The Impact of Instructional Strategies on the Development of Meta-Skills in the Adult Learner.

Autor/inn/en	Saunders, Nancy; Batson, Ted; Saunders, George
Titel	The Impact of Instructional Strategies on the Development of Meta-Skills in the Adult Learner.
Quelle	(2000), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Students; Cognitive Processes; Curriculum Development; Educational Strategies; Graduate Students; Higher Education; Learning Processes; Learning Strategies; Metacognition; Self Evaluation (Individuals); Self Motivation; Student Evaluation; Teaching Methods; Theory Practice Relationship; Thinking Skills + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Cognitive process; Kognitiver Prozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrstrategie; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Denkfähigkeit
Abstract	A study focused on the relationship between instructional strategies and students' reported meta-skill attainment in an adult education context. Using the data collected from 2,507 end-of-course surveys of students in the Graduate Studies in Education program at Indiana Wesleyan University, analyses were run to test for correlations between the independent variables (19 instructional strategies) and each of 10 dependent variables (10 meta-skills). The three key findings of the study were the following: (1) instructional strategies clustered into four identifiable composites, each supported by a current and credible educational theory; (2) the curriculum composite of instructional strategies strongly correlated with reported attainment of all 10 meta-skills; and (3) the assessment composite of instructional strategies correlated with reported attainment of no meta-skills. The study concluded that curriculum and assessment are essential components of any educational program and require substantial resource investment and attention to design, and that direct meta-skill instruction should be a component of courses offered in formal adult education programs. (Contains 68 references.) (Author/KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01