Training in Influencing Skills from Neuro-Linguistic Programming (Modelled from Hypnosis and Family Therapy), in Combination with Innovative Maths Pedagogy, Raises Maths Attainment in Adult Numeracy Learners [Konferenzbericht] Paper presented at the International NLP Research Conference (3rd, Hertfordshire, United Kingdom, Jul 6-7, 2012).

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Autor/inn/en	Allan, F.; Bourne, J.; Bouch, D.; Churches, R.; Dennison, J.; Evans, J.; Fowler, J.; Jeffers, A.; Prior, E.; Rhodes, L.
Titel	Training in Influencing Skills from Neuro-Linguistic Programming (Modelled from Hypnosis and Family Therapy), in Combination with Innovative Maths Pedagogy, Raises Maths Attainment in Adult Numeracy Learners [Konferenzbericht] Paper presented at the International NLP Research Conference (3rd, Hertfordshire, United Kingdom, Jul 6-7, 2012).
Quelle	(2012), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Neurolinguistics; Numeracy; Adult Students; Mathematics Achievement; Mathematics Instruction; Instructional Innovation; Adult Educators; Teacher Effectiveness; Pretests Posttests; Instructional Effectiveness; Language Patterns; Hypnosis; Nonverbal Communication; Family Counseling; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Neurolinguistisches Programmieren; Rechenkompetenz; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Educational Innovation; Bildungsinnovation; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sprachmodell; Sprachstruktur; Hypnose; Non-verbal communication; Nonverbale Kommunikation; Family counselling; Familienberatung; Ausland
Abstract	Case study research suggests that NLP [neuro-linguistic programming] influencing strategies benefit teacher effectiveness. Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the relationship between teacher and learner does not reflect sensitivity to attitudes, beliefs and emotions (areas in which advocates of NLP claim effectiveness). The present study investigated these claims and the combined effect of such approaches using a pre- and post-treatment test design with 173 adult numeracy learners. Teachers were randomly allocated to three conditions, these were: (1) teachers given no training (control condition); (2) teachers trained in innovative maths pedagogy (including more frequent higher-order questioning, challenge, problem solving and collaborative learning); and (3) teachers trained in both NLP and the innovative maths pedagogy. NLP training included suggestion using language patterns modelled from hypnosis, body language modelled from family therapy and spatial anchoring for emotional state management. A significant within-subject mean difference in maths test scores for the innovative maths pedagogy group (MD = 10.97, t(66) = 7.292, less than 0.0005, eta[superscript 2] = 0.446) was nearly twice that of the control (MD = 5.67, t(42) = 3.099, p = 0.003, eta[superscript 2] = 0.186). Although an attainment gap between pre- and post- treatment scores for the innovative treatment group alone (without NLP) appeared to close over time post hoc between-group contrasts indicated differences between pre- and post-treatment means were not statistically significant (p = 0.404 and p = 0.689, respectively). However, with the addition of NLP training, post hoc contrasts showed mean maths attainment had significantly improved compared to the control (p = 0.040) with mean difference, pre- and post-treatment attainment, increased to over three times that of the control (MD = 18.35, t(62) = 9.552, less than 0.0005, eta[superscript 2] = 0.595). CfBT Education Trust carried out this research with funding from the Learning and Skills Improvement Service. (Contains 2 endnotes, 3 tables, and 2 figures.) [Funding for this research was provided by the Learning and Skills Improvement Service.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10