Date of Award
Maxine Goodman Levin College of Urban Affairs
Adult education teachers -- Ohio -- Attitudes, Adult education educators -- Attitudes, Literacy -- Study and teaching -- Ohio -- Evaluation, Literacy programs -- Ohio -- Evaluation, Adult education -- Curricula -- Planning, adult education, education, adult literacy instructors, adult literacy tutors, adult literacy education
The purpose of this study was to examine the role of the Adult Basic Literacy Education/Adult Basic Education and Literacy educators as adult learners and participants in professional development and continuing professional education, their motivation for participation, and the types of activities in which they engaged. The sample consisted of eighty adult literacy instructors who taught in various educational and institutional settings. This mixed method research design included questionnaires and semi-structured interviews to collect data. This study revealed that Adult Basic Literacy Education/Adult Basic Education and Literacy teachers were aware of their various learning styles, acknowledged the benefit of using learning styles to inform professional development program construction, and were primarily motivated to help their students without the additional incentive of receiving a stipend or being coerced to attend professional development. Instructors in this study believed there were improvements that could be made to the professional development and continuing professional education system for ABLE/ABEL teachers to better serve and help their students. Instructors also advised that time spent in the classroom was a significant form of currency that needed consideration before deciding which activities would be chosen for engagement
Kennedy, Rosary-Joyce Melonie, "How Ohio Adult Literacy Instructors View Themselves as Adult Learners Within Professional Development: Learning Style and Motivation Assessment in the Negotiation for Activity Selection" (2014). ETD Archive. 157.