The Impact of the Adult Education Block Grant on the Operation of Adult Education in California from the Perspective of Experienced Adult Education Administrators: A Policy Delphi Study

Autor/in	Torrez, Larriann
Titel	The Impact of the Adult Education Block Grant on the Operation of Adult Education in California from the Perspective of Experienced Adult Education Administrators: A Policy Delphi Study
Quelle	(2018), (122 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Brandman University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3559-4303-0
Schlagwörter	Hochschulschrift; Dissertation; Adult Education; Block Grants; Administrator Attitudes; Delphi Technique; Educational Administration; Elementary Secondary Education; Outcomes of Education; Educational Finance; Accountability; Community Colleges; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Delphi-Methode; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lernleistung; Schulerfolg; Bildungsfonds; Verantwortung; Community college; Community College; Kalifornien
Abstract	Purpose: The purpose of this Policy Delphi Study was to identify the perceptions of California adult school administrators regarding the impacts of the Adult Education Block Grant (AEBG) on the operation of the adult education system, to rate the impacts as to their importance, and to identify strategies for addressing the impacts on existing adult education programs. Methodology: The Policy Delphi method was utilized in order to gather data from an expert panel of Californian K-12 adult education administrators that have been impacted by the AEBG on the adult education system. The Policy Delphi study consisted of three rounds and 15 leading experts in K-12 adult education to gain consensus on the perceptions of expert California K-12 adult education administrators regarding the impacts of the AEBG on the existing adult education system, to rate the impacts as to their importance, and to identify strategies for addressing the impacts on existing adult education programs. Findings: Analysis of the first round of data resulted in expert K-12 adult education administrator participants identifying the impacts that the AEBG has had on the operation of the adult education system, which was narrowed down in the second round to the top ranked 11 impacts. In round three, the expert K-12 adult education administrator participants then identified strategies for implementing the top five identified very strong impacts that the AEBG has had on the operation of the adult education system. Conclusions: According to the expert K-12 adult education administrator participants, advocacy efforts to secure additional funding for adult education; creation of a common system to support transition services; leveraging resources with consortia members and partners; a data and accountability system; and an equalization between the adult education and community college systems is needed to address the impacts that the AEBG has had on the operation of the adult education system in California. Recommendations: Recommendations for further research are described in Chapter V, including studies that search out the perceptions of California community college administrators and K-12 school district superintendents regarding the impacts of the AEBG. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01