Relevant bibliographies by topics / Adult Migrant Education Program

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adult Migrant Education Program'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Adult Migrant Education Program"

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Stevenson, Alma, and Scott Beck. "Migrant Students’ Emergent Conscientization Through Critical, Socioculturally Responsive Literacy Pedagogy." Journal of Literacy Research 49, no. 2 (December 28, 2016): 240–72. http://dx.doi.org/10.1177/1086296x16683418.

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This article analyzes data from a summer literacy program for intermediate and middle-level children of migrant farmworkers. The program was grounded in a sociocultural perspective on literacy, stressing the importance of interaction and collaboration within socioculturally responsive pedagogy, using enabling literature to empower students. Adaptations of readers’ and writers’ workshop methods, emphasizing the significance of valuing students’ individual responses, were used throughout. The students were presented with a documentary, young adult novels, and more than two dozen children’s picture storybooks representing the lives of migrant farmworkers. Then, using their own responses to these enabling mentor texts as scaffolding, the students collaborated to create illustrated narratives about growing up as migrants. The program provided a safe space that encouraged migrant students to express their experiences and concerns—normally silenced in classrooms—during literacy tasks and empowered them to ask for support. The program demonstrated the benefits of combining socioculturally responsive critical literacy pedagogy with enabling instructional materials in the development of emergent conscientization among the students. Finally, this article shows how the migrant students’ perspectives and experiences can inform and challenge teachers, citizens, and policy makers to address the systemic injustices in the lives of migrant children.
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Tang, Dan, and Jiwen Wang. "Basic Public Health Service Utilization by Internal Older Adult Migrants in China." International Journal of Environmental Research and Public Health 18, no. 1 (January 1, 2021): 270. http://dx.doi.org/10.3390/ijerph18010270.

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Since 2009, the Chinese government has launched a basic public health services (BPHS) equalization program to provide the same BPHS to all the citizens. However, utilization of BPHS among older migrants is still low. The purpose of this paper was to explore the determinant individual and contextual factors of older migrants’ utilization of BPHS, and to provide suggestion for the government to improve BPHS utilization. Based on Andersen’s model of health services use, data from the China’s Regional Economic Statistics Yearbook 2014 and National Health and Family Planning Dynamic Monitoring Survey on Migrant Population 2015 were analyzed using a hierarchical random intercept model for binary outcomes. Results showed that the percentage of migrant older adults receiving free physical examinations, which is an important item of BPHS, was 36.2%. Predisposing (education, hukou, living duration in the host city, and scope of migration), enabling (health insurance and social networks), and need (self-rated health and chronic conditions) factors of individuals’ characteristics had significant impact on the use of BPHS. The proportions of both migrant children enrolled in public schools and people with established health records had a positive impact on an individual’s chance of receiving free physical examinations. These findings suggest that economic development and improvement at the level of the city’s health resources cannot effectively improve access to BPHS by older adult migrants. Instead, the driving force appears to be supportive policies for the migrant population.
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Dallimore, Clare. "Improving Adult Migrant English Program (AMEP) outcomes for the Afghan community in South Australia." International Journal of Training Research 16, no. 2 (May 4, 2018): 182–91. http://dx.doi.org/10.1080/14480220.2018.1501891.

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Burns, Anne. "Collaborative Research and Curriculum Change in the Australian Adult Migrant English Program." TESOL Quarterly 30, no. 3 (1996): 591. http://dx.doi.org/10.2307/3587701.

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Burton, Jill. "Participative research." Australian Review of Applied Linguistics 10, no. 2 (January 1, 1987): 114–27. http://dx.doi.org/10.1075/aral.10.2.08bur.

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Abstract This article describes the methodology underlying the National Curriculum Project. This project, established in response to recommendations of the Committee of Review of the Adult Migrant Education Program (AMEP), is expected to generate curriculum guidelines and teacher support resources for AMEP teachers in Australia by mid-1988. The participation of all levels of the AMEP workforce – professional, administrative and support – is advocated for a project involving research and resources provision for teachers who are responsible for all aspects of the learner-centred, needs-based curriculum process of the AMEP.
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Oh, Jihye, Sangmin Sim, and Mihyang Lee. "Developing KIIP Textbooks for Immigration and Social Integration Education - The Case Study of AMEP (Adult Migrant English Program) in Australia -." Korean Language Education 164 (February 28, 2019): 227–62. http://dx.doi.org/10.29401/kle.164.8.

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Xu, Julia Z., Meghan Foe, Wilaslak Tanongsaksakul, Thidarat Suksangpleng, Supachai Ekwattanakit, Suchada Riolueang, Marilyn J. Telen, Bonnie N. Kaiser, and Vip Viprakasit. "Identification of Optimal Thalassemia Screening Strategies for Migrant Populations in Thailand: A Mixed-Methods Approach." Blood 134, Supplement_1 (November 13, 2019): 2112. http://dx.doi.org/10.1182/blood-2019-131805.

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BACKGROUND: Severe thalassemia is common in Southeast Asia (SEA) and can lead to transfusion dependent anemia, growth retardation, and perinatal death. Prevention and control of thalassemia can be approached either preconceptionally (through carrier screening, reproductive planning, or preimplantation diagnosis) or antenatally (through prenatal screening and diagnosis and termination of pregnancy). Thailand's national thalassemia program focuses on antenatal interventions, provided free to citizens. However, there is a growing population of migrant workers from neighboring countries who face barriers to healthcare and likely have varied beliefs towards pregnancy termination. We conducted a mixed-methods study using survey, interview, and focus group data to identify key barriers to and optimal strategies for thalassemia screening in migrant communities in Thailand. METHODS: Myanmar and Cambodian migrant workers and agents, Thai healthcare providers, and Thai adults (aged 18-49 years) at Laem Chabang Hospital (Chonburi, Thailand) participated in a knowledge, attitudes, and practices (KAP) survey, interviews, and focus groups. All sessions were conducted in Thai or English, audio recorded, transcribed and translated into English, and analyzed thematically using MAXQDA. Codes were developed iteratively and used to answer key explanatory questions arising from the KAP survey. Ethical approval for the study was obtained from Mahidol and Duke Universities. RESULTS: Both quantitative and qualitative data showed dramatically lower thalassemia awareness in migrants vs Thai (Table 1). Furthermore, providers perceived migrants to be disinterested in thalassemia screening, though migrant narratives illustrated significant language barriers, economic barriers, lack of health literacy, and competing social stressors - all of which may contribute to perceived indifference towards thalassemia screening. Both Thai and migrants had misconceptions about thalassemia, believing it to be contagious and sexually transmitted, or equating thalassemia carrier status with disease and vice versa (Table 1). These misconceptions may contribute to the stigmatization and isolation of individuals with thalassemia and disincentivize carrier screening for fear of discrimination. Participants supported thalassemia prevention and identified antenatal care (ANC) as the main access point for thalassemia education, screening, and prevention. However, they described key limitations of this antenatal approach, including the inability to offer termination in pregnancies presenting late to ANC; couples' hesitation to terminate; cost of prenatal testing (for migrants); and reliance on male partners to present for prenatal testing. In addition, migrants expressed more negative attitudes towards termination of pregnancy on the survey (Table 1). Participants associated this attitude with the perception that migrants were more religious, less educated, less knowledgeable about genetic disease risk, and more eager to have children. Participants proposed a number of solutions, including targeted education, delivered in migrants' native languages through ANC or public media, and universal carrier screening as a more acceptable approach to thalassemia prevention and control in migrant communities. Recommended settings for screening include schools or universities, hospitals, and workplaces. Migrants also reported relying heavily on employers for access to healthcare. Therefore, employer engagement in thalassemia education and screening efforts is critical, though employment discrimination remains a concern. CONCLUSION: This study provides insight from a variety of stakeholders into potential barriers and strategies for thalassemia screening in SEA migrant populations. Findings highlight a profound lack of thalassemia awareness among migrants leading to apparent disinterest in thalassemia screening, misconceptions and stigma surrounding thalassemia, and negative attitudes towards termination of pregnancy. Promotion of public education and carrier screening is an optimal strategy for migrant populations in Thailand. Furthermore, this approach can be adopted regionally and cooperatively by member states of the Association of SEA Nations (ASEAN) to better address the shared public health problem of thalassemia. Disclosures Telen: Pfizer: Other: Member of a clinical trial steering committee; Novartis: Other: Member of a safety monitoring committee; Forma Therapeutics: Research Funding.
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Nagasa, Keno. "International Migrants, Family Literacy and Pact." International Journal for Innovation Education and Research 8, no. 5 (May 1, 2020): 378–92. http://dx.doi.org/10.31686/ijier.vol8.iss5.2353.

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The purpose of this study is to examine the components of a family literacy program that brought international migrants into Primary Classrooms in the Rocky Mountain Region in the US. The literacy program included four components: 1) Children's Education of direct child instruction of literacy and language skills; 2) Adult Education of parent instruction of English as Second Language (ESL); 3) Parent Time of parent education and support group; and 4) Parent and Child Together Time (PACTT), where the parents get to be an interactive part of their child’s classroom with the teacher present. PACTT is a unique opportunity in facilitating cultural integration and parental engagement, while providing participants opportunity to observe first-hand the reality of education in the United States as well as being active ELLs. Drawing on multiple social and educational theories and research, data from interviews, observation, and focus group yielded data that contributes a more inclusive discourse and new knowledge to the educational community regarding international migrants and their dreams and hopes for the success of their children.
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Vasudevan, Deepa, Angela L. Stotts, Sreedhar Mandayam, and L. Anabor Omegie. "Comparison of BMI and anthropometric measures among South Asian Indians using standard and modified criteria." Public Health Nutrition 14, no. 5 (January 20, 2011): 809–16. http://dx.doi.org/10.1017/s1368980010003307.

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AbstractObjectiveTo compare the prevalence rates of obesity based on BMI/anthropometric measures, using WHO standard and ethnicity-specific criteria, the National Cholesterol Education Program–Adult Treatment Panel III (NCEP-ATPIII) and the International Diabetes Federation (IDF) definitions, among a migrant South Asian Indian population.DesignCross-sectional study conducted in October 2007.SubjectsA total of 213 participants of South Asian descent over the age of 18 years. Measures included a questionnaire with basic demographic information and self-reported histories of diabetes, coronary artery disease and/or hypercholesterolaemia. Height, weight, waist and hip circumference and blood pressure measurements were obtained.SettingHouston and surrounding suburbs.ResultsWHO-modified (WHO-mod) BMI and IDF waist circumference (WC) criteria independently identified higher numbers of overweight/obese participants; however, when the WHO-mod BMI or IDF WC criteria were applied, nearly 75 % of participants were categorized as overweight/obese – a proven risk factor for the future development of metabolic syndrome.ConclusionsObesity is likely under-diagnosed using the standard WHO and NCEP-ATPIII guidelines. Stressing the use of modified criteria more universally to classify obesity among South Asian Indians may be optimal to identify obesity and help appropriately risk stratify for intervention to prevent chronic diseases.
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Asis, Maruja M. B., and Alan Feranil. "Not for Adults Only: Toward a Child Lens in Migration Policies in Asia." Journal on Migration and Human Security 8, no. 1 (March 2020): 68–82. http://dx.doi.org/10.1177/2331502420907375.

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Executive Summary Having experienced substantial international migration since the 1970s, countries in East, South, and Southeast Asia have developed laws, institutions, policies, and programs to govern various aspects of international migration. Children, however, who comprise a significant share of the world’s international migrants, have not received as much policy attention as adults. Children are part of the region’s international migration experience (e.g., children left behind in the countries of origin when their parents migrate for work, children as migrants, and children as members of multicultural families). This article provides an overview of the challenges faced by children as migration actors, and the policy responses and programs that select countries in the region have developed to address children’s experiences and concerns. The Global Compact for Safe, Orderly and Regular Migration and the Global Compact on Refugees, which many Asian countries have endorsed, set forth objectives, commitments, and actions, informed by the principle of promoting the best interests of the child and child protection, which specifically address the needs of children. These include actions to promote universal birth registration, enhance access to education and health and social services regardless of migrant and legal status, and otherwise create inclusive and socially cohesive societies. Most countries in Asia have yet to meet these standards. Endorsing the two compacts was a first step. The good practices that have been implemented in a number of countries provide a template for how to translate these objectives into action and how to ensure that the full protection and best interests of migrant children, the left-behind children of migrant workers, and those who are part of multicultural families remain a priority.
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Dissertations / Theses on the topic "Adult Migrant Education Program"

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Shelhamer, Susan Smith. "An evaluation of a summer migrant education program." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/51931.

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The purpose of this study was to investigate the relationships between school-related behaviors of migrant students enrolled in a summer program and selected factors in the home and school which may interact with academic performance. The research strategy utilized three components to address the research questions: an ethnographic study of selected students, teachers and personnel; a teacher survey with achievement data on students; and paired student-parent interviews. The research questions to be addressed were: (a) What educational needs were reported for migrant students by school personnel and parents? (b) what was the cultural and psychological context of the school for migrant students? (c) How did the educational values of migrant parents and students relate to academic performance and school philosophy? (d) For a migrant population, did the study habits relate to academic performance? (e) what was the relationship of English proficiency to academic performance? (f) what were the strengths and weaknesses of the program as reported by parents and program personnel and as reported through research observations? Crosstabulations and frequencies were used to report interview data. The quantitative component utilized a regression analysis and the Developmental Research Sequence was used for ethnographic analyses. The findings of the study indicated that the summer migrant education programs of Virginia were facilitating the pursuit of education through their programming by providing positive academic experiences. Students exhibited academic gains. In addition, the programs provided an important social function by offering full day programs and individualized health-related services. There was a lack of parental involvement that would "personalize" the program for each family if nurtured. The components of the evaluation design provided for input from a variety of sources for program improvement.
Ed. D.
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Burbano, Laura. "Beyond the Fields: Dialogical Analysis of Latino Migrant Students’ Cultural Identity Narratives at Oregon Migrant Education Program." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23167.

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Among the children of immigrants in the United States, the children of migrant farmworkers are at significant risk of not finishing high school. These children deal with challenging socioeconomic conditions specific to their migratory lifestyle and living situations, which negatively impact their schooling experience. Migrant families' cultural diversity plays a significant role in the adjustment and integration of migrant students in schools as they transition into a host educational community. Conflicts between migrant families and schools sometimes occur because of cultural differences regarding the characteristics of interpersonal relationships, standards of behavior, students' cultural identity, and the objectives of education. This qualitative study examines cultural aspects that Latino migrant students describe as part of their cultural identity, including their experiences as migrants and participants in Oregon Migrant Education Program. The aim is to illustrate the cultural elements that Latino migrant students consider when making academic or professional choices after high school.
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Engleking, Charlene. "Exploring an Accelerated College Program for Adult Learners| A Program Evaluation." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027093.

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Many colleges and universities have expanded their mission to include adult learners. Programs range from scheduling traditional courses in the evening to designing new programs tailored to meet the needs of working adults. Program designers have relied on theorists such, as Mezirow (1991), Houle (1996), and Knowles, Holton, and Swanson (1998), to develop programs that apply adult learning theory. Lindenwood College, now Lindenwood University, established The Lindenwood College for Individualized Education (LCIE) in 1975 to serve adult students in the St. Louis metropolitan area. The program has evolved over the course of 40 years, and this program evaluation evaluated the program effectiveness in its current delivery format.

This program evaluation employed a mixed-method design to answer one main research question and two sub-questions. The main research question asked, How does LCIE, in its current incarnation, address the ideals of adult learning theory, the needs of busy contemporary adult students, and the requirements of the accrediting agency? Sub-question #1 asked, How have LCIE learning processes evolved since 1975? Sub-question #2 asked, Is there congruency between LCIE mission and practice?

The outcome measurement data was gathered through a comparison of pre-test and post-test data collected by the university to assess critical thinking skills of entering and graduating students. The university employed the ETS Proficiency Profile, and a sample of 30 students was extracted from that data set for comparison for this study. The findings showed that the differences between pre-test and post-test scores were not significant.

The process measurement data was gathered through interviews with volunteer faculty (3) and students (9) from the program. A series of interview questions was posed, and the responses coded to identify three emerging themes. The three themes were general satisfaction, the importance of job preparation and career mobility, and program rigor.

The program evaluation found that LCIE is currently applying adult learning theory and there is congruency between the program mission statement and the program practice. The answer to sub-question 1 concerning the changes in the program was inconclusive as the students had not experienced the changes and therefore felt unqualified to comment.

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Marone, April Dawn. "A distance-learning program to serve migrant families." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2464.

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The education of the children of migrant farmworkers is difficult to manage because of their mobile lifestyle. The dropout rate of these children is extremely high and remains the highest of any group in the United States. This project offers an historical overview of the creation and development of the migrant education programs of today. After examining sample distance learning programs and their important components, this project features a model distance-learning program for migrants. The goal is to create distance learning programs that will allow migrant children to continue school as they travel, guide them to graduation, and lead them toward higher education.
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Weekley, Linda F. "A Program Evaluation of a Preadolescent Girls' Youth Development Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5535.

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Programs that include skills to help girls successfully navigate the difficulties of preadolescence have been shown to be beneficial. One such youth development program in the southeastern part of the United States began in 2014 but has had no formal evaluation completed. The purpose of this qualitative study was to conduct a utilization-focused process evaluation, asking questions that addressed the perceptions of a school leader (n = 1) and volunteers of the program (n = 8). Their input was solicited concerning successful implementation strategies used, and recommendations for adaptations, recruitment, and volunteer training. Semistructured interviews were conducted using predetermined open-ended, questions. Open coding was used to discover the most common themes. After analyzing the data using VERBI's Software, MAXQDA, the identified themes were (a) successful elements of the program, (b) elements of the program that were not working, (c) suggestions for adaptations to improve the outcomes for participants, and (d) essential points to consider when recruiting new volunteers. Study participants reported that many of the girls participating in the program made positive changes in their behavior, exhibited improved self-esteem, and expanded their support system. Key findings will be discussed with the program administrators to assist them in recruiting and training new volunteers and to suggest administrative adjustments. Positive social change will be facilitated by offering ideas to the administrators that may result in expansion of the program, allowing more girls in the community to participate and experience positive results.
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St, Clair Ralf. "Practical logic, curriculum structures in an adult education program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ48719.pdf.

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Serna, Claudia A. "Exploring Oral Health Problems in Adult Hispanic Migrant Farmworkers: A Mixed-Methods Approach." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1593.

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This mixed-methods study examined patterns of dental health care utilization in adult Hispanic migrant farmworkers (AHMFW) with special emphasis on non-compliance with the American Dental Association (ADA) and the American Dental Hygienists Association (ADHA) recommendation of visiting the dentist at least once a year; while also exploring the group’s social and cultural construction of oral health. A total of 278 farmworkers responded to a close ended survey. Binary and hierarchical logistic regression analysis were employed in identifying predisposing, enabling, and needs factors associated with non-compliance. Following the survey, fourteen ethnographic interviews were conducted with respondents who volunteered to participate in this phase of the study. Most participants (79.5%) were non-compliant with the ADA and the ADHA recommendation. Binary logistic regression results indicated that AHFW reporting need for dental treatment were compliant with the recommendation. In contrast, those who brushed their teeth more often, experienced oral health impact, and reported poor perception of their mouth condition were non-compliant. Hierarchical logistic regression results pointed to those who used floss and reported need for dental treatment as compliant with the recommendation. Participants reporting poor perception of their mouth condition were non-compliant. Eight themes emerged from the qualitative analysis (understanding of the mouth, meaning of oral health, history of dental care; dental problems, barriers to dental care, caring of the teeth/mouth, medications, oral health quality of life). Farmworkers were knowledgeable of oral health, however, this knowledge, particularly the practice of brushing twice a day, made them less likely to seek regular dental care. Ultimately, a dental visit hinged on their limited finances, lack of dental insurance, and family responsibilities. Together, these decreased access to preventive dental services and increased risk of experiencing oral health problems.
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Schmittel, Megan. "The Children First Foundation Parenting Education Program| A Study on the Effectiveness of a Divorce Parenting Education Program." Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1551669.

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Since the 1990s the rate of divorce has consistently stayed at a high level within the United States. Almost 50% of all marriages will end in divorce (Coontz, 2006; Strow & Strow, 2006). This continued high rate of divorce has led to an increase in caseloads within the family court system. As a result, more of the court’s time and resources are being used. Courts are unable to handle the influx of cases, meaning families typically have to wait long periods of time before decisions are made about custody or visitation agreements. Therefore, families find themselves stuck in transition of divorce or separation. As a result, families find it difficult to cope with and adjust to the divorce or separation (Deutsch, 2008).

In order to alleviate some of the pressure from the court system, divorce parenting education programs have been created to inform parents about different circumstances experienced during a divorce or separation (Coates, Deutsch, Starnes, Sullivan, & Sydlik, 2004). Many of these programs aim to ease the transition for both children and adults, as well as decrease the amount of relitigation occurring within the court system. Parenting education programs are quickly becoming mandated by certain states and counties in order for final judgment to pass on a divorce or separation (Deutsch, 2008; Geasler & Blaisure, 1998).

Because courts are now mandating parenting education programs and using resources to provide such programs, it is important to ensure effectiveness of parenting education programs. Fortunately, recent program developers have started to research the effectiveness of specific programs. Additionally, new literature assesses different aspects of parenting programs to determine what pieces are necessary for an effective divorce parenting education program. Important aspects of parenting education programs to consider include content, method of delivery, and theoretical foundation. Specific content presented in parenting education programs have been found to be more effective on parenting and rate of relitigation. Additionally, certain methods for presenting the content have been found to be more effective in changing parental behaviors following divorce (Geasler & Blaisure, 1998; Kamniski, Valle, Filene, & Boyle, 2008). With the growing body of literature, courts, hopefully, will be able to determine what divorce parenting education programs are most effective to ensure resources are being spent wisely.

The current study will explore whether a newly revised parenting education program (Children First Parenting Education Program, January 2011 edition) effectively improves parental attitudes, knowledge, and likelihood. Further, the current study will explore whether the Children First Parenting Education Program January 2011 edition has a larger effect on attitudes, knowledge, and likelihood compared to the Children First Parenting Education Program, May 2006 edition. Additionally, the current study will explore whether the newly revised Children First Parenting Education Program, January 2011 edition has a larger effect on the rates of relitigation among parents who attended the program compared to participants who attended the Children First Parenting Education Program, May 2006 edition.

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Wilson, Yvette. "Evaluation of a Preceptor Education Program for the Adult Burn Center." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5812.

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The nursing shortage in the United States is increasing and directly affects the turnover of staff in the adult burn center of the facility that is the focus of this project. In addition to the institution's traditional leadership education, which includes preceptor and charge nurse modules, a burn-focused supplemental preceptor preparation education program (SPPEP) was developed and delivered to address the expressed needs of the staff preceptors. The purpose of this quality improvement evidence-based project was to develop and deliver a program evaluation tool for the adult burn center leadership to assess the effectiveness of the SPPEP in this specialty area, including whether a supplemental preparation program for adult burn center preceptors would increase their confidence and competency, and lower attrition rates of nurse orientees. A preprogram survey was administered to all participating preceptors identifying perceived gaps in preparation to fulfill the expectations of the preceptor role. Benner's novice-to-expert and Knowles's adult learning theory concepts provided the framework for the SPPEP. The quality improvement program evaluation was based on reported confidence and the perception of competence of the preceptors who participated (N = 11). This research revealed that the SPPEP increased the preceptor's confidence and perceived competence level from 64.12% to 89.28% after the first SPPEP delivery. By systematically preparing the preceptors, the SPPEP can reduce overall orientation expenditure while improving patient outcomes, preceptor confidence, perceived competence, and the satisfaction of registered nurses.
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Chaney, Brenda McKim. "Application of adult education principles to workplace literacy program descriptions /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848891512707.

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Books on the topic "Adult Migrant Education Program"

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Shaw, J. M. The evaluation process in the Adult Migrant Education Program: The report of the national course reporting study. Adelaide: National Curriculum Resource Centre, Adult Migrant Education Program Australia, 1986.

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Martin, Shirley. New life, new language: The history of the Adult Migrant English Program. Sydney: Published by the National Centre for English Language Teaching and Research, Macquarie University, on behalf of the Dept. of Immigration and Multicultural Affairs, 1998.

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Lyke, Bob. College Assistance Migrant Program and the migrant high school equivalency program. Washington, D.C: Congressional Research Service, Library of Congress, 1986.

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David, Nunan, National Curriculum Resource Centre (Australia), and Adult Migrant Education Program (Australia), eds. Learning styles in adult migrant education. Adelaide: National Curriculum Resource Centre for the Adult Migrant Education Program, 1988.

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Bartlett, Karen J. Literacy education for adult migrant farmworkers. [Washington, D.C.?]: Clearinghouse on Rural Education and Small Schools, 1992.

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Montana. Office of Public Instruction. Montana migrant education program, evaluation report. Helena, Mont: Montana Office of Public Instruction, 1985.

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Strang, E. William. Services to migrant children: Synthesis and program options for the Chapter 1 Migrant Education Program. [Washington, D.C.]: U.S. Dept. of Education, 1993.

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Wright, Al. Reauthorized Migrant Education Program: Old themes and new. [Charleston, WVA: ERIC Clearinghouse on Rural Education and Small Schools, 1995.

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Georgia. Department of Education. Migrant Education Program. Statewide service delivery plan: Georgia Migrant Education Program. Atlanta, Ga: The Dept., 2009.

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ERIC Clearinghouse on Rural Education and Small Schools., ed. Reauthorized Migrant Education Program: Old themes and new. [Charleston, WVA: ERIC Clearinghouse on Rural Education and Small Schools, 1995.

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Book chapters on the topic "Adult Migrant Education Program"

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Simpson, James. "1. Policy and Adult Migrant Language Education in the UK." In Brokering Britain, Educating Citizens, edited by Melanie Cooke and Rob Peutrell, 25–42. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788924634-005.

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Nuryatno, Muhammad Agus. "Freire and Popular Education in Indonesia: Indonesian Society for Social Transformation (INSIST) and the Indonesian Volunteers for Social Transformation (Involvement) Program." In Global Perspectives on Adult Education, 107–24. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230617971_7.

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Wharton, Felicia, and Wesley Pitts. "Cogenerative Dialogues: Improving Mathematics Instruction in an Adult Basic Education Program." In Cultural Studies of Science Education, 331–52. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3707-7_16.

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Douglas, Miriam. "The Community Education Program: A reflection on good practice in the USA." In International and Comparative Studies in Adult and Continuing Education, 191–97. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.13.

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This good practice essay puts the Community Education Program (CEP) as a focus for com-parison between West Virginia (USA) and Germany/European Union (EU). The essay is a combination of reflections on qualification frameworks, learning outcomes, lifelong learn-ers/learning, transnational organisations, the Scottish Framework, a number of good practic-es, and accreditation from a research and practical perspective. Despite substantial research efforts, a national qualifications framework (NQF) or accrediting body for the CEP could not be identified in the US. The goal is to continue research on a national and international level. In the meantime, the good practice efforts, established through various features, continue to apply.
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Haynes, James W., and Erika V. Barger. "National Cholesterol Education Program: Adult Treatment Panel III Guidelines and the 2004 Update." In Hyperlipidemia Management for Primary Care, 15–38. New York, NY: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-76606-5_2.

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Huegler, Nathalie, and Natasha Kersh. "Social Inclusion, Participation and Citizenship in Contexts of Neoliberalism: Examples of Adult Education Policy and Practice with Young People in the UK, The Netherlands and Ireland." In Young Adults and Active Citizenship, 57–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_4.

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AbstractThis chapter focuses on contexts where public discourses regarding the education of young adults have been dominated by socio-economic perspectives, with a focus on the role of employment-related learning, skills and chances and with active participation in the labour market as a key concern for policy makers. A focus on ‘employability’ alone has been linked to narrow conceptualisations of participation, inclusion and citizenship, arising in the context of discourse shifts through neoliberalism which emphasise workfare over welfare and responsibilities over rights. A key critique of such contexts is that the focus moves from addressing barriers to participation to framing social inclusion predominantly as related to expectations of ‘activation’ and sometimes, assimilation. Key target groups for discourses of activation include young people not in education, employment or training (‘NEET’), while in- and exclusion of migrant and ethnic minority young people are often framed within the complex and contradictory interplay between discourses of assimilation and experiences of discrimination. These developments influence the field of adult education aimed at young people vulnerable to social exclusion. An alternative discourse to ‘activation’ is the promotion of young people’s skills and capabilities that enables them to engage in forms of citizenship activism, challenging structural barriers that lead to exclusion. Our chapter considers selected examples from EduMAP research in the UK, the Netherlands and Ireland which indicate that as well as framing the participation of young people as discourses of ‘activation’, adult education can also enable and facilitate skills related to more activist forms of citizenship participation.
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Hewagodage, Vineetha. "Research and Reflective Practice in the Pre-Literate ESL Classroom." In Advances in Early Childhood and K-12 Education, 243–71. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch012.

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This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.
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"Misalignment of Teacher Outcomes and Student Goals: Transnational Migrants in an Adult ESL Program." In US Education in a World of Migration, 161–79. Routledge, 2014. http://dx.doi.org/10.4324/9781315832630-19.

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Payne, Amy. "Designing a Professional Development Program." In Adult and Continuing Education, 655–72. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch036.

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Professional development is an essential aspect of any career. Many professions have minimum standards or requirements of training each year to maintain a license and/or job. This chapter outlines the necessary components for effective professional development training in terms of technology use, and examines some reasons why certain professional development programs may be ineffective. The chapter also discusses ways to assess the overall efficiency of a professional development program and highlight some outstanding professional development programs/practices in existence. A comparison between professional development practices performed in the United States with other countries around the world is provided to offer an understanding how professional development can vary depending upon culture.
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Parker, Donna. "Implementing the Professional Development Program." In Adult and Continuing Education, 1356–71. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch077.

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As education is transformed through technology, teachers must be armed with knowledge and the capability of using technological tools to strengthen and enhance learning environments. Technology is the vehicle that assists in delivering meaningful and deeper educational experiences in today's classrooms. However, not all teachers are comfortable or competent in successfully integrating technology into their curricula and classrooms. School's technology plans now have an obligation to include professional development as an integral component that ensures technology integration training for faculty, staff, and administrators at all educational levels. Implementation of effective professional development requires technology leaders to formulate plans employing various methods and incentives to motivate teachers to learn the importance of technology integration while giving them the necessary equipment and support to effectively utilize technology in their content areas.
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Conference papers on the topic "Adult Migrant Education Program"

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Orna-Montesinos, Concepción. "TEACHING SPANISH AS A LANGUAGE FOR SOCIAL INCLUSION IN AN ADULT MIGRANT TRAINING CENTER." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2002.

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Choi, Nayoung. "The Effects of a Menstrual Distress Coping Education Program for Young Adult Females." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.23.

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Villagrá, Andrés. "DESIGNING LEARNING OUTCOMES AND ASSESSMENT MULTIDISCIPLINARY PROGRAM: PROFESSIONAL COMMUNICATIONS STUDIES, AN ONLINE, ADULT DEGREE PROGRAM." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0366.

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Yuksel, E., and P. Yuksel. "The case of Turkish-German Berliners: Access to education increases acculturation and well-being in adult migrant women." In 62. Kongress der Deutschen Gesellschaft für Gynäkologie und Geburtshilfe – DGGG'18. Georg Thieme Verlag KG, 2018. http://dx.doi.org/10.1055/s-0038-1671577.

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Soudy, Nada, Silvia Pessoa, M. Bernardine Dias, Swapnil Joshi, Haya Thowfeek, and Ermine Teves. "Brain Race - An Educational Mobile Game for an Adult English Literacy Program." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005410400340045.

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Bountrogianni, Marie. "TEACHING ADULT LEARNERS ONLINE- A PROFESSIONAL DEVELOPMENT PROGRAM FOR ONLINE FACULTY AND INSTRUCTORS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0108.

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Hatimah, Ihat. "Parenting Program in Guiding Children to Learn Through Online Learning." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.008.

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Sulistiono, Eko, Mustakim, and Deti Nudiati. "A Program for Lifelong Learning During the Covid 19 Pandemic." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.002.

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Van Twembeke, Ellen, Luc De Grez, Jan Elen, and Katie Goeman. "LEARNING COMMUNITIES IN BLENDED ADULT EDUCATION. EXPECTATIONS OF LEARNERS AND PROGRAM COORDINATORS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1219.

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Hufad, Achmad, Purnomo, and Joni R. Pramudia. "An Analysis of Demographic Dividend Using the Kampoeng KB Program in West Java Province." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.006.

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Reports on the topic "Adult Migrant Education Program"

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Ndhlovu, Lewis, Catherine Searle, and Johannes van Dam. Strengthening STI treatment and HIV/AIDS prevention services in Carletonville, South Africa. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1001.

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Although knowledge about HIV/AIDS is widespread in South Africa, adult HIV prevalence is high, indicating high levels of risky sexual behavior. Understanding the gap between knowledge and behavior requires an examination of the social context in which the epidemic occurs. The Horizons Program conducted an intervention study in the Carletonville area to study the social determinants of the HIV epidemic and to assess the impact of a targeted program of HIV and STI prevention and service delivery. In 1998, the Mothusimpilo (“Working together for health”) Intervention Project (MIP) was launched to reduce community prevalence of HIV and other STIs and to sustain those reductions through enhanced prevention and STI treatment services. Carletonville includes many migrant mine workers and is characterized by significant poverty and unemployment, the presence of sex work, and high rates of STIs. MIP targets population groups where high-risk sexual behavior is thought to be common. This brief focuses on sex workers because of their vulnerability to STIs and HIV infection and their link to miners and men in the broader community.
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Carney, Nancy, Tamara Cheney, Annette M. Totten, Rebecca Jungbauer, Matthew R. Neth, Chandler Weeks, Cynthia Davis-O'Reilly, et al. Prehospital Airway Management: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), June 2021. http://dx.doi.org/10.23970/ahrqepccer243.

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Objective. To assess the comparative benefits and harms across three airway management approaches (bag valve mask [BVM], supraglottic airway [SGA], and endotracheal intubation [ETI]) by emergency medical services in the prehospital setting, and how the benefits and harms differ based on patient characteristics, techniques, and devices. Data sources. We searched electronic citation databases (Ovid® MEDLINE®, CINAHL®, the Cochrane Central Register of Controlled Trials, the Cochrane Database of Systematic Reviews, and Scopus®) from 1990 to September 2020 and reference lists, and posted a Federal Register notice request for data. Review methods. Review methods followed Agency for Healthcare Research and Quality Evidence-based Practice Center Program methods guidance. Using pre-established criteria, studies were selected and dual reviewed, data were abstracted, and studies were evaluated for risk of bias. Meta-analyses using profile-likelihood random effects models were conducted when data were available from studies reporting on similar outcomes, with analyses stratified by study design, emergency type, and age. We qualitatively synthesized results when meta-analysis was not indicated. Strength of evidence (SOE) was assessed for primary outcomes (survival, neurological function, return of spontaneous circulation [ROSC], and successful advanced airway insertion [for SGA and ETI only]). Results. We included 99 studies (22 randomized controlled trials and 77 observational studies) involving 630,397 patients. Overall, we found few differences in primary outcomes when airway management approaches were compared. • For survival, there was moderate SOE for findings of no difference for BVM versus ETI in adult and mixed-age cardiac arrest patients. There was low SOE for no difference in these patients for BVM versus SGA and SGA versus ETI. There was low SOE for all three comparisons in pediatric cardiac arrest patients, and low SOE in adult trauma patients when BVM was compared with ETI. • For neurological function, there was moderate SOE for no difference for BVM compared with ETI in adults with cardiac arrest. There was low SOE for no difference in pediatric cardiac arrest for BVM versus ETI and SGA versus ETI. In adults with cardiac arrest, neurological function was better for BVM and ETI compared with SGA (both low SOE). • ROSC was applicable only in cardiac arrest. For adults, there was low SOE that ROSC was more frequent with SGA compared with ETI, and no difference for BVM versus SGA or BVM versus ETI. In pediatric patients there was low SOE of no difference for BVM versus ETI and SGA versus ETI. • For successful advanced airway insertion, low SOE supported better first-pass success with SGA in adult and pediatric cardiac arrest patients and adult patients in studies that mixed emergency types. Low SOE also supported no difference for first-pass success in adult medical patients. For overall success, there was moderate SOE of no difference for adults with cardiac arrest, medical, and mixed emergency types. • While harms were not always measured or reported, moderate SOE supported all available findings. There were no differences in harms for BVM versus SGA or ETI. When SGA was compared with ETI, there were no differences for aspiration, oral/airway trauma, and regurgitation; SGA was better for multiple insertion attempts; and ETI was better for inadequate ventilation. Conclusions. The most common findings, across emergency types and age groups, were of no differences in primary outcomes when prehospital airway management approaches were compared. As most of the included studies were observational, these findings may reflect study design and methodological limitations. Due to the dynamic nature of the prehospital environment, the results are susceptible to indication and survival biases as well as confounding; however, the current evidence does not favor more invasive airway approaches. No conclusion was supported by high SOE for any comparison and patient group. This supports the need for high-quality randomized controlled trials designed to account for the variability and dynamic nature of prehospital airway management to advance and inform clinical practice as well as emergency medical services education and policy, and to improve patient-centered outcomes.
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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