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MWM FINAL Dissertation 07516.pdf (2.33 MB)

ETD Abstract Container

Abstract Header

Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory

Weber-Mayrer, Melissa Margaret
http://rave.ohiolink.edu/etdc/view?acc_num=osu1467133461

Abstract Details

2016, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Research that describes how adults acquire and use new information, collectively called adult learning theory, has potentially important implications for facilitating such adult learning experiences as educator professional development. The purpose of this study was to examine whether integrating adult teaching practices derived from adult learning theories into early childhood educators’ professional development would result in better gains in educator engagement in professional development, phonological awareness abilities, phonological awareness knowledge, and language and literacy beliefs. The impact on educator engagement and educator proximal knowledge was analyzed using one way ANOVA. The impact on educator phonological awareness abilities, phonological awareness general knowledge, and beliefs was analyzed using a 3 X (2 X S) mixed analyses of variance to examine the pretest to posttest change between educators participating the three conditions. Results revealed significant findings for increased engagement in professional learning and gains in educators’ general knowledge. This study is a first step in understanding effective adult teaching practices that may or may not contribute to better educator outcomes and promoting more effective professional learning experiences for early childhood educators.
Shayne Piasta, B (Advisor)
Laura Justice, M (Committee Member)
David Stein (Committee Member)
205 p.
Early Childhood Education; Educational Theory; Experiments; Preschool Education
Early Childhood, Emergent Literacy, Professional Development, Adult Learning Theory, Phonological Awareness

Recommended Citations

Citations

  • Weber-Mayrer, M. M. (2016). Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467133461

    APA Style (7th edition)

  • Weber-Mayrer, Melissa . Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory . 2016. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1467133461.

    MLA Style (8th edition)

  • Weber-Mayrer, Melissa . "Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory ." Doctoral dissertation, Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467133461

    Chicago Manual of Style (17th edition)

osu1467133461
1,336
© 2016, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.