Youths Transitioning as Adult Learners

Davis, C. Amelia

doi:10.1002/ace.20105

Cited by 5 publications

(3 citation statements)

References 16 publications

(17 reference statements)

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“…Olsen (2014) explored the needs of youth into adulthood and concluded that learning how to apprehend new forms of learning, developing non-cognitive skills, and connecting learning to pragmatic experiences make the process of learning complex for these learners to make the transition. Davis (2014b) concurs with Olsen's assessment of the complexity of the youth to adult transition and further explains that finding self-agency is critical for these learners to transition educationally. Employing ethnodrama to explicate the experiences of GED students, Davis (2014a) also shows that students' past experiences with school, their social positions within the educational system, life circumstances such as moving or pregnancy impacted their leaving school and influenced their decision to return to school.…”

Section: Lifelong Learning Skillssupporting

confidence: 74%

Are Transitions a Sufficient Goal for ABE Students or Programs?

Hughes¹,

Knighton²

2020

ALE JOURNAL

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Reading the Federal Register announcement (U.S. Department of Education, 2016) of Title II of the Workforce Innovation and Opportunity Act (WIOA) offers a glimpse of WIOA's priorities. These priorities are important because they drive funding allocations for adult basic education in the nation; and that funding, in turn, determines how funded programs operate in order to receive that funding. As the largest funder of adult basic education (ABE) in the nation, providing over $600 million through its Basic Grants to States (U.S. Department of Education, 2019), WIOA drives ABE policies and practices. A review of the announcement on Title II shows how much the concept of transitioning beyond basic skills has become critical. The phrase "transition to" is repeated 46 times throughout the document and is clarified with language that brings the importance of transitions to the forefront. Basic skills learners attend classes not as an end, but rather as a point that takes them forward to something else, as noted in this explanation: WIOA retains and expands the purposes of AEFLA [Adult Education and Family Literacy Act]. Under WIA [the legislation that WIOA supersedes], AEFLA aimed to help adults improve their educational and employment outcomes, become self-sufficient, and support the educational development of their children. Under WIOA, AEFLA's purposes have been expanded to include assisting adults to transition to postsecondary education and training, including through career pathway programs. Further, WIOA formalizes the role of adult education in assisting English language learners to acquire the skills needed to succeed in the 21st-century economy.

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Section: Lifelong Learning Skillssupporting

confidence: 74%

Are Transitions a Sufficient Goal for ABE Students or Programs?

Hughes¹,

Knighton²

2020

ALE JOURNAL

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“…Despite drastic cuts to family literacy programmes in recent years, large numbers of parents/caregivers continue to enrol, making the ABE system arguably one of the most significant contexts for addressing the health literacy needs of this population. The ABE system also serves an increasing number of youth aged 16-24 (Davis, 2014), a population that to date has received little attention in health literacy research . The ABE system also serves historically hard-to-reach populations, such as immigrant and refugee adults without legal documentation, as well as English language learners with little to no print skills in the primary language, and limited formal schooling experience (one of the fastest growing sectors of English language programming; see Center for Applied Linguistics, 2010).…”

Section: Adult Basic Education In the Usmentioning

confidence: 99%

International handbook of health literacy

Duncan¹

2019

NZMSJ

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Policy Press works to counter discrimination on grounds of gender, race, disability, age and sexuality. Cover design by Hayes Design Front cover image: istock Printed and bound in Great Britain by CPI Group (UK) Ltd, Croydon, CR0 4YY Policy Press uses environmentally responsible print partners iii Contents List of figures, tables and boxes ix Notes on contributors xiii 1 Defining health literacy: Exploring differences and commonalities 5 Kristine Sørensen 2 From Saranac Lake to Shanghai: A brief history of health literacy 21 Orkan Okan

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“…Despite drastic cuts to family literacy programmes in recent years, large numbers of parents/caregivers continue to enrol, making the ABE system arguably one of the most significant contexts for addressing the health literacy needs of this population. The ABE system also serves an increasing number of youth aged 16-24 (Davis, 2014), a population that to date has received little attention in health literacy research (Manganello, 2008). The ABE system also serves historically hard-to-reach populations, such as immigrant and refugee adults without legal documentation, as well as English language learners with little to no print skills in the primary language, and limited formal schooling experience (one of the fastest growing sectors of English language programming; see Center for Applied Linguistics, 2010).…”

Section: Adult Basic Education In the Usmentioning

confidence: 99%