Coordination, Cohesion and Continuity: Learner Transition in Arlington.

Autor/in	Wrigley, Heide Spruck
Institution	Arlington County Public Schools, VA. REEP, Arlington Education and Employment Program.
Titel	Coordination, Cohesion and Continuity: Learner Transition in Arlington.
Quelle	(1995), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Articulation (Education); Cooperative Programs; Coordination; Demonstration Programs; English (Second Language); Job Training; Literacy Education; Models; Program Development; Program Effectiveness; Program Implementation; Transitional Programs; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Koordination; English as second language; English; Second Language; Englisch als Zweitsprache; Berufsqualifizierender Bildungsgang; Analogiemodell; Programmplanung; Ausbildung; Berufsbildung
Abstract	The Arlington (Virginia) Adult Learning System (AALS) represented a model for transitioning adult learners of English as a Second Language (ESL). Involving several service partners who collaborated with the Arlington Education and Employment Program (REEP), the project illustrated effective ways of linking community-based organizations, adult schools, job training programs, and institutions of higher learning into a coherent system that moved students through a seamless continuum of services. The program served 190 adults during its 2-year duration and reported a 72-97 percent transition rate at the adult school. Outcomes of AALS included the following: the establishment of an educational partnership of ESL literacy providers in Arlington; a comprehensive system that provided continuity from the lowest levels to advanced classes that led to university-level classes; and development of an assessment process that shares data between providers. Partners indicated the greatest impact was on the delivery system that provided a well-coordinated, well-articulated system for learner transition. Teachers reported that students broadened their educational horizons. Students learned to set their sights on larger goals. Key elements for successful collaboration were identified: joint decision making; a commitment to change; respect for each other's perspectives; joint curriculum and assessment framework; and sharing of information. These same features could be promoted as key features that promote the success of transition programs. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC