Current Search: Experiential learning (x)
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- Title
- An examination of readiness for self-directed learning and selected personnel variables at a large Midwestern electronics development and manufacturing corporation.
- Creator
- Durr, Richard E., Florida Atlantic University, Burrichter, Arthur W., Guglielmino, Lucy M.
- Abstract/Description
-
Rapidly changing technology has dramatically affected the needs of the workforce. As a result, the need is great to implement training and education methods that are maximally effective for the adult learner and can be delivered in a timely and cost-effective manner. As a means toward helping achieve this goal, the concept of self-directed learning has been proposed. Effective implementation of self-directed learning methods has the potential to assist workers in adapting to the demands of...
Show moreRapidly changing technology has dramatically affected the needs of the workforce. As a result, the need is great to implement training and education methods that are maximally effective for the adult learner and can be delivered in a timely and cost-effective manner. As a means toward helping achieve this goal, the concept of self-directed learning has been proposed. Effective implementation of self-directed learning methods has the potential to assist workers in adapting to the demands of the information age. This study investigated and analyzed the relationship between scores on the Guglielmino Self-Directed Learning Readiness Scale (SDLRS) and multiple variables of employees at a large Midwestern company. Fourteen hypotheses were tested, using 27 statistical tests. Conclusions were drawn comparing and supplementing the findings of two earlier studies using similar variables. The SDLRS was administered to 607 employees in nine different occupation categories. The mean score for all respondents was 234, which is above the adult norm. A significant positive relationship was found between the mean SLDRS scores and performance ratings, creativity and problem solving required in the job, degree of change on the job, and education levels. These findings were congruent with those of Guglielmino and Guglielmino's (1981) study of an American utility company and Roberts' (1986) study of the Hong Kong Telephone Company. Other findings were also compared. The Guglielmino and Roberts studies found that a small sample of low performers with high SDLRS scores were in jobs that required low levels of creativity, problem-solving skills, and adaptation to change. In the present study, however, no such groups could be isolated. SDLRS scores of males were significantly higher than those of females and managers scored significantly higher than non-managers in the present study. No relationship was found between SDLRS scores and the following variables: age, years of service with the company, and degree of routine on the job. A significant difference in scores was found due to occupation classification. Sales managers and salespeople scored significantly higher than all other categories and manufacturing/factory, and clerical/administrative employees scored significantly lower.
Show less - Date Issued
- 1992
- PURL
- http://purl.flvc.org/fcla/dt/12312
- Subject Headings
- Adult learning, Experiential learning
- Format
- Document (PDF)
- Title
- The experience of being a leader during a ropes course program and at work: A heuristic inquiry.
- Creator
- Starr, Malika, Florida Atlantic University, Bryan, Valerie
- Abstract/Description
-
This study explored the question, "What is the experience of being a leader during participation in a ropes course program and at work?" The ropes course as a training medium provides opportunities for people to engage in challenging activities to improve interpersonal skills. From ten ropes course programs and 130 participants, the researcher purposefully selected thirteen co-researchers who exhibited pre-determined leadership behaviors. Dialogue with each co-researcher provided rich...
Show moreThis study explored the question, "What is the experience of being a leader during participation in a ropes course program and at work?" The ropes course as a training medium provides opportunities for people to engage in challenging activities to improve interpersonal skills. From ten ropes course programs and 130 participants, the researcher purposefully selected thirteen co-researchers who exhibited pre-determined leadership behaviors. Dialogue with each co-researcher provided rich descriptions and metaphors about the experience of being a leader. Using heuristic research methods, the researcher analyzed the data and uncovered redundant themes to better understand the phenomenon of being a leader. While each experience was unique, the composite encompassed the principles of several leadership theories. The significant meaning revealed was that being a leader was a big responsibility and it provided opportunities to transform and be transformed, which was enjoyable, rewarding and sometimes frustrating. Six major findings emerged from the inquiry. The first related to the concept of leaderless groups and emergent leaders. A leader emerged from each of the leaderless groups that started on the ropes course. The second finding was that the experiences of leading on the ropes course and at work closely mirrored each other. The third finding represented the major difference between being a leader on the ropes course and being a leader at work. The ropes course provided a setting for participants to experience being transformational leaders, without the ramifications of office politics, transactions and economic pressures. The fourth finding was that managing followers was the single most frustrating aspect of the experience of being a leader. All of the frustrations occurred when the values and principles espoused by leaders and followers were not aligned. The fifth finding was that the experience of being a leader was holistic because it encompassed who the individuals were, how they performed in two different settings, what feelings this evoked and what significance it held for them. The sixth finding revealed that trait, style, situational, transformational and visionary leadership theories are not mutually exclusive. The study findings serve as a guide for practitioners to design more meaningful leadership development programs.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fau/fd/FADT12073
- Subject Headings
- Leadership, Adventure education, Experiential learning
- Format
- Document (PDF)
- Title
- MAKING A DIFFERENCE IN THE WORLD THROUGH SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS: A PHENOMENOLOGICAL STUDY OF THE LIVED EXPERIENCES OF GRADUATE STUDENTS ENGAGING IN STEMBASED ACADEMIC SERVICE-LEARNING.
- Creator
- Hackman, Aaron Kyle, Bloom, Jennifer, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
This phenomenological study sought to understand the lived experiences of graduate students engaged in STEM-related Academic Service-Learning (AS-L). For the purposes of this study, Academic Service-Learning is a form of experiential learning whereby students complete a service project as a component of a specific course. This study looked at these student AS-L project experiences at the graduate level as a component of STEM-based courses. While the impact of Academic Service-Learning on the...
Show moreThis phenomenological study sought to understand the lived experiences of graduate students engaged in STEM-related Academic Service-Learning (AS-L). For the purposes of this study, Academic Service-Learning is a form of experiential learning whereby students complete a service project as a component of a specific course. This study looked at these student AS-L project experiences at the graduate level as a component of STEM-based courses. While the impact of Academic Service-Learning on the undergraduate experience is well documented, there is no research to date on the graduate experience, much less on graduate students in STEM fields. By understanding the lived experiences of graduate students in STEM-based Academic Service-Learning, this study attempts to fill that gap. The research questions that guided my study were: (1) What types of project-based experiences are graduate students performing in their Academic-Service-Learning designated courses? (2) What are the lived experiences of graduate students who are conducting AS-L projects in the community as a component of a STEM-based AS-L course as perceived by students, faculty, and community partners. (3) What are the lived experiences of the community partners who are hosting the students for their AS-L projects.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014234
- Subject Headings
- Experiential learning, Graduate students, STEM, Service learning
- Format
- Document (PDF)
- Title
- An Examination of the Role of Learning in the Work of Community Leaders.
- Creator
- Phares, Leatrice Turlis, Guglielmino, Lucy M., Florida Atlantic University
- Abstract/Description
-
This study was designed to examine self-directed learning readiness of volunteer community leaders and to determine if and how they used self-directed learning in their community leadership roles. The sample included volunteer community leaders in South Florida serving as board members in community leadership organizations and Rotarians serving in leadership roles in the Rotary District 6990. The results support the conclusion that community leaders are self-directed learners. They make...
Show moreThis study was designed to examine self-directed learning readiness of volunteer community leaders and to determine if and how they used self-directed learning in their community leadership roles. The sample included volunteer community leaders in South Florida serving as board members in community leadership organizations and Rotarians serving in leadership roles in the Rotary District 6990. The results support the conclusion that community leaders are self-directed learners. They make extensive use of learning projects in their community leadership roles, use a variety of learning methods, and have a need for ongoing learning. The study suggests that designers of training for community leaders might find it valuable to reevaluate and update traditional training programs, utilize or support the identified key methods of learning and recognize that training needs to be applicable, cutting edge, and go beyond local boundaries.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fau/fd/FA00000687
- Subject Headings
- Experiential learning, Adult learning, Self-culture, Organizational learning
- Format
- Document (PDF)
- Title
- In-field practical application experiences.
- Creator
- Magoc, Matthew, Meltzer, Carol, Graduate College
- Date Issued
- 2011-04-08
- PURL
- http://purl.flvc.org/fcla/dt/3164621
- Subject Headings
- Experiential learning, Workplace literacy, Vocational guidance
- Format
- Document (PDF)
- Title
- Knots in the woods: an assessment of the effects of location on self-directed experiential learning.
- Creator
- Coyle, Jasmine, Owen, Dianne, Florida Atlantic University, Charles E. Schmidt College of Science, Center for Environmental Studies
- Abstract/Description
-
My research measured completion and retention of procedural learning tasks, and declarative and procedural components of engagement in indoor and outdoor settings. Instructor-assisted Self-Directed Learning and Non-instructor-assisted Self-Directed Learning were implemented in the context of an Experiential Learning approach. Experimental covariates included student-specific variables such as background and experience, and environment-specific variables such as temperature, and humidity. AIC...
Show moreMy research measured completion and retention of procedural learning tasks, and declarative and procedural components of engagement in indoor and outdoor settings. Instructor-assisted Self-Directed Learning and Non-instructor-assisted Self-Directed Learning were implemented in the context of an Experiential Learning approach. Experimental covariates included student-specific variables such as background and experience, and environment-specific variables such as temperature, and humidity. AIC model averaging was used to identify the best-fitting mixed GLM models. Neither location, nor pedagogic method, proved to be a significant predictor of the probability that a student would complete the most complex of the procedural learning tasks, and the percent of students completing this task was not significantly higher in outdoor groups than in indoor groups. Neither location nor pedagogic method was a significant predictor of retention of procedural knowledge or engagement with learning materials. The level of voluntary collaboration was higher in outdoor groups than in indoor groups.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004095, http://purl.flvc.org/fau/fd/FA00004095
- Subject Headings
- Active learning, Education, Higher -- Philosophy, Experiential learning, Group learning in education, Inquiry based learning
- Format
- Document (PDF)
- Title
- An exploration of the relationship between experiential learning and self-directed learning readiness.
- Creator
- Amey, Beth E., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to explore the relationship between experiential learning and self-directed learning readiness of bachelor's and master's level social work students. A quantitative design was utilized. The study consisted of 115 senior social work students and 70 master's level social work students (separated into three student groups) from a state university. Students participated in a one-semester field education component as part of their social work degree program. The...
Show moreThe purpose of this study was to explore the relationship between experiential learning and self-directed learning readiness of bachelor's and master's level social work students. A quantitative design was utilized. The study consisted of 115 senior social work students and 70 master's level social work students (separated into three student groups) from a state university. Students participated in a one-semester field education component as part of their social work degree program. The research instrument utilized was the Self-Directed Learning Readiness Scale (SDLRS) constructed by Guglielmino (1978). The SDLRS is a self-report questionnaire with 58 Likert scale items designed to measure the attitudes, values and abilities of learners relating to their readiness to engage in self-directed learning. A pretest, treatment, posttest design was utilized. Demographic data were collected with the pretest administration and level of satisfaction information was collected with the posttest administration. The bachelor's level social work students demonstrated statistically significant differences in the pre and posttest SDLRS scores while the master's level social work students' changes in readiness for self-directed learning were not significant. It is important to note that the master's level social work students spent only half the amount of hours in the field education as the bachelor's level students at the time of the posttest. Correlations between change score from pretest to posttest SDLRS with students' previous exposure to the field of social work, prior experiential learning in a social work program, their satisfaction with the experiential learning component, and demographic factors of gender, age, ethnicity, marital status, number of children, and number of years pursuing degree were not significant., The initial SDLRS scores of the bachelor's level students were found to be consistent with those of nursing students previously scored on the SDLRS. In the ANOVA of all groups, significant differences were not found with the four groups of social work students in their change scores of pretest and posttest SDLRS or their overall level of satisfaction with the field experience and overall level of satisfaction with the quality of the supervisor in the field experience. The internship did not demonstrate particular merit for improving readiness for self-directed learning except for the bachelor's level students. However, students were satisfied with the experience and felt it changed their perceptions of self and others.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/107799
- Subject Headings
- Experiential learning, Adult learning, Learning, Psychology of, Self-culture
- Format
- Document (PDF)
- Title
- In Their Own Words: Older Adults' Perceptions of Effective and Ineffective Learning Experiences.
- Creator
- Duay, Deborah L., Bryan, Valerie, Florida Atlantic University
- Abstract/Description
-
The percentage of older adults in the American population is expected to increase from about 12% now to 22% by the year 2030 (Eisen, 2005). Educators can play an important role in managing the effec.,ts of this demographic shift by designing learning opportunities that increase older adults' motivation to participate and their ability to learn. Because older adults themselves can otTer important insights on what helps and hinders their learning, the purpose of this study was to explore the...
Show moreThe percentage of older adults in the American population is expected to increase from about 12% now to 22% by the year 2030 (Eisen, 2005). Educators can play an important role in managing the effec.,ts of this demographic shift by designing learning opportunities that increase older adults' motivation to participate and their ability to learn. Because older adults themselves can otTer important insights on what helps and hinders their learning, the purpose of this study was to explore the perceptions of adults over age 64 residing in a large metropolitan area in the southeastern United States on effective and ineffective learning experiences. Utilizing a qualitative design, the researcher interviewed 36 older adults involved in learning experiences at three distinct sites. Data were also collected through observations and document analysis. Five research questions were answered with the following four findings: 1) effective learning experiences are involving, 2) the instructor is a key component in the classroom, 3) familiar or relevant topics are interesting, and 4) the computer and the Internet are both loved and hated. The participants in this study value learning experiences that involve them in the classroom and keep them involved in the world. They enjoy asking questions, discussing ideas, and learning with friends and family members in environments free from the pressures of mandatory assignments and tests. They seek instructors who are knowledgeable about the subject, clear and understandable in their presentation, respectful of their experience, and effective at grabbing their attention through enthusiasm, humor, and relevant stories. When they discover effective instructors, they tend to take classes with them over and over again. However. when instructors' abilities are unknown, they look for learning experiences that will either expand their knowledge abcut something familiar or teach them something that will have some relevance in their lives. Finally, these seniors enjoy the convenience of accessing a wealth of information using computers and the Internet. Yet, they also experience considerable frustration in learning computer tasks and dealing with computer problems. Reommendations are provided for designing, marketing, and delivering quality learning experiences for senior adults.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000663
- Subject Headings
- Continuing education, Learning, Psychology of, Adult learning, Experiential learning, Self-actualization (Psychology) in old age--United States
- Format
- Document (PDF)
- Title
- Transitions Into Instructorship As Seen Through the Eyes of Experienced Accelerated Freefall Training Skydiving Experienced Accelerated Freefall Training Skydiving Instructors.
- Creator
- Scaglione, Brett, Vaughan, Michelle, Baxley, Traci, Florida Atlantic University, College of Education, Department of Curriculum, Culture and Educational Inquiry
- Abstract/Description
-
The purpose of this study was to understand the lived experiences of skydiving instructors who have shaped the instructional practices of experienced and active accelerated freefall instructors (AFFIs) in Central and Southern Florida. By contributing to the training curriculum, this research attempted to close the experiential gap between novice and senior instructors in a more efficient manner. Due to the complex nature of teaching skydiving and an absence of an opportunity for a skydiving...
Show moreThe purpose of this study was to understand the lived experiences of skydiving instructors who have shaped the instructional practices of experienced and active accelerated freefall instructors (AFFIs) in Central and Southern Florida. By contributing to the training curriculum, this research attempted to close the experiential gap between novice and senior instructors in a more efficient manner. Due to the complex nature of teaching skydiving and an absence of an opportunity for a skydiving instructor in training to work in freefall with non-certified skydivers, understanding the lived experiences of active AFFIs is of critical importance. This study aimed to answer the following research questions: (a) How do active accelerated freefall training instructors personalize the lessons learned in the AFFI instructor training course, forming their own best practices and instructional style? and (b) What roles do lived skydiving experiences, both significant and critical, play in the development of an active AFFI’s current instructional style and best practices? Sites selected included five dropzones located in Central and Southern Florida, with three of those sites yielding a total of 10 participants. Data were collected regarding basic demographic information as well as about the lived experiences of the active AFFIs through both structured and semi-structured interviews and document analysis. Interviews were conducted either in-person or over the phone based on the preference of the participants. Data analysis took place in three phases: separation of qualitative and quantitative data, open coding, and axial coding following Merriam’s (2009) process of coding. Findings revealed an understanding that accelerated freefall (AFF) instruction has become rooted within the culture and experiences of the skydiving community through the stance “license to learn.” This stance has led to the emergence of an educational model outlining the roles culture and experience play not only in the development of the active AFFIs, but also how those lessons are passed on to the next generation of AFFIs. Findings in this research will play a significant role in the development of future curricular adjustments, highlighting the importance of this stance while also providing a solid foundation for future inquiry.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013259
- Subject Headings
- Skydiving, Parachuting--Safety regulations--United States, Instructors, Experiential learning
- Format
- Document (PDF)
- Title
- Experiential education techniques and procedures applied to secondary school archaeological study tours.
- Creator
- Rinker, David Bruce, Florida Atlantic University, Kennedy, William J., Dorothy F. Schmidt College of Arts and Letters, Department of Anthropology
- Abstract/Description
-
The existing body of knowledge within the field of experiential education is reviewed in relation to its potential for use in secondary school study tours. Existing techniques and procedures within the field are applied to a specific itinerary for an archaeological study tour of Maya sites in the Yucatan peninsula of Mexico. Anthropological and archaeological goals for the tour are suggested and a blend of experiential and pedagogical teaching and assessment strategies are presented for use...
Show moreThe existing body of knowledge within the field of experiential education is reviewed in relation to its potential for use in secondary school study tours. Existing techniques and procedures within the field are applied to a specific itinerary for an archaeological study tour of Maya sites in the Yucatan peninsula of Mexico. Anthropological and archaeological goals for the tour are suggested and a blend of experiential and pedagogical teaching and assessment strategies are presented for use by travel studies coordinators who would attempt such a tour. A logistical lesson plan is presented for consideration in offering the study tour for academic credit.
Show less - Date Issued
- 1992
- PURL
- http://purl.flvc.org/fcla/dt/14862
- Subject Headings
- Experiential learning, Education, Secondary, Archaeology--Field work, Field work (Educational method)
- Format
- Document (PDF)
- Title
- Influences of an experiential learning program for Holocaust education.
- Creator
- Clyde, Carol Luann, Florida Atlantic University, Decker, Larry E.
- Abstract/Description
-
The purpose of this investigation is to examine the influence of an experiential learning program for Holocaust education. The March of Remembrance and Hope (MORH) program was established as a means to raise awareness and understanding of the event and to encourage students' involvement in related programs. The study explores what influence (if any) the MORH program had on the areas of student world-view, academic interests, and leadership skills. Additionally, the research will determine if...
Show moreThe purpose of this investigation is to examine the influence of an experiential learning program for Holocaust education. The March of Remembrance and Hope (MORH) program was established as a means to raise awareness and understanding of the event and to encourage students' involvement in related programs. The study explores what influence (if any) the MORH program had on the areas of student world-view, academic interests, and leadership skills. Additionally, the research will determine if reflection on the program influenced student participants, and if there are common demographics among those most influenced by the program. Finally, the research evaluated whether specific program activities were more influential to program participants. Data collected from 78 participants of the MORH program were analyzed using frequency distribution, Levene's Test for Equality of Variances, a Spearman's Rho correlation, multiple regression analysis and Chronbach's alpha. Open-ended questions posed in the survey were analyzed using a coding guide based on participant responses, which provided qualitative outcome data by identifying dominant themes. Results of the study indicate that participants were influenced in the areas of world-view and leadership interests and abilities more so than academic interests. Participants who actively reflected on the experience were more influenced than those who did not. There was no indication of demographic traits inherent to those participants who were more influenced by the MORH program. Finally, there were specific activities and events inherent to the MORH program that tended to influence participants at higher levels. This study found that participants in an experiential learning program for Holocaust education were influenced through participation and that participants identified a number of significant activities. This research has added to the current body of knowledge, but there are areas which might be improved or further developed based on the findings.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/12010
- Subject Headings
- Holocaust, Jewish (1939-1945)--Study and teaching (Higher), Experiential learning
- Format
- Document (PDF)
- Title
- Facilitating and learning behavior in a secondary school travel studies program.
- Creator
- Rinker, David Bruce, Florida Atlantic University, MacKenzie, Donald G.
- Abstract/Description
-
This study examines the activities of 17 students and four teachers who participated in a 15 day study tour to South Africa, Zimbabwe and Botswana. It describes how the school staff, who planned and conducted this tour, accomplished their supervising, teaching and facilitating tasks. The study seeks to determine how the students learned during this academic program and how travel to a foreign country affected their learning. The researcher accomplished the study as a participant observer,...
Show moreThis study examines the activities of 17 students and four teachers who participated in a 15 day study tour to South Africa, Zimbabwe and Botswana. It describes how the school staff, who planned and conducted this tour, accomplished their supervising, teaching and facilitating tasks. The study seeks to determine how the students learned during this academic program and how travel to a foreign country affected their learning. The researcher accomplished the study as a participant observer, observing and interviewing students and staff while they were involved with the tour. Other data was collected by reviewing documents and analyzing responses to a questionnaire. Findings concerning the staff's participation are descriptive in nature. The researcher followed an analytic progression to describe actions of the school's board, administration and travel staff during the southern Africa program and describes what the staff's activities caused students to do. The investigation of student activities uses an interpretive approach to the analysis of collected data. It describes their activity and attributes intent to their behavior. Through the descriptions of the staff's activities and the analysis of the students' activities the researcher was able to answer the questions originally posed for the investigation; How do educators facilitate learning during foreign travel studies programs for a secondary school and how do students learn during these tours? The study found that the Lake Worth Christian School's staff developed and implemented the southern Africa program using procedures that were predetermined by school policy and procedures developed specifically for this particular trip and the students who were selected for it. The study found that the school staff utilized both classroom and experiential instruction methodology to prepare students for their encounters and to facilitate their learning in the field. With regard to students' learning activities the study found they accepted and understood the concept of experiential education. Students demonstrated an overwhelming enthusiasm for learning through direct involvement with their subject matter. The study confirmed a dominant social nature of the students' activities and suggested that the convivial atmosphere both attracted the students and enhanced their learning process. The study confirmed that, during the southern Africa program, learning behavior was affected by contrasts and similarities of student characteristics. Students demonstrated wide varieties of interest and significant differences in age and experience. The study also confirmed differences in student and staff approaches to subject matter they encountered within the various historical, cultural and natural sites. It found students approached information gathering differently in these disparate sites.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/12541
- Subject Headings
- Foreign study--South Africa, Education, Secondary, Youth travel programs--South Africa, Experiential learning
- Format
- Document (PDF)
- Title
- The relationship of self-directed learning readiness to knowledge-based and performance-based measures of success in third-year medical students.
- Creator
- Findley, Brian W., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to investigate the self-directed learning (SDL) readiness of third-year medical students in comparison to previously reported scores for the general population; the relationship between SDL readiness and knowledge-based and performance-based measures of success in a medical school using an integrated medical curriculum; and to determine if knowledge-based and performance-based measures of success are significant in predicting Self-Directed Learning Readiness...
Show moreThe purpose of this study was to investigate the self-directed learning (SDL) readiness of third-year medical students in comparison to previously reported scores for the general population; the relationship between SDL readiness and knowledge-based and performance-based measures of success in a medical school using an integrated medical curriculum; and to determine if knowledge-based and performance-based measures of success are significant in predicting Self-Directed Learning Readiness Survey/Learner Preference Assessment (SDLRS/LPA) and National Board of Medical Examiners Family Medicine Shelf Examination (NBME-FM) scores. This study analyzed SDLRS/LPA scores, knowledge-based scores (NBME-FM), performance-based scores (Objective Structured Clinical Examination [OSCE] and preceptor rating), and a combination of knowledge-based and performance-based scores (final grade). Analyses of 873 students resulted in mean scores of 229.06 + 23.19 for the SDLRS/LPA. Correlations were significant (p < .05) for SDLRS/LPA scores to NBME-FM scores (r = .073, p < .05). OSCE scores (r = .133, p < .01), and final grade (r = .138, p < .01). Regression analysis revealed that the total model of NBME-FM, OSC AVG, and preceptor rating predicted 2.1% of the variation in SDLRS/LPA, which was significant (p < .01). Regression analysis revealed that SDLRS/LPA, OSC AVG and preceptor ratings predicted 9.7% of the variance in NBME-FM, which was significant (p < .001). The results support previous findings that medical students' levels of SDL readiness are higher than the general population mean of 214.0 + 23.49., While the SDLRS/LPA scores of medical students with knowledge-based and performance-based examinations were modest, they mirror the relationships that have appeared consistently across a number of studies and indicate a tendency for students with higher levels of SDL to perform better in medical preparation programs.The SDLRS/LPA adds an important dimension to the assessment of medical students, addressing the emphasis on ensuring that physician preparation programs produce practitioners who are likely to be continuing, lifelong learners. This investigation of SDL in medical education was unique in that it may be the first to look at the relationships of SDLRS/LPA scores with both knowledge-based and performance-based measures as well as with a combination of knowledge-based and performance-based measures.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/221949
- Subject Headings
- Learning, Psychology of, Experiential learning, Academic achievement, Psychological aspects, Self-culture, Evaluation, Educational tests and measurements
- Format
- Document (PDF)
- Title
- Transformational experiences of African American women: their critical reflections as former migrants who evolved from harvest of shame to seeds of hope.
- Creator
- McLaughlin-Jones, Idell, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Narrative inquiry was the qualitative method utilized to collect stories related to former migrant African American females who transformed their lives from migrant workers and found alternative career paths. Sustained poverty among migratory workers created a disenfranchised culture of uneducated citizens. A large part of this labor force was women. It was expected that this culture of poverty would perpetuate itself through generations. The universal stereotypes associated with impoverished...
Show moreNarrative inquiry was the qualitative method utilized to collect stories related to former migrant African American females who transformed their lives from migrant workers and found alternative career paths. Sustained poverty among migratory workers created a disenfranchised culture of uneducated citizens. A large part of this labor force was women. It was expected that this culture of poverty would perpetuate itself through generations. The universal stereotypes associated with impoverished migrants were so ingrained that overwhelmingly the majority of migrants accepted a life of poverty as prophesy. However, some former migrant African American women defied odds and rose above the cumulative effects of poverty. The major findings of this study revealed factors that significantly contributed to their success in a variety of professional careers: consistent family support, adaptive coping skills, catalyst for change, transformative learning, and meaningful relationships with non-family members, and commitment to community service. Sub-findings emerged that revealed that these additional factors also contributed to their success: value placed on education, strong belief in God, and leadership skills.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004305, http://purl.flvc.org/fau/fd/FA00004305
- Subject Headings
- Experiential learning, Harvest of Shame (Motion picture), Learning by discovery, Migrant agricultural laborers -- Education, Social values, Transformative learning, United States -- Social conditions -- 20th century
- Format
- Document (PDF)
- Title
- Specific and non-specific cognitive operations as language options for memory questions: AnfMRI study.
- Creator
- Jantzen, McNeel Gordon., Florida Atlantic University, Ashworth, Sara
- Abstract/Description
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In order for memory questions to accomplish the goals of questions, teachers need to determine specific content and cognitive goals for each question so that questions can direct learners' attention and reinforce an organizational structure for the encoding of information. The purpose of this study was to examine the language used in memory questions for assessment purposes and to examine whether different language options used when formulating memory questions engaged brain areas related to...
Show moreIn order for memory questions to accomplish the goals of questions, teachers need to determine specific content and cognitive goals for each question so that questions can direct learners' attention and reinforce an organizational structure for the encoding of information. The purpose of this study was to examine the language used in memory questions for assessment purposes and to examine whether different language options used when formulating memory questions engaged brain areas related to memory and cognition. The language of the questions can affect the cognitive process by which the answer is derived. The two language options that affect cognitive processes are non-specific and specific. This study supplements teachers' working knowledge of the methods and techniques for questioning by providing a basic understanding of cognitive processes that different questions can evoke. This study used techniques from neuroscience to test hypotheses derived directly from education-based theories of cognition in order to validate educational theory. Neuroscience provides knowledge about how the brain senses, processes, stores, and retrieves information. It also provides findings that can be translated into practical applications for the classroom. Therefore, the relationship between education and neuroscience contributes to effective planning, practices, and assessment; it allows a more comprehensive understanding of the difficulties and apprehensions associated with learning. The following study utilized fMRI to answer the general question of the relationship between the memory processes associated with specific and non-specific questions. Seventeen undergraduate and graduate students from a university in South Florida served as subjects. Subjects were presented with a stimulus consisting of specific questions, non-specific questions, and control statements. All questions/statements followed the design of 8 seconds to read the question/statement, 10 seconds to "think" about the answer to the question or the material presented in the statement, 4 seconds for response using a "yes" or "no" button, and a 12 second rest period. Images collected were analyzed using AFNI. Specific cognitive operations improved efficiency for the retrieval of information from memory. Results elucidate differences in neural activity associated with encoding processes and the retrieval of information from memory based on the language used in specific and non-specific questions.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fau/fd/FADT12115
- Subject Headings
- Cognitive learning, Education--Effect of technological innovations on, Experiential learning, Brain--Psychophysiology, Learning--Physiological aspects, Recollection (Psychology), Memory
- Format
- Document (PDF)
- Title
- Historians of 19th Century Baseball: Exploring Their Experiences Regarding Their Avocation.
- Creator
- Berstler, Wade, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of...
Show moreThe following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of adult self-directed learners who produce the seminal work in their field as an avocation. The findings of this study included, but are not limited to, the passionate approach the study group members have for their subject matter, their love of learning, and the self-directedness of nonformally trained research historians using baseball as an adult learning tool. The findings also revealed the group members belief in the academic worthiness of baseball history, and their willingness to share their work with others to advance the field.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004648
- Subject Headings
- Adult learning, Baseball -- United States -- History -- 19th century, Educational leadership, Experiential learning, Learning, Psychology of, Motivation in adult education, Transformational leadership
- Format
- Document (PDF)
- Title
- Outcomes of student participation in college freshman learning communities.
- Creator
- Koerner, Jodie Jae., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Growing out of the college retention research of Alexander Astin (1993) and Vincent Tinto (1975), this study examined differences in academic achievement and persistence of first-semester college freshmen who participated in Freshman Learning Communities (FLC), including a Living-Learning Community (LLC), and students who did not participate in a university-sponsored learning community. This study also explored variables that may moderate the relationship of learning community participation...
Show moreGrowing out of the college retention research of Alexander Astin (1993) and Vincent Tinto (1975), this study examined differences in academic achievement and persistence of first-semester college freshmen who participated in Freshman Learning Communities (FLC), including a Living-Learning Community (LLC), and students who did not participate in a university-sponsored learning community. This study also explored variables that may moderate the relationship of learning community participation with academic achievement and persistence. Variables explored included: entry-level readiness for self-directed learning, gender, ethnicity, high school GPA, and SAT or equivalent ACT scores. Data was collected from 544 students at XYZ University using a pre/post university-developed instrument, the College Assessment of Readiness for Entering Students Intended (CARES-I), College Assessment of Readiness for Entering Students- Actual (CARES-A) and the Self-Directed Learning Readiness Scale/Learning Preference Assessment. Demographic and academic data were collected through the institution's Office of Institutional Effectiveness and Analysis. There was a statistically significant difference in academic achievement for students enrolled in either a Freshman Learning Community or a Living Learning Community (df = 424, t = 2.32, p < .05) as compared to students not part of a freshman learning community. The learning community students had higher end-of-semester grades. Multiple regression analysis was used to explore the moderating variables that may influence the learning community effect on academic achievement. Only the pre-academic characteristic of students' entering high school GPA moderated the relationship of learning community participation and academic achievement (p < .05)., Chi-square analysis showed there was no relationship between participation in a learning community and enrollment in the second semester (p > .05).Logistic regression of variable relations determined that the variables of high school GPA and ethnicity were significant. In addition, there was an association between the variables of SDLRS scores, high school GPA, and end-of-semester GPA for students not part of a learning community. Finally, results from a paired samples t-test determined that there was a difference in the intended and actual social involvement for students enrolled in a learning community.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/FAU/165674
- Subject Headings
- Group work in education, Interdisciplinary approach in education, College environment, Experiential learning, Educational change
- Format
- Document (PDF)
- Title
- Talking in Circles: A Mixed Methods Study of School-wide Restorative Practices in Two Urban Middle Schools.
- Creator
- Brown, Martha A., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This mixed methods, multisite case study examined the relational ecology of two urban middle schools that had adopted school-wide restorative practices (SWRPs) and the changes that occurred as a result of the reform initiative. The study was conducted in two Title I middle schools in the Oakland Unified School District in California. A positive relational ecology existed in these two urban middle schools, and this ecology was built on the interacting and interrelated themes of relational...
Show moreThis mixed methods, multisite case study examined the relational ecology of two urban middle schools that had adopted school-wide restorative practices (SWRPs) and the changes that occurred as a result of the reform initiative. The study was conducted in two Title I middle schools in the Oakland Unified School District in California. A positive relational ecology existed in these two urban middle schools, and this ecology was built on the interacting and interrelated themes of relational trust, being heard, a relational-based, student-centered culture, and a commitment to the principles of social justice. The positive relational ecology created a strong foundation upon which change could occur at the organizational, individual, and pedagogical levels. Various structures within the schools, including circles, instructional leadership teams, student councils, and peer mediation, created space for teachers and students to be heard and empowered, which subsequently facilitated change and growth for many administrators, teachers, and students. High turnover, lack of initial and ongoing training, and the development of quasi- or non-restorative processes jeopardized program fidelity. Findings revealed that in these restorative schools, relational ecology and change were inseparable, and that they moved and influenced each other. A positive relational ecology created an environment that enabled leaders and staff to feel safe as they embarked upon the journey of change. Changes in the ways that members of the school communities related to each other on a daily basis provided additional motivation to continue the change effort, and these changes then strengthened the relational ecologies. Findings of this study are significant and have implications for schools and school districts, policy makers, and teacher and leader education programs. Future research should include longitudinal, mixed methods studies that assess the school culture before and after implementing SWRPs, as well as experimental or quasi-experimental designs that compare restorative and non-restorative schools. Such studies may provide more empirical evidence that links healthy relational ecologies to student achievement, less teacher turnover, decreased conflict, and healthier communities, thereby strengthening the case for rejecting punitive and discriminatory zero tolerance school discipline policies and adopting restorative justice in education instead.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004483, http://purl.flvc.org/fau/fd/FA00004483
- Subject Headings
- Alternative education, Communication and education., Crisis management, Experiential learning, Motivation in education, Oppression (Psychology), Psychology, Applied, Restorative justice, Therapeutic jurisprudence, Transformative learning
- Format
- Document (PDF)