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Adult and Continuing Education Administration Commons™
Open Access. Powered by Scholars. Published by Universities.®
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Articles 1 - 3 of 3
Full-Text Articles in Adult and Continuing Education Administration
Promoting Adult Student Success At Four-Year Higher Education Institutions, Heidi A. Watson-Held
Promoting Adult Student Success At Four-Year Higher Education Institutions, Heidi A. Watson-Held
Adult Education Research Conference
This study surveyed four-year institutions to examine the extent to which different categories of four-year institutions are meeting adult students’ needs and thereby promoting their success.
Can I Do Both? Be Employed And Graduate? Adult Non-Traditional Learners Who Combine Employment And Higher Education Enrollment-A Look At Persistence And Best Practices To Overcoming Barriers To Improve Success And Retention, Lynn Taylor
Adult Education Research Conference
The roundtable discussion critically analyzes two significant research studies on barriers to persistence of non-traditional adult learners who combine employment and higher education enrollment. These studies were conducted by the U.S. Department of Education in partnership with the NCES. Implications for best practices to overcome barriers, improve retention and academic success will be covered.
“Warming Up” In The Developmental Sequence? Upward Transfer Conditional On Dependency Status, Cody Davidson, Kristin B. Wilson
“Warming Up” In The Developmental Sequence? Upward Transfer Conditional On Dependency Status, Cody Davidson, Kristin B. Wilson
Kentucky Journal of Higher Education Policy and Practice
The purpose of this study was to determine predictor factors of upward transfer for Kentucky community college students enrolled in a developmental algebra course. For independent students, a mother with a college degree, a declared major, a federal work-study position, greater adjusted gross income, and a higher grade point average was positively correlated with upward transfer. For dependent students, a father with a college degree, a declared major, and a higher grade point average was positively correlated with upward transfer.