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|Other Titles:||Typification of Adult Students and Strategies Employed by their Teacher: A Socioglogical Study of of an Adult Classroom|
Department of Adult and Continuing Education, NTNU
Pictures or typifications constructed by the teacher were his definitions of what was "real" about each student. Strategies were ways of achieving goals. The study focus on discovering what typifications and strategies the teacher had of his adult students, and what counts as typifications and strategies to be made available and evaluated in the classroom. The empirical data were collected by enthnographic method. The chief findings were: 1)these students were nominate as four groups: idler students, rudeness students, indifference students, considerate students. The typifications suggest that adult students assessed as good readers received less attention from the teacher than those defined "well-behaved" students. 2)The teacher used three basic strategies in seeking to go on his teaching: (A) Teacher paid more attention to those students who conform to his expectations, and negotiated with them in school work. (B)Teacher ignored or gave up those students who were offen absent, for legitimate acquisition of "free periods". (C)Teacher took the edge off fructiousness when students were talktive or threatening in the courses. And thus prevent incident arising. It is manifest that, in adult basic education, supports of emotion to students had precedence over transmitting knowledge to them. Based upon the conclusions, reflections on the earlier researches and suggestions for further one were also presented.
|Appears in Collections:||社會教育學刊|
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