Full-Time Instructional Staffing and Outcomes of Advanced Adult Learners

Autor/in	Patterson, Margaret Becker
Titel	Full-Time Instructional Staffing and Outcomes of Advanced Adult Learners
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 66 (2016) 4, S.336-358 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713616662906
Schlagwörter	Adult Education; Outcomes of Education; College Faculty; Achievement Gains; Secondary School Students; Postsecondary Education; Enrollment Rate; Longitudinal Studies; Staff Utilization; Trend Analysis; Access to Education; Geographic Location; Statistical Data; Pretests Posttests; United States + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lernleistung; Schulerfolg; Fakultät; Achievement gain; Leistungssteigerung; Sekundarschüler; Post-secondary education; Tertiäre Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Deployment of labor; Deployment of labour; Personaleinsatz; Trendanalyse; Access; Bildung; Zugang; Bildungszugang; USA
Abstract	Two core adult education outcomes for advanced adult learners in U.S. states under the National Reporting System are learning gains in adult secondary education and entry into postsecondary education (PSE). Advanced learner outcomes are associated with key functions in an adult education programming framework, as well as with adequate instructional staff time, location, or exposure to quality services. In this article, the trend in the relationship of instructional staffing patterns with both outcomes from 2006-2007 to 2011-2012 is examined. With fewer adult secondary learners and rising exposure, outcomes fluctuated. Profile analysis revealed that states with more full-time instructional staff had increasing amounts of PSE enrollment during the 6-year period. Moreover, the positive relationship of full-time instructional staffing with PSE entry appears to have gained strength from 2009-2010 onward. Implications of findings for adult educators and recommendations for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01