Literaturnachweis - Detailanzeige
| Autor/inn/en | Perin, Dolores; Greenberg, Daphne |
|---|---|
| Titel | Retention Patterns in an Adult Basic Education Program for Health Care Workers Preparing for College. |
| Quelle | (1992), (34 Seiten)
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| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Academic Persistence; Adult Basic Education; Adult Literacy; Allied Health Occupations; College Programs; Dropouts; Language Proficiency; Literacy Education; Outcomes of Education; Participant Characteristics; Program Attitudes; Time on Task; Workplace Literacy |
| Abstract | A study examined a unique workplace literacy program designed for college preparation. Factors related to retention were studied in a group of paraprofessional health care workers who were attending the program as a step toward career advancement. The 153 participants were mainly women of minority backgrounds who spoke English fluently but not necessarily as a first language and had considerable family responsibilities. Many of the participants had previously obtained high school equivalencies through union programs. Student characteristics, perceptions of the program, reasons for leaving prior to completion, and literacy gains were studied as a function of length of time in the program. Included in this study were two groups often overlooked in the research literature: nonattenders (those accepted to a program who never attend, n=28) and leavers (those who spend 12 or fewer hours in instruction before leaving, n=26). Length of time in the program was clearly associated with literacy gain. The 47 completers had higher literacy scores at various points during the program than groups who stayed for shorter amounts of time. Completers also had stronger English language backgrounds. Consideration of the combined effect of literacy gain, background characteristics, and perceptions of the program led to the conclusion that educational and practical concerns seemed to work together to affect decisions whether to stay or go. (22 references) (KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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