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Online Courses for Adults: Do They Replace or Supplement On-Site Courses?
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Falk Scheidig – International Journal of Lifelong Education, 2024
The COVID-19 pandemic led to a marked increase in the number of online courses in adult education. However, such courses are viewed ambivalently because, on one hand, they are associated with digitalisation processes and an increased accessibility, reach, and flexibility of learning opportunities, whereas, on the other hand, there are concerns…
Descriptors: Adult Education, Online Courses, Foreign Countries, Supplementary Education
The Importance of Indigenous Centres/Units for Aboriginal and Torres Strait Islander Students: Ensuring Connection and Belonging to Support University Completion
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Bronwyn Fredericks; Katelyn Barney; Tracey Bunda; Kirsten Hausia; Anne Martin; Jacinta Elston; Brenna Bernardino – Higher Education Research and Development, 2024
Indigenous student completion rates remain very low relative to non-Indigenous students. Some universities have higher Indigenous student completion rates than the national average but research-based evidence of these universities as 'success models' is limited. Drawing on findings from interviews with Indigenous university graduates and staff as…
Descriptors: Foreign Countries, Indigenous Populations, Indigenous Personnel, College Graduates
Are We Putting Community in the Community College? A Mixed Methods Study on Success Outcomes in Underrepresented Students
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Amanda O. Williams-Jordan – ProQuest LLC, 2023
Underserved students, such as African Americans, first-generation, or those with low-income backgrounds, often face more obstacles when it comes to postsecondary education. In response, many colleges now offer supplemental support programs to increase their chances of success. This study examined two groups of underrepresented students at a…
Descriptors: Community Colleges, Community College Students, Disproportionate Representation, Minority Group Students
Provision on Tutoring Raises Renewal Issues
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Hoff, David J. – Education Week, 2007
With the number of students eligible for federally financed tutoring continuing to grow, school officials and tutoring providers are fighting over the scope of the program and debating how to measure its quality. As Congress revisits the tutoring initiative and other sections of the No Child Left Behind (NCLB) Act, lawmakers want answers to…
Descriptors: Federal Legislation, Academic Standards, Reading Teachers, Tutoring
State and Local Implementation of the "No Child Left Behind Act". Volume VII--Title I School Choice and Supplemental Educational Services: Final Report
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Vernez, Georges; Naftel, Scott; Ross, Karen; Le Floch, Kerstin Carlson; Beighley, Christopher; Gill, Brian – US Department of Education, 2009
This report presents trends on the implementation of Title I parental choice options from the National Longitudinal Study of No Child Left Behind (NLS-NCLB) and the Study of State Implementation of Accountability and Teacher Quality Under No Child Left Behind (SSI-NCLB). The report uses data from state-level interviews; surveys of a nationally…
Descriptors: Public Schools, Eligibility, Federal Legislation, School Choice
Evaluation of the Kansas City LULAC National Education Service Center's Young Reader's Program
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Boulden, Walter T. – Children & Schools, 2006
The Kansas City LULAC (League of United Latin American Citizens) National Education Service Center's (LNESC) Young Reader's Program combines social work principles and philosophies with a grounded educational curriculum in an after-school supplemental reading program for Hispanic/Latino, low-English-proficient, low-income, first- through…
Descriptors: Social Work, Reading Programs, Hispanic Americans, Low Income Groups