Martin, J W (1999) Adult education philosophies and teaching styles of construction management faculty of the associated schools of construction. EdD thesis, Oklahoma State University, USA.
Abstract
Scope and method of study. Construction Management is an eclectic field formed from the disciplines of Business, Engineering, Architecture, Industrial Education, and Technical Education. While the technical expertise of those in this multidisciplined profession is not in question, the measure of their philosophies and teaching styles has not been documented. Therefore, the purpose of this study was to describe the adult education philosophies and teaching styles of Construction Management faculty. Participants in this study were 76 faculty members within Construction Management programs within universities belonging to the Associated Schools of Construction. This descriptive study examined how these diverse instructors approach the teaching-learning process with their adult learners. The Philosophy of Adult Education Inventory (PAEI) and the Principle of Adult Learning Scale (PALS) were used to measure the educational philosophies and teaching styles. Findings and conclusions. A large majority (82. 4%) of the participants supported either the Progressive or Behaviorist philosophy. Philosophical orientation was related to the demographic variables of age and year of graduation. The average teaching style was very teacher-centered. Teaching style was related to the following demographic variables: Age and graduation date with Assessing Student Needs, teaching experience and work experience with Relating to Experience, and work experience with Flexibility for Personal Development. A discriminant analysis produced the function of Locus of Control with is concerned with the teacher's focus being either external or internal to the learner. Conclusions related to the systematic nature of the field's influence on educational philosophy, the absence of learner-centered approaches in Construction Management, and the discrepancy between support for the Progressive philosophy and the high support for teaching-centered practices. To critically examine their Practice, Construction Management professors should examine and identify their personal philosophy.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Thesis advisor: | Conti, G J |
| Uncontrolled Keywords: | discriminant analysis; education; flexibility; inventory; learning; personal development; philosophy; schools; teaching |
| Index terms: | instructor, demographic variable, philosophy, program, inventory, discriminant analysis, personal development, profession |
| Subjects: | philosophical studies, statistical analysis, software systems, professional development, demography, inventory management, institututions, practitioner |
| Topics: | Digital Applications, Urban Studies, Roles and Professions, Research Practice, Information Management, Supply Chain Management |
| Descriptive scope: | 4 PCTA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here