Kevin M Roessger
Biographic Data
| ID | 6299564 |
|---|---|
| NAME | Kevin M Roessger |
| GIVEN NAMES | Kevin M |
| FAMILY NAME | Roessger |
| SIGNATURE | ROESSGER K M |
| AFFILIATIONS | College of Education & Health Professions, University of Arkansas, Fayetteville, AR, USA |
| ORCID | 0000-0001-6600-4731 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Learning to support science
Introduction Scientific literacy is targeted by the knowledge deficit model , which predicts that increased scientific literacy improves public support for science. The model, in part, assumes formal education drives scientific knowledge, which, in turn, drives support for science. To date, though, this relationship is unclear, and research shows that, while formal education is associated with adults’ public support for science, scientific litera…
Rethinking andragogical assumptions in the global age
We investigated whether andragogical assumptions and their common critiques are reflected in global PIAAC data using its motivation-to-learn (MtL) and elaboration scales. A preliminary validation study with 300 adults revealed that andragogical assumptions cluster on these scales’ two factors. Using hierarchical linear modelling of PIAAC data, we then investigated whether andragogical learning preferences varied across countries, and as a functio…
Self-directed learning and retrieval practice
While retrieval practice has been studied for over a century, it has gained a significant body of research within the past fifteen years in cognitive psychology and the learning sciences. However, there is little discussion in its study and application within topics of adult learning. In this article, we examine the historical and philosophical foundations of self-directed learning and retrieval practice and advocate for functional contextualism …
Establishing a functional conceptualisation of reflection’s meaning making criterion
Kevin M. Roessger is an assistant professor of adult and lifelong learning at the University of Arkansas. He teaches courses in all areas of adult learning and development. His research interests include behavioural analytic approaches to skills-based learning and reflection as a natural phenomenon.Current conceptualisations of reflection have limited value for adult educators and researchers interested in predicting and influencing learning on m…
Re-conceptualizing adult education’s monolithic behaviourist interpretation
The philosophy of radical behaviourism remains misunderstood within the field of adult education. Contributing to this trend is the field’s homogeneous behaviourist interpretation, which attributes methodological behaviourism’s principles to radical behaviourism. The guiding principles and assumptions of radical behaviourism are examined to highlight distinctions between the two philosophies. Significant differences are found in positions on priv…
Re-conceptualizing adult education’s monolithic behaviourist interpretation
The philosophy of radical behaviourism remains misunderstood within the field of adult education. Contributing to this trend is the field’s homogeneous behaviourist interpretation, which attributes methodological behaviourism’s principles to radical behaviourism. The guiding principles and assumptions of radical behaviourism are examined to highlight distinctions between the two philosophies. Significant differences are found in positions on priv…
Establishing a functional conceptualisation of reflection’s meaning making criterion
Kevin M. Roessger is an assistant professor of adult and lifelong learning at the University of Arkansas. He teaches courses in all areas of adult learning and development. His research interests include behavioural analytic approaches to skills-based learning and reflection as a natural phenomenon.Current conceptualisations of reflection have limited value for adult educators and researchers interested in predicting and influencing learning on m…
Re-conceptualizing adult education’s monolithic behaviourist interpretation
The philosophy of radical behaviourism remains misunderstood within the field of adult education. Contributing to this trend is the field’s homogeneous behaviourist interpretation, which attributes methodological behaviourism’s principles to radical behaviourism. The guiding principles and assumptions of radical behaviourism are examined to highlight distinctions between the two philosophies. Significant differences are found in positions on priv…
Establishing a functional conceptualisation of reflection’s meaning making criterion
Kevin M. Roessger is an assistant professor of adult and lifelong learning at the University of Arkansas. He teaches courses in all areas of adult learning and development. His research interests include behavioural analytic approaches to skills-based learning and reflection as a natural phenomenon.Current conceptualisations of reflection have limited value for adult educators and researchers interested in predicting and influencing learning on m…
Self-directed learning and retrieval practice
While retrieval practice has been studied for over a century, it has gained a significant body of research within the past fifteen years in cognitive psychology and the learning sciences. However, there is little discussion in its study and application within topics of adult learning. In this article, we examine the historical and philosophical foundations of self-directed learning and retrieval practice and advocate for functional contextualism …
Rethinking andragogical assumptions in the global age
We investigated whether andragogical assumptions and their common critiques are reflected in global PIAAC data using its motivation-to-learn (MtL) and elaboration scales. A preliminary validation study with 300 adults revealed that andragogical assumptions cluster on these scales’ two factors. Using hierarchical linear modelling of PIAAC data, we then investigated whether andragogical learning preferences varied across countries, and as a functio…
Learning to support science
Introduction Scientific literacy is targeted by the knowledge deficit model , which predicts that increased scientific literacy improves public support for science. The model, in part, assumes formal education drives scientific knowledge, which, in turn, drives support for science. To date, though, this relationship is unclear, and research shows that, while formal education is associated with adults’ public support for science, scientific litera…
Psychology (5 works) · Computer Science (4 works) · Epistemology (4 works) · Pedagogy (4 works) · Sociology (4 works) · Adult and Continuing Education Topics (2 works) · Adult education (2 works) · Educational Strategies and Epistemologies (2 works) · Innovative Teaching and Learning Methods (2 works) · Philosophy (2 works)