Seven strategies for facilitating access of nontraditional students to graduate education in social work

Effectiveness of Admission Criteria on Student Performance in Classroom and Field Instruction

“…On the other hand, field instructors were only able to predict classroom performance and not field performance. Miller and Koerin (1998) and Moxley, Najor-Durack and Dumbrigue (2000) emphasized the importance of using nonacademic criteria in the admissions process. In an exploratory study that looked at the use of nonacademic admissions criteria, Miller and Koerin (1998) mailed surveys to accredited MSW programs.…”

The pathways to higher education: lexical availability in adult candidate students and in young first-year students

“…(1) these students will continue their studies alongside colleagues who have followed the usual schooling path, and (2) higher education institutions, in seeking to deliver personal monitoring to students, will face the challenge of providing resources and adopting strategies which will enable these particular students to achieve success (Rau 1999, Moxley et al 2000, Faust and Courtenay 2002, Jongebloed 2002, Flumerfelt et al 2007, Jeffrey 2009). …”

Academic Support for First-Year Social Work Students in South Africa

“…Adult education recognises that adults enter a learning programme with life experiences, knowledge, skills and wisdom (Moxley, NajorDurack & Dumbrigue, 2000). From a strengths perspective (Saleebey, 2008) or assets-based approach (Kretzmann & McKnight, 1993), we can view such learning as assets -they are strengths and capabilities that adult learners bring with them (Moxley et al, 2000). Adult learning, therefore, begins with an assumption that learners are not blank slates, but rather competent and experienced people.…”

“…Unlike children who are required to attend school, irrespective of their own interests, adult learners typically seek out learning opportunities that will advance their own interests. Moxley et al (2000) link this principle to the empowerment and strengths perspectives' commitment to facilitating human goal achievement. It is an exercise in "mastery" in which we facilitate people's achievement of the vision and dreams that they have for themselves.…”

“…Through this kind of engagement, Freire argues that they not only become educated, but also conscientised, empowered and transformed. Moxley et al (2000) indicate that adult education is particularly concerned to understand why adult learners want to learn -what is their motivation and incentive for learning. "The educator examines how education now fits into professional development or work advancement of the adult learner.…”