Subject: PsychInfo andragogy Date: Sat, 26 Feb 2000 12:53:44 -0600 From: ovid@tioga.lso.missouri.edu To: rpvstl@logan.edu *************************** Database: PsycINFO <1887 - present> Search Strategy (Your Citations from Set 2): ----------------------------------------------------------------------------- 1 "ANDRAGOGY".mp. 31 2 from 1 keep 1-31 31 *************************** <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