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Subject: [NIFL-FOBASICS:247] Re: Spring is here?
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Persistence is a complicated issue. The BASICS issue raises some excellent
points, goal development is crucial, however, for some students this must be
done in a context of a community of learners.
I completed a dissertation in 1998 on the experiences of Women in
Louisiana seeking a GED. Persistence became a central theme. For the
population I studied, the ability to develop a relationship with the teacher,
school and/or program was the most important variable to persistence. Even
when family emergencies occurred, it was a teacher who pulled them back to
the school/program after the crisis had passed. Some of the women had begun
and ended 5 and 6 adult programs. For this population, the relationship
preceded the goal development.
Another finding showed, similar to the article, hat the ability to integrate
a GED program into a vocational program is powerful. One of the study sites
was a private proprietary school (cosmetology). It was very effective for
students who had been unsuccessful in more traditional adult education
programs. Students developed professional relationships with instructors
around hair which extended to academic subjects. The small student body also
created a community which was important to them.
For the students in my study, the way school "made them feel" determined
persistence-whether they dropped out or stuck it out. The relationships began
in high school and continued throughout their school careers.
Rose Drill-Peterson
New Orleans Public Schools
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