Improving Student Persistence at the Genesis Center

Autor/inn/en	Fritz, Nancy; Alsabek, Barbara Piccirilli
Titel	Improving Student Persistence at the Genesis Center
Quelle	In: Adult Basic Education and Literacy Journal, 4 (2010) 2, S.104-108 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-2322
Schlagwörter	Metalinguistics; Student Interests; Evening Programs; Standardized Tests; Adult Education; Job Training; Adult Students; Community Programs; Child Care; Immigrants; Low Income Groups; Academic Persistence; Democratic Values; Curriculum Development; Student Needs; Metacognition; English (Second Language); Attendance Patterns; Rhode Island + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Studieninteresse; Evening studies; Evening class; Abendstudium; Standadised tests; Standardisierter Test; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Berufsqualifizierender Bildungsgang; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Kinderfürsorge; Kinderbetreuung; Immigrant; Immigrantin; Immigranten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	The Genesis Center is a community-based adult education center located in Providence, Rhode Island. Founded in 1982 to assist immigrants and refugees from Southeast Asia in their transition to life in the United States, the Genesis Center now provides adult education, job training, and child care services to people who have immigrated from all over the world. The Center has approximately 600 adult students in its day and evening classes each year. These adult students are from the greater Providence area; most are low-income residents, and about half have less than a high school education. In 2005, the Rhode Island Department of Adult Education was reorganized and accountability was given increased emphasis. Programs were urged to increase student hours of attendance so that a greater percentage of students could show learning gains in adult education classes, as measured by standardized tests. Some of the staff at Genesis became interested in the topic of persistence. They wanted to increase the persistence rates of adult learners in Barbara Alsabek's 12-hour-per-week beginning ESOL class. Three main strategies were chosen: (1) democratization of the classroom; (2) adjustment of curriculum to meet immediate student interest and demand; and (3) development of learners' metacognitive and metalinguistic awareness. In this article, the authors describe their strategies, how they were implemented, and how they think they affected learning gains. (Contains 1 table.) (ERIC).
Anmerkungen	Commission on Adult Basic Education and ProLiteracy America. 1320 Jamesville Avenue, Syracuse, NY 13210. Tel: 315-422-9121; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10