Adult and Continuing Education Commons^™

The Goals Of The Youth To Youth Guide To The Ged®, Tasos Neofotistos, Travion K. Joseph, Jovon Smith, Joni Schwartz, John Powell, Eve Tuck

Open Educational Resources

This is a youth to youth guide to the GED. Written for and by youth it is a learner-centered tool for understand choices and options around the GED.

Conclusion [To The Youth To Youth Guide To The Ged®], Tasos Neofotistos, Jovon Smith, Travion K. Joseph, Joni Schwartz, John Powell, Eve Tuck

Open Educational Resources

This is a youth to youth guide to the GED. Written for and by youth it is a learner-centered tool for understand choices and options around the GED.

Advice From A Ged® Educator, Joni Schwartz

Open Educational Resources

This is a youth to youth guide to the GED. Written for and by youth it is a learner-centered tool for understand choices and options around the GED.

What Do Youth Know About The Ged® Before They Join A Ged® Program?, Joni Schwartz, John Powell

Open Educational Resources

This is a youth to youth guide to the GED. Written for and by youth it is a learner-centered tool for understand choices and options around the GED.

Online Remedial Writing Classes: A Sense Of Presence, Pedagogy, And Digital Divide, Barbara Lorraine Stoutamore

Communication & Leadership Dissertations and Theses

Remedial math and writing courses have become commonplace on two and four year college campuses. As many as 42 percent of incoming freshman enroll in some type of remedial class whether it be reading, writing, or math (Brock, 2010). More and more students are entering these institutions underprepared for college level work and must take remedial courses to increase their skills to college equivalency. Face to Face (FtF) courses have been developed to meet the needs of remedial students, but recently online courses have begun to be offered as well. Research shows that students who take online courses are less …

Differences In Learning Motivations Of Professionals And Nonprofessionals Participating In Two South Mississippi Institutes For Learning In Retirement, Constance Marie Farmer

Dissertations

This study investigated the differences in learning motivations of (a) professional and nonprofessional, and (b) urban and rural members of two south Mississippi Institutes for Learning in Retirement (ILR) programs in an attempt to expand C. O. Houle's conceptual model of continuing professional education into the retirement years and to determine if the life transitions of the older adult unite the learning orientations of these subpopulations into self-actualizing (growth) motives as part of the maturation process identified y Abraham Maslow.

Ninety urban ILR and 60 rural ILR members were recruited. Professional was defined as having completed a bachelor's degree or …

Aiding Non-Reading Spanish Speaking Adults With Worksource Orientation And Usage Through Low-Level Spanish Reading Workshops, Amy Claussen

All Graduate Projects

The goal of this project is to teach adult Hispanic low-level readers to utilize the Worksource of Kittitas County and to improve their reading in their language of origin. Research shows that the transfer of knowledge from the primary language to a new second language is not possible without mastery in the primary language first.

A Living Skills Curriculum For Adults With Developmental Disabilities, Patricia Merz Ubelaker

All Graduate Projects

The purpose of this project was to develop a living skills curriculum for adults with developmental disabilities. It will present many of the necessary skills for succeeding at living independently in the community. This curriculum was designed to be taught in a community college setting, using the ten week quarter system. To accomplish this purpose, a review of current literature and research was conducted. The review found few curricula available for teaching living skills and none on the postsecondary level. The research established a need for a curriculum ofliving skills for adults and this project is offered in partial fulfillment …

Washington State History: The Early Years, Margo M. Buchan

All Graduate Projects

The High School Completion Lab setting for Washington State History students, whose pre-project assignment for two hours a day, three days a week, involved reading the selected text, Northwest Heritage by William Scofield, and answering Chapter Questions, met state requirements but seemed unnecessarily sterile. It was hoped that the production of videotaped lessons which could be presented either to groups of H.S. 016 students or to individuals would, if well-made, provide the class with an enriched perspective of Washington State History.

Adult Basic Education: An Instructional Program Plan, Nancy Helen Warnstadt

All Graduate Projects

The project provides a comprehensive instructional program guide for Adult Basic Education at Centralia College. The project plan will be utilized to help track activities and illustrate accountability, assist in program evaluation, to clarify individual program objectives, end to provide guidelines and assistance to other programs facing similar problems. The project provides the following information: the setting description, the program mission statement, the instructional model, the component plans, the organization and staffing, progrem evaluation and a program improvement plan.

Maine Literacy Coalition, Department Of Educational And Cultural Services

Maine Collection

Maine Literacy Coalition

Department of Educational and Cultural Services, Bureau of Adult and Secondary Vocational Education, State House - Station #23, Augusta, Maine (1988).

A Comparative Study Of Opportunities For Adult Higher Education In Great Britain And The United States, Edward A. Mcloughlin

All Master's Theses

This paper presents a study of three non-traditional models of higher education for adults leading to degrees in England and America. The programs are only in their pilot stage and are attempting to open the resources of faculty, educational technology, and other methods of instruction to adults desiring study standards and degrees academically equal to traditional residential university programs.

The effects of the programs on adult education and on higher education generally are studied by a research of the literature and program reports.

Recommendations are made for further research and projections are made of the effects of the programs on …