Literaturnachweis - Detailanzeige
| Autor/inn/en | Masters, Julie L.; Holley, Lyn M. |
|---|---|
| Titel | Encouraging Responsible Aging through Pedagogy: The Future Self Exercise |
| Quelle | In: Gerontology & Geriatrics Education, 30 (2009) 1, S.34-46 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0270-1960 |
| Schlagwörter | Undergraduate Students; Quasiexperimental Design; Introductory Courses; Student Attitudes; Computer Assisted Testing; Integrated Learning Systems; Measures (Individuals); Pretests Posttests; Visualization; Older Adults; Gerontology; Aging (Individuals); Aging Education; Instructional Effectiveness; Teaching Methods; Long Range Planning; Nebraska |
| Abstract | Introductory gerontology courses have the potential to enhance student appreciation of aging issues. The effectiveness of such courses for informing views about individual aging is little studied. This study, using a quasi-experimental design, examines the impact of participation in an introductory course in aging on 158 undergraduate students in a Midwestern state. The course used an instructional device, the Future Self Exercise, to help students acknowledge and plan for their own future aging. A pre- and post-comparison of student self-ratings and descriptions supports the efficacy of introductory courses using this instructional approach for educating student views about their own aging. (Contains 2 figures, 1 table and 1 note.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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