This dissertation informed by qualitative intrinsic case study investigated instructor expert classroom behavior at the Department of Defense Joint Military Intelligence Training Center. Expert classroom behavior has been investigated in K-12 and higher education situations, but never in a Department of Defense adult training and education environment. This study adds to the body of work closing this critical literature gap. Learners in all environments form judgments of educator credibility based on demonstrated expert classroom behavior, which impacts learning. Learners who believe in the credibility of their educator are known to pay increased attention, apply extra effort, and achieve increased levels of learning. This study used a previously developed 75-item classroom expert behavior checklist with participant data analysis revealing three themes; Joint Military Intelligence Training Center instructors exhibit expert classroom behavior, the checklist requires modification for adult training and education environment application, and determined effort is required to ensure instructor awareness of expert behavior and the consequences to themselves, the learning institution, and learners when not demonstrated. It could be argued in no other environment is demonstration of expert classroom behavior more important than at the Joint Military Intelligence Training Center responsible for training Department of Defense Intelligence Analysts who conduct all source analysis and provide information informing national security-level decision-making.
|Advisor:||Deering, Thomas E.|
|Commitee:||Hardy, Samuel B., Ruffin, T. Ray|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 80/07(E), Dissertation Abstracts International|
|Subjects:||Behavioral psychology, Educational leadership, Military studies|
|Keywords:||Educator, Improving learner performance, Instructor behavior, Instructor credibility, Qualitative intrinsic case study|
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