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Suh, Emily K. – Journal of College Reading and Learning, 2020
Generation 1 learners are adult immigrants who first enter the U.S. educational system through adult ESL before transitioning to credit courses. Based on interview and observation data from six Generation 1 learners' first term in college courses, this taxonomic analysis explores the learners' expectations of what it means to be a student through…
Descriptors: English (Second Language), Second Language Learning, Immigrants, College Students
Idoko, Evelyn – ProQuest LLC, 2018
Retaining students, particularly in the 16- to- 24-year-old category, is a constant challenge for adult basic education programs nationwide. Educators need to understand factors that affect adult learners' experiences, have a better understanding of ways to motivate adult students in a nontraditional school setting to enhance their engagement, and…
Descriptors: Adult Basic Education, Academic Persistence, High School Equivalency Programs, Student Motivation
Niari, Maria; Manousou, Evaggelia; Lionarakis, Antonis – European Journal of Open, Distance and E-Learning, 2016
The Pygmalion Effect is the positive form of self-fulfilling prophecy and shows how teacher expectations influence student performance. According to this phenomenon, higher expectations can lead to an increase in performance. In this research qualitative methodology was adopted both in data collection, and in analysis, in order to investigate the…
Descriptors: Case Studies, Open Universities, Distance Education, Graduate Students
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Suh, Emily – AERA Online Paper Repository, 2016
Unlike Generation 1.5 or adolescent ESL students, Generation 1 students do not attend U.S. K-12 English as a Second Language (ESL) and often lack linguistic capital necessary for college success, thereby stalling their pursuit of the American Dream. This qualitative research examines a previously understudied group's transition from ESL.…
Descriptors: Generational Differences, English (Second Language), College Readiness, Adult Students
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White, David G.; Levin, James A. – Complicity: An International Journal of Complexity and Education, 2016
The goal of this research study has been to develop, implement, and evaluate a school reform design experiment at a continuation high school with low-income, low-performing underrepresented minority students. The complexity sciences served as a theoretical framework for this design experiment. Treating an innovative college preparatory program as…
Descriptors: Educational Change, High Schools, Low Income, Low Achievement
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Greenes, Carole; Wolfe, Susan; Weight, Stephanie; Cavanagh, Mary; Zehring, Julie – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2011
With funding from NSF, the Prime the Pipeline Project (P[cube]) is responding to the need to strengthen the science, technology, engineering, and mathematics (STEM) pipeline from high school to college by developing and evaluating the scientific village strategy and the culture it creates. The scientific village, a community of high school…
Descriptors: Control Groups, Undergraduate Students, High School Students, Advanced Courses