Literaturnachweis - Detailanzeige
| Autor/in | Flowers, Susan |
|---|---|
| Institution | Virginia Adult Educators Research Network, Dayton. |
| Titel | Understanding the Learner Who Is Court-Mandated To Learn. Practitioner Research Briefs, 1999-2000 Report Series. |
| Quelle | (2000), (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adult Basic Education; Adult Literacy; Adult Students; Correctional Education; Correctional Rehabilitation; Educational Needs; High School Equivalency Programs; Literacy Education; Negative Attitudes; Prisoners; Program Effectiveness; Resistance (Psychology); Student Attitudes; Student Motivation; General Educational Development Tests |
| Abstract | A project was conducted to determine the thoughts and feelings of probationers (mostly white males ranging in age from early 20s to early 50s) mandated by a judge to complete their GED (General Educational Development) diploma or their high school diploma at a local adult education program mostly attended by middle-aged white female displaced textile workers. The study began by interviewing the local criminal judge, two probation officers, and one probationer individually and holding a focus group in which six probationers participated. In addition, two teaching staff members were queried and the probationers were observed in the classroom and in tutoring sessions for 4 months. The study found that, unlike the adult students who attend the center on a voluntary basis, probationers differ in their motivation for completing a diploma. Although they see the value of achieving a diploma, outside support or coercion keeps them attending the program. Although most probationers initially had strong aversive reactions to the concept, most of them eventually began to work hard toward accomplishing their goals. The study concluded that since probationers had strongly negative attitudes toward being forced to do anything, they should be given more choice in determining whether to pursue a high school diploma or a GED. The study also concluded that more structured classroom learning and more supportive services should be provided to help the probationers succeed. (KC) |
| Anmerkungen | For full text: http://www.vcu.edu/aelweb/Susan_Flowers.pdf. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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