Dissertations / Theses on the topic 'Adult Migrant Education Program'

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.

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.

In order to support the 21st century learning initiatives facing California K-12 educational agencies--including the influx of mobile devices, common core standards, online high stakes testing, and student privacy--an educational organization must employ a well-trained, knowledgeable, and effective technology leader. The California Educational Technology Professionals' Association's (CETPA) Chief Technology Officer (CTO) Mentor Program certification provides assurance that the chosen technology leader has been exposed to, is familiar with, has a working knowledge of, and can apply the leadership, educational, and technology skills necessary to be a successful technology leader.

The purpose of this mixed method study was to identify the extent to which differences exist before and after candidates' completion of the CETPA CTO Mentor Program with regard to their perception of effective technology leadership in California K-12 educational organizations. A second purpose of this study was to identify the degree to which CETPA CTO candidates perceive the program's learning activities to be a relevant and effective means of mastering the program's learning objectives. The third purpose of this study was to identify the degree to which CETPA CTO graduates perceive the program's learning activities and objectives are relevant to their on the job performance. This study was conducted through the lens of Kirkpatrick's Four Levels of Program Evaluation.

The findings from this study suggest that the CTO Mentor Program provides a course of study that is relevant to the technology leader in K-12 educational agencies, meets the needs of adult learners, and provides a return on investment for the learner, his or her educational agency and the sponsoring organization, CETPA.

Program completion among adult learners attending adult basic education programs has been found to be an area of struggle. Cognitive ability has always been the primary factor for determining an individual’s ability. However, non-cognitive ability has been proposed as a significant factor in academic success. Many attrition models have been developed in an effort to improve program completion and reduce attrition. The research study sample consisted of 68 adult learners attending the Appoquinimink Adult Education Program. The study focused on the effect that a course in emotional intelligence would have on program completion rates among adult learners attending adult basic education programs. The Mayor, Salovey, and Caruso Emotional Intelligence Test (MSCEIT) was used to measure emotional intelligence. The main objective was to examine the effect of a course in emotional intelligence on adult learners’ non-cognitive ability to obtain program completion. The study used a quantitative Solomon four-group design to investigate the influence of the course on emotional intelligence. The idea that emotional intelligence is teachable and learnable has not been established as fact. However, the findings of the data analysis suggested support of the proposal that emotional intelligence can be taught and learned. In addition, the findings suggested that age, gender, and ethnicity were not predictors for emotional intelligence levels among adult learners attending adult basic education programs. The findings further suggested that adult learners with higher emotional intelligence levels had an increased chance for program completion. Hence, emotional intelligence was revealed to be a strong factor for reducing attrition and increasing program completion.

The Responsive Parenting Program curriculum combines recent developments in neuroscience, mindfulness, child development and positive parenting to provide vulnerable families with information, guidance and a group experience designed to support them in adopting a responsive approach to parenting. Parents who have experienced adverse conditions in childhood and continue to experience difficulty in getting their needs met as adults, often have adopted a survival approach to living. It is especially important to support these parents in making sense of their own experience so that they may build the capacity to better understand, nurture and protect their own children.

It is intended that all of the materials for this curriculum will exist in the public domain. In addition to the curriculum handbook, this includes links to recommended video segments, information sheets related to child growth and development, and suggestions for supportive practices to nurture healthy development and relationships.

The purpose of this mixed methods study was to investigate the relationship between student learning and participation in Equal Opportunity Programs and Services (EOP&S) at Irvine Valley College (IVC). An embedded survey design was developed using William Sedlacek's non-cognitive questionnaire (NCQ), items from the Community College Survey of Engagement (CCSSE), items based on Marcia Baxter Magolda's model of cognitive complexity, and items based on student learning outcomes for learning in EOP&S. Students' demographic characteristics, progress data, and grades were also collected. The survey concluded with four open-ended questions examining students' perceptions about their learning. Though there were limited findings related to grades as an outcome measure, several NCQ scales were associated with the learning in EOP&S outcome measure. Qualitative and mixed methods analyses extended statistical findings highlighting the importance of positive outlook and positive self-concept. Finally, the study found that students' academic and social involvement played a noteworthy role in students' development, especially as related to cognitive complexity and learning in EOP&S.

This research study was designed to examine accelerated, second-degree prelicensure baccalaureate graduates’ perceptions of the andragogical practices employed by faculty that prepared students best to begin practice as entry level professional nurses. The study further sought to identify the ways in which andragogical practices used by faculty incorporated the students’ prior learning and life experiences as they accrued knowledge of the art and science of nursing. It was anticipated that through the processes of interviewing and listening to the voices of graduates, that an emic perspective of the perceptions of the graduates would emerge. Analysis and interpretation of the results of this study demonstrated six key themes related to the educational experience. Perhaps most significantly, findings revealed that elements external to teaching strategy such as faculty attributes and program design influenced learning significantly for the study participants. This research adds to the existing body of literature related to the education of accelerated, second-degree prelicensure baccalaureate students. Findings of this study can be used to inform faculty about best practices for teaching this particular cohort of students who seek nursing as an alternate career and assist with innovative curricular designs to meet the needs of this unique group. Keywords: accelerated nursing programs, nursing education, second-degree students, teaching practices

Teachers are critical to student learning in the classroom, and just like students, teachers perform better when they are able to make choices based on what is relevant to them. Action research is a way for teachers to systematically inquire and reflect to make necessary improvements in practice for student learning. This study involved teachers who had conducted action research as a component of their Master's in Curriculum and Instruction program at one Midwest college. It examined teachers' perceived lasting benefits of conducting action research, the elements they continue to implement, and the supports of and limitations to continuation of the practice.

As part of a mixed-method study, a researcher-developed survey was first used. Seventy-seven teachers provided responses to the online survey. Fifteen survey participants volunteered to offer narrative elaboration of their responses in a follow-up telephone interview.

The compiled data included totals and percentages from the survey and themes and quotations from the teachers' narrative responses. Together, the findings revealed that 98% of the teachers felt they benefited from conducting action research. They perceived the greatest professional benefits of conducting action research to be thinking more reflectively, positively impacting student learning, and inquiring more about their practice.

Teachers were continuing to conduct action research based on the impact they perceived the practice had on their students' success in the classroom. The elements they continued most often were identifying a focus, collecting and analyzing data, and reflecting on the process. This practice allowed them to learn from evaluating the effectiveness of their implementations and realize there was rigor and relevance to what they were doing.

With 92% of participants desiring to continue action research, two major factors were given as greatest support for continuation. Teachers desired a combination of collaboration with peers on issues that mattered to them and time in the school day to collaborate and conduct action research.