Accelerated Degree Programs: Policy Implications and Critique: What We Know about Adult Learners and Its Implications for Policy.

Autor/in	Donaldson, Joe F.
Titel	Accelerated Degree Programs: Policy Implications and Critique: What We Know about Adult Learners and Its Implications for Policy.
Quelle	(2001), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Acceleration (Education); Adult Education; Bachelors Degrees; College Students; Educational Planning; Educational Policy; Educational Research; Higher Education; Models; Nontraditional Students; Outcomes of Education + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; 'Bachelor''s degrees'; Bachelor-Studiengang; Collegestudent; Bildungsplanung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Lernleistung; Schulerfolg
Abstract	This paper considers the body of research on adult learning and adult college experiences and outcomes that can inform the planning, development, and evaluation of accelerated degree programs. It addresses many of the issues confronting faculty and administrators as they design accelerated programs using a model of college outcomes developed to explain adult learners' experiences in college. The model, which offers a way of describing and understanding the experience for adults and nontraditional students, consists of: (1) prior experience and personal biographies; (2) psychosocial and value orientations; (3) adult cognition; (4) the connecting classroom; (5) life-world experience; and (6) college outcomes. The model was supplemented by research that asked adult students to define success in learning and in college and to identify the factors that led to their perceived success. These findings were used to develop a set of principles to help college administrators design programs that foster the best results. These principles are grouped according to the components of the model of college outcomes. These principles emphasize considering the past experiences of adult students and designing instruction to emphasize the connections between present instruction and past experience. (Contains 16 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01