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Articles 1 - 7 of 7
Full-Text Articles in Adult and Continuing Education and Teaching
Exploring The Complexities Of Learning Motivation In Pre-Service Teacher Education Students: A Grounded Theory Approach, Kristin K. Grosskopf
Exploring The Complexities Of Learning Motivation In Pre-Service Teacher Education Students: A Grounded Theory Approach, Kristin K. Grosskopf
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This qualitative, grounded-theory study investigated learning motivation differences among three achievement groupings of undergraduate students enrolled in the College of Education and Human Sciences at the University of Nebraska-Lincoln. Nine students participated in in-depth interviews that explored their reasons for pursuing their degree, their learning experiences in a university setting, their perceptions about meaningful learning experiences, and the nature of factors that both enhance and challenge their learning motivation. Participant responses conveyed strategies and conditions that were coded and analyzed, and a theoretical model was developed describing causal conditions that underlie students’ motivation to learn, phenomena that arose from those …
Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Teacher Education
A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive …
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Teacher Education
Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship …
Andragogy: Does One Size Fit All? A Study To Determine The Applicability Of Andragogical Principles To Adult Learners Of All Ages, Wendy Conaway
Andragogy: Does One Size Fit All? A Study To Determine The Applicability Of Andragogical Principles To Adult Learners Of All Ages, Wendy Conaway
Walden Dissertations and Doctoral Studies
According to Knowles's theory of andragogy, the principles of adult learning are the need to know, self-directedness, the role of experience, intrinsic motivation, and readiness to learn. Whereas references in the andragogical literature have assumed that the principles uniformly apply to adults of all ages, differences between adult age groups may influence the effectiveness of the principles on adult learning. Therefore, the purpose of this study was to investigate which adult age group was most accepting of the principles so that more effective teaching may occur. Three adult age groups, emerging adults (18-25), young adults (26-39), and mature adults (40-59) …
Reflective Practice And A Process Called “Levelising”, John M. Peters
Reflective Practice And A Process Called “Levelising”, John M. Peters
IACE Hall of Fame Repository
The most widely accepted concept of reflective practice depicts a cyclic process of reflection in action and on action. Building on the tradition that begins with Schön’s seminal work, this paper describes an approach to reflective practice that incorporates the perspectives and theories of others whose own views promise to increase the potential of individual reflection on and in practice. Called “Levelising,” the process begins in our routine, unexamined ways of being; from various perspectives that are themselves subject to reflection, we come to know more about what we do as individuals in order to go on together with others. …
Data-Data: A Model For Practitioner-Researchers, John M. Peters
Data-Data: A Model For Practitioner-Researchers, John M. Peters
IACE Hall of Fame Repository
This paper is about planning and conducting action research projects. It is written for practitioners who need a guide for doing a kind of inquiry that was once considered to be the exclusive domain of the academic and academies. It is also for academics who have broadened their concept of knowing, including how knowledge is constructed and whose knowledge it is. The author’s model of action research is described and discussed in terms of how it integrates features of reflective practice and formal research methodology. A special focus is the practitioner’s own involvement in his or her inquiry and the …
Thankful Learning: A Grounded Theory Study Of Relational Practice Between Master’S Students And Professors, Harriet L. Schwartz
Thankful Learning: A Grounded Theory Study Of Relational Practice Between Master’S Students And Professors, Harriet L. Schwartz
Antioch University Full-Text Dissertations & Theses
No abstract provided.