ERIC Number: EJ1106947
Record Type: Journal
Publication Date: 2016-Jul
Abstractor: As Provided
Employing Transformative Learning Theory in the Design and Implementation of a Curriculum for Court-Ordered Participants in a Parent Education Class
Taylor, Mariann B.; Hill, Lilian H.
Journal of Transformative Education, v14 n3 p254-271 Jul 2016
This study sought to analyze the experiences of participants in court-ordered parent education with the ultimate goal to identify a framework, which promotes learning that is transformative. Participants included 11 parents court ordered to attend parent education classes through the Department of Human Services. A basic qualitative design, which was comprised of a before-training interview, training, after-training interview, and follow-up interview, was used. Analysis of data, which included transcribed interviews, field notes, journal postings, and observations of parent-child interactions, revealed that most of the participants experienced a transformation of parenting style. Transformation was fostered through self-reflection and rational discourse in the form of journal writings, guided class discussions, and critical questioning. Findings suggest that transformative learning can occur in a mandated setting providing that the incentive is powerful enough and that transformative learning can be lasting in non-life-threatening situations, such as the potential loss of custody of one's children.
Descriptors: Transformative Learning, Parent Child Relationship, Journal Writing, Court Litigation, Child Custody, Guidelines, Parent Education, Human Services, Public Agencies, Incentives, Curriculum, Learning Processes, Program Descriptions, Child Behavior, Parenting Styles, Stress Variables, Interviews
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A