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Identifying Individual Differences: A Cognitive Styles Tool

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Title: Identifying Individual Differences: A Cognitive Styles Tool
Language: English
Authors: Sanders, Perry R., Conti, Gary J.
Source: Journal of Adult Education. 2012 41(2):43-63.
Availability: Mountain Plains Adult Education Association. c/o Adult Learning Center, 815 Front Street, Helena, MT 59602. Tel: 406-324-2118; Web site: https://www.mpaea.org/?page=publications
Peer Reviewed: Y
Page Count: 22
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Career Centers, Adult Education, Educational Principles, Identification, Individual Differences, Labor Market, Cognitive Style, Labor Force Development, Federal Legislation, Eligibility, Cognitive Processes, Learning Strategies, Interaction, Discriminant Analysis, Measurement Techniques
Geographic Terms: Oklahoma
ISSN: 0090-4244
Abstract: Although One-Stop Career Centers are mandated to promote client-centered services, patrons are ordinarily funneled through a standard procedure. Adult education principles suggest that these centers should be learner-centered and address individual differences. Therefore, the purpose of the this study was to describe the interaction of the cognitive styles of decision-making styles, ways of knowing approaches, and learning strategy preferences of customers of Workforce Oklahoma, a One-Stop Career Center in Tulsa, Oklahoma. To do this, data were collected from 255 customers at the center using the General Decision-Making Survey (GDMS), the Attitude Toward Thinking and Learning Survey (ATTLS), and Assessing The Learning Strategies of AdultS (ATLAS). While no interaction was found among these three cognitive processes using discriminant analysis, three naturally-occurring groups were found with cluster analysis for each decision-making styles and ways of knowing. Collectively, these findings were used to created a practitioner tool called AID: Addressing Individual Differences. (Contains 1 table and 2 figures.)
Abstractor: As Provided
Number of References: 35
Entry Date: 2013
Accession Number: EJ997575
Database: ERIC
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  Data: Mountain Plains Adult Education Association. c/o Adult Learning Center, 815 Front Street, Helena, MT 59602. Tel: 406-324-2118; Web site: https://www.mpaea.org/?page=publications
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  Data: Although One-Stop Career Centers are mandated to promote client-centered services, patrons are ordinarily funneled through a standard procedure. Adult education principles suggest that these centers should be learner-centered and address individual differences. Therefore, the purpose of the this study was to describe the interaction of the cognitive styles of decision-making styles, ways of knowing approaches, and learning strategy preferences of customers of Workforce Oklahoma, a One-Stop Career Center in Tulsa, Oklahoma. To do this, data were collected from 255 customers at the center using the General Decision-Making Survey (GDMS), the Attitude Toward Thinking and Learning Survey (ATTLS), and Assessing The Learning Strategies of AdultS (ATLAS). While no interaction was found among these three cognitive processes using discriminant analysis, three naturally-occurring groups were found with cluster analysis for each decision-making styles and ways of knowing. Collectively, these findings were used to created a practitioner tool called AID: Addressing Individual Differences. (Contains 1 table and 2 figures.)
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      – SubjectFull: Career Centers
        Type: general
      – SubjectFull: Adult Education
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      – SubjectFull: Educational Principles
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