120,204 results on '"ADULT education"'
Search Results
2. A Handbook for Adult Basic Education: Volume 2.
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Alabama State Dept. of Education, Montgomery., Alabama State Univ., Montgomery., Southern Regional Education Board, Atlanta, GA., Morrison, Marshall Lee, Morrison, Marshall Lee, Alabama State Dept. of Education, Montgomery., Alabama State Univ., Montgomery., and Southern Regional Education Board, Atlanta, GA.
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Volume 2 of the handbook has been designed to supplement the material presented in Volume 1, which was concerned with basic problems associated with the Adult Basic Education (ABE) classroom. Volume 2 aims at a wider audience. Chapter 1 attempts to give a detailed description of the deprived adult learner, and considers such questions as how they are; why they are as they are; and what to do about it. Chapter 2 suggests some methods and means of increasing and improving services to the deprived. Chapters 3 and 4 present some data and arguments favoring public support of adult education. Chapter 5 considers the crucial problem of communicating and interacting with the deprived. Chapters 6 and 7 attempt to make Chapter 2 more extensive, intensive, and protensive by setting forth curriculum practices and suggesting techniques, tools, and trends in ABE. Chapter 7 indicates how the total program in adult education may be improved, unified, and made more continuous through the coordinated efforts of administrators and supervisors in the field. Finally, the appendixes, through a series of position papers, present some thought-provoking subject matter selected from a wide array of scholars considered knowledgeable in the area of adult education. (Author)
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- 2024
3. THE 1968 CATALOG OF RECORDED TELEVISION COURSES AVAILABLE FROM NATIONAL GREAT PLAINS INSTRUCTIONAL TELEVISION LIBRARY.
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Nebraska Univ., Lincoln.
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INTENDED FOR USE BY ADMINISTRATORS AND PLANNERS, THIS GUIDE DESCRIBES COURSES AVAILABLE FROM THE GREAT PLAINS ITV LIBRARY. FIVE INDICES ARE INCLUDED, ONE CLASSIFYING ELEMENTARY, JUNIOR HIGH, SECONDARY AND ADULT COURSES BY SUBJECT, ANOTHER LISTS THEM BY GRADE LEVEL. A THIRD LISTS COLLEGE COURSES BY SUBJECT, ANOTHER DESCRIBES INSERVICE TEACHER-TRAINING MATERIALS. A FINAL ALPHABETIZED INDEX LISTS ALL COURSES CURRENTLY AVAILABLE FROM THE GREAT PLAINS LIBRARY INCLUDING FORD FOUNDATION KINESCOPES. LEASING AND PURCHASING COSTS ARE GIVEN, AS WELL AS PREVIEWING POLICIES AND ORDERING INFORMATION. (JM)
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- 2024
4. ARCHITECTURE FOR ADULT EDUCATION. A GRAPHIC GUIDE FOR THOSE WHO ARE PLANNING PHYSICAL FACILITIES FOR ADULT EDUCATION.
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Adult Education Association of U.S.A., Washington, DC. and BECKER, JOHN W.
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THIS BOOK IS DESIGNED PARTICULARLY FOR THOSE PLANNING PHYSICAL FACILITIES FOR ADULT EDUCATION. FLOOR PLANS, PHOTOGRAPHS AND DISCUSSION ARE GIVEN FOR BUILDINGS USED FOR HOSPITALS, HEALTH CENTERS, INDUSTRY, ELEMENTARY SCHOOLS, HIGH SCHOOLS, COLLEGE BUILDINGS, FINE ARTS, LIBRARIES, RECREATION COMMUNITY CENTERS, AND ADULT EDUCATION. COPIES OF THIS DOCUMENT ARE ALSO AVAILABLE FROM ADULT EDUCATION ASSOCIATION, 743 NORTH WABASH AVENUE, CHICAGO, ILLINOIS, PRICE $2.00 EACH POSTPAID. (HH)
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- 2024
5. ASSOCIATE IN ARTS DEGREE PROGRAM FOR ADULTS.
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New York Univ., NY. School of Continuing Education and Extension Services.
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THIS BROCHURE FOR THE 1968-69 ACADEMIC YEAR DESCRIBES THE CURRICULUM, HISTORY, AND PURPOSE OF THE SCHOOL OF CONTINUING EDUCATION, DESIGNED SPECIFICALLY FOR THE WORKING ADULT. IT GIVES DETAILS OF EACH COURSE IN THE 4-YEAR PROGRAM--(1) HUMANITIES, (2) SOCIAL SCIENCES, (3) NATURAL SCIENCES AND MATHEMATICS, AND (4) INTERDISCIPLINARY SEMINARS, LEADING TO THE ASSOCIATE IN ARTS DEGREE. THE PROGRAM IS NOT ONLY COMPREHENSIVE AND COMPLETE IN ITSELF, BUT CAN ALSO BE EVALUATED FOR TRANSFER TO A BACCALAUREATE PROGRAM IN THE LIBERAL ARTS. THE PROGRAM CARRIES 64 COLLEGE CREDITS AND CALLS FOR REGULAR ATTENDANCE TWO EVENINGS A WEEK, TWO CLASSES A NIGHT. IT ALSO PROVIDES FOR THREE FRIDAY COLLOQUIA PER SEMESTER AND A RECOMMENDED WEEKEND IN RESIDENCE AT THE END OF EACH TERM. INCLUDED IN THE BOOKLIST ARE THE FOLLOWING--A LIST OF THE CURRENT FACULTY MEMBERS, A READING LIST FOR EACH SEMESTER AND FOR THE SUMMERS, EXAMPLES OF ASSIGNMENTS, SAMPLE TOPICS OF THE FRIDAY EVENING COLLOQUIA, A DESCRIPTION OF A TYPICAL RESIDENTIAL WEEKEND, ADMISSION REQUIREMENTS, AND A FEE (AND FINANCIAL AID) SCHEDULE. (HH)
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- 2024
6. Clarifying the Concept of Background Knowledge in Reading Comprehension
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Kevin Hinckley
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Use of the term Background knowledge, in conjunction with Reading Comprehension, has become convoluted and vague over the past several decades of research. Showing the abundance of uses of the term in multiple domains and disciplines has relegated it to being an automatic inclusion in key notes and conclusions of research on the topic of improving reading skills. This study aims to redefine Background Knowledge for clarity of thought in future investigations. Also, with data revealing national standard reading scores at an impasse for over forty years now, the redefined concept of Background Knowledge is offered as a starting point for use with new technologies that show great promise in the search for methods to improve reading for all students.
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- 2024
7. Recent Issues of Elderly Intergenerational Instructional Strategies: A Scoping Review
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Muhammad Asri Mohd Ali, Nahdatul Akma Ahmad, Mohamed Imran Mohamed Ariff, Nursyahidah Alias, Zirawani Baharum, and Tengku Shahrom Tengku Shahdan
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This scoping review investigates instructional strategies implemented in recent studies to enhance the digital application usage experience for the elderly, addressing emerging issues in the context of a rapidly aging global population. With the World Health Organization predicting a significant increase in the proportion of individuals aged 60 years and above by 2030, the imperative for digital literacy among the elderly becomes crucial. The review, drawing from 14 eligible articles sourced from Web of Science and Scopus, categorizes findings into two main themes: i) intergenerational strategies of instruction and ii) contemporary issues associated with intergenerational approaches. By exploring these dimensions, the paper provides valuable insights for researchers seeking to understand and tackle current challenges in instructing the elderly on digital applications, contributing to the ongoing discourse on improving the quality of life for the aging population through digital technology.
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- 2024
8. The Study of Compatibility between Gestalt and Social Cognitive Theory of Tertiary Level Students via Sketches at Wat Phumin, Nan Province
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Tawipas Pichaichanarong
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The study takes place in the setting of Wat Phumin, located in Nan Province, Thailand. This revered temple has proudly maintained its magnificent presence for centuries, earning worldwide acclaim as a symbol of timeless greatness. Located in northern Thailand, Wat Phumin in the province of Nan captures the attention of visitors with its intricate connection between local people and cultural surroundings. The researcher creatively uses sketches of Wat Phumin from the website to understand how tertiary level students perceive and interact with the temple's architecture and cultural heritage. The study used quantitative methods to collect and analyze data, using percentage, mean, and Pearson correlation coefficient. This study aims to understand Gestalt and Social Cognitive Theory, cultural context's impact on cognitive processes and social learning. Urban sketching contributes to Global Goals and sustainable cities by capturing Wat Phumin, Nan Province. The main objective of this research is to enhance people's understanding of the complexities of human cognition and visual perception, with Wat Phumin in Nan Province serving as an intriguing case study. As a result, this study also set the stage for innovative pedagogical models to come.
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- 2024
9. Talent Pipelines for the Fourth Industrial Revolution: How California PaCE Units Can Bridge Critical KSA Gaps. Research & Occasional Paper Series: CSHE.8.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Tyler Reeb, Chris Swarat, and Barbara Taylor
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This paper presents a rationale for using professional and continuing education (PaCE) units at post-secondary institutions throughout California to design and implement talent-pipelines, research and development collaborations, and other knowledge ecosystems where emerging and returning professionals can acquire the knowledge, skills, and abilities (KSAs), as well as the experience, they need to address the challenges of the Fourth Industrial Revolution (4IR). The paper provides an analysis of the reasons why PaCE units are uniquely positioned to address the needs of industry and job seekers, and on a timetable that keeps pace with 4IR velocity.
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- 2024
10. Veterans' Educational Assistance Programs and Benefits: A Primer. CRS Report R42785, Version 19. Updated
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Library of Congress, Congressional Research Service (CRS) and Cassandria Dortch
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Veterans' educational assistance programs provide benefits or services to eligible service members and veterans and their family members, as applicable, to help such individuals pursue education or training. The GI Bills provide financial assistance while recipients are enrolled in approved education or training programs. Eligibility is based on a qualifying individual's service in the uniformed services. This report provides brief descriptions of the various veterans' educational assistance programs, including the GI Bills, that are currently available to veterans and other eligible individuals through the U.S. Department of Veterans Affairs (VA). The first sections of this report describe the active GI Bills and other veterans' educational assistance programs, in descending order based on the number of current beneficiaries. The subsequent section highlights eligibility interactions between the veterans' educational assistance programs and other relevant benefit programs. The final section provides information on benefit recipients and expenditures for the educational assistance programs. A summary of selected characteristics of the various active GI Bills is presented in Appendix A. A description of the GI Bills that are no longer paying benefits and some lessons learned when they were in operation is provided in the subsequent appendices.
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- 2024
11. Experimental Evidence of the Impact of Re-Enrollment Campaigns on Long-Term Academic Outcomes. EdWorkingPaper No. 24-973
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Annenberg Institute for School Reform at Brown University, Justin C. Ortagus, Hope Allchin, Benjamin Skinner, Melvin Tanner, and Isaac McFarlin
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Most students who begin at a community college do not complete their desired credential. Many former students fail to graduate due to various barriers rather than their academic performance. To encourage previously successful non-completers to re-enroll and eventually graduate, a growing number of community colleges have implemented re-enrollment campaigns focused on former students who have already made substantial progress toward graduation. In this study, we randomly assigned over 27,000 former community college students to a control group, "information-only" treatment group, or "information and one-course waiver" treatment group to examine whether re-enrollment campaigns can improve their likelihood of long-term persistence and credential completion. Although we showed in earlier work that the "information and one-course waiver" treatment had a positive impact on former students' likelihood of re-enrollment, our findings reveal the re-enrollment intervention has no effect on students' likelihood of long-term persistence or credential completion for the pooled sample or any subgroup of interest, including low-income students, racially minoritized students, or adult students. Simply put, this particular re-enrollment intervention including one-time, one-course tuition waivers increased former students' likelihood of re-enrollment but was not an effective lever to increase "long-term" academic outcomes among previously successful community college students who departed early without earning a credential.
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- 2024
12. The Post-9/11 GI Bill: A Primer. CRS Report R42755, Version 24. Updated
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Library of Congress, Congressional Research Service (CRS) and Cassandria Dortch
- Abstract
The U.S. Department of Veterans Affairs (VA), previously named the Veterans Administration, has been providing veterans educational assistance benefits, including GI Bill benefits, since 1944. The benefits have been intended, at various times, to compensate for compulsory service, encourage voluntary service, prevent unemployment, provide equitable benefits to all who served, and promote military retention. In general, the benefits provide grant aid to eligible individuals enrolled in approved educational and training programs. The newest GI Bill was enacted on June 30, 2008, as the Post-9/11 Veterans' Educational Assistance Act of 2008 (Post-9/11 GI Bill), Title V of the Supplemental Appropriations Act, 2008 (P.L. 110-252). This report provides a detailed description of the Post-9/11 GI Bill. The first section introduces the concept of entitlement. The second section describes participant eligibility criteria. The third section discloses the period during which the benefits must be used. The subsequent section describes the eligible programs of education. This is succeeded by an explanation of the eligible benefit payments. The final section illustrates current data on obligations and participation.
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- 2024
13. Advising Senior Management Leaders on the Doctoral Research Journey by Applying Traditional Adult Learning Practices for Industry Contexts
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Barry Elsey
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Many years of lived experience supervising PhDs and other research-based higher degrees provides the contextual background to reflections on practice and conceptual underpinnings to a specialised branch of adult continuing education for professional managers within industry contexts. Special Attention is focused on the Doctor of Philosophy (PhD) as a research education experience for adults occupying senior management roles. Their seniority and underlying motivation combined with extensive knowledge and practical experience required a different approach from supervising mainstream PhD students. Much that was learned advising them was readily transferred to younger PhD students, to confirm the validity of approach. The research education process was dedicated to extending the boundaries of knowledge in the long tradition of the PhD. One important difference, however, was more emphasis on practical application of research outcomes. This key difference will be explored further. Attention is focused on the key features of a practical approach to advising such adult learners with strong industry backgrounds. It was very much a learner-centred, customised approach focused on what they wanted to know and their explanatory rationale. In addition to being academic scholarship it was also about how new knowledge was to be applied in workplace and industry settings. The antecedents of my approach to advising senior-level adult learners are also explained as conceptual background. My approach was informed by ideas about the adult learning process rather than as a subject discipline specialist. A background in liberal adult education shaped my practices advising doctoral researchers. The agreeable metaphor was to approach the PhD research process like going on a mutual and shared learning journey.
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- 2024
14. Multimodal Adult Learning through Arts-Based Organisations
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Susan M. Holloway and Patricia A. Gouthro
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Funded by the Social Sciences and Research Council of Canada (SSHRC) grant, this national study examines arts-based adult education organizations involved in dance, music, drama, and visual arts with a philosophical perspective aligned with a multiliteracies theoretical framework. Multiliteracies considers how cultural and linguistic diversity must be fostered to encourage adults to thrive in all learning environments and recognizes that multimodality provides an expanded way to engage in literacy practices. Utilizing Carey Jewitt's four theoretical tenets to characterize multimodality serves to structure the analytical framework for the findings and discussion of this paper. Multiple case studies and constructivist grounded theory were used for the methodology. Some of the sites discussed in this paper include an art gallery; an immigration museum; and a chamber music organization that offers interactive performances. Participants included adult educators and learners who had options around face-to-face interviews; observations; document analysis of lesson plans or exemplars; or secondary data analysis of original ¿lm footage shot in these spaces. This research has found that arts-based approaches can infuse the work of adult educators to engage adult learners in inclusive pedagogy and active citizenship.
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- 2024
15. Empowering Saudi Women through Vocational Skills
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Sarah M. Alajlan and Obaidalah H. Aljohani
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This study aimed to assess the level of empowerment experienced by Saudi women through the vocational skills taught in educated neighbourhood programs during the COVID-19 pandemic. Additionally, the research sought to determine whether there were statistically significant differences in empowerment levels based on marital status and the number of courses under-taken. The research uncovered the challenges faced by women during the pandemic, utilising descriptive statistics to collect data. The sample consisted of Saudi females enrolled in Makkah, Saudi Arabia. The results indicated that Saudi women experienced empowerment through the vocational skills acquired in educated-neighbourhood programs. Furthermore, the findings revealed no statistically significant differences in empowerment levels among women based on marital status. However, there were statistically significant differences in the empowerment levels of the participants based on the number of courses taken. The results illustrated that the various challenges faced by women during the pandemic, included isolation at home, psychological coping, dis-continued economic activities, adherence to safety precautions, and access to healthcare.
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- 2024
16. Examination of the Reasons for Participation and Satisfaction Levels of Trainees at Public Education Centers: A Case Study on Hozat Public Education Center
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Sabit Mentese and Attila Bulut
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The aim of this article is to examine the reasons for participation in courses that are offered by public education centers within the scope of lifelong learning, and the level of satisfaction of trainees, focusing on Hozat Public Education Center. Since the study aims at determining the reasons why trainees take part in the courses as well as their levels of satisfaction objectively, it was designed on the basis of relational survey model which is a quantitative research model. The population of the research consists of 767 trainees that participated in the courses between the educational term of 2021-2022 (those courses were offered between 01.01.2022-30.06.2022), and the sample consists of 352 trainees some of whom were reachable, and the others that could be selected by simple random sampling method. The data was collected through "Trainee Satisfaction Questionnaire" and "Questionnaire on Reasons for Course Participation" that the Ministry of National Education offers to the trainees in public education centers. As the measurement scores demonstrated normal distributions, parametric tests were used to analyze data. Pearson's correlation coefficient was used to determine the relationship between scores from the surveys on the reasons for participation in courses and satisfaction levels of trainees. Analysis showed that there was a low level of positive correlation between the scores of surveys on participation reasons and satisfaction levels of the trainees (Crobach's Alpha=0.29). There was not a meaningful correlation between the scores of the trainees' satisfaction with the courses and the reasons for attending the courses and trainees' sex, educational levels, professions, or occupations. According to the findings, men and women participate in courses that the Public Education Center offers at a similar rate. However, the satisfaction levels of men and women with the courses, and their thoughts on participation reasons are slightly below average. This finding clearly indicates that public education centers should be enhanced and supported in line with their aims.
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- 2024
17. Income Share Agreements to Finance Short-Term Career Training. Preliminary Findings from the Career Impact Bond Study
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MDRC, Gilda Azurdia, Richard Kazis, Caroline Schultz, and Katerina Galkin
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Postsecondary education and middle-skills occupational training are viewed as important paths to higher-paying jobs and careers. Lifelong learning pathways geared toward working learners aged 25 and older also seem essential for career advancement and professional growth in the current job market. However, many learners face financial and other barriers to accessing and completing occupational training. Social Finance, Inc., a national nonprofit that creates impact-first investments, launched the UP Fund, a $50 million fund that aims to improve economic mobility by expanding access to job training programs to underserved learners and learners from low-income backgrounds. The UP Fund enables learners to enroll in short-term, sector-based occupational training programs with access to career and supportive services without paying up-front tuition costs. Learners enter into "income share agreements" (ISAs) that are intended to repay tuition costs. This is achieved by learners committing to repay a fixed percentage or amount of their income over a set term and up to a capped amount. However, this repayment obligation is contingent upon the learner's earnings meeting a minimum income threshold. The UP Fund's Career Impact Bond (CIB) model focuses on providing ISAs to learners from low-income backgrounds who might not otherwise have access to the training programs. The CIB model also emphasizes the importance of comprehensive support services to help learners achieve career success. MDRC launched a multisite, multiyear study of the UP Fund's CIB model in 2022. The study includes four training providers that enroll learners financed by the UP Fund across multiple industries. This brief provides an overview of the study, details of the UP Fund's CIB model, and early implementation findings. Initial results suggest that individuals who enrolled in a training program supported by the UP Fund learned helpful skills to find jobs in their chosen careers.
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- 2024
18. Course Corrections? The Labor Market Returns to Correctional Education Credentials. Working Paper No. 294-0224
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), James Cowan, Dan Goldhaber, and Suvekshya Gautam
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Correctional education is a prevalent form of rehabilitation programming for prisoners in the United States. There is limited evidence, however, about the labor market returns to credentials received while incarcerated. Using incarceration, educational, and labor market data in Washington State, we study the labor market returns to GEDs and short-term vocational certificates earned in prison. We identify the returns to credentials by a difference-indifferences design that compares changes in earnings and employment for incarcerated persons who earn a credential to those who enroll in a program but fail to complete a GED or certificate. We estimate that GEDs increase post-incarceration earnings by about $450 per quarter and that vocational certificates increase earnings by about $250 per quarter. Degree completers have higher hourly wages, are more likely to be employed, and work more hours following release. For vocational programs, earnings increases are driven by certificates in construction and manufacturing. [The research presented presented in this report uses confidential data from the Education Research and Data Center (ERDC) located within the Washington Office of Financial Management (OFM).]
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- 2024
19. State Policies Impacting CTE: 2023 Year in Review
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Advance CTE: State Leaders Connecting Learning to Work and Association for Career and Technical Education (ACTE)
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Over the year, Advance CTE and the Association for Career and Technical Education (ACTE) tracked state activity, cataloged final state policy actions, and categorized trends based on the policy areas of focus. "State Policies Impacting CTE: 2023 Year in Review" provides an analysis that spans 47 states that enacted 115 policies, which marks the second-highest number of states in the past decade, surpassed only by the landmark year of 2017 when all 50 states implemented CTE-related policies. The policy areas that states focused on in 2023 were similar to previous years with industry partnerships and work-based learning as the top policy area for the second consecutive year.
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- 2024
20. The Weaving Is Us: Decolonizing the Tools for the Feminist Imagination
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Claudia Diaz-Diaz, Dorothea Harris, and Thea Harris
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This article documents weaving as a decolonizing epistemic tool for feminist futures that emerges from the work of our collective -- the Feminist Imaginary Research Network. As a collective of feminist adult educators who work in both the academy and women's museums, weaving challenges the centrality of rationality over other ways of knowing and being. Following the teachings of Indigenous women thinkers and artists, including the work of some of our members, we frame weaving as an epistemic tool and aesthetic language for future-making. Weaving acts upon us as a mirror of our history, as an antidote against the supremacy of rationality, and as a tool for collective projects of transformation. As a decolonizing tool, weaving gathers us around Indigenous women's traditional knowledge, but also confronts us with the question of our obligations when the teachings of weaving have been offered to us -- what is our responsibility to the work, to each other, and to this emergent knowledge?
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- 2024
21. Moving beyond Practical Wisdom: Teacher Research in Secondary Education
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Wilfried Admiraal
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Teaching in secondary education is mostly grounded in the practical wisdom of teachers. In general, teachers have limited knowledge of, access to, and interest in insights from scholarly work. Teacher research might be a way to move beyond practical wisdom as the only basis for good teaching. This study aimed to explore whether teacher research can encourage teachers' learning process as professionals, improve teaching practices, and generate knowledge about these practices. Participants were 44 experienced secondary school teachers in the Netherlands following a 2-year Master of Science professional development program on teaching and learning. Data was gathered using questionnaires, learner reports, a group interview, and participants' master theses. Thematic analyses of the combined data sources showed that the teachers report significant changes in the way they teach and think about teaching: they mentioned that they learned to take different perspectives when they are confronted with problems in their teaching and they reported being more focused in their teaching practice on what they want to change in their teaching. Concerning the third aim of generating knowledge, they mentioned challenges that are common for starting researchers such as how to formulate a researchable question, how to select relevant literature, how to deal with peer review, and how to perform situated generalization. We discuss what kind of educational research is valuable for teachers as learning professionals in secondary schools.
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- 2024
22. The Effectiveness of Family-Centered Teaching in Developing Self-Care Skills for Children with Autism Spectrum Disorder
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Esra Erbas and Atilla Cavkaytar
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Teaching of self-care skills with the participation of families at home, which is the natural environment of the child, contributes to effective and permanent results. Even though it is preferred that the family take an active part in teaching, most parents who plan to work with their children have difficulties in how they teach. The previous studies demonstrate that when adequate support is provided to parents, they can teach their children the skills they need. This study aimed to investigate the effectiveness of a family education program developed for teaching self-care skills to individuals with autism spectrum disorder. A mother and her child with autism spectrum disorder participated in the study. The study was designed with multiple probe with probe conditions across behaviors/skills which is one of the single subject research designs. The finding demonstrates that the mother was able to teach self-care skills (hand washing, toileting, and dressing) by using the least to most prompting teaching method and following the procedure properly during the teaching period. Additionally, the mother expressed her satisfaction with the teaching sessions. The results concluded that she realized the effect and importance of the systematic and planned teaching.
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- 2024
23. Stopping Out: It's Not about Academics
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Council for Adult and Experiential Learning (CAEL) and Lana Munip
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In a 2023 report by the National Student Clearinghouse, the "some college, no credential" population stood at 40.4 million in 2021, up 3.6 percent from a year earlier. Of this population, more than half (21 million, 52%) were 25 or older at the time of their last enrollment. One solution to this reality is to reengage this population and bring them back to postsecondary learning opportunities as adults, but a common criticism is that such "Comebackers" also do not have a good track record for persisting toward credential completion. For many adult learners, the path to a degree is often punctuated by breaks in enrollment. The Council for Adult and Experiential Learning (CAEL) found the reasons for stopping out were far more likely to be related to health or personal issues, money, and time constraints than academic reasons. Notably, many adult learners viewed stopping out as taking a break rather than dropping out completely. This report discusses the reasons adult learners give for stopping out of learning and what this suggests for needed institutional supports as well as the ways in which we measure and track adult learner success.
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- 2024
24. Educator Well-Being as a Pathway toward Investing in Education Staff: Insights from the Transformative SEL (TSEL) Adult Learning Series Pilot. The BELE Learning Series
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Collaborative for Academic, Social, and Emotional Learning (CASEL), Building Equitable Learning Environments (BELE) Network, Brittney V. Williams, Ally Skoog-Hoffman, Rob Jagers, and Bloodine Barthelus
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The Building Equitable Learning Environments (BELE) network is a diverse collaborative of organizations working together to advance equity in education. The BELE Network research and learning team, and are responsible for documenting the network learnings, which are grounded in seven "Essential Actions" and reflected in shared annual aims. This brief shares learnings from BELE district partnerships around the fifth Essential Action: invest in staff. To support this Essential Action, Collaborative for Academic, Social, and Emotional Learning (CASEL) developed the Transformative (tSEL) Adult Learning Series, a set of six interactive workshops that build an opportunity for adults themselves to deepen their self-awareness and discover how they can curate equitable learning environments for young people by leveraging the five focal constructs (identity, agency, belonging, collaborative problem-solving, and curiosity). Through this series, education leaders are making investments for in-service professional learning that supports educator well-being and promotes equitable learning environments for adults and young people. Investing in staff actualizes the value of continuous improvement, which fosters a culture of expansion, growth, and development among educators.
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- 2024
25. Closing Equity Gaps in Credit for Prior Learning: Tools and Strategies to Recognize All Learning
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Council for Adult and Experiential Learning (CAEL), Western Interstate Commission for Higher Education (WICHE), Rebecca Klein-Collins, Christina Sedney, and Patrick Lane
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The CAEL (Council for Adult and Experiential Learning) and the Western Interstate Commission for Higher Education (WICHE) announce the inaugural winners of the Credit for Prior Learning (CPL) Equity Awards, recognizing strategies that have been proven to put CPL in reach of key adult learner populations and/or increase their CPL credit-earning. Equity means different things in different contexts. For the purposes of the 2024 CPL Equity Awards, CAEL and WICHE identified the following populations that are of particular interest: (1) Black or African American adult learners; (2) Native American or Alaska Native adult learners; (3) Latino/a adult learners (of any race); (4) Low-income adult learners; and (5) Adult learners at community colleges. The diverse range of nominations submitted offered a range of CPL approaches designed to serve one or more of these important student populations. A panel of experts reviewed the nominations and selected a CPL Equity Champion, two CPL Equity Rising Stars, and four Honorable Mentions. (All received national recognition and a cash prize.) The report that follows distills key takeaways from all nominees that can be used across contexts and highlights the unique approaches of the award-winning institutions.
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- 2024
26. Transformation of Korean Higher Education in the Digital Era: Achievements and Challenges
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Haejoo Lee and Romee Lee
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This essay addresses the transformation of Korean higher education (HE) that has occurred since COVID-19, with a focus on the digitization of teaching and learning. Digitization has impacted both remote and traditional universities and colleges. While remote higher education institutions (HEIs) have been quick responding to the changed situation, traditional universities and colleges have also been searching for various instructional methods in their online as well as traditional classrooms, experimenting for the best methods for learners. National policies have also supported this digital transformation of HEIs which has had results of the engagement of more adult learners in HE gaining credits, certificates, and academic degrees online. While new ways of being 'learner-centered' have been intensively explored in these processes, some concerns such as the competency gap of institutions and instructors, and the deepening digital divide among learners have emerged, which needs attention from policymakers, researchers and practitioners in HE.
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- 2024
27. Examining the Factors Related to Learners' Intention and Usage Continuity of Online Learning
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Abdulvahap Sönmez and Nilgün Özdamar
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The aim of this study is to examine the variables that influence the learners' intention of using online learning platforms and usage behavior continuity to evaluate relationships between variables with a model proposal and to determine the predictive power of the model. Accordingly, a sustained technology acceptance model (STAM) was developed to identify the factors that influence learners' intention and usage behavior of online learning. The sample of this study consisted of learners registered in the Anadolu University Open Education System. As a result of the factor analyses, a 42-item measurement tool consisting of eleven factors was developed. Structural equation modeling revealed that the eleven-structured model explained 49.8% of perceived usefulness, 30.3% of perceived ease of use, 39.4% of usage intention, and 52.4% of usage behavior continuity, and all 12 proposed hypotheses were supported. The analysis to determine the predictive power of the model revealed that it has a strong predictive power. The developed model is believed to be efficient in determining learners' expectations, supporting their adaptation to the online learning environment, and ensuring their continued usage.
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- 2024
28. Providing Specialized Preparation for Counselors in Catholic Schools
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Timothy J. Cook, Jan J. Powers, and Jiwon Kim
- Abstract
School counselors are needed now more than ever. Providing Catholic school counselors the specialized formation they need to be effective in the Catholic school context is essential. This study addressed two research questions in this regard: (1) What competencies (e.g., understanding, incorporating) and topics do Catholic school principals and school counselors believe are important for school counselors to fully contribute to the educational and faith-based mission of Catholic schools; and (2) How might the research findings inform pre-service education and/or continuing education and formation of school counselors for the Catholic school context? Online surveys were developed using the "Defining Characteristics of Catholic Schools" from NSBECS and researchbased, mission-centered competencies and topics. The surveys were sent to the 40 principals and 54 school counselors at the schools in one mid-size U.S. diocese that employ school counselors. The survey response rates were 87.5% for principals and 91% for school counselors. Findings confirmed high levels of support from both groups for school counselors understanding mission-related topics and incorporating these competencies into counseling practices and activities, although principals often rated the importance higher than did school counselors. Some between group differences were statistically significant on items such as the importance of incorporating Catholic teaching with current student and school issues. To reduce differences in perceptions, the authors recommend increased collaboration between principals and counselors to achieve unity of vision. Other recommendations to help school counselors contribute to mission include embedding mission-related topics or adding specialized courses to school counseling programs at Catholic universities, designing mission-centered professional development opportunities, and building networks of school counselors to support them in their complex and evolving role in support of Catholic school mission.
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- 2024
29. Science and Mathematics Teachers' Views of the Characteristics of Effective Professional Development: A Q Methodological Study
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Dominick Fantacone, Qiu Wang, and Jeffrey Radloff
- Abstract
Education researchers regularly seek to evaluate and define what encompasses successful professional development (PD) for teachers. Numerous items and lists that are considered the characteristics of "effective PD have emerged from this research." However, follow-up with teachers on their perceived views of these characteristics is lacking from the literature. Teachers can help determine which aspects should be considered in the design of high-quality professional learning in the future. For this study, Q methodology was utilized to examine the subjective views of the teachers. Q sorts were correlated and factor analyzed (PCA with cluster rotation) to extract four significant factors on which all 17 participants loaded significantly (McKeown &Thomas, 2013; Newman & Ramlo, 2010; Watts & Stenner, 2012). These factors were examined through the lens of andragogy (adult learning theory) to determine the connections between the characteristics of effective PD and the core adult learning principles. Teachers in this study perceived effective PD as those opportunities that establish cooperative learning amongst participants, focus on improved student learning outcomes, provide opportunities for feedback, and allow for ongoing support. Future research is needed to see if the results obtained apply to other teacher populations.
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- 2024
30. Results of Integrating Short VR Exercises into Traditional CBTs
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Richard Hannah
- Abstract
The purpose of this research was to investigate the effects of short virtual reality (VR) exercises on knowledge retention for adult learners at a contractor safety training organisation supporting the energy industry who took computer-based training (CBT) courses. The intent was to simulate a delay period similar to that experienced by contractors who support work in the energy industry to determine if traditional CBT can be made more effective for stimulating greater transfer of learning with the addition of VR exercises. The experimental group was exposed to CBTs augmented by VR exercises that reinforced the CBT course learning objectives. The control group for this research took the same CBT course without short VR exercises. A quantitative analysis was performed on data collected from a course exam provided immediately after the course delivery and from a separate follow-up quiz delivered 3 days after the course(s) completion. Data from these testing instruments were analysed to determine the participant's likelihood of remembering content from the CBT courses and if there was greater knowledge retention of the course learning objectives and procedures within the experimental group than within the control group. The results found a non-statistically significant relationship between the two groups; however, trends between the groups show that there are benefits for transfer of learning when using short VR exercises compared to those groups without short VR exercises.
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- 2024
31. Tracing English Adult Learners' L2 Motivational Self-System in a Global-Speaking Online Community
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Khusnul Khotimah, Deisyi Anna Batunan, and Utami Widiati
- Abstract
The massive shift to online learning due to the COVID-19 outbreak has opened wider possibilities of telecollaboration among English learners through global online communities. Responding to the limited empirical evidence on what drives these learners to learn beyond their geographical boundaries, this phenomenological case study intends to delve into the English learners' motivational self-system in a global-speaking online community (GSOC). Recruiting six learners from different countries, the empirical data were gathered from participant observation, questionnaires, and interviews. Concepts of the L2 motivational self-system and international posture were employed to inspire the thematic analysis. The findings elucidate that the participants tended to disclose their stronger L2 ideal selves compared to their L2 ought-to selves. Further, they experienced multifaceted discrepancies in their English learning trajectories and saw GSOC as one of their motivating endeavors to decrease these discrepancies. They reflected that the outbreak had provided them with a broader opportunity to virtually learn from others mediated by technology. The international posture and instrumental motivation appeared to be a motivational construct in their L2 ideal projected selves. In contrast, the integrative construct was likely unable to exert its explanatory power in this context. To this end, some implications are also discussed accordingly.
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- 2024
32. Investigating the EFL Learners' Visual Word Recognition: Words' Frequency, Length, Regularity and Superiority Effects in Comparison
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Zahra Neshatian and Mohammad Saber Khaghaninejad
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This study scrutinized the effects of words' superiority, regularity, frequency and length on the intermediate and advanced EFL learner's visual word recognition. Moreover, it attempted to check whether each of these parameters could be statistically a significant predictor on recognition tasks. Accordingly, 118 intermediate and 127 advanced adult EFL learners were selected randomly from English Language Institutes based on their performance on the McMillan Placement Test (MPT). The needed data was collected through a developed Visual Word Recognition Test (WORT) and the Peabody Picture Vocabulary Test (PPVT). The findings indicated that all the mentioned factors significantly affected both the intermediate and the advanced EFL learners' overall word recognition by varying degrees (words' frequency, length, superiority and regularity, respectively), however, the advanced learners' recognition was generally faster on both recognition tests. Moreover, words' regularity was found to play a more effective role for the intermediates than the advanced learners on recognition tasks. Furthermore, words' frequency, regularity and length were found to be proper predictors on comprehension tasks.
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- 2024
33. A New Agenda on Micro-Credentials: Filling the Gaps in the European Approach
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Ivan Šarcevic
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This paper analyses the potential of micro-credentials in adult education through upcoming EU policies and initiatives, bearing in mind the increasing use of online learning platforms globally. Understanding national and international approaches to micro-credentials allows undergraduate programmes and teaching practices to flourish in economically less developed countries. The Republic of Serbia welcomes new approaches in the search for acceptable models of distance learning and equality in the labour market.
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- 2024
34. Transitioning from Italy to the United States: Intercultural Learning and Living Experience of Two Doctoral Students
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Ruoyi Qiu, Martina Schiavo, and Joellen E. Coryell
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This cross-border narrative analyzes the intercultural perspectives of two doctoral students, one Chinese and the other Italian, who are international doctoral students conducting research in the United States. The first author is doing a doctorate in education in international adult and higher education, while the second author is undertaking a doctorate in adult and community education. Utilizing reflection rooted in Kolb's (1984) model of experiential learning and adopting a collaborative autoethnography framework, the cross-border narrative seeks to draw comparisons between their respective intercultural learning and living experiences. It underscores the interconnectedness of these experiences despite their diverse cultural backgrounds. The reflection contributes to a better understanding of their varied intercultural experiences, leading to the conclusion that self-awareness is the initial step toward improving intercultural competence.
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- 2024
35. Higher Education: VA Should Provide Additional Information to Its Staff and Schools on the Rogers STEM Scholarship. Report to Congressional Committees. GAO-24-106492
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US Government Accountability Office (GAO) and Melissa Emrey-Arras
- Abstract
Veterans who received technical training in the military may be well suited to pursue degrees in STEM. The Edith Nourse Rogers STEM Scholarship provides up to $30,000 to assist veterans with continuing qualifying STEM programs after they exhaust their Post-9/11 GI Bill benefits. The Harry W. Colmery Veterans Educational Assistance Act of 2017 includes a provision for the Government Accountability Office (GAO) to provide an interim and final assessment of the Rogers STEM scholarship program. This final assessment: (1) reports the number of veterans that pursued and obtained STEM degrees using the Rogers STEM scholarship; and (2) evaluates how consistently VA processes Rogers STEM scholarship applications. GAO analyzed VA administrative data from August 2019 to June 2023, the most recently available data at the time of GAO's analysis. GAO also held four discussion groups with VA staff who process scholarship applications and reviewed relevant VA documents.
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- 2024
36. Do-It-Yourself Devices for Training CPR in Laypeople: A Scoping Review
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Tina van Duijn, Nagwa Yehya Ahmed Sabrah, and Jeffrey L. Pellegrino
- Abstract
Background: Layperson cardiopulmonary resuscitation (CPR) is an important skill with the potential to save millions of lives. However, CPR courses often require commercial, complicated, and expensive manikins. To increase access to CPR training worldwide at very low costs, Do-It-Yourself (DIY) devices may be a suitable tool for practising compressions. Objective: This scoping review is the first step in scoping and mapping the evidence on the effectiveness of DIY devices for laypersons learning adult CPR, along with defining gaps for future research. Method: This inquiry was structured by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. A systematic search of 14 academic databases and popular media archives, with additional hand searches, identified academic reports and resources describing DIY compression device construction and/or implementation. Research studies were synthesized narratively, and the main characteristics of all resources were presented in a table. Results: Fifteen studies compared learning outcomes of CPR practice either pre-post DIY practice or between DIY and commercial manikins. Studies varied in the intervention (e.g., learning modality, time, manikin) and measurement, which precluded formal meta-analysis. Of the 55 different DIY devices described throughout all resources, 26 (47.3%) used plastic bottles for compression practice. Analysis of the resources revealed gaps in the current evidence base, such as a lack of clear assessment criteria, standardized procedures for comparisons, and sociocultural questions. Conclusion: This scoping review has identified a small number of studies which described different DIY devices for learning basic CPR skills to different extents. While there is a need for a more comprehensive search and full systematic review, the findings serve as a starting point for future investigations and support evidence-based choices regarding DIY manikins for teaching adult CPR.
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- 2024
37. Hungarian: The Hungarian Language in Education in Slovenia, 2nd Edition. Regional Dossier Series
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Fryske Akademy (Netherlands), Mercator European Research Centre on Multilingualism and Language Learning, Albina Necak Lük, and Attila Kovács
- Abstract
The aim of the Regional Dossier series is to provide concise descriptions of regional or minority languages in education, mainly in Europe but also in other parts of the world. The majority of the Hungarian-speaking population in Slovenia lives in the bilingual ethnically mixed area of the Prekmurje region, where both Slovene and Hungarian are recognised as official languages. Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research on education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the Regional Dossier.
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- 2024
38. Friulian: The Friulian Language in Education in Italy, 2nd Edition. Regional Dossier Series
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Fryske Akademy (Netherlands), Mercator European Research Centre on Multilingualism and Language Learning, Ada Bier, Gabriele Zanello, and Antonella Ottogalli
- Abstract
The aim of the Regional Dossier series is to provide concise descriptions of regional or minority languages in education, mainly in Europe but also in other parts of the world. Friulian is a Romance language, traditionally recognised as part of the Rhaeto-Romance sub-family. It is spoken in Friûl (in Friulian)/Friuli (in Italian), a territory located in north-eastern Italy where it is the most widely spoken indigenous language. Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research on education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the Regional Dossier.
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- 2024
39. Corsican: The Corsican Language in Education in France, 3rd Edition. Regional Dossier Series
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Fryske Akademy (Netherlands), Mercator European Research Centre on Multilingualism and Language Learning and Jean-Marie Arrighi
- Abstract
Corsican is a Romance language that belongs to the Italo-Romance group. Corsican has been recognised since 1974 as a regional language in France by the Ministry of National Education. The language is officially recognised by the French Constitution as belonging to the heritage of France. Over the past 25 years, several laws, decrees, regulations, and policies have gradually strengthened the institutional support for the Corsican language. Today, French-Corsican bilingual education is most prevalent in pre-school (reaching 59% of all pre-school children in Corsica) and primary school (51%), dropping to 26% in lower secondary education (French: collège), after which bilingual education is virtually non-existent. Corsican is a mandatory subject in pre-school (3 hours per week) and primary school (typically 1.5-3 hours), while this is optional for students in secondary education and beyond (59% choose Corsican in lower secondary education and 13% in higher secondary education, with instruction for 3 hours per week). Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research into education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the dossier.
- Published
- 2024
40. A DLF Case Study: The Dynamics of Writing Development in Adulthood
- Author
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Thanh T. G. Trinh, Kees de Bot, and Marjolijn Verspoor
- Abstract
This longitudinal case study from a Complex Dynamic Systems Theory (CDST) perspective touches upon an under-researched issue: L1 development over the lifespan. Levinson (1978) predicts three stages in adulthood: early, mid and late, with a decline in late adulthood. We examine Diane Larsen-Freeman's publications over a period of 50 years (from age 27 to 77) and trace seven complexity measures--three lexical (density, sophistication and diversity) and four syntactic (mean length of sentence, finite verb ratio, dependent clause per T-unit and complex nominals per clause)--to investigate whether early, middle, and late stages in adulthood occur as predicted. After employing common CDST methods to find out if there are significant peaks or interactions among the variables over time, we used a Hidden Markov time-series analysis to locate moments of self-organization, suggesting a new stage of development. The HMM shows a clear phase shift between middle and late adulthood when the writer was 63. Her vocabulary became more diversified, but her sentences were shorter, but not less complex. Therefore, we argue that this shift should not be seen as a decline in complexity but a shift in style as more precise words may lessen the need for more words.
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- 2024
41. The Role of Age in Second Language Development
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David Singleton and Justyna Lesniewska
- Abstract
This article delves into the ongoing debate surrounding the role of age in second language acquisition, examining developments over the past three decades and highlighting contentious issues. We argue that the commonly held belief in age's pivotal role is frequently contradicted by empirical evidence. Additionally, we examine the agerelated debate with respect to foreign language teaching. A brief review is provided on advances in neuroscientific techniques, which show that the adult brain retains substantial plasticity for language learning, followed by a discussion of these findings in relation to lifelong language learning. Finally, we turn to Complex Dynamic Systems Theory, which offers a dynamic perspective that emphasizes the evolving interplay of age, context, and individual factors, pointing to the need for more qualitative research.
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- 2024
42. Comprehensive Learner Records: Empowering Lifelong Learning in the Digital Age. Postsecondary Perspectives of Preparation for and Implementation of CLRs
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Council for Adult and Experiential Learning (CAEL), Modern Campus, The EvoLLLution, Lana Munip, and Rebecca Klein-Collins
- Abstract
The Comprehensive Learner Record (CLR)--defined as a verifiable, portable, interoperable digital asset that recognizes all learning--is currently a topic of interest in the postsecondary and workplace ecosystem. The Council for Adult and Experiential Learning (CAEL) and The EvoLLLution conducted a survey of CAEL higher education members and The EvoLLLution subscribers to investigate the extent to which their institutions are considering CLR implementation, and whether they are taking steps to reconceptualize their courses and credentials in terms of skills or competencies rather than credit hours. Follow-up conversations with select CAEL members who are taking steps to move towards skill-based credentialing models and an informal information-gathering roundtable at the 2023 CAEL Conference further informed the study. This report summarizes: (1) The extent to which the responding institutions have identified a need to design educational programs around well-defined skills and competencies; (2) The extent to which these institutions have started to define their course and program outcomes in terms of skills and competencies; and (3) Whether the institutions have started to implement (or lay the groundwork for) skills or competency-based transcripts or comprehensive learner records.
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- 2024
43. Exploring the Persistence of Adults on Secondary Education Courses: Occupational Status, Satisfaction and Self-Efficacy as Key Factors
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Lidia Daza-Pérez, Juan Llanes-Ordóñez, and Pilar Figuera-Gazo
- Abstract
One of the most worrying issues in Spanish education is the high school dropout rate, especially for those students who leave compulsory secondary education with no qualifications. Some of these students re-enter the system via adult education centres (AECs), where they can obtain the minimum qualification required by the labour market (the Secondary Education Graduate Certificate, the equivalent of GCSE in UK education). Entry into and adaptation to the AECs was explored in a non-probabilistic sample of 234 individuals from a total population of 2033 enrolled in 14 Catalan AECs, and the roles of a range of factors in shaping successful trajectories were analysed. The aim was to contribute to the design of strategies boosting students' well-being and raising the probability of their persisting in their studies. The results showed that when study was full-time or combined with a part-time job of half a day or fewer working hours, when there was high academic satisfaction with the centre, and when there was a feeling of empowerment and efficacy in studying, the bond to the centre and the will to continue studying there were enhanced.
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- 2024
- Full Text
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44. Using Universal Design for Learning to Design Self-Paced Professional Development Modules for Adult Education Instructors
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Amanda Bastoni, Luis Pérez, and Cassandra Sell
- Abstract
Adult education instructors are as diverse as the students they teach. Their professional backgrounds, training, licenses, and modalities of teaching (online, in person, open vs. closed enrollment, etc.) vary widely, which can make the planning of meaningful, effective professional development challenging. Universal Design for Learning (UDL) is a research-based educational framework developed almost 30 years ago by CAST, a non-profit education research and design organization. Using the UDL framework, CAST has developed self-paced professional learning modules that can be accessed freely through the Literacy Information and Communication System website (https://lincs.ed.gov/). The goal of this article is to argue that two key UDL-based design concepts - accessibility and relevance - can be used to increase the effectiveness of professional development for adult educators.
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- 2024
45. Why Is Morphological Knowledge and Instruction Important for Adult Education Learners?
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Elizabeth L. Tighe and Gal Kaldes
- Abstract
Morphological knowledge refers to an individual's understanding of the structure and meaning of words based on their familiarity with morphemes (i.e., word parts, including prefixes, suffixes, and bases). This knowledge is crucial to developing various aspects of language and literacy to successfully function in 21st century education and workplace settings, including vocabulary, spelling, phonological awareness, word reading, and reading comprehension. This research digest provides a brief review on why morphological knowledge is important to literacy for adult education leaners. Next, we briefly describe the literature on adult morphological and etymological instruction and provide examples for how to integrate them in the classroom with adult education learners. We conclude with future directions and resources for research and educational practice.
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- 2024
46. Improving Reading Skills for Adult Learners with Dyslexia in Incarcerated Settings with The Noah Text®--New Century Program
- Author
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Sarah Cacicio
- Abstract
Research shows that the vast majority of students who are diagnosed with learning disabilities in school are, in fact, dyslexic. Still, many students with dyslexia are not adequately identified, assessed, or supported with research-based interventions. Adults with dyslexia report struggling with reading difficulties from as early as kindergarten which impacts their learning experiences over the life span. Providing evidence-based instruction alongside supplementary digitally-mediated reading tools such as The Noah Text®--New Century program described in this article is critical for improving learning engagement and outcomes among adult learners with dyslexia, especially for the disproportionate number of learners with reading difficulties in incarcerated settings. Significant efforts are now underway to improve methods for diagnosing and treating dyslexia, including at the federal level. For example, in 2018, the First Step Act (FSA) was the first major criminal justice reform to recognize the need to identify and support adult learners with dyslexia as part of a broader effort to reduce recidivism by improving access to evidence-based educational and rehabilitative programming for justice-impacted individuals.
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- 2024
47. Reinventing a Basic Literacy Program
- Author
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Jessica Tomkins
- Abstract
At Literacy NJ, the decline in our basic literacy services has caused us to reevaluate and reinvent our program. The cornerstone of our new plan is to offer an 8-week vestibule program called Steps to Success for new basic literacy students, focused on goal setting, crucial digital skills, and the development of independent learning strategies. We intend to implement Steps to Success statewide as a way to rebuild our capacity to serve basic literacy students. Ultimately, we believe this will allow us to serve many more students and increase their retention in the program by improving their learning experience.
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- 2024
48. The Mediating Role of Satisfaction in Distance Education in the Relationship between Attitude towards Distance Education and Online Motivation
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Deniz Yalçinkaya
- Abstract
In this study, the attitudes of adult learners towards distance education were examined and the study motivation and satisfaction level of adult learners, which are two important factors affecting participation, continuation and even dropout, were examined. This study was conducted in a relational research design in quantitative research model and data were collected with the help of three relational scales. These scales are "Attitude towards Distance Education Scale," "Distance Education Satisfaction Scale" and "Online Learning Motivation Scale." In this study, there were 350 participants, 302 women and 48 men. Adult learners of distance pedagogical formation program were selected within the scope of "purposive sampling method." "Regression analysis" was conducted with "the bootstrap method" to test the mediating role of motivational behavior in online learning in the effect of individuals studying via distance education on attitude towards distance education and satisfaction in distance education. Process macro developed by Hayes (2018) was used in the analysis. Accordingly, it was found that the indirect effect of attitude towards distance education on satisfaction with distance education was significant. Thus, it was determined that motivation in online learning mediates the relationship between attitude towards distance education and satisfaction with distance education. This study revealed that there is a significant positive relationship between attitude towards distance education and satisfaction with distance education. There is a significant positive relationship between attitude towards distance education and online learning motivation. There is a significant positive relationship between satisfaction with distance education and online learning motivation, and in the mediation model, it is seen that all path coefficients are significant in the mediation model of distance education students' attitudes towards distance education affecting their satisfaction with distance education through their online learning motivation.
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- 2024
49. Merging Historical Feminist Fiction-Based Research with the Craft of Fiction Writing: Engaging Readers in Complex Academic Topics through Story
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Nancy Taber
- Abstract
Drawing from the literature and the historical fiction-based feminist antimilitarist research I conducted in writing my debut novel, "A Sea of Spectres." This article discusses the what and why of fiction-based research. I detail how to: (a) move from inspiration to fiction-based research; (b) frame the research; (c) develop research questions; (d) and embed theory and data in the story through applying the craft of fiction writing. My aim with fiction-based research is to create compelling characters situated in historical and contemporary settings in order to draw readers into engaging and accessible stories that help them learn about themselves, their understandings of others, and their relationships to society. I conclude with recommendations for conducting fiction-based research; delve into the methodology of fiction-based research; study the craft of writing fiction; read in related genre(s); abide by the ethics of fiction and fiction-based research; and learn about the fiction publishing process.
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- 2024
50. Interculturality in Latin American Rural Bilingual Education: A Systematic Literature Review
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Diana Marcela Duque Salazar, María Alejandra Tangarife Loaiza, and Ángela Patricia Velásquez Hoyos
- Abstract
This systematic literature review examines the panorama of interculturality in rural contexts of bilingual education in Latin America. It aims to provide a comprehensive overview of the current state of knowledge in Latin America and identify key themes, challenges, and gaps in the field. The review highlights the importance of recognizing and valuing linguistic and cultural diversity, particularly in marginalized rural communities. It also discusses the lack of adequate resources and educational policies as significant challenges to promoting intercultural bilingual education in these contexts. The findings underscore the need for further research and the development of effective strategies to enhance intercultural understanding and bilingual education in Latin American rural areas.
- Published
- 2024
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