Date of Award

Fall 10-2012

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Beth Kania-Gosche

Second Advisor

Dr. Sue McKee

Third Advisor

Barbara Wiseheart

Abstract

The study aimed to explore how John A. Henschke‘s practice mirrors the andragogical theory espoused in his scholarship. This study offered interpretations held by three groups of individuals: colleagues, students, and John, utilizing 10 data sets. Data sets include: a) Focus group-current students, b) Modified Instructors Perspectives Inventory for Students pre/ post course surveys, c) Section of the Instructors Perspectives Inventory, d) Course evaluations, e) Video recordings of John facilitating , f) Interviews; colleagues, students, and John, g) Observations, and h) Selection of scholarship. Each contained interpretations and perceptions that, when held up to the mirror of John‘s scholarship, reflected an image of John addressing the research question, ―How does John A. Henschke‘s practice mirror the andragogical theory espoused in his scholarship?‖ This study utilized a version of an instrument developed by John, the Instructional Perspectives Inventory (IPI), which was modified for student use. If learners and John did not have congruent perceptions of John‘s practice as evaluated by an instrument that John himself developed, then not only would the instrument be in question, but so would John‘s practice. The IPI identified seven characteristics of the adult educator; this study used these characteristics as pre-determined themes. The study identified three additional themes for a total of 10 themes. This study placed emphasis on teacher trust of learners. This research produced an instrument as a complement to the MIPI-S, the Visible Elements of Trust Inventory (VETI), which demonstrates the behavioral embodiment of the beliefs and feelings of teacher trust of learners. The VETI was used to evaluate video recordings of John facilitating adult education. The findings of this study are situated, as a mirror. The image reflected of John‘s practice and scholarship was congruent. iv This study originated from the perceived need for evidence of congruency between practice and scholarship in adult education, as well as visual documentation of andragogy in the adult classroom. John is not the topic of this study, he is the subject; the topic is congruency between practice and theory. This study could and should be conducted with all practitioners and leaders in disciplines valuing credibility and authenticity.

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