A Comparison of Correctional Adult Educators and Formal Adult Educators in Terms of Their Expressed Beliefs in the Collaborative Teaching Mode. Theory and Methods of Adult Education.

Autor/in	Sua, Dangbe Wuo
Titel	A Comparison of Correctional Adult Educators and Formal Adult Educators in Terms of Their Expressed Beliefs in the Collaborative Teaching Mode. Theory and Methods of Adult Education.
Quelle	(1989), (40 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Adult Education; Adult Educators; Comparative Analysis; Correctional Education; Participative Decision Making; Student Participation; Teacher Attitudes; Teaching Methods; Team Teaching; Principles of Adult Learning Scale + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Fürsorgeerziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching
Abstract	A study compared correctional adult educators and formal adult educators in terms of their expressed beliefs in the collaborative teaching mode as measured by the Principles of Adult Learning Scale. The sample consisted of 8 correctional adult educators from the Lake Correctional Institution and 10 adult education teachers from the Manatee Area Vocational Center. The mean score for formal adult educators was 123.1 and the standard deviation was 8.69; the mean score for correctional adult educators was 123.25 and the standard deviation was 17.15. The result of the two-tailed t-test showed a calculated t-value of -0.024 at 16 degrees of freedom. Because the calculated t-value lay between -2.12 and 2.12, the null hypothesis of no difference was accepted. Results indicated no significant difference between formal and correctional adult educators. The implication was that both groups of educators believed in the use of the collaborative model of teaching. A follow-up study was recommended, using a larger sample that would consider student performance under the collaborative mode of teaching, as well as studies to determine differences between correctional and formal adult education. (The instrument is appended, with 21 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC