Innovation in Parent Education: Self-Reflection and Dialogue as Avenues of Learning.

Autor/inn/en	Anderson, Lorraine Kvistberg; Thomas, Ruth G.
Titel	Innovation in Parent Education: Self-Reflection and Dialogue as Avenues of Learning.
Quelle	(1992), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Education; Dialogs (Language); Educational Environment; Educational Innovation; Educational Research; Field Tests; Learning Strategies; Metacognition; Parent Education; Program Design; Program Effectiveness; Program Evaluation; Self Evaluation (Individuals); Teaching Methods; Thinking Skills + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Dialog; Dialogs; Dialogue; Dialogues; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Praxisübung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Parents education; Elternbildung; Elternschule; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit
Abstract	A constructivist approach to parent education that enabled parents to be active participants in reflection and dialogue processes was tested in a study. Instruction was designed to stimulate and support self-reflection and dialogue processes enabling parents to be active participants in constructing new meanings to their child rearing practices. As a stimulus for self-reflection, parents were exposed to a wide range of videotaped cases reflecting low context variation in parent-child interaction. An open-ended questioning format encouraged learner-controlled dialogue as parents challenged and supported one another while they examined personal practices. The learning environment was designed to comprise the three phases of learning--idea construction, idea elaboration and linkage to existing knowledge structures, and reorganization and reevaluation--over 10 weekly sessions. Field testing and evaluation of the learning environment was completed in five educational settings, including secondary and adult education settings, at-risk population settings, and higher education. Thirty-one parents in five parent education programs in a large metropolitan area participated. Findings indicated this learning environment helped stimulate parents to reflect upon their underlying beliefs that guided their practices and provided support that gave them control of their own learning process. (Appendixes include 36 references, data tables, concept maps, and group discussion excerpts.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01