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Thomas E. Sappington 《Innovative Higher Education》1984,9(1):19-29
This paper addresses the adult educator's responsibility to establish an emotionally safe learning environment. Such a climate enables students to address constructively the fears they bring to the learning event. This empowers the learner to risk change-the goal of adult education. The research of Maslow, Rogers, Knowles, and Freire supports an atmosphere of mutual respect as the key to adult learning. Trainers/Teachers of adults were interviewed to identify the kinds of fears that adults bring to the learning event. This paper explores the attitudes and techniques used by the facilitator to create an atmosphere of respect. 相似文献
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Thomas A. Flint 《Research in higher education》1992,33(6):689-708
This study examines a model of college choice by parents on behalf of their eighth-grade children. A sample of 931 Illinois parents nominated 154 identifiable institutions in a 1986 survey. Multivariate multiple regression is used to predict preferred institutional characteristics, including selectivity, highest degree offering, proximity, enrollment, and tuition. Results indicate that socioeconomic, familial, and college planning characteristics explain 35 percent of the variance in selectivity of colleges in the choice sets, with lesser (but significant) percentages of explained variance for the other institutional characteristics. These parental college nominations parallel previously reported matriculation behaviors. 相似文献
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This study examines a pre‐school screening survey battery with an aim to validate it in terms of predicting school performance. Subjects participating in the screening were tested at the end of their first year at school. Analysis of the data, using a canonical correlation procedure, suggested elimination of a number of test items ‐‐ age, sex, age of walking, socio‐economic rating, Draw‐a‐Man Test, balance and posture, body image, perceptual motor match, height and weight. Measures of general ability, visual discrimination, visual reception, general development, receptive language, language concepts and positional concepts were the best predictors of school performance. 相似文献
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