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Adult and Continuing Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
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- Professional development (3)
- Adult Learning (1)
- Advanced graduate study (1)
- Early childhood care (1)
- Early childhood education (1)
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- Early education (1)
- Education policy (1)
- Identity Development (1)
- Institutional conditions (1)
- Massachusetts Department of Early Education and Care (1)
- Nontraditional Students (1)
- Part-time community college students (1)
- Pedagogy (1)
- Post-master’s certificate programs (1)
- Service-Learning (1)
- Social Change (1)
- Workforce registry (1)
- Publication
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Articles 1 - 5 of 5
Full-Text Articles in Adult and Continuing Education and Teaching
Institutional Conditions To Improve The Educational Outcomes Of Part-Time Community College Students, Rhonda M. Gabovitch
Institutional Conditions To Improve The Educational Outcomes Of Part-Time Community College Students, Rhonda M. Gabovitch
Graduate Doctoral Dissertations
Community college graduation rates are low for the entering cohort of degree or certificate-seeking students who have always attended full-time. After six years, four out of 10 students fail to earn a credential or continue to be enrolled. Graduation rates are even lower for students who enroll consistently on a part-time basis. Approximately three out of four of these students fail to earn a credential within six years. Much of the blame for failure of part-time students is attributed to their demographic characteristics, their lack of motivation, and poor educational preparation for college. Some of these characteristics result in their …
The Massachusetts Early Education And Care: Professional Development Study, Anne Douglass, Alice Carter, Frank Smith
The Massachusetts Early Education And Care: Professional Development Study, Anne Douglass, Alice Carter, Frank Smith
Office of Community Partnerships Posters
This study is a research-policy partnership. This study used workforce registry (n=55,768) and professional development attendance data to examine early educator characteristics and patterns of professional development participation in one state.
In the paper, we describe how these new workforce data can inform professional development. We present the concept of density in professional development participation, discuss its potential benefits, and highlight the utility of state-wide digital tracking of early educators’ patterns of professional development for informing policy. We suggest that professional development policy can impact professional development participation density, and can thus be used intentionally to promote investments that have …
The Post Master's Certificate Program In Early Education Research, Policy, And Practice, Anne Douglass, Mary Lu Love, Lynne Mendes, Angi Stone-Macdonald, Lisa Van Thiel
The Post Master's Certificate Program In Early Education Research, Policy, And Practice, Anne Douglass, Mary Lu Love, Lynne Mendes, Angi Stone-Macdonald, Lisa Van Thiel
Office of Community Partnerships Posters
The Massachusetts Department of Early Education and Care (EEC) has selected the University of Massachusetts Boston to lead this innovative initiative. The development of a Post Master’s Certificate Program in Early Education Research, Policy, and Practice will build much-needed capacity for advanced graduate study in early education in Massachusetts. This model program is designed to address the demand for new leadership in the rapidly advancing field of early education and care.
Nontraditional Approaches With Nontraditional Students: Experiences Of Learning, Service And Identity Development, Suzanne Marie Buglione
Nontraditional Approaches With Nontraditional Students: Experiences Of Learning, Service And Identity Development, Suzanne Marie Buglione
Graduate Doctoral Dissertations
Nontraditional students are a growing population in higher education, yet our understanding of the unique factors that predict their success have not increased. Economic challenges, changing work demands, and the desire for personal and professional advancement fuel the nontraditional student's return to school (Kelly & Strawn, 2011). Their isolation and lack of social networks lead to poor academic outcomes as defined by retention, graduation and degree attainment. The classroom offers a beacon of hope for the engagement of nontraditional students, an opportunity to strengthen student identity and draw connections across the multiple worlds where these students reside. This phenomenological inquiry …
The Massachusetts Early Education And Care Professional Development System Study: Year 1 Report, Anne Douglass, Lucinda Heimer, Winifred Hagan
The Massachusetts Early Education And Care Professional Development System Study: Year 1 Report, Anne Douglass, Lucinda Heimer, Winifred Hagan
Curriculum and Instruction Faculty Publication Series
The purpose of this report is to present the findings from the first year of the Massachusetts Professional Development System Study (MA PDS). This study examined the implementation of Massachusetts' new statewide model for professional development of the early education and care and out of school time workforce. The study was funded by the Massachusetts Department of Early Education and Care (EEC).
This study examined the process of implementation of the new professional development system between August 2010 and June 2011. Implementation research is important because it provides insights into whether a new system is operating as intended and identifies …