Exploring Congruency between John A. Henschke's Practice and Scholarship

Autor/in	Risley, Lori
Titel	Exploring Congruency between John A. Henschke's Practice and Scholarship
Quelle	(2012), (255 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-7243-5
Schlagwörter	Hochschulschrift; Dissertation; Focus Groups; Surveys; Teacher Attitudes; Student Attitudes; Video Technology; Observation; Andragogy; Teaching Methods; Trust (Psychology); Adult Education; Educational Theories; Pretests Posttests; Course Evaluation; Educational Practices; Adult Educators; Teacher Characteristics + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Survey; Umfrage; Befragung; Lehrerverhalten; Schülerverhalten; Beobachtung; Andragogics; Andragogik; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende
Abstract	The study aimed to explore how John A. Henschke's practice mirrors the andragogical theory espoused in his scholarship. This study offered interpretations held by three groups of individuals: colleagues, students, and John, utilizing 10 data sets. Data sets include: a) Focus group-current students, b) Modified Instructors Perspectives Inventory for Students pre/ post course surveys, c) Section of the Instructors Perspectives Inventory, d) Course evaluations, e) Video recordings of John facilitating, f) Interviews; colleagues, students, and John, g) Observations, and h) Selection of scholarship. Each contained interpretations and perceptions that, when held up to the mirror of John's scholarship, reflected an image of John addressing the research question, "How does John A. Henschke's practice mirror the andragogical theory espoused in his scholarship?" This study utilized a version of an instrument developed by John, the Instructional Perspectives Inventory (IPI), which was modified for student use. If learners and John did not have congruent perceptions of John's practice as evaluated by an instrument that John himself developed, then not only would the instrument be in question, but so would John's practice. The IPI identified seven characteristics of the adult educator; this study used these characteristics as pre-determined themes. The study identified three additional themes for a total of 10 themes. This study placed emphasis on teacher trust of learners. This research produced an instrument as a complement to the MIPI-S, the Visible Elements of Trust Inventory (VETI), which demonstrates the behavioral embodiment of the beliefs and feelings of teacher trust of learners. The VETI was used to evaluate video recordings of John facilitating adult education. The findings of this study are situated, as a mirror. The image reflected of John's practice and scholarship was congruent. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01