A Quantitative Examination of Philosophical Predilections of Adult Education Graduate Students.

Autor/inn/en	DeCoux, Valerie; und weitere
Titel	A Quantitative Examination of Philosophical Predilections of Adult Education Graduate Students.
Quelle	(1992), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Educators; Adult Learning; Educational Philosophy; Educational Practices; Educational Research; Graduate Students; Higher Education; Innovation; Learning Theories; Measures (Individuals); Teacher Attitudes; Teaching Methods; Theory Practice Relationship; Principles of Adult Learning Scale + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning theory; Lerntheorie; Messdaten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung
Abstract	To examine the relationship among the Principles of Adult Learning Scale (PALS), Educational Orientation Questionnaire (EOQ), and Philosophy of Adult Education Inventory (PAEI), the three instruments were administered to 111 graduate adult education students. The instruments had similar purposes: PAEI measured philosophical orientation relative to adult education practice; PALS examined philosophy by examining congruence with teacher-centered or collaborative teaching styles; and EOQ explored the theoretical constructs of Knowles, in which pedagogy is contrasted with andragogy. The study also explored the philosophical leanings of the target population. The overall sample was predominantly Progressive on the PAEI and scored very close to the reported means for both the PALS and EOQ. Analysis of variance was used to compare groups within each of the demographic variables of age, gender, and occupational position across all scores on all three instruments. Only gender and age had significant differences on any scores. Correlations between demographic variables and all instrument scores and correlations among the three instruments' scores were examined using Pearson r. The significant, though moderate, correlation between the PALS and EOQ seemed to confirm that the two instruments were measuring similar constructs. (Appendixes include 2 data tables.) (Contains 56 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC