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Full-Text Articles in Education
Massachusetts Adult Basic Education And Esol Distance Learning Programs: How To Assess Student Readiness For Distance Learning?, Berna Kahraman, Amelia Mallona, Donna H. Friedman, Sarah Kuck Jalbert
Massachusetts Adult Basic Education And Esol Distance Learning Programs: How To Assess Student Readiness For Distance Learning?, Berna Kahraman, Amelia Mallona, Donna H. Friedman, Sarah Kuck Jalbert
Center for Social Policy Publications
This report presents the findings from the pilot screening process prepared by the Center for Social Policy (CSP) and implemented during December 2008-March 2009 by the adult basic education (ABE) online learning programs in MA which are funded by the Department of Elementary and Secondary Education (ESE). The purposes of the pilot process were:
- To determine the effectiveness of screening tools in assessing participant characteristics, such as the skills, demographics, and life circumstances that are associated with success in online learning;
- To identify supports and interventions which students need in order to persist and succeed in online learning.
At the …
The Enactment Of Hegemony Through Identity Construction: Insights From Thepresentation Of Self In Everyday Life, Brendaly Drayton, Esther Prins
The Enactment Of Hegemony Through Identity Construction: Insights From Thepresentation Of Self In Everyday Life, Brendaly Drayton, Esther Prins
Adult Education Research Conference
This paper uses Goffman’s dramaturgical analysis to examine how hegemony maintains its power and influence in the life of the individual. The analysis reveals that the power of hegemony lies in the construction of particular identities that shape our interactions and limit our imagined futures.
Metacognitive Awareness And Strategy Use In Academic English Reading Among Adult English As A Second Language (Esl) Students, Yuko Iwai
Dissertations
This mixed method research study explored the role of metacognitive awareness in reading among adult English as a Second Language (ESL) students of various academic levels enrolled in a university in the southeastern part of the United States of America while engaged in academic reading. In addition, this study examined metacognitive reading strategies employed by those students.
In the quantitative portion of the study, 98 students responded to the Survey of Reading Strategies (SORS) instrument and a background information questionnaire. The SORS measured metacognitive awareness and use of reading strategies. In the qualitative portion of the study, six students (two …