Anticipated Effects of the GED® Test on Educators and Young Adult Learners

Autor/inn/en	Brinkley-Etzkorn, Karen E.; Skolits, Gary
Titel	Anticipated Effects of the GED® Test on Educators and Young Adult Learners
Quelle	In: Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 3 (2014) 3, S.8-21 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2169-0480
Schlagwörter	High School Equivalency Programs; Young Adults; Adult Students; Student Attitudes; Program Evaluation; Adult Basic Education; Adult Educators; Student Characteristics; Administrators; Measures (Individuals); Qualitative Research; Interviews; Focus Groups; Observation; Negative Attitudes; Technology Integration; Educational Research; Program Effectiveness; General Educational Development Tests + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülerverhalten; Programme evaluation; Programmevaluation; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Messdaten; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Negative Fixierung; Bildungsforschung; Pädagogische Forschung
Abstract	Given the changes made to the GED® test in 2014, one concern among state policy makers, adult educators, and GED® service providers has been the impact of these changes on students as well as teachers, staff, volunteers, and other GED® program stakeholders. Using a qualitative, case study research approach focused on one GED® test preparation site serving young adults under 25, the present study addressed three objectives: (1) understanding participant opinions and perceptions of the changes to the GED® test; (2) examining the ways in which these changes may impact the program's provision of services, and (3) determining how the young adult students served by this program may be affected by these changes. Study findings suggest future changes to the ways in which GED® services are currently provided, especially from the perspective of program staffing needs, training practices, and resource requirements. Overall, participants were skeptical of the benefits of the new test, and all stakeholder groups perceived that the new test would have negative implications for students. (As Provided).
Anmerkungen	Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01