Attitudes of Central Ohio Adult Vocational Instructors toward the Use of Higher Order Thinking-Skills. Summary of Research 84.

Autor/inn/en	Squire, P. J.; Miller, Larry E.
Institution	Ohio State Univ., Columbus. Dept. of Agricultural Education.
Titel	Attitudes of Central Ohio Adult Vocational Instructors toward the Use of Higher Order Thinking-Skills. Summary of Research 84.
Quelle	(1997), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Educators; Adult Learning; Adult Vocational Education; Educational Objectives; Educational Planning; Educational Research; Instructional Development; State Surveys; Student Evaluation; Teacher Attitudes; Thinking Skills; Vocational Education Teachers; Ohio + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adulte education; Educational objective; Bildungsziel; Erziehungsziel; Bildungsplanung; Bildungsforschung; Pädagogische Forschung; Teaching improvement; Unterrichtsentwicklung; Schulnote; Studentische Bewertung; Lehrerverhalten; Denkfähigkeit; Ausbilder
Abstract	A study explored attitudes of adult vocational instructors in Central Ohio toward the use of higher-order thinking skills in vocational education. The attitude instruments developed by Kitinoja and Miller (1989) and Baldwin (1989) were adapted into a six-point Likert-scale to collect data from 32 of 33 full- and part-time instructors in 10 adult vocational institutions selected by cluster random sampling. Findings were analyzed using descriptive and inferential statistics. Instructors agreed with the use of educational objectives for the following purposes: (1) building program curriculum, planning learning experiences, and defining vague educational goals; (2) helping instructors teach, facilitating exchange of information about delivery of educational programs among instructors, and providing instructors with ideas of how to teach adult learners at higher levels of learning; (3) evaluating educational programs to help specify the criteria used to determine acceptable performance by adult learners and permit instructors to compare present programs goals with possible outcomes; (4) enabling adult learners to do a better job of learning, help them understand the purpose of instruction, and make them better users of information given in the program; and (5) maximizing the probability of achieving the educational goals of programs, analyzing the levels of learning that take place in teaching, and enhancing instructors' understanding of the educational process. (Contains 7 data tables and 13 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC