By: Krishna Bista. Recently, in a class discussion, my professor let the students speak on the issue of silence. Many students in that class were either K school or college teachers. They shared their experiences and perceptions of silent students — both native and non-native speakers of English. Some of my classmates were not familiar with the culture of silence in foreign countries. Personally, this class reminded me of my own experience of understanding the U.
Undiagnosed or unmanaged learning disabilities can be a detriment to adults returning to school. Adults without learning disabilities can have a hard enough time returning to school after being away for years. Adding a learning disability to their circumstances can complicate the experience. Even if the adult had good habits to cope with their situation, they might have forgotten or fallen out of practice.
Success was defined in multiple ways. In the qualitative section of the study, we observed and conducted interviews with teachers and students in the selected classrooms to investigate how these stakeholders defined success in ABE. Iterative consideration of the qualitative data revealed three principal markers of success: a instructional strategies and teacher-student interactions; b views on standardized testing; and c student motivational factors. In general, classrooms with higher value-added scores were characterized by multiple instructional approaches, positive and collaborative teacher-student interactions, and students engaging in goal setting and citing motivational factors such as family and personal fulfillment. The implications for ABE programs are discussed.
Millions of adults are held back in their careers because they lack a college degree. But the tide is changing. In the book, Smith walks readers through how to assess their own learning achievements and tells the stories of several real people who pursued education opportunities outside of a college campus.