Removing Barriers: Transitioning Adult Education Students to Post-Secondary Programs through Increased Access to Information

Autor/in	Stiehl, Michele
Titel	Removing Barriers: Transitioning Adult Education Students to Post-Secondary Programs through Increased Access to Information
Quelle	(2023), (174 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2703-7
Schlagwörter	Hochschulschrift; Dissertation; Postsecondary Education; Community Colleges; Transitional Programs; Nontraditional Students; Adult Students; Barriers; Access to Information; Guides; Program Effectiveness; Teacher Attitudes; Motivation; Intention; Student Participation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Post-secondary education; Tertiäre Bildung; Community college; Community College; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Handbuch; Leitfaden; Lehrerverhalten; psychologische; Motivation (psychologisch); Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Transitioning adult education students to post-secondary programs and community college requires deliberate intervention and support services. This dissertation study was part of a larger action research study aimed at increasing transitions to college for non-traditional adult students by providing support and resources to adult education providers and staff. Earlier cycles of the study examined student and institutional barriers to participation and revealed missing college bridge activities. This specific cycle of research addressed one of these barriers, the need for increased access to transition information, through the creation of an online resource toolkit for students and staff. This study explored the affect of the toolkit on staff attitude and motivation related to campus transition activities, their use of the online toolkit, and the need for additional resources and strategies to better implement transitions programs. The data for this project was collected through pre- and post-intervention surveys, technology acceptance model (TAM) questionnaire, semi-structured interviews, and website analytics. It included a concurrent mixed methods quantitative and qualitative approach to analysis. Overall, the resource toolkit was well received, useful, and easy to use. Staff attitude and motivation shifted toward stronger support and intention to participate in transition activities like college-talk and campus culture. Considerations moved away from perceived obstacles related to college transitions. As part of this study, participants shared strategies for further development and expansion of the toolkit, ideas for promoting equity and access to transition services for all students, aligning staff vision and institutionalizing practices, and building college-going cultures and student college identities through counseling and curriculum. All of these efforts are designed to have adult students see themselves as successful learners and provide the support necessary to make college a real opportunity for all. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01