Employing Transformative Learning Theory in the Design and Implementation of a Curriculum for Court-Ordered Participants in a Parent Education Class

Autor/inn/en	Taylor, Mariann B.; Hill, Lilian H.
Titel	Employing Transformative Learning Theory in the Design and Implementation of a Curriculum for Court-Ordered Participants in a Parent Education Class
Quelle	In: Journal of Transformative Education, 14 (2016) 3, S.254-271 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344616644685
Schlagwörter	Transformative Learning; Parent Child Relationship; Journal Writing; Court Litigation; Child Custody; Guidelines; Parent Education; Human Services; Public Agencies; Incentives; Curriculum; Learning Processes; Program Descriptions; Child Behavior; Parenting Styles; Stress Variables; Interviews + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Zeitschriftenaufsatz; Rechtsstreit; Richtlinien; Parents education; Elternbildung; Elternschule; Humanitäre Hilfe; Öffentliche Einrichtung; Anreiz; Curricula; Lehrplan; Rahmenplan; Learning process; Lernprozess; Interviewing; Interviewtechnik
Abstract	This study sought to analyze the experiences of participants in court-ordered parent education with the ultimate goal to identify a framework, which promotes learning that is transformative. Participants included 11 parents court ordered to attend parent education classes through the Department of Human Services. A basic qualitative design, which was comprised of a before-training interview, training, after-training interview, and follow-up interview, was used. Analysis of data, which included transcribed interviews, field notes, journal postings, and observations of parent-child interactions, revealed that most of the participants experienced a transformation of parenting style. Transformation was fostered through self-reflection and rational discourse in the form of journal writings, guided class discussions, and critical questioning. Findings suggest that transformative learning can occur in a mandated setting providing that the incentive is powerful enough and that transformative learning can be lasting in non-life-threatening situations, such as the potential loss of custody of one's children. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01