Literaturnachweis - Detailanzeige
| Autor/inn/en | Norland, Emmalou; Oberst, M. Claire |
|---|---|
| Institution | Ohio State Univ., Columbus. Office of Business and Administration. |
| Titel | Report on the Adult Education for the Homeless Program in Ohio. |
| Quelle | (1995), (112 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adult Basic Education; Adult Literacy; Adult Programs; Daily Living Skills; Educational Needs; Employment Potential; Homeless People; Job Training; Literacy Education; Program Effectiveness; Program Implementation; State Programs; Ohio |
| Abstract | In 1994, an evaluation was made of the Adult Education for the Homeless (AEH) program in Ohio. Ohio currently has the third largest AEH project (of 32 states), with 40 sites spread over 12 locations. The evaluation was both formative and summative and was based on theoretical models of adult education (Teaching-Learning Exchange Theory and Bennett's Hierarchy). Research was conducted through site visits and data collection by teachers using a questionnaire developed for the project. The study found that the learners were evenly distributed across gender and African American and European American heritage. More than 75 percent of the learners were aged 20-40. Most were unmarried and about half had children. The majority had 10 or more years of schooling. About half of the respondents participated in the education program for 10 hours or less for the month of November 1994, when the data were collected. Teachers felt the participants were above average in all areas and highest in general attitude. Learners said they participated to learn new life skills and new job skills and to improve mathematics and reading skills. Two-thirds of the participants who left the program during the month indicated that they had met their goals. Teachers sometimes helped students with information and issues not directly related to curriculum. The predominant teacher style was "learning-community-centered" and students were more likely to get a job and improve life skills than were the students of more content-centered teachers. Programs that were conducted in shelters or other areas closest to learners were most likely to draw and retain participants. Program directors wanted inservice training in identification of learning disabilities, knowledge of homeless issues, and general curriculum development. (Three appendixes include the list of stakeholders, indicators of program quality, and the instruments used in the study.) (KC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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