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"It was like a first step": Student...

Gerhard, Gabrielle.

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"It was like a first step": Student transitions from Adult Basic Education participation to community college enrollment.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"It was like a first step": Student transitions from Adult Basic Education participation to community college enrollment./
Author:	Gerhard, Gabrielle.
Description:	224 p.
Notes:	Adviser: Edward Taylor.
Contained By:	Dissertation Abstracts International68-05A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3265341
ISBN:	9780549044659

"It was like a first step": Student transitions from Adult Basic Education participation to community college enrollment.
Gerhard, Gabrielle.

"It was like a first step": Student transitions from Adult Basic Education participation to community college enrollment. - 224 p.

Adviser: Edward Taylor.

Thesis (Ph.D.)--University of Washington, 2007.

This qualitative case study explores factors that affect students' transitions from participation in Adult Basic Education classes to community college enrollment. One-third of the students enrolled in ABE/Basic Skills in Washington State say they are enrolled in order to pursue future education or training; yet only a small number of these students later enroll in the community college. Understanding students' transition process can give insight into ways that adult students can be empowered to successfully pursue additional education. Literature discussed includes works on community colleges, the adult basic education system, and some of the theoretical approaches used to study the participation of adult learners. Eleven adults were interviewed about their experiences in ABE and their attempts to enroll in credit bearing classes at the same community college. In addition, faculty and staff at the college were interviewed and ABE/basis skills and developmental level education classes were observed. The Cross Chain-of-Response Model, which tries to understand the participation of adults in educational activities, was the conceptual framework for the study (Cross, 1981).

ISBN: 9780549044659Subjects--Topical Terms:

626632
Education, Adult and Continuing.

"It was like a first step": Student transitions from Adult Basic Education participation to community college enrollment.
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100 1 $a Gerhard, Gabrielle. $3 1281608
245 1 0 $a "It was like a first step": Student transitions from Adult Basic Education participation to community college enrollment.
300 $a 224 p.
500 $a Adviser: Edward Taylor.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1768.
502 $a Thesis (Ph.D.)--University of Washington, 2007.
520 $a This qualitative case study explores factors that affect students' transitions from participation in Adult Basic Education classes to community college enrollment. One-third of the students enrolled in ABE/Basic Skills in Washington State say they are enrolled in order to pursue future education or training; yet only a small number of these students later enroll in the community college. Understanding students' transition process can give insight into ways that adult students can be empowered to successfully pursue additional education. Literature discussed includes works on community colleges, the adult basic education system, and some of the theoretical approaches used to study the participation of adult learners. Eleven adults were interviewed about their experiences in ABE and their attempts to enroll in credit bearing classes at the same community college. In addition, faculty and staff at the college were interviewed and ABE/basis skills and developmental level education classes were observed. The Cross Chain-of-Response Model, which tries to understand the participation of adults in educational activities, was the conceptual framework for the study (Cross, 1981).
520 $a There were three key areas in the findings. First, some participants in the study had difficulties succeeding in developmental math. The planned changes in math at the college did not seem to address the concerns that study participants articulated, including isolation in the lab style math class, and the effects of learning disabilities on math education. Second, participants had challenges from learning disabilities, diagnosed and undiagnosed, in their educational progress. While learning disabilities affected students' educational achievement, their lack of knowledge about themselves as learners also limited their ability to advocate for their needs as learners. Third, participants had limited knowledge about higher education, specifically in the area of financial aid. Participants also lacked connections to the campus, and knowledge, or cultural capital, about postsecondary education. Overall, the lack of a formal transition process from Basic Skills to credit bearing classes created a challenge for students. Recommendations are provided for future research, and there are tentative suggestions for practice and policy. Sample interview and observation protocols are included.
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