A Research Study in Retention.

Autor/inn/en	Knibbe, Marie Vannozzi; Dusewicz, Russell A.
Institution	Center for Literacy, Inc., Philadelphia, PA.; Research for Better Schools, Inc., Philadelphia, PA.
Titel	A Research Study in Retention.
Quelle	(1990), (212 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Persistence; Adult Basic Education; Adult Literacy; Adult Programs; Educational Research; Illiteracy; Literacy Education; School Holding Power; Student Attrition; Student Characteristics; Tutoring; Tutors + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Bildungsforschung; Pädagogische Forschung; Analphabetismus; Schülerbeurlaubung; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor
Abstract	A study of the Center for Literacy's (CFL) program was conducted to provide information on retention and attrition in an urban, open-entry/open-exit, individualized, goal-based literacy program. An exploratory analysis that used student and tutor records from 1985 through 1989 provided a summary of demographics and attendance patterns. This information, staff interviews, and a literature review were used to create working definitions of retention and attrition and to form research questions. The study also conducted statistical analysis of variables affecting retention. These variables were found to have a statistically significant effect on student retention: sex, instructional level, age, ethnic membership, dependents, employment, previous educational experience, handicap, area of residence, and area of instruction. Some program implications that were developed focused on: specific, individualized student goals and interests; increased student support from staff; topic-oriented small group instruction; increased flexibility for special needs; ongoing tutor/teacher support; and drop-in centers for transition periods. These significant tutor variables were identified: age, educational background, and ethnic membership. Program implications regarding tutors were also developed. (Thirty-two references are cited. Appendixes include a sample student data file and numerous additional tables.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC