Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id LAA18902; Thu, 25 May 2000 11:28:51 -0400 (EDT) Date: Thu, 25 May 2000 11:28:51 -0400 (EDT) Message-Id: <200005251524.IAA26618@orion.cc.pcc.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: Linda Neill <lneill@pcc.edu> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:251] Re: Spring is here? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: multipart/alternative; X-Mailer: QUALCOMM Windows Eudora Pro Version 4.0.1 Status: O Content-Length: 6161 Lines: 145 --=====================_1806418==_.ALT Content-Type: text/plain; charset="us-ascii" Hi, Rose Drill-Peterson, I am interested in reading your dissertation. Is that possible? We, at Portland Community College, have been struggling with the persistence issue for years. One of my goals as Manager of the ABE/GED program is to "DO something about it, instead of just TALK about it." Thanks for any information you may have. Linda Neill Portland Community College At 10:02 PM 5/24/00 -0400, you wrote: >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 > > > ********************************************* Linda S. Neill, ABE/GED Manager Adult Basic Skills Program, Portland Community College Southeast Center - SE 111 2850 S.E. 82nd Avenue Portland, OR 97266 (503) 788-6263 FAX: (503) 788-6247 E-Mail: lneill@pcc.edu ********************************************* --=====================_1806418==_.ALT Content-Type: text/html; charset="us-ascii" <html><div>Hi, Rose Drill-Peterson,</div> <div>I am interested in reading your dissertation. Is that possible? We, at Portland Community College, have been struggling with the persistence issue for years. One of my goals as Manager of the ABE/GED program is to "DO something about it, instead of just TALK about it." Thanks for any information you may have.</div> <br> <div>Linda Neill</div> <div>Portland Community College</div> <br> <br> <div>At 10:02 PM 5/24/00 -0400, you wrote:</div> <div>>Persistence is a complicated issue. The BASICS issue raises some excellent </div> <div>>points, goal development is crucial, however, for some students this must be </div> <div>>done in a context of a community of learners. </div> <div>> I completed a dissertation in 1998 on the experiences of Women in </div> <div>>Louisiana seeking a GED. Persistence became a central theme. For the </div> <div>>population I studied, the ability to develop a relationship with the teacher, </div> <div>>school and/or program was the most important variable to persistence. Even </div> <div>>when family emergencies occurred, it was a teacher who pulled them back to </div> <div>>the school/program after the crisis had passed. Some of the women had begun </div> <div>>and ended 5 and 6 adult programs. For this population, the relationship </div> <div>>preceded the goal development. </div> <div>></div> <div>>Another finding showed, similar to the article, hat the ability to integrate </div> <div>>a GED program into a vocational program is powerful. One of the study sites </div> <div>>was a private proprietary school (cosmetology). It was very effective for </div> <div>>students who had been unsuccessful in more traditional adult education </div> <div>>programs. Students developed professional relationships with instructors </div> <div>>around hair which extended to academic subjects. The small student body also </div> <div>>created a community which was important to them. </div> <div>></div> <div>>For the students in my study, the way school "made them feel" determined </div> <div>>persistence-whether they dropped out or stuck it out. The relationships began </div> <div>>in high school and continued throughout their school careers. </div> <div>></div> <div>>Rose Drill-Peterson</div> <div>>New Orleans Public Schools </div> <div>></div> <div>> </div> > <br> <br> <br> <br> <font face="Arial Narrow, Helvetica" color="#800080"><b>*****</font><font color="#FFFF00">*****</font><font color="#FF0000">*****</font><font color="#008080">*****</font><font color="#00FFFF">*****</font><font color="#00FF00">*****</font><font color="#808080">*****</font><font color="#FF00FF">*****</font><font color="#0000FF">*****<br> </font><font color="#000000">Linda S. Neill</font><font face="Brush Script MT">, </font><font face="Arial Narrow, Helvetica">ABE/GED Manager<br> </b>Adult Basic Skills Program, Portland Community College<br> Southeast Center - SE 111<br> 2850 S.E. 82nd Avenue<br> Portland, OR 97266<br> (503) 788-6263 FAX: (503) 788-6247<br> E-Mail: <b>lneill@pcc.edu<br> </font><font color="#800080">*****</font><font color="#FFFF00">*****</font><font color="#FF0000">*****</font><font color="#008080">*****</font><font color="#00FFFF">*****</font><font color="#00FF00">*****</font><font color="#808080">*****</font><font color="#FF00FF">*****</font><font color="#0000FF">*****<br> </font></b></html> --=====================_1806418==_.ALT--
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