Table Of Content

DETERMININGTHEUSEOFPRINCIPLESOFADULTLEARNINGIN PROFESSIONALDEVELOPMENT By MARJORIECAMPORINGLER ADISSERTATIONPRESENTEDTOTHEGRADUATESCHOOL OFTHEUNIVERSITYOFFLORIDAINPARTIALFULFILLMENT OFTHEREQUIREMENTSFORTHEDEGREEOF DOCTOROFEDUCATION UNIVERSITYOFFLORIDA 2004 ACKNOWLEDGMENTS Thisdissertationcouldnothavebeencompletedwithoutthesupportofmany importantpeoplethatIwishtothank.Iwishtoexpressmygratitudeand appreciationtomychairperson,Dr.DavidS.Honeyman,forhisencouragement andguidancethroughthisprocessofwritingadissertation.Ialsowouldliketo thankmycommitteemembers-Dr.DaleCampbell,Dr.ArtSandeen,andDr. George-fortheirpatienceandsupportinhelpingmesucceedinthisstudy. Iwouldliketogivespecialthankstomyhusband,Ross,forbeingtherein thoselonghoursanddaysandyearsthatittooktowritethisstudy.Ilovehim withallmyheartforbeinghimandforlovingme.DuringthisprocessIgavebirth tothetwojoysofmylife,TaylorandVictoriaRingler.Iwishtoexpresstomy daughtersthatonecanaccomplishanythinginlifeaslongasonewantstodoit.I hadthemthroughthisprocessandattimeswaveredinmydeterminationtowrite thisstudybutIamsogladthatIdidcompletethisstudytogivemydaughters onemorereasontobeproudoftheirmother. Toallmyfellowcohortmembers,Iwouldliketoshareintheirjoyof completingthisdoctoralprogramandthankthemfortheirkindwordsand support,especiallySharonTigheforherlove,friendship,andunderstanding.My fellowco-workerswerealsoasourceofsupportandIwouldliketothankthem ii fortheirencouragementandunderstanding,especiallyKariiRuscoeandMary Littlefortheirunconditionalsupportandfriendship. Iwishtoexpressmyappreciationtomymother,father,andbrothers.They werealwaysthereformethroughthisprocess.Mymother,BeatrizCampo, supportedmewithherencouragingwordsandhelp.Myfather,MiguelCampo, enduredmymother'sextendedstayswithmeasshehelpedtakecareofmy daughterssothatIhadtimetowriteandmydaughtersnevermissedbeingloved foronesecondoftheirlife.FinallyIwouldliketothankmybrother,Johnny Campo,forhisassistancewithstatisticalanalysisthatmadethisdissertation possible. Finally,IwishtosaythankstoMariaMercedesPaterninaforlovingmy daughtersasherowngrandchildrenandbabysittingthemasIspentlonghours workingonthisdissertation. iii 31 TABLEOFCONTENTS page ACKNOWLEDGMENTS ii ABSTRACT vii CHAPTER 1 INTRODUCTION 1 StatementoftheProblem 7 PurposeoftheStudy 8 SignificanceoftheStudy 9 ResearchQuestions 10 DefinitionofTerms 10 AssumptionsoftheStudy 1 LimitationsoftheStudy 12 OrganizationoftheDissertation 12 2 REVIEWOFRELATEDLITERATURE 1 HistoricalOverviewofProfessionalDevelopment 13 PurposeofProfessionalDevelopment 17 PrinciplesforProfessionalDevelopment 20 TheConcerns-BasedAdoptionModel 22 ProfessionalDevelopmentinMathematics 24 PrinciplesCommontoMostProgramsforProfessional Development 26 ModelsinProfessionalDevelopmentforTeacherEducation 27 TheIndividuallyGuidedProfessionalDevelopmentModel 28 TheObservationandAssessmentProfessionalDevelopment Model 29 TheModelofInvolvementinaDevelopment/Improvement Process 30 TheTrainingModel 31 TheActionResearchProfessionalDevelopmentModel 33 LevelsofProfessionalDevelopmentEvaluation 34 HistoricalOverviewofAdultEducation 36 iv BasicAssumptionsofAdultLearning 38 PrinciplesofTeachingAdults 43 TheAndragogicalModel 44 Summary 49 3 RESEARCHMETHODOLOGY 50 Introduction 50 ResearchQuestions 50 Documents 51 PALSSurvey 52 Participants'WrittenEvaluationofTraining 54 ImplementationActionPlans 55 QualitativeResearch 56 ResearchDesign 58 SamplingandDescriptionoftheSubject 59 DataAnalysis 61 ValidityandReliability 64 InternalValidity 64 ValidityandReliabilityofthePALS 64 ExternalValidity 66 Reliability 67 InvestigatorBias 67 EthicalIssues 68 Summary 69 4 DATAANALYSISANDRESULTS 70 Introduction 70 DataCollection 72 DescriptionoftheRespondents 72 YearsofTeachingExperience 73 LevelofEducation 74 AnalysisofResearchQuestion#1 75 AnalysisofPALSSurveys 75 Participants'WrittenEvaluationoftheTraining 79 AnalysisofParticipants'PlanstoImplement 83 AnalysisofResearchQuestion#2 85 Summary 86 5 DISCUSSIONSANDRECOMMENDATIONS 89 Summary 89 FindingsandDiscussions 89 Implications 94 RecommendationsforFurtherResearch 96 V RecommendationsforPractice 97 Summary 98 APPENDIX 101 A DESCRIPTIONOFPROJECTA 101 B EFFECTIVEINSTRUCTIONALPRACTICESCRITERIA 103 CPRINCIPLESOFADULTLEARNINGSCALES(PALS) 105 DTRAININGEVALUATIONFORM 108 REFERENCES 109 BIOGRAPHICALSKETCH 115 vi AbstractofDissertationPresentedtotheGraduateSchool oftheUniversityofFloridainPartialFulfillmentofthe RequirementsfortheDegreeofDoctorofEducation DETERMININGTHEUSEOFPRINCIPLESOFADULTLEARNINGIN PROFESSIONALDEVELOPMENT By MarjorieCampoRingler December2004 Chair:DavidS.Honeyman MajorDepartment:EducationalLeadership,Policy,andFoundations Thestudyofatypicalalgebraicthinkingtrainingsessionbyaprofessional developmentprojectinthestateofFloridaprovidedtheopportunitytoevaluate professionaldevelopmentforteachersanddeterminewhetherparticipants experiencedalearner-centeredtrainingorateacher-centeredtraining.Thestudy determinedwhichofthefollowingfactorsgenerallyacceptedinteachingadults theparticipantsperceivedtobeusedbytrainers:learner-centeredactivities, personalizinginstructions,relatingteachingtostudentexperience,assessing participantneeds,climate-building,studentparticipationinthelearningprocess, andflexibilityforpersonaldevelopmentbystudents.Additionally,theresearch conductedinthisstudydeterminedwhethertherewasarelationshipbetweenthe yearsofteachingexperience,thelevelofeducationoftheparticipantsandthe perceptionbytheparticipantsthattheyhadbeentaughtusingtheadultlearning principles. vii Acasestudyapproachwithdescriptivemethodsofdatacollectionwas employed.Inthisstudy25elementaryandsecondaryteachersfromdifferent areasinthestatecertifiedtoteachmathematics,specialeducation,and elementaryeducationattendedanalgebraicthinkingtrainingsession.Thisstudy analyzedparticipants'writtenevaluationsofthetrainingsessions,actionplans developedtoimplementthenewknowledge,andaPrinciplesofAdultLearning Scale(PALS)survey.ThePALShelpeddeterminewhetherparticipants perceivedthetrainingtobeteacher-centeredorlearnercentered.ThePALSalso providedtheparticipants'perceptionsoftheuseoffactorsgenerallyacceptedin teachingadults. Theresultsofthisstudyindicatedthatparticipantsperceivedthetraining tobemorelearner-centeredthantheyhadexpected,althoughtheoverall perceptionwasthatthetrainingwasteacher-centered.Themajorityof participantsperceivedonefactortobeconsistentlyusedbytrainersthroughout thetrainingsession:relatingtoparticipants'experiences.Thisstudyalsoshowed astrongindicationthatthoseparticipantswithtenormoreyearsofteaching perceivedthetrainingtobelearner-centered,whileparticipantswithfewerthan tenyearsofteachingexperienceperceivedthetrainingtobeteacher-centered. Thestudydidnotdetermineiftherewasarelationshipbetweenthehighestlevel ofeducationandtheperceptionthatthetrainingusedfactorsgenerallyaccepted inteachingadults. viii CHAPTER 1 INTRODUCTION Rationale Historically,professionaldevelopmentforteachershasbeenfragmented, non-engaging,andusuallyunrelatedtoincreasingstudentlearning(Guskey, 1986,2000).Inthe1980s,thereport,entitledANationatRiskcalledfor improvementinteachereducationandre-training,sothatteacherscouldbecome learningfacilitatorstohelpimprovestudentlearning.Asuggestedavenueforre- trainingteacherswasthroughprofessionaldevelopmentopportunities.Innearly everyproposalforimprovingeducation,high-qualityprofessionaldevelopment wasconsideredacentralcomponent(Guskey1986,2000). Professionaldevelopmentwasanavenuebywhichschoolsattemptedto achievereformandincreasestudentachievement(Fullan,1991;Joyce& Showers,1995;Little,1997).Withoutsustainedprofessionaldevelopmentand leadershipsupport,manyrecommendedpracticesusedinschoolscouldnotbe implemented.Anyefforttoimplementschoolreformcalledforcarefulplanning, implementation,andmonitoringprofessionaldevelopment.Professional developmenteffortsoftenhavefailedbecauseinsufficientattentionwaspaidto establishingasocialorganizationthatwascongenialtochangeandgrowth (Fullan&Stiegelbauer,1991).Reviewofrelatedliteraturesuggestedthatactive andsustainedexplorationsoflargerideasandconceptswerethelikeliestwayto 2 bringaboutchangesinteachingandlearning.Changehappenedoneclassroom atatime,inonedepartmentatatimeuntilideally,thewholeschoolhad establishedanenvironmentofsustainedlearningandchange.Professional developmentthatincorporatedprinciplesofchangedevelopedtheconceptof changeasaprocess,notanevent(Hordetal.,1998). Allpublicschoolteachersparticipatedinsomeformofprofessional development,butfewhadexperiencesthatpromotedsignificantandsustained professionallearning(Hirsch,Koppich,andKnapp,2000).Traditionally, professionaldevelopmentforteachershasconsistedofshortsessionswhere teachersreceivedprescriptivematerialstobringbacktotheclassroom.Many professionaldevelopmentprogramsforteachershavebeencharacterizedby contentnotrelatedtostudentlearningandwithoutlinkagestoschool improvementeffortsoremphasisonongoingsupportforteachers(Little,1997; Sparks&Loucks-Horsley,1989). Expertinadultlearningtheory(Knowles,1980)havewrittenthattrainers knowledgeableintheprinciplesofandragogy,theartandscienceofhelping adultstudents(asopposedtochildren)learn,havebeenapowerfultoolto promotechangeinteacherswho,whentheyparticipatedinprofessional development,wereadultstudents.Knowles(1980)proposedseveralguiding principlesofandragogy. Oneoftheguidingprinciplesofandragogyinprofessionaldevelopment hasbeentoenableadultstoacquirenewknowledgeandskillsandtotransfer thatknowledgeandthoseskillstoactiveclassroompractice(Friend&Cook,

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