Exploratory Study of Perceived Barriers to Learning in an Urban Educational Opportunity Center [Konferenzbericht] Paper presented at the Annual Meeting of the Adult Higher Education Alliance (41st, Orlando, FL, Mar 9-10, 2017).

Autor/in	Lee, Jung Min
Titel	Exploratory Study of Perceived Barriers to Learning in an Urban Educational Opportunity Center [Konferenzbericht] Paper presented at the Annual Meeting of the Adult Higher Education Alliance (41st, Orlando, FL, Mar 9-10, 2017).
Quelle	(2017), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	State Universities; Barriers; Adult Students; Adult Education; Urban Education; Student Motivation; Statistical Analysis; Student Participation; Self Evaluation (Individuals); Adult Educators; Student Attitudes; Teacher Attitudes; College Programs; Adult Programs; Student Surveys; Teacher Surveys; New York (New York) + Suchen Sie Ihr Suchwort? Staatliche Universität; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Adult basic education; Adult training; Erwachsenenbildung; Stadtteilbezogenes Lernen; Schulische Motivation; Statistische Analyse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten; Studienprogramm; Schülerbefragung
Abstract	The purpose of this study was to identify the perceived barriers of adult learners to program in the State University of New York (SUNY) Manhattan Educational Opportunity Center (MEOC) from the perspectives of students and teachers. The study also sought to determine teachers' insights regarding means of motivating adult students to continue program participation. This study was primarily quantitative and employed the Professional Standards for Teachers in Adult Education: Self-assessment (PSTAE; 2008) as well as a program survey designed to assess the impact of situational, institutional, and dispositional deterrents. Data were collected through SurveyMonkey. The data resulting from this comparison between teachers' and students' perceived barriers to program participation were consistent with prior research in this area. The MPSTAE selfassessment results identified that use of technology was rated lowest in terms of mastery among the six standards related to helping adult learners. [For the complete proceedings, see ED576985.] (As Provided).
Anmerkungen	Adult Higher Education Alliance. P.O. Box 2093, Minneola, FL 34755. Tel: 407-673-3773; e-mail: AHEA.Main.Email@gmail.com; Web site: http://www.ahea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01