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Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
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In: Educational Considerations (2022)
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Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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He Needs to be In a Learning Community – Learning Community, a Place of Respite and Brotherhood while Persisting in College
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In: Journal of College Access (2022)
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Building a Positive Teacher and Student Identity in the Chinese DLI Context
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In: All Graduate Plan B and other Reports (2022)
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Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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Two for the Price of One! A Study of Persistence of Adult Education Students pursuing a High School Equivalency Credentiial and a Study of the Researcher's Experience Conducting that Study.
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In: Dissertations (2021)
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Abstract:
This two-in-one study was an exploration of persistence. The quantitative study explored the relationship between the self-efficacy and persistence of adult learners pursuing a high school equivalency credential. Bandura’s theory of self-efficacy and Lewin’s Force Field Analysis offered an effective framework for considering this relationship. The findings of this study were statistically insignificant due to the low response rate. The second study, a qualitative study, was added to understand my experience trying to gather data during the quantitative study and to explore the implications of data collection, sharing, and use in the adult education field. Resource Dependence Theory (RDT) and Equity Theory offered helpful frameworks for considering how program staff responded to the request to participate. Findings suggest that 1) a wide variety of communication methods are used by programs to connect with students, both current and former and communication challenges exist at every stage of enrollment; 2) adult education practitioners wish they had a better understanding of the factors that impact student persistence so that they could devise appropriate interventions and 3) the field of adult education exists in a “data desert” which has multiple lush “data oases” but they are difficult to navigate to and through. Resources, or lack thereof, have a key role to play in how programs respond to challenges in these three areas. The findings in this study have direct implications for adult education practitioners, funders, policy makers. Specific recommendations for action are provided, as well as implications for further research.
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Keyword:
Adult and Continuing Education; Adult and Continuing Education Administration; adult education; and Multicultural Education; Bilingual; Educational Leadership; Elementary and Middle and Secondary Education Administration; GED; high school equivalency; Language and Literacy Education; Multilingual; student persistence; student self-efficacy; Urban Education
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URL: https://digitalcommons.nl.edu/diss/646 https://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1696&context=diss
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An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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One World, One Purdue: Implementing Successful Intercultural Collaboration at Purdue University
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In: Purdue Journal of Service-Learning and International Engagement (2021)
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Hmong American Charter Schools: An Exploratory and Descriptive Study
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In: Journal of Southeast Asian American Education and Advancement (2021)
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“You Shall Not Pass”: Predicting Attrition and Completion of an Iraqi Academic Preparatory Program
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In: Faculty Publications in Educational Administration (2021)
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The Voices and Lived Academic Experiences of International Doctoral Student Mothers
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In: Doctoral Dissertations (2021)
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¡Sí Se Puede!: Understanding The Experiences Of Latina Students During Their Doctoral Journey At A Hispanic-Serving Institution
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In: Open Access Theses & Dissertations (2021)
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“Invisibility is not a natural state for anyone”: (Re)constructing narratives of Japanese American incarceration in elementary classrooms
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In: Education Publications (2020)
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Transgender Advocacy in K12 and Post-Secondary Environments
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In: National Cross-Cultural Counseling and Education Conference for Research, Action, and Change (2020)
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Breaking silence: The voices of Syrian refugee children in the Canadian classroom
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In: Journal of Global Education and Research (2020)
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International students and their academic experiences: Student satisfaction, student success challenges, and promising teaching practices.
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In: Education Publications (2020)
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Culturally Relevant Science Teaching: A Literature Review
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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Culturally Relevant Science Teaching: A Literature Review
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In: The Nebraska Educator: A Student-Led Journal (2020)
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Poverty, According to Gorski
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In: The Montana English Journal (2020)
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Enseignement Engagé: Engaging and Motivating French Language Learners
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In: All Graduate Plan B and other Reports (2020)
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