A Conceptual Framework for Teaching Critical Reading to Adult College Students

Autor/inn/en	Marschall, Sabrina; Davis, Cynthia
Titel	A Conceptual Framework for Teaching Critical Reading to Adult College Students
Quelle	In: Adult Learning, 23 (2012) 2, S.63-68 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
Schlagwörter	First Generation College Students; Critical Reading; Online Courses; Experiential Learning; Adult Learning; Adult Students; Reading Skills; Models; Higher Education; Adults; Andragogy; Education Work Relationship + Suchen Sie Ihr Suchwort? Kritisches Lesen; Online course; Online-Kurs; Experiental learning; Erfahrungsorientiertes Lernen; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Reading skill; Lesefertigkeit; Analogiemodell; Hochschulbildung; Hochschulsystem; Hochschulwesen; Andragogics; Andragogik
Abstract	The proliferation of postsecondary programs for working adults is not surprising, given the importance of a bachelor's degree to employment and higher earnings. However, the demographics of adult learners have changed significantly over the past 30 years, when degrees for adults targeted a middle-class population. Adults now return to college after years away from school, and many are first-generation college students whose families may be unable to advise or support them in their educational endeavors. Nevertheless, adults bring deep experiential and workplace-related learning to the classroom, which should be validated in educational settings. Increasingly, advanced reading skills are essential to college success, particularly in online courses, which, although convenient for working adults, are heavily text based. This article offers a conceptual framework for incorporating experiential learning into the teaching of critical reading skills to adult college students. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10