Principles of Adult Learning Scale.

Autor/in	Conti, Gary J.
Institution	Spoon River Coll., Canton, IL.
Titel	Principles of Adult Learning Scale.
Quelle	(1979), (21 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Educators; Adult Learning; Behavior Rating Scales; Classroom Observation Techniques; Educational Assessment; Educational Needs; Educational Principles; Learning Modalities; Measurement Instruments; Participation; Self Evaluation; Student Teacher Relationship; Teacher Attitudes; Teacher Behavior; Teacher Effectiveness; Teacher Evaluation; Test Construction; Test Reliability; Test Validity; Flanders System of Interaction Analysis; 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; assessment; Bewertungssystem; Educational need; Bildungsbedarf; Bildungsprinzip; Lernumgebung; Teilnahme; Lehrerverhalten; Teacher behaviour; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Testaufbau; Testreliabilität; Testvalidität
Abstract	The Principles of Adult Learning Scale (PALS) was developed and validated for measuring congruency between adult education practitioners' actual observable classroom behavior and their expressed belief in the collaborative teaching-learning mode. This model is a learner-centered instruction method in which learner and practitioner share authority for curriculum formation. A modified Likert scale is used to record responses to items which are based on the body of theory and knowledge advanced in the literature. Field research aimed to establish validity and reliability of PALS items involved the test-retest method, assessment of construct validity by a jury of adult education professors, content validity testing in public school programs, and confirmation of criterion validity by identifying the initiating and responsive actions in the items in PALS and then by comparing scores in PALS to scores on the Flanders Interaction Analysis Categories. Variables of social desirability and item interpretation congruency were also examined. PALS has potential empirical and field use. It could serve as a measurement device to segregate experimental and control groups in research studies on learning efficiency in specific teaching-learning modes. Practitioners could find uses for PALS since it consolidates many learning principles advocated in the literature. (PALS and scoring information are appended.) (CP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC