Reentry Programs for Dropouts in Adult Settings. Overview. ERIC Digest No. 45.

Autor/in	Thiel, Kathleen K.
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Reentry Programs for Dropouts in Adult Settings. Overview. ERIC Digest No. 45.
Quelle	(1985), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Programs; Adult Students; Continuing Education; Delivery Systems; Dropout Characteristics; Dropout Programs; Educational Needs; Educational Practices; Educational Strategies; High School Equivalency Programs; Outreach Programs; Postsecondary Education; Reentry Students; Student Characteristics; Student Needs; Technical Education; Two Year Colleges + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Weiterbildung; Auslieferung; Educational need; Bildungsbedarf; Bildungspraxis; Lehrstrategie; Jobcoaching; Post-secondary education; Tertiäre Bildung; Zweiter Bildungsweg; Technikunterricht
Abstract	Besides having to cope with the usual pressures associated with the transition to adulthood, dropouts must deal with the stigma attached to the fact that they are school dropouts. Research reveals that, for a variety of socioeconomic and psychological reasons, dropouts are generally less able to plan, less willing to work hard, and less skilled in writing. Programs available for out-of-school youths range from those sponsored by community colleges and public schools to those offered by educational agencies in conjunction with employment and training programs. Three particularly noteworthy types of reentry programs for dropouts in adult settings are programs sponsored by technical schools, outreach programs, and continuing education high school programs. In general, successful programs for young adults reentering the educational system are sensitive to the stresses faced by young adults, possess a warm and flexible environment, provide a clear understanding of what teachers expect of students, offer individual counseling and curricula relevant to individual student needs, and offer students continuous constructive feedback. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01