Programme and Classroom Factors Affecting Attendance Patterns for Hispanic Participants in Adult ESL Education

Autor/inn/en	Carter, Steven J.; Henrichsen, Lynn E.; Eggett, Dennis L.
Titel	Programme and Classroom Factors Affecting Attendance Patterns for Hispanic Participants in Adult ESL Education
Quelle	In: Studies in the Education of Adults, 55 (2023) 1, S.44-65 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carter, Steven J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2022.2055815
Schlagwörter	Attendance; Hispanic American Students; Adult Education; English (Second Language); Second Language Instruction; Barriers; Teaching Methods; Student Attitudes; Student Evaluation; Learner Engagement; Educational Environment; Educational Practices + Suchen Sie Ihr Suchwort? Anwesenheit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Schulnote; Studentische Bewertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis
Abstract	Absenteeism and attrition pose serious challenges in government-funded adult ESL programmes, inhibiting success rates, jeopardising funding, and potentially threatening programmes' ability to continue to offer services. Because adult learners who enrol in programmes typically juggle numerous priorities and responsibilities beyond schooling, their engagement and attendance must be maintained. The research reported here aimed to identify key institutional factors that negatively affect adult Hispanic students' attendance patterns in ESL classes. Specifically, it focussed on determining which aspects of the overall programme structure and which classroom factors had the greatest negative impact on students' attendance patterns and engagement. Affective factors (e.g. social sensitivity, incongruence), ineffective or incomplete teaching methods, students' perceptions of slow or no progress, and assessment issues were the most prominent factors that emerged from the analyses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01