A Study of Higher Education Student Achievement Based on Transformative and Lifelong Learning Processes

Autor/inn/en	Flumerfelt, Shannon; Ingram, Ilene; Brockberg, Kevin; Smith, Julia
Titel	A Study of Higher Education Student Achievement Based on Transformative and Lifelong Learning Processes
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 15 (2007) 1, S.107-118 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Adult Students; Graduate Students; Academic Achievement; Transformative Learning; Lifelong Learning; Learning Processes; Classification; Learning Theories; Graduate Study; Program Effectiveness; Administrator Education; Academic Standards; Holistic Approach + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Schulleistung; Pädagogische Transformation; Life-long learning; Lebenslanges Lernen; Learning process; Lernprozess; Classification system; Klassifikation; Klassifikationssystem; Learning theory; Lerntheorie; Holistischer Ansatz
Abstract	The advantages of transformative learning approaches in graduate education parallel the tenets of mentoring and lifelong learning. Under this theoretical framework, adult student achievement in leadership programming can be assessed as a developmental and individualized process. The mixed methods study presented here illustrates that it is possible to measure knowledge construction, disposition development and performance acquisition from the classroom to leadership practice through taxonomy use. The purpose of the study is to use a standards-based taxonomy to understand the effectiveness of an educational leadership graduate degree program of two student subgroups. Based on transformative and lifelong learning theories that emphasize understanding student learning processes, students' holistic achievement is examined in order to identify differences in student subgroup learning outcomes. The taxonomical approach used to evaluate student achievement in this study is helpful in gaining a phenomenological perspective of learning processes when evaluating the appropriateness of program design, teaching methodology and program content. (Contains 2 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10