Where Are They Now? Examining Persistence Rates of African American Students in a Texas Adult Education and Literacy Program

Autor/in	Goodwyn, Latasha F.
Titel	Where Are They Now? Examining Persistence Rates of African American Students in a Texas Adult Education and Literacy Program
Quelle	In: COABE Journal: The Resource for Adult Education, 8 (2019) 2, S.33-47 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	African American Students; Adult Students; Adult Basic Education; Adult Literacy; Literacy Education; Teacher Characteristics; Predictor Variables; Academic Persistence; Success; Adult Educators; Self Efficacy; Philosophy; Teaching Methods; Change; Conventional Instruction; Program Effectiveness; Correlation; Learning Motivation; Racial Differences; Basic Skills; Technical Education; Culturally Relevant Education + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Adult; Adults; Erwachsenenalter; Education; Adult education; Erwachsenenbildung; Prädiktor; Erfolg; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Philosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Wandel; Korrelation; Motivation for studies; Lernmotivation; Rassenunterschied; Basic skill; Grundfertigkeit; Technikunterricht
Abstract	This study examined African American students' persistence rates in an adult basic education and literacy (AEL) program by juxtaposing teacher disposition that predicts student retention in an AEL program with an AEL Integrated Education and Training program (IET) as a predictor of student success. The Teacher Attribute Survey was administered to 12 Adult Education instructors from 14 different sites, as some instructors taught at more than one site. The survey measured teacher attributes such as self-efficacy, teacher philosophy (teacher-centered vs. student-centered and constructivist vs. traditionalist), and openness to change. Results indicated that there was a significance difference between student retention in a traditional AEL program and an IET program. There was also a significant difference in teaching philosophy, which was a predictor of student success rates. (As Provided).
Anmerkungen	Coalition on Adult Basic Education. PO Box 1820 Cicero, NY 13039. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: https://coabe.org/coabe-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01