Pillars of Support: A Functional Asset-Based Framework for ABE Learners

Autor/inn/en	Reynolds, Sharon; Johnson, Jerry
Titel	Pillars of Support: A Functional Asset-Based Framework for ABE Learners
Quelle	In: Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 3 (2014) 3, S.36-49 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2169-0480
Schlagwörter	Qualitative Research; Adult Basic Education; Adult Educators; Academic Achievement; Community Services; Transformative Learning; Academic Persistence; Opportunities; Individual Characteristics; Motivation; Family Relationship; Institutional Characteristics; Community Support; Student Attitudes; Self Esteem + Suchen Sie Ihr Suchwort? Qualitative Forschung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Schulleistung; Gemeindenahe Versorgung; Pädagogische Transformation; Möglichkeit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; psychologische; Motivation (psychologisch); Schülerverhalten; Self-esteem; Selbstaufmerksamkeit
Abstract	This paper reported results from a qualitative analysis of assets and supports disclosed in the narratives of adult basic education students. These students were identified as exemplary by their instructors for academic achievement, hours of program attendance, or community service. Themes were identified using the "Four Pillars" framework to categorize and describe assets and supports that facilitated academic success. We described how different asset types manifest at each stage of the students' progression from entrance to transition. We found notable variation in the relative importance of assets across individuals and within individuals across the phases of their adult education experience. A sense of community within the ABE classroom contributed to the ability of students to persist despite difficulties, and ABE teachers were identified as the most influential pillar in the final stage of the process; transitioning to opportunities beyond the ABE program. (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