Adult Education in North Carolina: Instructor Efficacies in the 21st Century

Autor/in	Stilwell, Lauri Houck
Titel	Adult Education in North Carolina: Instructor Efficacies in the 21st Century
Quelle	(2018), (200 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-8432-6
Schlagwörter	Hochschulschrift; Dissertation; Adult Education; Community Colleges; Adult Educators; Teacher Qualifications; Teaching Skills; Administrators; Administrator Attitudes; Teacher Effectiveness; High School Equivalency Programs; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Community college; Community College; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Adult Education (AE) in the North Carolina Community College System (NCCCS) is undergoing changes in the twenty first century in response to legislation passed, namely the Workforce Innovation Opportunity Act (WIOA), beginning in 2014. Conceptualized instruction that targets job interests, a goal of employment or enrollment into a postsecondary institution upon completion of the High School Equivalency (HSE) or the Adult High School Diploma (AHSD) and new methods of measuring progress are but a few of the criteria set forth for AE as a result of WIOA. Because of the stress placed upon new standards, it is speculated that instruction in AE will be evaluated as well as those who carry out this instruction and who are responsible, in essence, for supporting the student to completion. The purpose of the study was to identify the viewpoints currently held among AE administrators in the NCCCS toward the most and least needed qualifications, skills and abilities of AE instructors in order for them to see students through to completion of their secondary credential. Q methodology, using both quantitative and qualitative methods, provides an opportunity to study individual's subjective reality and is used to investigate AE administrator's viewpoints. Literature on Adult Education, current job postings for AE instructors within the NCCCS and narratives from experts in the field were used to develop a set of statements. Then, twenty-five AE administrators sorted, in a forced distribution, the statements according to their viewpoints about AE instructor qualifications, skills and abilities needed. Demographic as well as narrative information was collected from the participants to gain greater understanding about each participant's sort. Data analysis indicated four distinct and statistically significant factor groups: the AE Instruction Specific group, the AE Student Centered group, the Adult Learning Theory and Principles, and the AE Responding to Change group. The findings of this study generate considerations for practice, policy, and further research in the field of Adult Education and outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01