Theory, Research, and Definition of Andragogy

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Abstract

Rosenstock posed andragogy as a necessity in which the past, present, and future merges with theory in becoming practical deeds. Knowles presents his first published iteration of andragogy as being a major technological breakthrough in the field of adult education. Hadley developed a 60-item questionnaire assessing an adult educator's andragogical and pedagogical orientation. Henschke developed an andragogical inventory that contained 45 items within seven factors, found congruence with self-directed learning, and was Cronbach-Alpha validated for reliability three times with an almost perfect ‘bell-shaped' measurement for an andragogical facilitator. Poggeler listed 10 trends he hopes will be helpful for future development of European andragogy and perhaps may apply to the USA. Rachal identified seven criteria for implementing empirical studies of andragogy. Biao found after 25 years of research that andragogical programs/courses need to be staffed by people academically prepared and competent in andragogy. This chapter explores all of this.
性学的理论、研究与定义
罗森斯托克提出,人类学是一种必然性,在这种必然性中,过去、现在和未来与理论相结合,成为实际行动。诺尔斯提出了他的第一次出版的男性学迭代,作为成人教育领域的重大技术突破。哈德利开发了一份包含60个项目的问卷来评估成人教育工作者的性学和教育学取向。Henschke开发了一份包含7个因素的45个项目的心理学量表,发现了与自主学习的一致性,并通过Cronbach-Alpha对心理学促进者的可靠性进行了三次验证,测试结果几乎是完美的“钟形”测量。Poggeler列出了10个趋势,他希望这些趋势能对欧洲男性学的未来发展有所帮助,或许也适用于美国。Rachal确定了实施性学实证研究的七个标准。经过25年的研究,彪发现,性学项目/课程需要由在性学方面有学术准备和能力的人组成。本章探讨了所有这些。
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