Moving towards Participatory Adult Education: Involving Family Literacy Students in Meaningful Leadership Experiences. Research Brief #4

Autor/inn/en	Toso, Blaire Willson; Prins, Esther; Drayton, Brendaly; Gungor, Ramazan; Gnanadass, Edith
Institution	Pennsylvania State University, Goodling Institute for Research in Family Literacy
Titel	Moving towards Participatory Adult Education: Involving Family Literacy Students in Meaningful Leadership Experiences. Research Brief #4
Quelle	(2008), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Outcomes of Education; Program Effectiveness; Literacy Education; Adult Learning; Adult Students; Adult Educators; Family Literacy; Student Leadership; Participative Decision Making; Student Participation; Adult Basic Education; Parent Participation + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Studentenwerk; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Education; Elternmitwirkung
Abstract	Although adult educators espouse values such as inclusion and ownership, adult learners seldom play a substantive role in programmatic decision making. This collaborative research project explored family literacy participants' experiences in their program's parent advisory council (PAC). The study shows that involvement in the PAC enhanced program effectiveness, increased learners' investment in the program, and fostered capacities that learners transferred to personal, educational, and social domains. However, learners had little or no influence over some programmatic areas. In sum, giving learners a meaningful say in programmatic and curricular matters can prepare them to exercise more control over decisions in their lives and communities. This study contributes to a deeper understanding of the benefits and challenges of student leadership in adult basic and literacy education, insights that can assist teachers and administrators in creating programs of, by, and for adult learners. (Contains 1 endnote.) (ERIC).
Anmerkungen	Goodling Institute for Research in Family Literacy. 405 Keller Building, University Park, PA 16802. Tel: 814-865-5876; Fax: 814-863-6108; e-mail: goodlinginstitute@psu.edu; Web site: http://www.ed.psu.edu/educ/goodling-institute
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10