共查询到20条相似文献，搜索用时 31 毫秒
1.
2.
3.
Gilbert J. Leclerc 《Educational gerontology》2013,39(2-3):137-144
The educational needs of 103 adults aged 55‐75 were investigated. Using an approach that focused on existential needs prior to assessing their educational needs, and adopting a procedure that helped the group to identify their most basic needs, the inquiry found out that the educational needs expressed through this method considerably differed from those found through traditional checklist methods and are closely related with the major problems of older people at and after the retirement period. 相似文献
4.
Meaningful intergenerational interactions between older and younger adults are rare outside of family relationships. Interventions to increase positive intergenerational interactions are growing, but finding appropriate measures of attitudes toward both younger and older age groups is difficult. Many measures assessing attitudes toward older adults can remind participants of negative stereotypes of aging and are rarely used to assess attitudes toward younger adults. We adapted Pittinsky, Rosenthal, and Montoya’s allophilia measure to assess attitudes toward younger (18–25 years old) and older (over age 65) adults. In the first study, 94 traditional college age and 52 older adults rated older and younger adults. The allophilia measure distinguished between younger and older adults’ attitudes toward each age group. In the second study, we compared the age-related allophilia measures with seven traditional measures of attitudes toward older adults. Forty-seven traditional college age students completed measures. As predicted, correlations between allophilia toward older adults and the traditional semantic differential measures were weak (i.e., r = |0.15|or less), whereas correlations with general attitudes toward older adults were more moderate (r = 0.59 or less). Correlations between allophilia toward younger adults and the traditional measures were primarily non-significant as predicted. The allophilia measure differentiated between the five domains of positive attitudes toward younger and older adults and was not highly correlated with measures of more negative attitudes toward older adults. Results suggest that the allophilia measure can fill a need for a measure of positive attitudes toward older and younger adults. 相似文献
5.
J. Conrad Glass Jr. 《Educational gerontology》2013,39(6):555-568
Individuals in various colleges and universities may dream of their institution's having an educational program designed to serve older adults. Starting such a program is not a simple process. With many demands currently being placed on the educational dollar, administrators are often hesitant to begin new programs. An educational program for older adults is usually not a high priority. I describe how such a program came into existence in a large land‐grant university. Factors that were important to securing administrative support are discussed, along with how the various program dimensions have evolved. The organizational structure is described, indicating how the university is trying to use a membership‐driven format. The factors discussed here should provide other higher education institutions (both 2‐year and 4‐year institutions) with some guidelines as to how they might begin educational programs for older adults. 相似文献
6.
Literature relating to the well‐being of older adults was reviewed to identify indicators relevant to the construct of self‐responsibility for wellness. The wellness model proposed by Travis (1981) has produced a variety of concepts which can be useful in improving the quality of life for older adults. The purpose of this study was to develop an instrument which would assess an individual's self‐responsibility for wellness. A 47‐item instrument developed for this purpose was evaluated by experts in gerontology and psychology. After revision and reevaluation it was field‐tested on a sample of 180 older adults (60 years of age and over). In order to take preliminary steps in establishing the validity and reliability of this instrument, the data were evaluated and an item analysis conducted to identify poor items. Cronbach's coefficient alpha was also computed (α = .90). A test‐retest correlation coefficient was computed, and an analysis of variance was performed to test for the relationship between self‐responsibility for wellness and demographic variables obtained during the field test. The field testing of the instrument served as an educational needs assessment study. Evidence has been provided that there is a significant need for education programs which can provide training in the wellness skills as assessed by the instrument. 相似文献
7.
Marsel A. Heisel Gordon G. Darkenwald Richard E. Anderson 《Educational gerontology》2013,39(2-3):227-240
A national data base was employed for the first time to examine in detail the educational participation behavior of adults 60 years and older. Participation rates, subjects studied, reasons for participation, and locations utilized for learning were found to vary significantly in relation to relative age, educational attainment, sex, race, income, and other participant characteristics. The “old old” and the socioeconomically disadvantaged were much less likely than other older adults to continue their education. What they studied, why, and where contrasted markedly not only with the patterns for adults in general but also with the patterns for other older adults. It is concluded that conventional programming approaches are inadequate for reaching older adults generally, and are particularly inadequate for reaching the old‐old and the socioeconomically disadvantaged. 相似文献
8.
The rapid growth of educational programs for older adults has occurred in the general absence of overall planning or guiding principles. A model educational program (the Rosa Keller Campus) is described that was established using an explicit set of principles for creating successful multi‐institutional and disciplinary programs. In addition, the overall model incorporates methods of reducing barriers that prevent older adults from participating in education. The model delineates the organizational structure of the program and the conduct of both basic and applied research as integral components of the program. 相似文献
9.
This article presents baseline information on the educational experiences, needs, and interests of a statewide sample of older adults with mental retardation. Data were collected through an interview with the older person with mental retardation and through a questionnaire sent to a knowledgeable other who was matched to each older adult. Findings are presented on previous educational experiences, current educational opportunities, and educational needs and interests. Results indicate that this group of older persons strongly desires continued opportunity for learning, particularly in academic and independent living areas. Two subgroups within this sample were least likely to have access to instructional opportunities: persons 55 years or older and persons living in community residences with less than 24‐hour care. Access to this instruction would improve the independence and quality of life of both these groups, as it would for the entire sample. Implications of the findings for educators in gerontology, mental retardation, and adult education are discussed. 相似文献
10.
Adults in later years of life continue to have educational needs and concomitant abilities to learn. Most diversionary programs do not fulfill those needs. The purpose of this study was to examine participation by older adults in a literary discussion group. The program was conducted with a small group (N = 9) of adults in a retirement center. Subjects indicated their motivations for attending were to learn, not be entertained. Further, evidence was presented that provided insight into the unobtrusive design of research in similar settings, and into the group dynamics and facilitation techniques of discussion groups with older adults. 相似文献
11.
The question of what is uniquely possible for the older adult learner is seldom asked by adult educators. Dealing with a population whose educational experiences are largely pedogogical, instructional programs have often attempted to continue this model of teacher‐selected content and methodology. This paper is a review of an experimental educational program designed to provide experiential activities related to learning needs and potentials of the older adult. The nature of the format allowed participants maximum opportunity to. identify and achieve personal learning goals. Evaluation procedures were designed to test the hypothesis that older adults respond meaningfully to programs designed to meet their needs rather than the educator's preconceptions. Results of the study indicate successful achievement of the goals of the project and an expanded level of psychosocial functioning of the older adults. 相似文献
12.
The study Investigated the association between entry qualifications to a BEd course, performance in educational psychology and overall BEd performance. The roles of main area specialisation and sex differences In performance In educational psychology were also investigated. The academic records of 313 students from six year‐groups constituted the data set for the study. Results showed that performance in educational psychology was an efficient predictor of overall performance in the BEd course. Students who specialised in mathematics/science subjects performed better as a group in educational psychology than students in other main areas of specialisation. Also, significant sex differences in performance in educational psychology were observed in some of the year‐groups, with female students out‐performing their male colleagues. 相似文献
13.
We conducted a survey to compare a group of older adults’ and a group of younger adults’ beliefs regarding their own and each other's memory abilities. We also asked both age groups to identify items they believed older adults remember well. The survey was returned by 185 older (ages 60‐92) and 184 younger (ages 17‐39) participants. Of the 30 items we generated older adults reported that they would remember 23 better than younger adults would and 7 worse than younger adults would, and younger adults reported that they would remember 12 of the items better and 18 of them worse than older adults. Both age groups also generated many items that they believed older adults remember better than younger adults do. Finally, respondents generated items that they believed adults in their own age group had to remember routinely that adults in the other age group did not. The two groups agreed that older adults would spend more time and have more difficulty learning lines for presentation to an audience than would younger adults. Most of the older adults reported that their memories had changed; most of the younger adults reported that their memories had not changed. The belief that although older adults’ memory is worse than young adults’ they still remember some things better than the young is viewed as a realistic assessment, and implications for future research are discussed. 相似文献
14.
Roger Hiemstra 《Educational gerontology》2013,39(2-3):209-226
The development of interest, knowledge, and professional involvement in educational gerontology has been evolutionary. Knowledge from various disciplines has contributed to this development. Howard Mc‐Clusky, professor emeritus of adult education and educational psychology at the University of Michigan, has made many valuable contributions. His advocacy of limitless human potential throughout life has included work toward the development of knowledge about adults as learners and corresponding instructional needs. McClusky's development of a “theory of margin” has facilitated an understanding of the need to balance in the later years those stresses and demands (load) on a person with his or her coping resources (power). He also has provided insights to program developers regarding the importance of time perceptions and differences in how learning needs are categorized. He calls for intergenerational approaches to older adult instruction efforts and provides some optimistic hope for the future of educational gerontology. 相似文献
15.
Christopher Bolton 《Educational gerontology》2013,39(4-5):181-190
Lifestyle management is gaining new popularity among individuals dedicated to maintaining and improving the quality of their life during middle age and as they grow older. Since many aspects of well‐being and life satisfaction in later life have been linked to good health, lifestyle management would appear to provide ideal educational gerontology programming content. This idea provides the focus for a renewal of middle‐aged and older people's participation in education gerontology. It is important to stress that the potential for a renewal in educational gerontology is contingent upon a reexamination of the approach employed in program planning. Mature adults must be afforded a renewed understanding of the efficacy of education throughout life as a means for achieving goals related to greater quality as well as quantity of life. This discussion will focus on lifestyle management as a learning area that should become increasingly attractive to middle‐aged and older persons, and the role educational efficacy and proaction play as important precursors to lifestyle behavior attitude change. 相似文献
16.
Sarah C. O'Dowd 《Educational gerontology》2013,39(5):357-368
It has been asserted that standard scoring criteria of the Wechsler Adult Intelligence Scale (WAIS) vocabulary subtest may be insufficiently sensitive to differentiate between qualitatively superior and inferior responses of younger and older adults (Botwinick & Storandt, 1974). Alternative “qualitative” criteria, based upon the premise that a synonym response is superior to other forms of definition such as an explanation or illustration of word use, have been used in several previous studies which demonstrated apparent decline in vocabulary skills of older adults. The present research uses the proposed new qualitative criteria, testing both superior and average‐ability subjects from contrasting educational settings: a selective private university and a two‐year public college with an “open‐door” admissions policy. Within both educationally balanced groups of subjects older adults performed significantly better than the young, judged by either standard or qualitative criteria. Variables such as lifestyle, occupational history, and choice of college major appear to be related to variations in scoring patterns 相似文献
17.
The purpose of this study was to ascertain the perceptions held by community college administrators concerning the types of personnel needed and the academic degrees held by these individuals in the field of educational media. The administrators were asked to respond to a prepared survey instrument designed to obtain information on the degree levels and on the number of librarians, educational technologists, combination librarians‐educational technologists, and paraprofessionals presently employed. In addition the respondents were asked to project future personnel needs and degree levels sought. A third section attempted to identify additional competencies that would be desirable for those presently on the staff and for future employees. The last section tried to determine the attitudes of the respondents toward the importance of educational media. From a population of 164 administrators nationwide, 117 survey instruments were returned. Results showed (1) there is little demand for doctorates in media at the community college level, (2) professional training in media production is more important than instructional development, (3) in the next 5 years there will be approximately a 10% increase in demand for media professionals with a B.S. and above. 相似文献
18.
This research compared the performance of younger (mean age — 20.7 years) and older (mean age–68.3 years) adults on a memory task that involved pictures, words, and pictures‐plus‐words as stimuli. The results, consistent with previous research, indicated an equivalent picture superiority effect for both young and old adults when pictures were compared to words. More specifically, although recall scores were significantly higher for younger adults compared to older adults, the superior recall scores for pictures versus words did not differ between the age groups. However, the performance of older adults declined markedly, compared to the younger adults, in the picture‐plus‐word condition. These findings are interpreted as providing support for a divided attention model, which involves effortful processing of both visual and verbal aspects of stimuli. This situation of divided attention appears to put older adults at a relative disadvantage compared to young adults. 相似文献
19.
Children's attitudes about growing old and about the elderly themselves are in large part influenced by negative images projected by the media and through lack of actual experience in interacting with older people. To counter this situation and to provide an opportunity for positive attitude shift, an educational program has been developed for 10‐ and 11‐year‐old students. Growing Up — Growing Older is a developed unit of instruction relying on a package of software including films and printed support materials. A strong experiential component is provided through structured intergenerational dialogues, facilitated by visiting older volunteers. The program was field tested using both a treatment and control population. Survey methodology was used to determine pre‐ and post‐experience stages of attitude awareness and understanding of the elderly. Although the study population did not demonstrate the level of negative attitude we had anticipated from the literature, post‐experience testing indicated a positive shift. More significant is the demonstrated increase in level of awareness of aging issues and of older persons as a result of the educational experience. Finally, the treatment population increased significantly the percentage of old people they interacted with outside the classroom. This increased familiarity and awareness of the elderly can be expected to continue to produce attitudes based more on fact than on fancy. 相似文献
20.
Negative attitudes toward older adults are often thought to be diminished in cultures that preserve gerontocratic tendencies. Little empirical evidence concerning this belief, however, is extant in the literature. The present study employed an adjective‐generation instrument to measure attitudes toward the elderly. This instrument was administered to young adults in rural northern Thailand, a culture which is widely reported to maintain a strong tradition of filial piety, and to young adults in the United States, a culture in which widespread ageism is suspected. A significant interaction was observed; contrary to initial expectations, Thai students were somewhat more negative about elders than were their American counterparts. Results indicate that gerontocratic traditions within a given society do not necessarily insulate the aged from negative stereotyping. 相似文献