4-A), Oct 1974, 1948-1949.
ISSN
0419-4217
Language
English
Key Phrase Identifiers
self perceived position on continuum between childhood & adulthood,
school's
classification & placement of S, 8th graders
Subject Headings
*Academic Achievement
*Human Development
*Intelligence Quotient
*Self Perception
*School Environment
Junior High School Students
Classification Code
Educational Psychology [3500]
Population Group
Human. Adolescence (13-17 yrs).
Publication Type
Dissertation Abstract
Publication Year
1974
Update Code
19760701
<30>
Accession Number
Dissertation Abstract: 1976-13359-001.
Author
Abbott, William D.
Institution
Boston U, School of Education.
Title
An experimental study of two systems of college dormitory administration
comparing andragogy and pedagogy.
Source
Dissertation Abstracts International. Vol 34(9-A, Pt 1), Mar 1974, 5504.
ISSN
0419-4217
Language
English
Key Phrase Identifiers
residence in dormitory with andragogical vs pedagogical administration,
dorm
attitudes & behavior, male college freshmen
Subject Headings
*College Environment
*College Students
*Dormitories
*School Adjustment
*Student Attitudes
Classification Code
Classroom Dynamics & Student Adjustment & Attitudes [3560]
Population Group
Human. Adulthood (18 yrs & older).
Publication Type
Dissertation Abstract
Publication Year
1974
Update Code
19760601
<31>
Accession Number
Book: 1973-03227-000.
Author
Knowles, Malcom S.
Institution
Boston U.
Title
The modern practice of adult education: Andragogy verus
pedagogy.
Source
New York, N.Y.: Association Press. 1970, 383.
Language
English
Key Phrase Identifiers
effective methods & management principles, technology of adult education,
book
Subject Headings
*Adult Education
*Book
*Educational Program Planning
Classification Code
Educational Psychology [3500]
Population Group
Human.
Publication Type
Book
Publication Year
1970
Update Code
19730201