The Impact of Non-Traditional Educational Services Upon Learners Having Special Educational Requirements. A Follow-Up Study of Urban Educational Center Students.

Autor/inn/en	Thompson, Audrey; und weitere
Institution	Rhode Island Coll., Providence. Urban Education Center.
Titel	The Impact of Non-Traditional Educational Services Upon Learners Having Special Educational Requirements. A Follow-Up Study of Urban Educational Center Students.
Quelle	(1974), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Dropouts; Adult Education; Adult Programs; Adult Students; Attitude Change; Correlation; Disadvantaged; Economic Change; Economically Disadvantaged; Educationally Disadvantaged; Followup Studies; Low Income Groups; Minority Groups; Program Effectiveness; Relevance (Education); School Surveys; Socioeconomic Status; Student Characteristics; Urban Population + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Attitudinal change; Einstellungsänderung; Korrelation; Ökonomischer Wandel; Follow-up studies; Kontaktstudium; Ethnische Minderheit; Relevance; Relevanz; Socio-economic status; Sozioökonomischer Status; Stadtbevölkerung
Abstract	The project surveyed former disadvantaged adult students of the Urban Educational Center (UEC) to determine their improvement economically and attitudinally and related these improvements to specific aspects of the UEC educational program. Improvement (as measured against a pretest) was surveyed in the following areas: attitude toward own ability, attitude toward education, housing status, employment status, job level, job satisfaction, salary, and subsequent educational attainment. Improvement in at least one area was indicated by 87 percent of the respondents, in one or two areas by 64 percent, and in three to six areas by 23 percent. The students' responses to the value of several educational variables were correlated with the students' improvements. The variables were: number and nature of courses completed, counseling, and instructional approach. The results of the correlation indicated that: counseling is of great importance; completion of at least three courses (including some skills courses) is important for economic improvement; academic courses are not related to short-term economic or attitudinal improvement; and a nontraditional course structure is less important than the personality of the teacher. The document includes several tables interpreting the acquired data, background on UEC and its students, and a summary of the study's findings and recommendations. (PR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC