The purpose of this study was to examine the structure of engagement for students in an adult secondary program and to investigate how different components of engagement are associated with persistence.
This study utilized a quantitative methodology, specifically employing a survey research design.
Standards-based reform and the proliferation of legislative mandates to improve the quality of teaching and learning in K-12 education are two of the most hotly contested and complex educational issues in contemporary U. In efforts to give voice to teachers, this qualitative multiple-case study explored middle and high school English and Mathematics teachers' perceptions of both the value and effects of standards-based reform in relationship to curriculum, instructional practices, and the quality of student learning.
Although teachers are the main agents of implementation of these legislative mandates, they remain absent in this debate and their voices continue to be relegated to a lesser rank in the design and implementation of educational reforms.
The findings from a confirmatory factor analysis showed that the instrument tested in this study reliably identifies factors of emotional, behavioral, and cognitive engagement among adult secondary students.
It is expected that this instrument of engagement will provide adult educators and researchers with a useful tool with which to measure engagement within adult secondary students.
The purpose of this quantitative study was to explore the persistence rates of first-generation, low-income, African American female students involved in Extended Opportunity Programs and Services (EOPS) and Cal WORKs.
More specifically, the study compared persistence rates for such students in EOPS and Cal WORKs.
Adult education programs provide a viable option for adults who seek lifelong learning.
One type of such programs is the adult secondary program where high school dropouts can earn a high school diploma.