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Educational Philosophies and Teaching Styles of Alabama Cooperative Extension System Agents

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Bibliographic Details
Title: Educational Philosophies and Teaching Styles of Alabama Cooperative Extension System Agents
Language: English
Authors: East, William Tom
Source: ProQuest LLC. 2013Ph.D. Dissertation, Auburn University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 119
Publication Date: 2013
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Descriptors: Educational Philosophy, Teaching Styles, Extension Education, Extension Agents, Adult Learning, Measures (Individuals), Scores, Agriculture, Forestry, Wildlife, Natural Resources, Family and Consumer Sciences, Community Development, Youth Clubs
Geographic Terms: Alabama
Assessment and Survey Identifiers: Principles of Adult Learning Scale
ISBN: 979-83-68486-29-1
Abstract: This study examines the educational philosophies and teaching styles of Extension agents in the Alabama Cooperative Extension System. The Philosophy of Adult Education Inventory (PAEI) designed by Zinn and the Principles of Adult Learning Scale (PALS) developed by Conti were the instruments used in this study. The PAEI identifies the educator's personal philosophical orientation toward teaching adults and the PALS identifies the educator's preferred teaching styles. The relationships were examined between these educational philosophies and teaching styles. Seventy survey instruments were completed by agents in the five program areas of agriculture; forestry, wildlife, and natural resources; family and consumer science; community development; and 4-H. The response rate for this study was 25 percent. The mean scores for the PAEI were highest in the progressive philosophy for all five groups. The second most agreed with philosophy was behavioral. Several of the Extension agents scored high in more than one philosophy which is common. The least agreed with philosophy was radical. Most of the mean scores for the PALS fell below Conti's established mean score which suggests that most agents have a teacher-centered approach to educating adults rather than a student-centered approach. The family and consumer science group had the highest scores on the PALS survey which meant they were more student-centered than the other groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2023
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30261521
Accession Number: ED632050
Database: ERIC
Description
Abstract:This study examines the educational philosophies and teaching styles of Extension agents in the Alabama Cooperative Extension System. The Philosophy of Adult Education Inventory (PAEI) designed by Zinn and the Principles of Adult Learning Scale (PALS) developed by Conti were the instruments used in this study. The PAEI identifies the educator's personal philosophical orientation toward teaching adults and the PALS identifies the educator's preferred teaching styles. The relationships were examined between these educational philosophies and teaching styles. Seventy survey instruments were completed by agents in the five program areas of agriculture; forestry, wildlife, and natural resources; family and consumer science; community development; and 4-H. The response rate for this study was 25 percent. The mean scores for the PAEI were highest in the progressive philosophy for all five groups. The second most agreed with philosophy was behavioral. Several of the Extension agents scored high in more than one philosophy which is common. The least agreed with philosophy was radical. Most of the mean scores for the PALS fell below Conti's established mean score which suggests that most agents have a teacher-centered approach to educating adults rather than a student-centered approach. The family and consumer science group had the highest scores on the PALS survey which meant they were more student-centered than the other groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:979-83-68486-29-1