東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Relationship Between Adult Learn...

Kuniansky, Laura Sue.

FindBook

Google Book

Amazon

博客來

The Relationship Between Adult Learning Modes and Teacher Knowledge of Reading's Basic Language Constructs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Relationship Between Adult Learning Modes and Teacher Knowledge of Reading's Basic Language Constructs./
作者:	Kuniansky, Laura Sue.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	261 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-08(E), Section: A.
Contained By:	Dissertation Abstracts International80-08A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13811120
ISBN:	9781392029060

The Relationship Between Adult Learning Modes and Teacher Knowledge of Reading's Basic Language Constructs.
Kuniansky, Laura Sue.

The Relationship Between Adult Learning Modes and Teacher Knowledge of Reading's Basic Language Constructs. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 261 p.

Source: Dissertation Abstracts International, Volume: 80-08(E), Section: A.

Thesis (Ph.D.)--Grand Canyon University, 2019.

Abstract The purpose of this study was to determine if, and to what degree, each of three modes of adult learning (experiential, social, and formal learning) had a relationship with teachers' overall knowledge of the basic language constructs (BLCs) needed to teach reading to students in Kindergarten to Grade 8. Surveying 86 inservice teachers' on their knowledge of BLCs, this study used pre-questions to measure the teachers' experiential, social, and formal learning. Simple linear regression was used to analyze the one-to-one relationship between each of these variables and teachers' BLC knowledge. Experiential learning had no significant relationship with BLC knowledge, (Beta = 0.08, p =.50), while social learning (Beta = 0.32, p = 0.003) and formal learning (Beta = 0.35, p = 0.001) each showed a significant relationship. Social learning accounted for 10% of the variance in teachers' BLC scores and formal learning accounted for 13%. Examining the combined effect of teachers' knowledge of BLCs with the three modes of learning, experiential learning (Beta = -0.06, p = 0.601) did not significantly predict teachers' BLC knowledge; however, social learning (Beta = 0.24, p = 0.03) and formal learning (Beta = 0.35, p = 0.007) collectively accounted for 18% of the variance in teachers' BLC knowledge. To summarize, social and formal modes of adult learning appear to be more optimal modes of bringing BLC knowledge to teachers than depending on experiential learning to help teachers use this best practice of teaching reading to the diverse learning styles in today's classrooms.

ISBN: 9781392029060Subjects--Topical Terms:

2122756
Reading instruction.

The Relationship Between Adult Learning Modes and Teacher Knowledge of Reading's Basic Language Constructs.
LDR:02855nmm a2200325 4500 001 2203452
005 20190531104658.5
008 201008s2019 ||||||||||||||||| ||eng d
020 $a 9781392029060
035 $a (MiAaPQ)AAI13811120
035 $a (MiAaPQ)gcu:11054
035 $a AAI13811120
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kuniansky, Laura Sue. $3 3430242
245 1 4 $a The Relationship Between Adult Learning Modes and Teacher Knowledge of Reading's Basic Language Constructs.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 261 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-08(E), Section: A.
500 $a Advisers: Mark Schmitz; Denise P. Spirou.
502 $a Thesis (Ph.D.)--Grand Canyon University, 2019.
520 $a Abstract The purpose of this study was to determine if, and to what degree, each of three modes of adult learning (experiential, social, and formal learning) had a relationship with teachers' overall knowledge of the basic language constructs (BLCs) needed to teach reading to students in Kindergarten to Grade 8. Surveying 86 inservice teachers' on their knowledge of BLCs, this study used pre-questions to measure the teachers' experiential, social, and formal learning. Simple linear regression was used to analyze the one-to-one relationship between each of these variables and teachers' BLC knowledge. Experiential learning had no significant relationship with BLC knowledge, (Beta = 0.08, p =.50), while social learning (Beta = 0.32, p = 0.003) and formal learning (Beta = 0.35, p = 0.001) each showed a significant relationship. Social learning accounted for 10% of the variance in teachers' BLC scores and formal learning accounted for 13%. Examining the combined effect of teachers' knowledge of BLCs with the three modes of learning, experiential learning (Beta = -0.06, p = 0.601) did not significantly predict teachers' BLC knowledge; however, social learning (Beta = 0.24, p = 0.03) and formal learning (Beta = 0.35, p = 0.007) collectively accounted for 18% of the variance in teachers' BLC knowledge. To summarize, social and formal modes of adult learning appear to be more optimal modes of bringing BLC knowledge to teachers than depending on experiential learning to help teachers use this best practice of teaching reading to the diverse learning styles in today's classrooms.
520 $a Keywords: Basic Language Constructs; reading instruction; teacher knowledge; experiential learning; social learning; formal learning; structured language; structured linguistics; Orton-Gillingham (O--G); regression analysis.
590 $a School code: 1582.
650 4 $a Reading instruction. $3 2122756
650 4 $a Teacher education. $3 3172312
650 4 $a Educational psychology. $3 517650
690 $a 0535
690 $a 0530
690 $a 0525
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 2097618
773 0 $t Dissertation Abstracts International $g 80-08A(E).
790 $a 1582
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13811120