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A qualitative study: The relationshi...
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Kealoha, Louis M.
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A qualitative study: The relationship between teacher pedagogy and the adult undergraduate's perception of the classroom climate.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
A qualitative study: The relationship between teacher pedagogy and the adult undergraduate's perception of the classroom climate./
作者:
Kealoha, Louis M.
面頁冊數:
207 p.
附註:
Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3733.
Contained By:
Dissertation Abstracts International67-10A.
標題:
Education, Adult and Continuing. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3238258
ISBN:
9780542923777
A qualitative study: The relationship between teacher pedagogy and the adult undergraduate's perception of the classroom climate.
Kealoha, Louis M.
A qualitative study: The relationship between teacher pedagogy and the adult undergraduate's perception of the classroom climate.
- 207 p.
Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3733.
Thesis (Ed.D.)--University of Southern California, 2006.
This study was a qualitative investigation pertaining to pedagogy in adult classrooms. The project involved interviews and observations in two settings. The purpose of the study is to provide a better understanding of how adult learners perceive what takes place in the undergraduate classroom and to help improve their performance. Adult learners develop positive attitudes and perceptions about the classroom climate when they feel important and valued by the instructor and peers and by perceiving the classroom as a safe and comfortable place to learn. Focusing on the adult undergraduate experience in the classroom can help shape a program that is useful and meaningful to adults. As a result, listening to the needs and wants of the adult undergraduate student can be beneficial to the university, the teachers, and the students.
ISBN: 9780542923777Subjects--Topical Terms:
626632
Education, Adult and Continuing.
A qualitative study: The relationship between teacher pedagogy and the adult undergraduate's perception of the classroom climate.
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Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3733.
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Adviser: William Tierney.
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Thesis (Ed.D.)--University of Southern California, 2006.
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This study was a qualitative investigation pertaining to pedagogy in adult classrooms. The project involved interviews and observations in two settings. The purpose of the study is to provide a better understanding of how adult learners perceive what takes place in the undergraduate classroom and to help improve their performance. Adult learners develop positive attitudes and perceptions about the classroom climate when they feel important and valued by the instructor and peers and by perceiving the classroom as a safe and comfortable place to learn. Focusing on the adult undergraduate experience in the classroom can help shape a program that is useful and meaningful to adults. As a result, listening to the needs and wants of the adult undergraduate student can be beneficial to the university, the teachers, and the students.
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This qualitative study examined the adult undergraduate students' perceptions of the classroom climate in two different classroom settings. The first setting involved research in a traditional teacher-centered classroom. In this study, a traditional teacher-centered classroom included an instructor who primarily used lectures to deliver lessons and traditional written exams to assess learning. The second setting involved research in a non-traditional learner-centered classroom. In this study, a non-traditional learner-centered classroom included an instructor who routinely provided students with active learning experiences (i.e., group x assignments) and used non-traditional methods of learning assessment (i.e., group projects).
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The findings from this study suggested that a personable and supportive instructor, one who encouraged cooperation amongst students, was knowledgeable about pedagogy and subject matter, provided students with clear course goals and objectives, positively influenced the way the adult undergraduates perceived their classroom climate.
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