Characteristics of Non-EAOL and ESOL Higher Education Educators' Affective Domain Training, Knowledge, Perception, and Uses

Autor/in	Monceaux, Alex
Titel	Characteristics of Non-EAOL and ESOL Higher Education Educators' Affective Domain Training, Knowledge, Perception, and Uses
Quelle	(2018), (121 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-2598-4
Schlagwörter	Hochschulschrift; Dissertation; College Faculty; English (Second Language); Knowledge Level; Teacher Attitudes; Psychological Patterns; Teacher Education; Taxonomy; Educational Objectives; Cognitive Development; Reflection; Comparative Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fakultät; English as second language; English; Second Language; Englisch als Zweitsprache; Wissensbasis; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Taxonomie; Educational objective; Bildungsziel; Erziehungsziel; Kognitive Entwicklung; Vergleichende Erziehungswissenschaft
Abstract	Duncan (2009) shows the affective domain is key to performative and cognitive growth as the affective element comprehends human psychological factors (insecurities, anxiety, and inhibitions) that learners deal with in any given context, ignoring the affective could derail the best-crafted instruction Maftoon (2012). A lack of attention to affective issues in educational research compounds the issue (Kirk, 2015; Koballa, 2007; Kretchmar, 2008; Miller, 2005; Pierre and Oughton, 2007; Shephard, 2008; Simonson and Maushauk, 2001). This study explored, described, and compared non-ESOL and ESOL tertiary educators' knowledge of, training in, perceptions of, uses of Bloom's affective domain within their courses using several questions. I.e., Is there any significant difference in ESOL and non-ESOL higher education educators' knowledge and perceptions concerning the affective domain taxonomic levels between those having training and those not having affective domain training? Is there a significant relationship between non-ESOL and ESOL tertiary educators and their engaging in reflections on or their evaluation of student affect using Bloom's affective domain? The study used exploratory, descriptive, and casual-comparative research designs to analyze data from 219 tertiary educators from 52 different countries. The results indicate significant interactions between the effects of taught population and affective domain training on participant's knowledge scores and between the effects of taught population and affective domain training on participant's perceptions of responding & characterizing scores. Further, it revealed low, affective domain knowledge scores, depreciated views of for the three higher levels of Bloom's affective domain, and that a majority of educators are using the affective domain to reflect on coursework and to evaluate students' performance regardless of training. Together, these findings have implications for actionable steps. According to the research, attention to the affective domain is key to both the psychomotor and the cognitive domains (Duncan, 2009). Therefore, it would be wise to conduct further research of training differences between the two groups, increase affective domain training on the construct and its uses, and create interventions to support training and effective use of the domain. [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