Five-dimensional model of the adult educator with eight educator functions¶

Theory · All theories
Evidence · no claims cited

Description¶

The adult educator is a professional who seeks to develop the educational potential of community problem-solving activity, working with the group on a continuing basis in a transactional relationship. The model's dimensions are what, how, when, where, and with whom. The what dimension comprises eight functions: "The final list consists of eight functions an educator might perform" — four internal functions (organizing, training, encouraging, conciliating) and four problem-solving functions (linking with knowledge, linking with human resources, enlisting support, coordinating).

Design Implications¶

Context¶

Requirements¶

• The educator works on a continuing basis with the group, distinct from a consultant or resource person with limited involvement

Constraints¶

• The list of functions is not necessarily exhaustive; further research might suggest additional functions

Target Learners¶

• community problem-solving groups working with cooperative extension agents, social workers, community mental health workers, Community Action Program personnel, and pastors

Target Learning Objectives¶

• learning the how and why of change or development while solving community problems

Claims¶

Related Theories¶

• Wilson et al.'s five functions of the adult educator committed to experiential approaches
• Two-dimensional model of group growth (community problems and group problems, with growth, regression, and plateaus)
• Hierarchy of four educator styles: information provider, facilitator, demonstrator, and doer

Examples¶

• Sequence for educators: establish trust, assess group motivation and leadership, then choose a matching style before performing functions

Key Sources¶

• Campbell, M. Donald. (1978). Educator Influence on Group Growth in Community Problem Solving. Paper presented at the Adult Education Research Conference, San Antonio, Texas. https://eric.ed.gov/?id=ED152994