My research was an eighteen-month study of how mature, college-educated adults (age range 24-56, professional experience diverse) transformed themselves from the men and women who entered a small, independent, field-based teacher preparation program in August into effective, state-certified teachers by the following June. The study continued into the next school year, tracing further development of each of the originally selected nine intern teachers, seven in their own classrooms, two, finally, in other chosen roles. The research was an interpretive study, combining the use of questionnaires, classroom observation, selections from journals, and in-depth interview/discussions with each of the nine participants at four times during the eighteen months. The interns' own assessments of the time in different classroom settings with children/young adults and experienced mentor teachers, were that the extensive daily experiences were pivotal in moving them toward a perception of self as teacher. This perception represents an aspect of human development described by Piaget as decalage, by Kegan as the whole becoming a part of a new whole, by Perry as commitment in relativism. Learning of this depth and human development are synonymous. Analysis of reflective comments of participants revealed how each mature intern teacher wove knowledge, attitudes, materials, educational theory, support from his/her mentor teacher, and personality into the unique teacher she/he was becoming. The intensity of the intern experience led the majority of the interns, by the middle of the second semester, to know the kind of teacher each would be, to be articulate in discussing her/his approach to teaching in both theoretical and practical terminology, and to display effective leadership in the classroom. The route to this knowing I call an epistemology of learning. This is a study of individuals who know what they have learned in such a deep, meaningful sense that they are confident in their useable knowledge. The route to this knowing is interactive and collaborative, experiential and theoretical; the resultant learning is deeply meaningful in that it incorporates intellect and emotion as the whole person develops dynamically (Kegan), works through the imbalance of transition to a more inclusive view of the world (Perry), and senses the ego-integrity of a generative self (Erikson).

This study examines the relationship between self concept, andragogical orientation, and the impact of a significant life transition in a sample (n = 140) of former professional athletes who retired from football from the 1960s through the 1980s. The research was conducted in the context of designing a career transition program intended to assist the retired athletes move into a post-football career, as a prior survey (Rhodes, 1990) administered to these subjects found that 86% would have participated in a career transition program if one had existed. Self concept was measured using Miskimins Self-Goal-Other Discrepancy Scale-I (MSGO-I) (Miskimins, 1967), with modifications to the personal construct scale. Andragogical orientation was measured using the Adult Learner Orientation Questionnaire, adapted from the Student Orientation Questionnaire (Christian, 1983). Schlossberg's Model for Human Adaptation for Transition (1981) was used to interpret the responses to the MSGO-I instrument's personal construct scales in order to determine the degree of trauma precipitated by retirement from football. The subjects were divided into seven groups, according to the length of time retired from football. Scores were computed for seven measures of andragogical orientation, twelve measures of self concept, ten personal construct scales. The findings indicate that the subjects most recently retired (0-5 years) were the least andragogically oriented, had the least favorable self concepts, and were the most traumatized by the retirement transition out of professional football. The study concludes that the most appropriate instructional format for a career transition program appealing to the most recently retired players is a four-stage process based on a developmental model of situation-specific response to trauma.

The purpose of this study was to investigate host site participants' perceptions of a shared distance learning experience. The participants for the study were 12 students enrolled in the course, Teaching Strategies in Elementary Education at Hunt University during the fall semester of 2000. The course was offered simultaneously to students at a distance site. Both groups of students received instruction from the same instructor during the course. According to the review of the literature numerous studies have been conducted to obtain data from the perspectives of distance site students. However, no literature was found that pertained specifically to the perceptions of host site participants. As a result, this study is unique and significant as it provides data from the perspectives of the host site participants. A case study was the research design for this study. The researcher collected data through classroom observations, individual interviews and documents. Data were triangulated from multiple data sources to answer each of the following five research questions: 1. What motivated the participants at the host site to enroll in this course? 2. How do the participants at the host site perceive the quality of instruction? 3. How do the participants at the host site rate the quality of communication between the instructor and themselves? 4. To what extent do the participants at the host site perceive the instructor to be accessible? 5. What improvements can be implemented to ensure the success of the program at the host site? Reflective analysis was utilized to draw conclusions about the data collected. Overall analysis revealed that participants were satisfied with their experience in the course. Recommendations to improve the course included the following: 1. Potential students should be told in advance that the course will be offered simultaneously to students at a distance site. 2. A facilitator should be provided at distance sites to communicate with the instructor about student participation. 3. Technology problems or difficulties should be anticipated and handled swiftly. 4. The instructor should provide ongoing feedback on course assignments throughout the semester. 5. The instructor should respond to electronic mail from students promptly. 6. The instructor should monitor the pacing of the course to avoid unnecessary delays.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.