Literaturnachweis - Detailanzeige
| Autor/in | Kafka, James J. |
|---|---|
| Titel | Determinants of Residential Adult Education Effectiveness. |
| Quelle | (1970), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Achievement; Adult Education; Cognitive Measurement; Conceptual Schemes; Geographic Location; Group Unity; Pretests Posttests; Program Content; Program Effectiveness; Research; Residential Programs |
| Abstract | Advocates of residential education have isolated three determinants of residential adult education effectiveness: isolation from the outside environment; concentration on content; and group support. This study investigated the independent and collective relationships of different levels of these determinants with cognitive gain and posttest achievement. Eighty-four subjects in four similar five-day introductory programs and 20 in a seven-day advanced program made up the sample. Five of the six hypotheses which guided the study were rejected, but the advanced program resulted in findings which tend to accept the conceptualization of a residential adult education temporary system. Perception of isolation generally related positively to cognitive achievement; content concentration seemed to be influenced by group support; and group support generally related negatively to cognitive achievement. On the average, achievement was the best predictor of cognitive learning, but group support overrode the positive relationship in the advanced program. The findings indicate functional benefits from use of a temporary system model in residential education studies. They emphasize a vast difference between the theoretical descriptions of residential education and actual program effects. (Author/NL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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