Factors Related to Teaching Style Preference of Ohio Cooperative Extension Service Faculty and Program Staff. Summary of Research 68.

Autor/inn/en	Seevers, Brenda S.; Clark, Richard W.
Institution	Ohio State Univ., Columbus. Dept. of Agricultural Education.
Titel	Factors Related to Teaching Style Preference of Ohio Cooperative Extension Service Faculty and Program Staff. Summary of Research 68.
Quelle	(1993), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Educators; Adult Students; Andragogy; Extension Agents; Extension Education; Teacher Attitudes; Teacher Characteristics; Teaching Styles; Principles of Adult Learning Scale + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Andragogics; Andragogik; Erweitertes Bildungsangebot; Lehrerverhalten; Lehrstil; Unterrichtsstil
Abstract	The factors related to teaching style preference of the Ohio Cooperative Extension Service (OCES) faculty and program were measured by the Principles of Adult Learning Scale (PALS). The study also looked at two additional measurements predictive of teaching behavior: sensitivity and inclusion, as measured by the Van Tilburg/Heimlich Sensitivity/Inclusion Scale. Information was gathered through a questionnaire based on these two instruments that was developed and mailed to 609 OCES faculty and program staff; response rate was approximately 75 percent (454). The study found that OCES educators appear to have limited knowledge of adult education principles and practices and that the findings of the two assessment instruments were not correlated in any practically significant way. A number of recommendations were made: improve teacher support and attitude; increase staff knowledge of adult education principles and practices; improve the number of adult education courses that staff take; help staff focus on learner-centered styles as well as their preferred teacher-centered styles; assist staff in making needed changes; and develop a mentoring system. (Contains 15 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC