Full time adult credential students’ instructional preferences at California State University,Long Beach: pedagogy or andragogy?

This study investigated the instructional preferences of full time adult credential students after they took a live course called Principles of Adult Education at California State University, Long Beach, (CSULB) in the fall semester of 2002. These full time adult credential students had been working on their adult teaching credentials to meet the competencies specified by the California Commission on Teacher Credentialing. The course introduced students to Andragogy developed by Malcolm Knowles out of the andragogical model, developed by Lindeman (1926). The study used Principles of Adult Learning Scales (PALS), advanced by Gary Conti in 1983 to measure instructional preferences. Data were collected from 30 (100% of 30) full time adult credential students enrolled in a live course to, determine their instructional preferences of helping adults learn. The results of the study showed in most cases these adult learning professionals taught adult students andragogically: in some cases they taught adult students pedagogically.     

Promise for Enhancing Children's Reading Attitudes Through Peer Reading: A Mixed Method Approach

ABSTRACT

Peer-Assisted Learning Strategies (PALS) was implemented for supplementary reading classes in a Korean elementary school. The treatment group children were exposed to PALS during 20 min sessions, 4 times a week, for 8 weeks. The impacts of PALS were investigated in 3 aspects using a mixed-methods approach: improvement in reading attitudes, reading skills, and student perceptions of the intervention. Data collection includes reading attitude measures, standardized reading comprehension test scores, student satisfaction survey, student interviews, and student journals. The PALS group students showed significantly enhanced reading attitudes and reading skills. Consistently, qualitative data analysis also revealed affirmative influence of PALS on students’ attitudes toward reading. Finally, the findings also suggested social benefits of PALS including developing cooperative skills and friendships.     

Full time adult credential students'' instructional preferences at California State University, Long Beach:pedagogy or andragogy?

This study investigated the instructional preferences of full time adult credential students after they took a live course called Principles of Adult Education at California State University, Long Beach (CSULB) in the fall semester of 2002. These full time adult credential students had been working on their adult teaching credentials to meet the competencies specified by the California Commission on Teacher Credentialing. The course introduced students to Andragogy developed by Malcolm Knowles out of the andragogical model developed by Lindeman (1926). The study used Principles of Adult Learning Scales (PALS), advanced by Gary Conti in 1983 to measure instructional preferences. Data were collected from 30 (100% of 30) full time adult credential students enrolled in a live course to determine their instructional preferences of helping adults learn. The results of the study showed in most cases these adult learning professionals taught adult students andragogically; in some cases they taught adult students pedagogically.     

Full time adult credential students?instructional preferences at California State University, Long Beach: pedagogy or andragogy?

INTRODUCTIONTheimplementationofandradogy,theartandscienceofhelpingadultslearn,toenhanceadultlearninghasbeenakeyissueintheeducationandtrainingofadultsinthe21stcentury.Thesignifi-canceofthestudywastodeterminehowadultlearningprofessionalspracticeandragogyafter30yearsofitspurposefulimplementation.Andragogy,accordingtoNuckles(2000),isaconceptinadulteducationthatflowsdirectlyfromhumanisticedu-cationalphilosophy.TheandragogicalmodelwasfirstdevelopedbyEdwardLindeman(1926).MalcolmKnowles,develop…     

Cognitive validity of students’ self-reports of classroom mastery goal structure: What students are thinking and why it matters

Cognitive interviews were employed to systematically examine the cognitive validity of self-report survey items extensively used to assess classroom mastery goal structure. In a sample of elementary and middle school students, items were identified that functioned according to their intended meaning and those eliciting less accurate interpretations as conceptually defined by mastery goal structure cognitive validity criteria. Evidence suggested that items framed to focus on students’ teachers (i.e., teacher goals) were more cognitively valid than were items that focused students on their classroom context. Items with abstract terms yielded less accurate interpretations. We discuss implications of determining the cognitive validity of scales used to assess achievement goal structure and related self-report instruments.