The Effects of an Intensive Postsecondary Transition Program on College Readiness for Adult Learners

Autor/in	Kallison, James M., Jr.
Titel	The Effects of an Intensive Postsecondary Transition Program on College Readiness for Adult Learners
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 67 (2017) 4, S.302-321 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713617725394
Schlagwörter	College Readiness; Transitional Programs; Postsecondary Education; Adult Learning; Adult Students; Acceleration (Education); Program Effectiveness; Pretests Posttests; Reading Achievement; Writing Achievement; Mathematics Achievement; Statistical Analysis; Achievement Gains; Enrichment Activities; Career Guidance; Student Centered Learning; Curriculum; Study Skills; Learning Strategies; Measures (Individuals); Skill Development; Texas; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Acceleration; Beschleunigung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; Achievement gain; Leistungssteigerung; Bereicherungsprogramm; Berufsorientierung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Curricula; Lehrplan; Rahmenplan; Studientechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Postsecondary transition programs have emerged to prepare adult learners to enter college with either limited or no remediation work needed in developmental education. This article examines the results of a pilot study, in which participants (ages 20 years and older who held GED® credentials or high school degrees) received accelerated instruction in reading, writing, mathematics, learning framework, and college knowledge. These transition programs, which took place at five sites in Texas, used a short-term (10 weeks or fewer) but intensive (at least 120 contact hours) cohort intervention model. Of the 20 pairs of pre- and postprogram assessments, which evaluated student achievement gains in reading, writing, and, mathematics, 18 resulted in statistically significant increases. However, many participants who realized achievement gains did not reach the college readiness benchmarks (as measured by the assessment instrument) in all three subject areas. However, evidence suggests that these students are better prepared academically than before the program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01