Browsing by Subject "Adult Basic Education"

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    DIFFERENCE BETWEEN SELF-SUFFICIENCY AND ECONOMIC VIABILITY IN WELFARE-TO-WORK RHETORIC
    (2005-09-27T18:30:33Z) Wright, Ursula T.
    The purpose of this paper is to examine the issues and implications raised when speaking of ‘self-sufficiency’ and ‘economic viability’ in welfare to work and provide an alternative context for discussing welfare-to-work programs and their success. Drawing on welfare-to-work literature, I clarify the difference between ‘self-sufficiency’ and ‘economic viability’ and discuss two main approaches used by welfare to work policy makers. Although both terms are used interchangeably, research that concludes welfare programs are successful is often misconstrued by (1) ambiguously defining these terms (2) and by inconsistent indicators and outcome measures of achievement. The major issues surrounding the improper use of these terms in welfare to work programs will be addressed followed by a discussion of its implications for adult educators.
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    Profiles Of Internet Use In Adult Literacy And Basic Education Classrooms
    (2006-08-21T15:09:09Z) Berger, Jim
    This study sought to create profiles of adult literacy and basic education (ALBE) instructors and their use of the Internet in their classrooms. Rogers’ theory of Diffusion of Innovations (2003) provided the theoretical framework for this study. A set of 50 surveys was mailed out to each of the fifty states. Twenty-four states distributed 1200 surveys and returned 219 surveys for a response rate of 18.25%. Of the respondents, 81% indicated they had computers available, 32.0% indicated they used e-mail with their class, and 67.3% indicated they used the Internet. Five scales were developed and used to construct profiles of ALBE instructors. Two profiles were developed that mirrored each other. The first profile showed instructors liked the Internet, used it often, found positive consequences, were neutral on negative consequences and did not find many barriers to using it. The second profile did not like the Internet, did not use it much, found few positive consequences, were neutral on negative consequences, and found many barriers to using it. Significant differences were found between the two groups based on average number of computers, use of e-mail in the classroom, average number of days using the Internet, average number of students served.