Sometimes, It Takes a Village

Autor/inn/en	Taylor, Gwen; Heflin, David
Titel	Sometimes, It Takes a Village
Quelle	In: Adult Learning, 26 (2015) 4, S.167-169 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159515594176
Schlagwörter	Adult Learning; Community Colleges; Technical Institutes; Acceleration (Education); College Students; Mathematics Instruction; Reading Instruction; Writing Instruction; Student Improvement; Improvement Programs; Team Teaching; Coaching (Performance); Developmental Programs; Student Financial Aid; College Admission; Student Evaluation; Academic Advising; Career Guidance; Career Planning; Job Placement; Resumes (Personal); Job Search Methods; Basic Skills; Educational Opportunities; Program Descriptions; Kentucky + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Community college; Community College; Technische Fakultät; Acceleration; Beschleunigung; Collegestudent; Mathematics lessons; Mathematikunterricht; Leseunterricht; Schreibunterricht; Effizienzsteigerung; Teamteaching; Entwicklungsplan; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Hochschulzugang; Hochschulzulassung; Zulassung; Schulnote; Studentische Bewertung; Akademischer Rat; Berufsorientierung; Karriereplanung; Employment service; Employment services; Arbeitsvermittlung; Lebenslauf; Arbeitsplatzsuchtheorie; Basic skill; Grundfertigkeit; Bildungsangebot; Bildungschance
Abstract	In this article, Gwen Taylor describes the West Kentucky Community and Technical College (WKCTC) groundbreaking program, "Accelerating Opportunity" (AO), which targeted students who are deficient in math, reading, or writing. The program uses the Washington State Board for Community & Technical Colleges' (2013) Integrated Basic Education and Skills Training (I-BEST) model of instruction, as well as a success coach to assist students in overcoming obstacles to their education. A team-teaching approach allowed students in the AO program to bypass some, or all, of their developmental classes. The program's success coach component supported the student during the enrollment process by assisting students with financial aid, admission, assessment, and advising. In addition, a career center provided coaching to students for job placement, resume writing, and interviewing skills, as well as a basic skills instructor who served as a success coach once classes begin by using intrusive counseling in the classroom. As educators, the feeling of accomplishment when completing a goal and being acknowledged for their work is a reward. For adult learners there was no difference in their desire to be acknowledged for their accomplishments so the AO program continued to provide motivation and encouragement for the adult learners to stay on the pathway to achieve their goals. The author concluded that, for many, college is an exciting and open door to a whole world of opportunity. However, for some, college is an intimidating and daunting process. For those people who harbor anxiety or self-doubt about returning to school, there are "villages" such as the AO program where students can feel they belong. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01