The purpose of this study was to make the teachers in a particular private night high school participate in a School Based Professional Development program for their needs in educational technologies and adult learning theory so that the effectiveness of teachers in Private Night High Schools could improve. This was a case study including…

For at least 50 years, prominent adult learning theorists have recommended that adult educators commit to a learner-centered teaching approach. Extensive teaching styles research has been conducted on face-to-face and online adult educators, albeit separately, to examine their commitment levels to the learner-centered style. In addition, there has…

The American Nurses Association advocates for nursing professional development (NPD) specialists to have an earned graduate degree, as well as educational and clinical expertise. However, many NPD specialists have limited exposure to adult learning theory (ALT), and this lack of exposure may reduce organizational knowledge transfer (KT) and the…

This exploratory study examines the adult educational philosophies and teaching styles of workforce educators and entrepreneurship instructors within the State of Georgia. A workforce educator is an educator teaching workforce skills; an entrepreneurship instructor is an educator who teaches entrepreneurship skills. Conti's Principles of Adult…

This study investigated the general instructional modes of adult educators in Southeast China and Northeast China. The study utilized Conti's (1983, 2004) Principles of Adult Learning Scale (PALS) to measure instructional modes of adult educators. Data were collected from 112 randomly selected participants engaged in teaching Chinese adult…

The Principles of Adult Learning Scale can help adult educators assess their teaching styles. Whether one's style is learner centered or teacher centered, the approach should be applied in a consistent manner that is flexible. (SK)

The factors related to teaching style preference of the Ohio Cooperative Extension Service (OCES) faculty and program were measured by the Principles of Adult Learning Scale (PALS). The study also looked at two additional measurements predictive of teaching behavior: sensitivity and inclusion, as measured by the Van Tilburg/Heimlich…

A study compared correctional adult educators and formal adult educators in terms of their expressed beliefs in the collaborative teaching mode as measured by the Principles of Adult Learning Scale. The sample consisted of 8 correctional adult educators from the Lake Correctional Institution and 10 adult education teachers from the Manatee Area…

In 1978 the Principles of Adult Learning Scale (PALS) was developed to measure the degree of practitioner support of the principles of the collaborative teaching-learning mode for teaching adults. Although the original study with a field test group of 57 produced a valid and reliable 44-item summated rating scale, the stability of the normative…

To examine the relationship among the Principles of Adult Learning Scale (PALS), Educational Orientation Questionnaire (EOQ), and Philosophy of Adult Education Inventory (PAEI), the three instruments were administered to 111 graduate adult education students. The instruments had similar purposes: PAEI measured philosophical orientation relative to…

A study assessed the degree to which teachers in the Hidalgo-Starr Adult Education Coop in Texas support and practice the principles in the literature on adult education. During the project, 94 part-time teachers from the Hidalgo-Starr Adult Education Coop completed the Principles of Adult Learning Scale (PALS). (The PALS is a validated 44-item…

The Principles of Adult Learning Scale (PALS) was developed and validated for measuring congruency between adult education practitioners' actual observable classroom behavior and their expressed belief in the collaborative teaching-learning mode. This model is a learner-centered instruction method in which learner and practitioner share authority…