Analysis of Scores on Principles of Adult Learning Scale for Part-Time Faculty and Recommendations for Staff Development Activities.

Autor/in	Conti, Gary J.
Institution	Texas A and M Univ., College Station.
Titel	Analysis of Scores on Principles of Adult Learning Scale for Part-Time Faculty and Recommendations for Staff Development Activities.
Quelle	(1983), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Basic Education; Adult Education; Adult Educators; Classroom Techniques; Cultural Differences; Educational Needs; Educational Philosophy; Educational Practices; Educational Strategies; Hispanic Americans; Inservice Teacher Education; Literature Reviews; Needs Assessment; Part Time Faculty; Questionnaires; Staff Development; Surveys; Teacher Attitudes; Teacher Role; Teaching Methods; Principles of Adult Learning Scale + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Adult education teacher; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Klassenführung; Kultureller Unterschied; Educational need; Bildungsbedarf; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Lehrstrategie; Hispanic; Hispanoamerikaner; Lehrerfortbildung; Bedarfsermittlung; Fragebogen; Personnel development; Personalentwicklung; Survey; Umfrage; Befragung; Lehrerverhalten; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A study assessed the degree to which teachers in the Hidalgo-Starr Adult Education Coop in Texas support and practice the principles in the literature on adult education. During the project, 94 part-time teachers from the Hidalgo-Starr Adult Education Coop completed the Principles of Adult Learning Scale (PALS). (The PALS is a validated 44-item summated rating scale that is designed to provide an overall measure of the support of the collaborative teaching and learning mode and seven individual scores on factors comprising this mode.) While the mean score for the PALS is 146, the mean score of the Hidalgo-Starr Coop teachers was 134.3, indicating that 73 percent of those taking the PALS expressed stronger support of the collaborative mode than did the Hidalgo-Starr teachers. Based on an analysis of the teachers' scores by individual factors that comprise the collaborative mode, researchers recommended that administrators at the Hidalgo-Starr Coop organize inservice staff development activities focusing upon the cultural factors that shape the characteristics and learning processes of the Hispanic students studying at the coop as well as upon the concept of the learner-centered classroom and the role of the teacher as a facilitator rather than a giver of knowledge. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC