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| 101 |
Intergenerational Family Learning Programs: Stories of Latinx, Immigrant Families and Their Journeys to and through Higher Education
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In: Dissertations (2020)
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| 102 |
Cuban Immigrants’ Experience with Acculturation and How They Cope in the United States
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In: Dissertations (2020)
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| 103 |
Interconnected literacy practices. Exploring classroom work with literature in adult second language education
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 45-63 (2020)
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| 104 |
Continuity and change. Migrants' experiences of adult language education in Sweden
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 399-414 (2020)
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| 105 |
Integration durch Zweitspracherwerb auf der Bühne
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In: 2020, 7 S. (2020)
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| 106 |
Incorporating Environmental Education into TESOL through Nature Journaling: A Literature Review and Curriculum Recommendations
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| 107 |
Hispanic Adult Learners’ Support Expectations in a Higher Education Hispanic Serving Institution
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Abstract:
Hispanic learners have lagged behind their White peers by about 7% in completing an associate degree within 3 years, a lag in completion that has closed to some degree over the decade of 2004 to 2014 but still persists. Since the percentage of Hispanic learners who are adults is increasing, the impact of the lag on this demographic could further increase. The purpose of this basic qualitative study was to examine the expectations Hispanic adult learners have regarding supports a community college provides, especially if it aspires to be designated as a Hispanic Serving Institution. The conceptual framework consisted of Yosso’s community cultural wealth model and Terenzini and Reason’s college experience model. The 2 research questions addressed what expectations of community college supports Hispanic adult learners have when perceived from a community and cultural perspective as well as what supports Hispanic adult learners who have been in a community college for at least 1 semester perceive would help them persist to graduation. The interview responses of 8 students 25 years old or older were coded in search of emergent themes. The findings showed that Hispanic adult learners expect supports to assist them in establishing a connection with their culture and their campus, furthering family involvement, and assisting Spanish-speaking students. They also need language supports, tutoring, student orientation and hospitality, flexibility in scheduling classes and due dates, and childcare. The results of this study may be used by administrators, staff, professors, and community members to help adult Hispanic students’ complete community college, which may positively affect their socioeconomic status.
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Keyword:
Adult education|Higher Education Administration|Education philosophy
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URL: http://pqdtopen.proquest.com/#viewpdf?dispub=27995437
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| 108 |
Redesigning an International Pathway Program: a Change Management Plan
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| 109 |
A Qualitative Investigation of Andragogy in Adult Bible Classes in Lutheran Church–Missouri Synod Congregations in St. Louis
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| 110 |
The Adult Learner’s Story: An Exploratory Narrative of Experiencing an Introductory English Composition Classroom
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| 111 |
Investigating Intercultural Sensitivity in Saudi Arabian Women in the United States: Making Sense of Lived Experiences
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| 112 |
The Acquisition of Variable Past-Time Expression in L2 Spanish: Combining Concept-oriented, Form-oriented, and Variationist Research Traditions Within Functionalism
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| 113 |
Much Bigger Than a Hamburger: Disrupting Problematic Picturebook Depictions of the Civil Rights Movement
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In: Education Publications (2020)
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| 115 |
Adult literacies from the perspective of practitioners and their learners. A case study from the north of England
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 29-43 (2020)
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| 116 |
The Thinking Skills Deficit: What Role Does a Poetry Group Have in Developing Critical Thinking Skills for Adult Lifelong Learners in a Further Education Art College?
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In: Education Sciences ; Volume 10 ; Issue 3 (2020)
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| 117 |
Característiques de l’alumnat de català L2 fora del domini lingüístic ; Characteristics of L2 Catalan students outside the Catalan-speaking regions
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In: Treballs de Sociolingüística Catalana; Núm. 30: Trajectòries sociolingüístiques: nous i vells parlants; 39-55 (2020)
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| 118 |
Coming of Age in Utopia: Teen Dystopian Fiction Compared to Historical Utopian Communities
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2020)
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| 119 |
Implementation of Culturally Responsive Practices in Alternative Educational Settings
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In: National Youth Advocacy and Resilience Conference (2020)
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| 120 |
CROSS-LINGUISTIC DIFFERENCES IN THE LEARNING OF INFLECTIONAL MORPHOLOGY: EFFECTS OF TARGET LANGUAGE PARADIGM COMPLEXITY ...
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