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Teaching Style Preferences of Nutrition Education Assistants for Cooperative Extension Systems in the Southern Region

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Bibliographic Details
Title: Teaching Style Preferences of Nutrition Education Assistants for Cooperative Extension Systems in the Southern Region
Language: English
Authors: Austin, Metara T.
Source: ProQuest LLC. 2015Ph.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: 120
Publication Date: 2015
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Descriptors: Extension Education, Adult Education, Paraprofessional Personnel, Nutrition Instruction, Teaching Styles, Attitudes, Knowledge Level, Educational Principles, Adult Learning
Assessment and Survey Identifiers: Principles of Adult Learning Scale
ISBN: 979-83-7191-512-2
Abstract: Extension provides non-formal education and learning activities to people throughout the country. The largest non-formal adult education organization in the world, Cooperative Extension takes knowledge gained through research and education directly to the community to create positive changes. Through the use of paraprofessionals, Extension is able to extend its resources to better meet the needs of limited resource individuals and families. Indigenous to the target audience, paraprofessionals provide a more effective way to engage at-risk communities. Although paraprofessionals are provided initial training and usually have some knowledge of the content area, a bachelor's degree is not required for employment. To develop and maintain high-quality nutrition paraprofessionals, this study sought to examine the preferred teaching style of Nutrition Education Assistants (NEAs). Additionally, this study examined NEAs attitudes toward teaching adults and their knowledge regarding basic adult education principles and practices. The Principles of Adult Learning Scale (PALS) was used to describe the preferred teaching style of Nutrition Education paraprofessionals employed by Extension Systems throughout the Southern Region of the United States as either teacher-centered or learner-centered. Results indicated that NEAs preferred a more teacher-centered style of instruction. While the attitudes of NEAs toward their role as adult educators were neutral to slightly positive, their knowledge level of basic adult education principles and practices was found to be low. Information from this study can guide and direct hiring practices and training of nutrition paraprofessionals and enhance future nutrition education programs. [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:30266155
Accession Number: ED632334
Database: ERIC
Description
Abstract:Extension provides non-formal education and learning activities to people throughout the country. The largest non-formal adult education organization in the world, Cooperative Extension takes knowledge gained through research and education directly to the community to create positive changes. Through the use of paraprofessionals, Extension is able to extend its resources to better meet the needs of limited resource individuals and families. Indigenous to the target audience, paraprofessionals provide a more effective way to engage at-risk communities. Although paraprofessionals are provided initial training and usually have some knowledge of the content area, a bachelor's degree is not required for employment. To develop and maintain high-quality nutrition paraprofessionals, this study sought to examine the preferred teaching style of Nutrition Education Assistants (NEAs). Additionally, this study examined NEAs attitudes toward teaching adults and their knowledge regarding basic adult education principles and practices. The Principles of Adult Learning Scale (PALS) was used to describe the preferred teaching style of Nutrition Education paraprofessionals employed by Extension Systems throughout the Southern Region of the United States as either teacher-centered or learner-centered. Results indicated that NEAs preferred a more teacher-centered style of instruction. While the attitudes of NEAs toward their role as adult educators were neutral to slightly positive, their knowledge level of basic adult education principles and practices was found to be low. Information from this study can guide and direct hiring practices and training of nutrition paraprofessionals and enhance future nutrition education programs. [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:979-83-7191-512-2