Download or read book Adult Learner Perceptions of Issues Related to the College Reentry Experience written by Karen Beatty Sookram and published by . This book was released on 1997 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Innovations in Feminist Psychological Research written by Ellen B. Kimmel and published by Cambridge University Press. This book was released on 1999 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt: What are the best ways to do research on the psychology of women and gender? Within feminist psychology, there is a great deal of methodological creativity and diversity. This volume highlights how familiar methods such as focus groups can be brought to bear on feminist issues. It demonstrates less common methods, such as Q-sort, phenomenological analysis, concept mapping, and discourse analysis. Moreover, it explores the role of personal values, interpersonal dynamics, and sociopolitical influences on the research process. Over 60 international contributors share insights into adolescent girls and adult women s sexuality, violence and its prevention, life patterns and narratives, the teaching-research nexus, gender and race in clinical practice, and more. Included is a comprehensive resource guide for research, publication and teaching on methodological diversity.

Download or read book The Portable Dissertation Advisor written by Miles T. Bryant and published by Corwin Press. This book was released on 2003-11-21 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written for the doctoral graduate student, this book gives you the vital support to write your dissertation when you can't be on campus full-time!

Download or read book The Perception of Adult Learners Concerning Their Satisfaction of Their Educational Experiences in a Midwestern Community College written by Constance L. McCallum and published by . This book was released on 2012 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, over 90 million adult students, ages 25 years or older, are engaging in post-secondary studies. Adult learners are the fastest growing segment in higher education and this trend is expected to continue into the future. This expanding influx of adult learners into colleges and universities has required post-secondary educational institutions to provide for the special needs of their adult learner populations. This study examined the relationship between adult learners' educational experiences and their satisfaction levels with their educational experiences by recognizing the differences within the adult learner population.

Download or read book Adult Re Entry Students written by and published by . This book was released on 2005 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over 42% of students re-entering education in the United States are age 24 or older (NCES, 2002). Community colleges offer financial, academic, and geographic accessibility making them a viable option for adults seeking to re-enter education (Cohen & Brawer, 1996). The purpose of this study was to learn more about the life transitions that precipitate entry into a community college. The researcher also sought to bring insights about the experiences of being an adult student returning to education at a community college. Research participants included 24 adult re-entry students and recent graduates at Mountain Empire Community College in Big Stone Gap, Virginia. Through indepth interviews, the personal experiences of the life transitions that prompted college entrance and the experience of being enrolled in college were explored. Qualitative research techniques were used in this study. Interviews were tape recorded and transcribed. The findings derived from the data analysis were presented thematically as they addressed the research questions. The findings revealed that participants returned to education because of job-related concerns (typically a layoff or company's closing) or an issue of timing (a feeling that it was âtimeâ to return). Re-entry students faced barriers that were both institutional and personal as they navigated the educational process. Participants reported that financial, geographic, and academic accessibility of the college made it a resource in itself. Finally, participants suggested implementing a specialized, adult, student-focused orientation course, on-site daycare services, and campus activities supportive of needs of students returning to the academic world. Recommendations included a quantitative study involving a survey with a larger sample of adult re-entry students. The data could provide a richer examination of the similarities and differences among the re-entry college population. Recommendations for practice included an orientation.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1996 with total page 872 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Creating a Place for Adult Learners in Higher Education written by Amy D. Rose and published by Taylor & Francis. This book was released on 2023-12-20 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creating a Place for Adult Learners in Higher Education offers deep insights into how to attract, teach, support, and retain students over the age of 25 – an important yet often overlooked student group. Comprehensive in scope, this book covers all the main aspects of adult students’ relationships with higher education institutions: recruitment, admissions, and financing; course and program provision and teaching approaches; and student support, retention, and completion. The discussion is bolstered by chapters of analysis on adult student demographics (including both diversities and commonalities), exploration of leadership challenges, and discussion of measurements of success. Drawing from the most up-to-date research as well as practical experience and descriptions of best practices by programs historically serving adults, the authors provide a broad set of strategies and recommendations to place adult students at the center of the educational process. Higher education leaders, practitioners, and administrators will find this book an invaluable resource as they seek to better account for and support this key student group, which now comprises approximately 30% of the US undergraduate population.

Download or read book Perceptions of Institutional Policies and Practices from the Perspectives of Underrepresented Adult Learners written by Shenita Latese Ray and published by . This book was released on 2012 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify the perceptions of institutional policies and practices, based on the perspectives of minority adult learners, which contribute to and militate against underrepresented adult learners' persistence in college until baccalaureate degree completion, describe why these policies and practices influence retention, and explain how institutional policies and practices that militate against minority learner persistence can be modified to advance their persistence in college. For the purpose of this research, adult learners were defined as students who were 25 years of age or older when they first entered or re-entered college to complete a bachelor's degree. This study addressed the following three research questions: 1. What institutional policies and practices contribute to and militate against African American and Hispanic adult learners' persistence in college? 2. In what ways do the institutional policies and practices, identified in question one, influence African American and Hispanic adult learners' retention? 3. How could higher education institutions modify policies and practices that militate against minority adult learners' persistence in order to improve their retention? The data collected from the research demonstrate that the following policies and practices may contribute to minority adult learners' persistence and success in college: • Education Community Network • Student Support Services and Access to Courses • Care is a Virtue • Family Inclusive Environment • Course Delivery: local, face-to-face, accelerated, with an online option • Second Shift Support Services • Alignment of Institution and Career with Student Needs Furthermore, the research findings suggest that the following are ways in which institutional policies and practices identified above may influence minority adult learners' persistence: • Fostering relationships with external entities may help postsecondary institutions influence policies related to transfer credits, tuition reimbursement, flexible employment schedules, internships, and outreach to local communities and state and federally funded agencies, which may enhance adult learners' retention in college. • Faculty, counselors, and minority personnel who express sincere interest in student success, engage in frequent contact with learners to monitor their progress and serve as a student advocate demonstrate to adult learners that the institution not only cares about their academic success, but also their personal achievements. • Multiple and flexible course delivery options can help adult learners manage competing priorities by allowing them to adjust how they pursue course completion. • The lack of understanding of program and degree offerings, varying institutional environments, and degree completion progress can influence student retention. Moreover, the data collected suggests that postsecondary institutions may attempt to improve the retention and success of adult learners by adopting, developing, or integrating similar policies and practices that: • Advance transfer and course equivalences. • Ensure the accuracy and expedites the transcript evaluation process. • Facilitate collaboration with employers to facilitate the development of tuition reimbursement policies, flexible employment and course scheduling, and of internships. • Engages university personnel in outreach activities in order to establish partnerships with local community organizations and state and federally funded agencies. • Ensures that hiring practices recruit and employ diverse faculty and staff who demonstrate care for student success. • Promotes training programs that educate faculty and staff on the importance of showing care for students. • Offers a variety of courses with varying lengths. • Provides web-based online services and evening support services. • Offers adult learners objective career and program advising prior to admission and degree selection to ensure that their desired career path corresponds with the program chosen. • Educates adult learners about the institutional environment to ensure that it reflects their personal interests.

Download or read book Handbook of Research on Adult Learning in Higher Education written by Okojie, Mabel C.P.O. and published by IGI Global. This book was released on 2020-02-01 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt: In today’s globalized world, professional fields are continually transforming to keep pace with advancing methods of practice. The theory of adult learning, specifically, is a subject that has seen new innovations and insights with the advancement of online and blended learning. Examining new principles and characteristics in adult learning is imperative, as emerging technologies are rapidly shifting the standards of higher education. The Handbook of Research on Adult Learning in Higher Education is a collection of innovative research on the methods and applications of adult education in residential, online, and blended course delivery formats. This book will focus on the impact that culture, globalization, and emerging technology currently has on adult education. While highlighting topics including andragogical principles, professional development, and artificial intelligence, this book is ideally designed for teachers, program developers, instructional designers, technologists, educational practitioners, deans, researchers, higher education faculty, and students seeking current research on new methodologies in adult education.

Download or read book They Returned But Will They Stay written by W. A. Locke (III.) and published by . This book was released on 2011 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored how college experiences, as perceived by adult students, influenced their decisions on persistence. Specifically, the role students' perceptions of their college experiences played in their decisions to persist in college or voluntarily depart without completing a degree was examined. A grounded theory approach was used involving 26 current, completed, and non-completed students between 40 and 65 years of age. Of these 26 students, 23 had returned to college to obtain masters or doctoral degrees, two had recently obtained their bachelors degree and were now seeking graduate certificates, and one was completing her bachelors degree after a 39 year absence from college. These students were interviewed regarding their college experiences within five main areas: Business Processes, Support Services, Student/Advisor Interactions, Classroom Environment, and Feelings of Fit. Within these areas, four categories of phenomena regarding students' college experiences were identified as most influential in their decisions regarding persistence: Importance of Relationships, Assessment of Value, Feelings of Fit, and Challenges Encountered. Student's Expectations was the central category that brought the others together and served as the building blocks for theory, as an explanation regarding the phenomenon. The resulting theory, Adult students' expectations of their college experiences influence their perceptions and assessment of the actual experiences, thereby influencing their decisions to persist in or depart college, responds to this study's research questions. Regarding the five main areas of college experiences, analysis showed that interaction with advisors and instructors was critically important to students, and that classes students considered intellectually challenging were also considered the most valuable. While analysis also showed that business processes and support services mattered to students, their significance was minor in comparison to the other areas. Students' overall feelings of fit were related across the spectrum of college experiences to the level of harmony or discord between their expectations and their perceptions of the experiences. Based on the findings, it appears that college experiences, as perceived by adult students, can influence their decisions on persistence. It is recommended that colleges promote open discussion of students' expectations to reduce discord between expectations and perceptions of experiences.

Download or read book Exploring Adult Learners Experiences Transitioning to Higher Education written by Courtney Karmelita and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract Research Topic With increasing adult learner enrollments in colleges and universities, adult learners more than ever require supports and services to help them successfully transition into student life. Transition programs have gained popularity for this reason. These programs are intended to help adult learners enroll in postsecondary education (Alamprese, 2005). The state of the literature on these programs demonstrates a need for more research about the outcomes associated with participation. Previous research on adult learner participation in transition programs is limited in its scope and depth (Valentine, Hirschy, Bremer, Novillo, Castellano, & Banister, 2009). To add to the literature, this study is designed to capture and explore the stories of adult learners enrolled in a transition program to examine their experiences and perceptions. When researching adult learner transition to higher education, I came across numerous studies reporting the challenges and barriers that hinder adult learner success. I also found that the challenges and barriers discussed in recent literature are the same as those described over three decades ago by Patricia Cross (1981). Therefore, this research also aims to explore to what extent these barrier types identified in Cross's (1981) survey research adequately reflect the experiences of adult learners entering higher education today and to provide an updated account of the obstacles that adult learners face. Theoretical Framework and Method This study is a narrative inquiry shaped by the theoretical framework of Schlossberg's Transition Theory (Anderson, Schlossberg, & Goodman, 2012) and Cross's (1991) categories of adult learner barriers. For data analysis, I used the hermeneutic approach as described by Patterson and Williams (2002). I followed this approach to analyze each participant's narrative. I also engaged in cross-case narrative analysis, determining the similarities and differences between the participants' narratives. Findings The findings suggest that the connections the participants formed during enrollment in "Transitions Prep" attributed to an overall positive experience for all. The narratives of this study also indicate that the participants' perspectives of the transition to higher education changed through participation in "Transitions Prep." Although one participated reported a loss of confidence in her ability to be successful in higher education, the majority of the participants described themselves as having gained confidence. Additionally, the findings of this study imply that adult learners may face challenges not fully addressed by Cross's (1991) account of adult learner barriers to higher education. Lastly, I found that the stages to self-actualization from Maslow's (1943) Hierarchy of Needs explain the participant motivations more precisely than the theories used to inform the theoretical framework of this study. Recommendations Based on the findings, I recommend that research on the outcomes of participation in a transition program be conducted. I also recommend that Schlossberg's Transition Theory and Cross's (1991) categorizations of student barriers be reconceptualized to give more emphasis on the influence of identity and be reconsidered within the current social context. Additionally, I encourage researchers to contemplate how elements of self-actualization may help to explain adult learner motivations for entering higher education. Furthermore, I suggest additional research to uncover the true impact of funding on transition program development and determine appropriate requirements for program design. For future practice, I suggest that universities and colleges implement research-based supports, including transition programs, to aid adult learners as they attempt to earn postsecondary degrees. In addition, I suggest that higher education institutions be mindful of how aging poses physical limitations for adult learners and consider how to best provide appropriate accommodations for aging adult students.

Download or read book A Study of the Perceptions of Female Displaced Workers in a Community College Regarding Their Educational Expectations and Barriers to Their Achievement written by Pashia H. Hogan and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Adult women enter or reenter college for a variety of reasons, one of which is because of the loss of a job and the need to retrain for reentry into the workforce. The purpose of this phenomenological study was to investigate the actual experiences of female displaced workers entering community college, as compared with their initial expectations as adult learners. Data were collected through interviews with 23 displaced workers age 25 or older who was either enrolled in an associate of applied science degree program or had graduated from an associate of applied science degree program at Northeast State Technical Community College between May 2000 and May 2003. The interviews were taped recorded and transcribed. The transcripts were analyzed using Glaser and Strauss's (1967) constant comparative method to inductively identify categories and patterns of thought. The findings were presented relative to the research questions posed in Chapter 1. Achieving particular grades, obtaining a degree, and being able to get a job were the primary ways in which the participants initially defined success. In addition, they attributed the success they achieved to the encouragement and support of their teachers, their families, and their peers as well as to their faith and personal dedication and determination. The barriers they encountered included dispositional, situational, and institutional barriers. Furthermore, they found their initial fears of not "fitting in" and of being too old to learn to be without merit. While they had underestimated the amount and level of difficulty of the work that would be involved, they had also underestimated their own abilities. Recommendations for future practice included conducting annual orientation sessions for faculty; semester reviews of course offerings and instructional delivery formats; and a series of ten, one-hour workshops, provided at the beginning of each semester, to help alleviate the fears that were consistently expressed. Additional qualitative and quantitative research was also recommended.

Download or read book Resources in Education written by and published by . This book was released on 1999 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Women s Educational Equity written by and published by . This book was released on 1980 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.

Download or read book The Oxford Handbook of Reciprocal Adult Development and Learning written by Carol Hoare and published by OUP USA. This book was released on 2011-09-06 with total page 609 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rev. ed. of: Handbook of adult development and learning / edited by Carol Hoare. 2006.

Download or read book Resources in Education written by and published by . This book was released on 1996 with total page 1112 pages. Available in PDF, EPUB and Kindle. Book excerpt: