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The Improvement of Persistence in Ad...

Ford, Renay.

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The Improvement of Persistence in Adult Learners in GED Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Improvement of Persistence in Adult Learners in GED Programs./
Author:	Ford, Renay.
Description:	142 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10105989
ISBN:	9781339694405

The Improvement of Persistence in Adult Learners in GED Programs.
Ford, Renay.

The Improvement of Persistence in Adult Learners in GED Programs. - 142 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2016.

A case study was designed for GED adult learners to identify factors that influence their educational persistence. Current literature identifies research-based strategies that support adult learners' persistence, specifically for GED adult learners. Such factors of influence include: (1) GED programs; (2) setting goals; (3) clear expectations; (4) coping strategies; (5) learners' environment; (6) family support; (7) clear/ongoing communication; (8) learners' self-determination, and (9) college preparation. Elements of GED Pathway Model, Tinto's Persistence Model, goal theory, self-determination theory, and Transformational Learning Theory were conceptualized and explained to contribute to persistence among GED adult learners. The qualitative portion of this study focused on interviews with GED adult learners. Interviews were conducted with five GED adult learners as it related to the reasons why they persist. Interviews revealed four concurrent themes affecting GED adult learners' persistence. Themes included: teacher support (setting goals, clear expectations, and on-going communications), self-persistence (learners' self-determination, goal-setting, and coping strategies), family support (adult learners' environments), and career advancement (gainful employment, workplace promotions, and salary increases). Tinto (2002) suggested that students could meet educational goals if they have positive forces around them such as institutional support, academic integration, teacher support, family support and self-persistence. Tinto's model, coupled with factors that impact GED adult learners' persistence, was correlated. Results of the study's qualitative portion concluded that GED adult learners need a combination of supports so that they can persist, successfully earn their GED credential, and potentially transition to postsecondary education.

ISBN: 9781339694405Subjects--Topical Terms:

2122863
Higher education administration.

The Improvement of Persistence in Adult Learners in GED Programs.
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100 1 $a Ford, Renay. $3 3276589
245 1 4 $a The Improvement of Persistence in Adult Learners in GED Programs.
300 $a 142 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
500 $a Adviser: Mike S. Czarkowski.
502 $a Thesis (Ed.D.)--Wilmington University (Delaware), 2016.
520 $a A case study was designed for GED adult learners to identify factors that influence their educational persistence. Current literature identifies research-based strategies that support adult learners' persistence, specifically for GED adult learners. Such factors of influence include: (1) GED programs; (2) setting goals; (3) clear expectations; (4) coping strategies; (5) learners' environment; (6) family support; (7) clear/ongoing communication; (8) learners' self-determination, and (9) college preparation. Elements of GED Pathway Model, Tinto's Persistence Model, goal theory, self-determination theory, and Transformational Learning Theory were conceptualized and explained to contribute to persistence among GED adult learners. The qualitative portion of this study focused on interviews with GED adult learners. Interviews were conducted with five GED adult learners as it related to the reasons why they persist. Interviews revealed four concurrent themes affecting GED adult learners' persistence. Themes included: teacher support (setting goals, clear expectations, and on-going communications), self-persistence (learners' self-determination, goal-setting, and coping strategies), family support (adult learners' environments), and career advancement (gainful employment, workplace promotions, and salary increases). Tinto (2002) suggested that students could meet educational goals if they have positive forces around them such as institutional support, academic integration, teacher support, family support and self-persistence. Tinto's model, coupled with factors that impact GED adult learners' persistence, was correlated. Results of the study's qualitative portion concluded that GED adult learners need a combination of supports so that they can persist, successfully earn their GED credential, and potentially transition to postsecondary education.
590 $a School code: 1517.
650 4 $a Higher education administration. $3 2122863
690 $a 0446
710 2 $a Wilmington University (Delaware). $b College of Education. $3 1675805
773 0 $t Dissertation Abstracts International $g 77-09A(E).
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791 $a Ed.D.
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10105989