NCSALL: Learner Persistence Study - learner persistence in adult basic education


learner persistence in adult basic education - NCSALL: Persistence Among Adult Basic Education Students in Pre-GED Classes

Retaining learners is an ongoing challenge for adult basic education (ABE) programs, in which high attrition is common and accountability pressures are strong. Recently, researchers have called on the field to rethink the meaning of persistence from the learner’s point of view, and studies have identified specific ways to support persistence. Persistence: Helping Adult Education Students Reach Their Goals John Comings For an in-depth overview of adult learner persistence, this article provides a literature review, a full discussion of the NCSALL Learner Persistence study, and commentary on .

This guide addresses issues of learner persistence, motivation, and retention in adult basic education (ABE). Based on findings from the NCSALL Adult Student Persistence Study, participants engage in an examination of their own interests and experiences with learner motivation and retention and examine strategies of other practitioners. The goal of the NCSALL Study Circles is to help adult. 1. Persistence Among Adult Education Students Panel (streaming video). This panel discussion focuses on persistence in ABE, ESOL, and GED programs, and features a NCSALL study entitled, Supporting the Persistence of Adult Basic Education Students.

Every adult education program should help adult students persist in their learning until they reach their educational goals. NCSALL is engaged in an ongoing study designed to: 1) develop and test advice for adult basic education practitioners on how to help adult learners persist in their studies; and. English as a Second Language. Learner Persistence Research and Resources. Basic Concepts. Learner Persistence “Adults staying in programs for as long as they can, engaging in self-directed study or distance education when they must stop attending program services, and returning to program services as soon as the demands of their lives allow.” (National Center for Study of Adult Learning.

Perceived Factors that Influence Adult Learners’ Persistence and Retention in Adult Basic Education by Evelyn Idoko MS, Herbert H. Lehman College, 1995 BA, Hunter College, 1990 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Author: Evelyn Idoko. Learner Persistence in Adult Basic Education The study circle is designed for adult education practitioners who desire to explore specific topics, brainstorm ideas, and develop strategies in .

NCSALL is involved in a three-phase study of learner persistence. The term "persistence" refers to the length of time that a student remains engaged in learning. Practitioners often use the term "retention" for the same phenomenon, but this study uses persistence because it places the student in a position of control and decision-making. Quinsigamond Community College's (QCC's) Adult Community Learning Center is located in Worcester, Massachusetts, and offers ESOL and ABE/GED classes to students who reside in Worcester and the surrounding towns (urban area). Its ABE/GED program has historically had low retention and persistence. Students often left before the end of the year or before accomplishing their goals.Cited by: 7.