Identifying Individual Differences: A Cognitive Styles Tool

Autor/inn/en	Sanders, Perry R.; Conti, Gary J.
Titel	Identifying Individual Differences: A Cognitive Styles Tool
Quelle	In: Journal of Adult Education, 41 (2012) 2, S.43-63 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-4244
Schlagwörter	Career Centers; Adult Education; Educational Principles; Identification; Individual Differences; Labor Market; Cognitive Style; Labor Force Development; Federal Legislation; Eligibility; Cognitive Processes; Learning Strategies; Interaction; Discriminant Analysis; Measurement Techniques; Oklahoma + Suchen Sie Ihr Suchwort? Berufsbildungszentrum; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsprinzip; Identifikation; Identifizierung; Individueller Unterschied; Labour market; Arbeitsmarkt; Cognitive styles; Kognitiver Stil; Arbeitskräftebestand; Bundesrecht; Eignung; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interaktion; Diskriminanzanalyse; Messtechnik
Abstract	Although One-Stop Career Centers are mandated to promote client-centered services, patrons are ordinarily funneled through a standard procedure. Adult education principles suggest that these centers should be learner-centered and address individual differences. Therefore, the purpose of the this study was to describe the interaction of the cognitive styles of decision-making styles, ways of knowing approaches, and learning strategy preferences of customers of Workforce Oklahoma, a One-Stop Career Center in Tulsa, Oklahoma. To do this, data were collected from 255 customers at the center using the General Decision-Making Survey (GDMS), the Attitude Toward Thinking and Learning Survey (ATTLS), and Assessing The Learning Strategies of AdultS (ATLAS). While no interaction was found among these three cognitive processes using discriminant analysis, three naturally-occurring groups were found with cluster analysis for each decision-making styles and ways of knowing. Collectively, these findings were used to created a practitioner tool called AID: Addressing Individual Differences. (Contains 1 table and 2 figures.) (As Provided).
Anmerkungen	Mountain Plains Adult Education Association. c/o Adult Learning Center, 815 Front Street, Helena, MT 59602. Tel: 406-324-2118; Web site: https://www.mpaea.org/?page=publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10