Regarding resistance to change:
Here in corrections (and in recovery programs) we look at change as a
continuum that moves through stages--precontemplative, contemplative,
preparation, maintenance, relapse, etc. At each stage programs/teachers
could implement strategies that would aid or strengthen the change
process. Here's an example that applies to adult ed:

Pre-contemplative: a student thinks about enrolling in an adult ed
class. At this point an advisor would have the role of "tipping the
balance": having the potential student figure out what the advantage /
disadvantages of school. It's extremely important that the student come
up with these and not the program!

Contemplative: Students may make the call!!! At this point the
educational program needs to be sure to "hook" the student and not
create another barrier such as having intake at difficult times, or
ignoring the student when they walk in, etc. Again, teh program needs to
reinforce the decision to make a life change.

Maintenance: The student starts class. Again, at this point the
program/teacher needs to reinforce the advantages of change and check in
with student to make sure needs are met...

Relapse: Life interferes for the student and he/she stops coming to
school!!! At this point, the program needs to draw the student back in.
There must not be barriers to re-entry; student must again see the
advantage of school in terms of meeting goals, etc. 

Once we started to look at our program (a community corrections adult ed
program) we were able to better meet student needs, and really develop
unique retention strategies to overcome resistance....

Carole Scholl
Multnomah County Adult Community Justice
Londer Learning Center
Portland, OR
 http://www.co.multnomah.or.us/dcj/asdllcindex.html

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of JURMO at ucc.edu
Sent: Thursday, June 12, 2008 9:00 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 964] Re: Implementing State
AdultEducationContentStandards: Louisiana

Thanks to everyone so far for the informative discussion about the Why's
and How's of standards as a tool for reforming adult basic education at
the state level.  My guess is that some readers who are new to the
notion of "standards" might be wary of being forced to use some
standards developed by others.  (Or some might have had a bad experience
with "standards.") 

Rather than seeing standards as a framework of content and best
practices that programs can adapt to the particular learners they serve,
some might feel that standards are something rigid and irrelevant or too
cumbersome.  Several people in this discussion have mentioned
"resistance to change" as a challenge in the development of standards-
based systems.  Does anyone want to comment on what the sources of such
resistance are and strategies for responding to this resistance? 

Paul Jurmo
Union County College
New Jersey

-----Original Message-----
From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Wednesday, June 11, 2008 10:43 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 961] Implementing State Adult
EducationContentStandards: Louisiana

Colleagues,

Please continue to post questions for Judy Franks, Pam Blundell and  
Miriam Kroeger. Don't be shy now : - )

Thursday I would like to welcome Raye Nell Spillman who will report  
on her experience in implementing adult education content standards  
in Louisiana. Raye Nell will answer the same questions I asked Pam,  
Judy and Miriam to address and perhaps, if she wishes, add other  
information based on the questions we have asked other guests .

For those who have just joined the discussion, and others, you will  
find the messages already posted in the discussion archives at

http://www.nifl.gov/pipermail/specialtopics/2008/date.html


David J. Rosen
Special Topics Discussion Moderator
djrosen at comcast.net






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