Career Pathways Programming for Adult Learners in Three U.S. Cities

Autor/inn/en	Prins, Esther; Clymer, Carol; Foreman, Sheri Suarez; Needle, Mark; Raymond, Becky; Toso, Blaire Willson
Titel	Career Pathways Programming for Adult Learners in Three U.S. Cities
Quelle	(2018), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Development; Adult Learning; Partnerships in Education; Adult Educators; Researchers; Program Effectiveness; Program Design; Program Implementation; Basic Skills; Vocational Education; Academic Support Services; Academic Advising; At Risk Students; Literacy Education; Adult Basic Education; Access to Education; Illinois (Chicago); Texas (Houston); Florida (Miami) + Suchen Sie Ihr Suchwort? Berufsentwicklung; Adulte education; Adult training; Erwachsenenbildung; Hochschulpartnerschaft; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Researcher; Forscher; Programme design; Programmaufbau; Programmplanung; Basic skill; Grundfertigkeit; Ausbildung; Berufsbildung; Akademischer Rat; Adult; Adults; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	This paper reports findings from a researcher-practitioner partnership (2015-18) that examined how adult education providers in Chicago, Houston, and Miami are designing and implementing career pathways (CP) programming, particularly for immigrants and adults with limited education. This Institute of Education Sciences-funded study was the first to map the landscape of CP in these cities. The study employed a sequential, mixed-methods design that included a survey of 106 adult education providers, focus groups with 18 providers, and qualitative case studies of six organizations (two per city). The study examined the key features of CP in each city, the measurement of student outcomes, which policies and practices shape CP programming and coordination across provider systems, how selected programs design and implement CP programming, and which programmatic features, policies, and other factors contribute to student success. We found that 83% of responding agencies offered CP programs and another 11% were developing them. However, many CP classes are new, and adult education agencies are still discerning how to design, implement, and evaluate them. Both new and established programs are responding to changes related to funders and state and federal policies. The findings underscore the great variation in CP design and implementation, as well as common and distinctive features that are promising strategies for supporting student success. [Paper published by the New Prairie Press at Kansas State University.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04