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Qualitative Case Study on Educators'...

Morley, Margarete Klingner.

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Qualitative Case Study on Educators' and Students' Perceived Barriers to Learning in an Adult Literacy Program at a Community College.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Qualitative Case Study on Educators' and Students' Perceived Barriers to Learning in an Adult Literacy Program at a Community College./
作者:	Morley, Margarete Klingner.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	187 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Community college education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28025915
ISBN:	9798662451711

Qualitative Case Study on Educators' and Students' Perceived Barriers to Learning in an Adult Literacy Program at a Community College.
Morley, Margarete Klingner.

Qualitative Case Study on Educators' and Students' Perceived Barriers to Learning in an Adult Literacy Program at a Community College. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 187 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Psy.D.)--Ashford University, 2020.

This item must not be sold to any third party vendors.

Academic progression at the lower level of adult literacy programs at community colleges can have a serious impact on not only the adult attending the program but also on the funding of the program. Perceived barriers to learning can impact the adult student at all socioeconomic levels as well as mental health. Research is urgently needed to identify barriers that keep adult literacy students from making academic progress. The qualitative single case study provides insight into perceived barriers, as seen by the adult learner and the instructor teaching at the lower levels of the literacy program. Data were collected through interviews of instructors and students. The sample size consisted of ten instructors and ten students. The student's academic functioning level was identified below the 6th grade level. Instructors interviewed directly worked with students at the 6th grade or below. The data showed that students tended to blame themselves for not doing more to show academic progress while also identifying strong reliance on their interaction with the instructors and in-class support systems. Instructors found that barriers were largely due to a lack of academic maturity on the part of the students. Instructors felt that they were the students' supports above and beyond the classroom. Both groups viewed the community college as being supportive and an integral part of the support system for both the instructor and the student. Based on the findings, the researcher proposes to expand the study to other community colleges to improve program delivery and potential staff development.

ISBN: 9798662451711Subjects--Topical Terms:

2122836
Community college education.
Subjects--Index Terms:

Adult Learner

Qualitative Case Study on Educators' and Students' Perceived Barriers to Learning in an Adult Literacy Program at a Community College.
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500 $a Advisor: Malec, Tara.
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520 $a Academic progression at the lower level of adult literacy programs at community colleges can have a serious impact on not only the adult attending the program but also on the funding of the program. Perceived barriers to learning can impact the adult student at all socioeconomic levels as well as mental health. Research is urgently needed to identify barriers that keep adult literacy students from making academic progress. The qualitative single case study provides insight into perceived barriers, as seen by the adult learner and the instructor teaching at the lower levels of the literacy program. Data were collected through interviews of instructors and students. The sample size consisted of ten instructors and ten students. The student's academic functioning level was identified below the 6th grade level. Instructors interviewed directly worked with students at the 6th grade or below. The data showed that students tended to blame themselves for not doing more to show academic progress while also identifying strong reliance on their interaction with the instructors and in-class support systems. Instructors found that barriers were largely due to a lack of academic maturity on the part of the students. Instructors felt that they were the students' supports above and beyond the classroom. Both groups viewed the community college as being supportive and an integral part of the support system for both the instructor and the student. Based on the findings, the researcher proposes to expand the study to other community colleges to improve program delivery and potential staff development.
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