Changes in Learners' Lives One Year after Enrollment in Literacy Programs. An Analysis from the Longitudinal Study of Adult Literacy Participants in Tennessee. [Report No.: NCSALL-R-11

Autor/inn/en	Bingman, Mary Beth; Ebert, Olga; Smith, Michael
Institution	National Center for the Study of Adult Learning and Literacy, Boston, MA.
Titel	Changes in Learners' Lives One Year after Enrollment in Literacy Programs. An Analysis from the Longitudinal Study of Adult Literacy Participants in Tennessee. [Report No.: NCSALL-R-11
Quelle	(1999), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Adult Basic Education; Adult Literacy; Adult Programs; Adult Students; Citizen Participation; Educational Benefits; Educational Research; Employment Patterns; Life Satisfaction; Literacy Education; Longitudinal Studies; Parent Participation; Parent School Relationship; Self Esteem + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Bildungsertrag; Bildungsforschung; Pädagogische Forschung; Beschäftigungsstruktur; Lebensvollendung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Self-esteem; Selbstaufmerksamkeit
Abstract	To assess the long-term impacts of adult literacy programs, the Center for Literacy Studies conducted the Longitudinal Study of Adult Literacy Participants in Tennessee from 1991-95. The study focused on changes in the lives of 450 participants in the domains of work, family, and community after they enrolled in literacy programs. Participants from three cohorts (1991-92, 1992-93, 1993-94) were enrolled at literacy Level One, and their initial scores on the Adult Basic Learning Exam reading test were below the sixth-grade level. Follow-up studies were administered annually through 1995, although the number of participants who could be located diminished each year. Results were analyzed from the responses of 199 adults from the 3 cohorts who took part in a follow-up interview approximately 1 year after their initial enrollment. The 116 questions dealt with employment, literacy practices, involvement with children's schooling, community awareness, self-esteem, and life satisfaction. Participants reported positive change on at least one item in each category, including a higher rate of employment, increased self-esteem, increased involvement in community organizations, and increases in some uses of literacy. Data showed no significant changes in community awareness or in how people felt about their community; no greater likelihood of attending community meetings or talking about politics; no significant increase in reading or in involvement in children's education; and few significant changes in life satisfaction. (Contains 16 references.) (YLB)
Anmerkungen	NCSALL/World Education, 44 Farnsworth Street, Boston, MA 02210-1211 ($5). E-mail: ncsall@worlded.org. For full text: http://gse.harvard.edu/~ncsall/reports.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01