This chapter was very interesting explaining how exploring foundation knowledge of program planning is evaluated. Program planning is examined in five ways, adult learning, cultural differences, relationship building, power and interests, and technology. Knowing how adults learn and how to operate a constructed program that will connect with all adults. Adult programs consist of continuing education, psychology, sociology, anthropology, neurosciences, and cultural studies (Caffarella & Daffron, 2013). Adult education is a field that mature students returns to college and choose as a major. Adult learning discusses different programs that adult learners may be interested in continuing their education. Today there is many programs that adults can experience and learn about to help them decided how to continue their education in life.
The elementary educators both viewed the strengths of the program as flexibility to servicing the students, and being able to work with students in small groups. The middle school teacher thought that the participation of the general education teachers in the program was a definite strength. Among the weaknesses, teachers thought scheduling was difficult, and there is not enough staff to service the students. Also, teachers thought it was difficult to provide consistency of services and communication throughout all the buildings in the district. The middle school ELL teacher also noticed a lack of formal assessments and progress monitoring to help meet the changing needs of the students. The teachers’ goals addressed these weaknesses. They wanted to improve communication, and consistency of the ELL program, learn more about assessing Ells and ensure that the current ELL program moves forward. The elementary teacher also thought it was important to keep ELL students a priority even though our district doesn’t have many students who qualify. I also thought it was interesting that the middle school teacher also wants to provide general educations teachers with more support and guidance. I think that is a great goal that will help the students and the teachers!
Data from baseline, performance, retention, and transfer sessions was recorded on paper by the learner, and then transferred into Microsoft Excel and Microsoft Word for further analysis. Results were put into a formula and answers were plotted on graphs to observe student learner. Standard deviation was also calculated to observe consistency of student learning.
Through program design, data collection will be consistent and paint an enhanced picture of program and student success. Katsikeas, Morgan, Leonidou, and Hult (2016) report that the assessments used in evaluation should be representable of the indicators of the domain they purport to measure. According to Pollari-Welbes (2016) data quality is important because it is a fundamental grant requirement, provides a trustworthy story of collective impact for stakeholders, a sound basis for programmatic and financial decision-making, and is a potential audit focus. This will also help LTR personnel in evaluating program success and will provide data for future specific program recommendations. During the first years of schooling, students move from learning to read to reading to learn (Reynolds, Wheldall & Madelaine, 2011). By narrowing the population served by AmeriCorps members, the LTR program director will have enough data on a targeted population to better understand student outcomes and program success.
Qualitative Data Collection – This assignment discussed how adult learners need to make a correlation between previous learning experiences with new learning experiences to be confident in their learning. This can be accomplished through evaluate evidenced-based decision making to create new practices from gathering information questionnaires. This assignment was u05a1 (unit 5 assignment 1) that was completed on August 1, 2016 in EDD8304 The How-To of Becoming an
DC Public Schools (DCPS) has an overall mission to provide a “world-class education” that furthers provide all students with the necessary skill sets and learned experiences to take the students beyond high school and college (DC Public School, 2017). Through this bigger goal, that creating of smaller objectives guidelines that are more manageable that set to the overall agency. My program tasked with strategically planning objective to help reach agency, local/federal mandate, while providing first class services to each program. Therefore, assessing our customers and understanding their needs is crucial. Adversely, it can be a difficult task if not capable of differentiate and segmenting students accordingly.
In recent times Clayton State has had trouble in graduation rates, many people do not continue their education at Clayton State. In order to solve this situation my group creates a primary goal on how we can improve retention, and make students want to stay and graduate. We first establish our primary goal, this goal is a way for us to establish the criteria and come up with our overall solution. Our goal was to increase the graduation rate by wanting people to stay at CSU, and attract new comers to want to continue their education at CSU.
Many colleges and universities throughout the United States and several other countries face a common problem. Student retention is a growing problem across the nation for all ethnic groups and all ages. Each individual who chooses to drop out of school has their own personal reasons as to why they do. However, many drops out can be completely avoided. When students drop out they are not clearly thinking about how it’s going to affect their future, the future of their children and even grandchildren. Although there are several reasons as to why students drop out of school, we will be exploring a few as it relates to why student retention is a growing problem.
Traditionally adult learners are students who are pursuing education in either, college (undergraduate or graduate degrees), vocational or occupational programs, continuing education or noncredit courses, correspondence courses and tutoring, as well as courses and other educational activities provided by employers, community groups, and other providers ("Adult Learner," 2012). The average age of an adult learner is 25 years or older, it usually is a diverse group of people ("Adult Learner," 2012). These adult learners can be an independent student, employed full time, a person with dependents,
Specifically, adult student persistence is effectively influenced by four pillars of support: (a) the extent to which students are able to manage positive and negative forces, (b) support from a school 's staff for students ' sense of self-efficacy, (c) established realistic and attainable educational goals, and (d) the opportunity to assess progress toward those established goals (Comings, Parrella, & Soricone, 1999). Also important to adult education completion is the nature of interactions among students and staff. In a study of 600 literacy and numeracy students in Scotland, Tett, and Maclachlan (2007) found that learners who networked with other students and who interacted with their teachers had a more robust learning experience and generally demonstrated more positive life changes. Kegan et al. (2001) connected learning content and skills with complex meaning systems that are conceptually grounded in the idea that adults develop their reality and beliefs over time through a socializing process that occurs in and outside the classroom. After studying the developmental changes in 41 learners at three adult learning centers over period of 9-14 months, they concluded that adult learners change in a variety of ways that allow them to consolidate and elaborate their skills, knowledge, perspectives, and beliefs. The positive effect of adult education on learners is established in the literature. Kegan et al.
Knowles posits that adult learners are self directed and autonomous. They are goal oriented, practical and must see and understand the relevance of any training. Adults bring an abundance of experience and knowledge, experiential learning, with them. Most importantly, “…adults need to be shown respect.” (Lieb)
Attrition is the rate in which students disenroll from a post-secondary institution, which was defined in O’Keeffe’s (2013) article. Past research has suggested that the lack of participation and the culture shock of some students have contributed in such high attrition rates (O 'Keeffe, 2013). From the outcomes of these researches, universities have implemented programs to retain and increase retention rates. However, when it comes to attrition rates, it seems that one population of students goes unnoticed.
Thank you for responding to my post. The specialty area I desire to address is in career programs, such as carpentry, cosmetology or CNA. There tend to a substantial about of adult learners that do not finish their programs; subsequently, it affects the overall funding of many programs.
My impression of adult education has changed immensely. First and foremost, the first lesson learned that teaching adults are a separate, intensive, and long debated process. Portions of certain theories learned illustrated below. I have extended knowledge about Meizrow (Transformational Learning) and Knowles (Andragogy). The six key features of Adult Learners are: